SCHOOL PREPAREDNESS FOR NATURAL DISASTERS
Information on school preparations for wind, earthquake, and flood hazards, compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
Crime, Violence, Discipline, and Safety in U.S. Public Schools: First Look.
(U.S. Dept. of Education, Washington, DC , May 2011)
Uses data from the 2009-10 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. Percentages of schools that drill students on emergency plans for natural disasters, hostage situations, and bomb threats are included. 85p.Report NO: NCES 2011320
On Shaky Ground.
Johnson, Corey G.
(California Watch, Apr 2011)
California Watch investigates seismic safety oversight of California's public schools. A three-part series shows that lax oversight of school construction, poor judgment in hiring building inspectors and inability for schools to access renovation funds have all contributed to the tens of thousands of public schools that fail to comply with the Field Act, which laid out building safety codes after 70 schools collapsed in a 1933 earthquake. Includes audio and videos, interactive maps, photos, Iphone app, events, and social media.
Flooding and Schools.
(National Clearinghouse for Educational Facilities, Washington, DC , 2011)
Discusses what flooding can do to schools; how to prevent or mitigate flood damage; how to prepare for and respond to flood emergencies; and how to recover from a flood. Includes an appendix on schools as emergency shelters, 31 references and additional online resources. 4p.
Multi-Hazard Emergency Planning for Schools Toolkit
(Department of Homeland Security's Federal Emergency Management Agency (FEMA), Washington, D.C. , 2011)
Includes course materials, comprehensive preparedness guide, prevention and preparedness resources, mitigation resources, respoonses & recovery resources, sample forms, video library, analyzing hazards, developing procedures, addressing special needs, and more.
School Crisis Guide. Help and Healing in a Time of Crisis.
(National Education Association (NEA) and the National Education Association Health Information Network (NEA HIN), 2011)
This web-based guide and toolkit were developed to help schools respond to both human and natural disasters. Included are tips, resources, ideas, and examples. The kit is divided into four sections that discuss: 1) being prepared before a crisis, 2) being responsive during a crisis, 3) being diligent in moving beyond crisis, and 4) hands-on assistance tools for educators.
Seismic Strengthening of School Buildings
Proeça, Jorge and Gago, António Sousa
(Parque Escolar, Lisbon, 2011)
Portugal knows all too well how destructive earthquakes can be. This publication is a testament to the recent work of experts, governments and communities to seismically strengthen school buildings. In addition to presenting 13 detailed case studies of school strengthening completed as part of Portugal’s Secondary School Building Modernisation Programme, the authors describe the context – type of structures, building codes and regulations, technical procedures and assessment frameworks – surrounding these efforts. Published in English/Portuguese (bilingual) 190pTO ORDER: email@example.com
Mass Notification for Higher Education.
(National Clearinghouse for Educational Facilities, Washington, DC , Jul 2010)
Discusses essential considerations when designing a campus-wide mass notification system, and the pros and cons of current notification systems. 8p.
Disaster Mitigation Planning Assistance Website
(Library of Congress Preservation Directorate, the Center for Great Lakes Culture and the California Preservation Program. , 2010)
Disaster plans for cultural institutions, including libraries, museums, historical societies and archives help to mitigate damage to collections in the event of a disaster. This site allows the user to view disaster plans submitted by libraries and archives as a model for developing your own plan. Resources are available in a database that can be searched geographically, by service, expert or supply. The search menu allows searching by state, multiple states nationally, or by type of service, expert, or supply. The results of a search can be downloaded for updating of your institution's disaster plan.
CDC Guidance on Helping Child Care and Early Childhood Programs Respond to Influenza during the 2009-2010 Influenza Season.
(U.S. Dept. of Health and Human Services, Centers for Disease Control and Prevention, Atlanta, GA , Sep 2009)
Provides guidance to help decrease the spread of influenza among children in early childhood programs and among early childhood providers during the 2009-2010 flu season. The guidance provides a menu of tools that health officials, Head Start, and other early childhood and child care providers can choose from based on conditions in their area. It recommends actions to take now, during the 2009-2010 flu season, suggests strategies to consider if the Centers for Disease Control determine that the flu is becoming more severe, and provides a checklist for decision-making at the local level. 6p.
Emergency Management 101: What Every School District Needs to Know.
(U.S. Department of Education, Office of Safe and Drug-Free Schools, Washington, DC , Aug 2009)
Discusses the four phases of emergency management: prevention-mitigation, preparedness, response, and recovery; and how they apply to schools. Also addressed are school emergency plan development considerations; making plans scalable; the standard response actions of evacuation, lockdown, and shelter-in-place; and after-action debriefing. 46p.
Rebuilding Schools after the Wenchuan Earthquake: China Visits OECD, Italy and Turkey.
CELE Exchange; 2009/5 ; Jun 2009
Presents highlights from visits of Chinese officials to these countries, following this earthquake which disproportionately destroyed schools that were typically not earthquake resistant. Topics of the meetings included 1) how to formulate a comprehensive plan for reconstructing and retrofitting public facilities, 2) how to organize a reconstruction program for public facilities, 3) how to finance earthquake reconstruction and retrofitting programs, 4) how can the financial burden be shared among levels of government, and 5) how to monitor reconstruction efforts.
HT: Emergency School Reconstruction Project.
(The World Bank, Washington, DC , Feb 17, 2009)
Outlines the World Bank's project to "build back better" and safeguard Haitian schools seriously damaged by hurricanes. The project intervenes in schools that have been destroyed and/or schools whose infrastructure represent a serious risk for the safety of the occupants, finance the upgrade of facilities in a few selected schools that are used as temporary shelters in case of natural disasters, and put in place a nation-wide program contributing to the reduction of major risks to and vulnerability of schools caused by natural disasters. 7p.
Emergency Management Standards.
(National Clearinghouse for Educational Facilities, Washington, DC , Jan 2009)
Discusses emergency management standards for school use and lists standards recommended by FEMA's National Incident Management System (NIMS). 2p.
Guidance Notes on Safer School Construction.
(Global Facility for Disaster Reduction and Recovery, Washington, DC , Jan 2009)
Presents a framework of guiding principles and general steps to develop a plan to address the disaster resilient construction and retrofitting of school buildings. The guidance notes consist of four components: 1) General information and advocacy points addressing the need and rationale for safer school buildings, along with success stories and list a number of essential guiding principles and strategies for overcoming common challenges. 2) A series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative. Each step describes the processes, notes important decision points, highlights key issues or potential challenges, and suggests good practices, tools to facilitate the actions, and references resources to guide the reader to more detailed and context-specific information. 3)A compilation of basic design principles to identify some basic requirements a school building must meet to provide a greater level of protection. 4) A broad list of references to resources for more detailed, technical and context-specific information. 142p.
Improving School Earthquake Safety in India.
(Organisation for Economic Co-operation and Development, Paris, France , 2009)
Discusses efforts made to seismically retrofit New Delhi's Ludlow Castle School. STructural and non-structural modifications are described, as are intentions to replicate these modifications at other government schools in Delhi. 3p.
Preparing for the Flu: Department of Education Recommendations to Ensure the Continuity of Learning for Schools (K-12) During Extended Student Absence of School Dismissal.
(U.S. Dept. of Education, Washington, DC , 2009)
Provides recommendations to help schools maintain the continuity of learning for individual or small groups of students who are out of school for extended periods and large groups of students disrupted by school dismissals or large numbers of faculty absences. These recommendations present considerations for education stakeholders to plan for and improve their ability to provide continuous learning ranging from take?home assignments to online learning capabilities. It offers key questions for states, districts, school leaders, teachers, parents, and students, as well as provides resource opportunities and best practices. 6p.
Reducing Vulnerability of School Children to Earthquakes.
(United Nations Centre for Regional Development School Earthquake Safety Initiative , Jan 2009)
Describes the project on "Reducing Vulnerability of School Children to Earthquakes" that took place in four countries – Uzbekistan, Fiji, India and Indonesia. The project aimed to ensure that school children living in seismic regions have earthquake resilient schools and that local communities build capacities to cope with earthquake disasters. The project had the following key components: school retrofitting; disaster education, capacity building and raising awareness. Summarizes the good practices and lessons learned from the project countries and also highlights the task ahead to up-scale from model projects to countrywide activities on school safety. 94p.
The Disaster Decade: Lessons Unlearned for the United States.
(Save the Children, Westport, CT , 2009)
Reports that only seven states are meeting crucial minimum standards to ensure that schools and child-care facilities are prepared to respond to the needs of children during a disaster. The four key standards identified include evacuation and relocation, reunification and plans for special needs children at child-care facilities, as well as multi-hazard plans at schools. The study calls for action at the federal level to better protect children through a five-point plan: 1) Establish national disaster preparedness standards for child-care centers and schools. 2) Establish an Office of Children's Advocacy at FEMA. 3) Make child care centers eligible for federal disaster aid. 4) Establish a White House Commission on the effects of the recession on children. 5) Create a federal public awareness campaign to educate families about protecting children during disasters. 41,42,44p.
References to Journal Articles
Stronger, Better, Greener. Kiowa County Schools: Greensburg, KS
Cassias, Charles S.
High Performance Buildings; , p18-29 ; Summer 2012
After a two-mile wide tornado plowed through Greensburg, Kan., in 2007, the town and school district committed to rebuilding a model green community, focusing on passive building systems and integrated design. The school also functions as a badly needed social hub for this reemerging town. Renewable electricity is provided by an on-site wind generator and off-site city wind farm. The building incorporates reclaimed cypress from another natural disaster, Hurricane Katrina. The school uses only 29.2 kBtu/ft2 per year, less than half the energy used by a school built to code.
Recovering from Tragedy
American School and University; Jun 2012
Schools and universities must move forward after catastrophes to make sure students continue to learn and grow. Discusses the aftermath of tornadoes in Tuscaloosa, Alabama and Joplin, Missouri.
Glazing Design Beyond the Minimum. Considerations for Glass, Hurricanes, and Tornadoes
Construction Specifier; , p50-62 ; May 2012
In order to offer true protection against hurricanes and tornadoes, a building's glazing design should include a risk assessment of options that go beyond the minimum codes and standards.
Restoring Joplin's Future
American School Board Journal; May 2012
Examines the damage Joplin, Missouiri schools sustained after a tornado and discusses the rebuilding efforts of Joplin's schools.
After the Storm
School Planning and Management; , p14-18 ; May 2012
Details recovery planning for tornado strikes on schools.
Joplin High School
Architectural Record; Mar 2012
After a tornado dessimated Joplin, Missouri, national architecture and engineering firm DLR Group and Joplin-based architect Corner Greer & Associates directed the transformation of a 96,000-square-foot space from big-box retail to interim campus. Many of the strategies tested in the interim campus, including flexible classrooms, will be repeated in a permanent high school that DLR and Corner Greer are now designing.
Knowledge Center: School Security Crisis Communications
American School and University; Feb 2012
When a school or university is dealing with an emergency, communicating to constituents and the public is critical. To get the word out most effectively, administrators must choose methods that deliver information quickly to the greatest numbers of people who need to know. Discusses how education institutions need to be using social media sites such as Facebook and Twitter to communicate important news to students, staff, family members and the community at large.
Ready, Set, Emergency!
School Planning and Management; , p36-38 ; Feb 2012
A four-phase emergency management plan, coupled with National Incident Management System (NIMS), is a good place to begin building an emergency management plan. Includes resources to aid you on your journey.
Joplin District Rep: Don’t Use Hallways As Tornado Shelters
Burns, Davis; Grayson, James; Dorn, Michael; Gray, Robin
Campus Safety; Jan 17, 2012
Had Joplin schools used hallways during the massive May 2011 tornado that struck Joplin, Mo., many lives would have been lost. Describes how hallways act as wind tunnels, sub-par 2-Way radio systems didn't work, and phones were inoperable.
How Prepared Are America's Colleges and Universities for Major Crises?
Mitroff, Ian; Diamond, Michael; Alpasian, Murat
Change (Reprinted by SCUP); Nov 2011
Outlines a set of recommendations to college and university leaders and governing bodies on how to develop crisis-management systems to ensure that their institutions are as well prepared as possible for a wide range of crises. These recommendations are based, in part, on crisis-management programs developed for various business organizations. Results of a survey of colleges and universities to determine the general level of crisis-management preparation are also included.
Buildings, Not Drills, Hold Key to Disaster-Proof Schools.
Baily, Nancy; Welliver, Barry; Wolf, Edward
Education Week; Jul 2011
In the Mid-South, the Wasatch Front, and the Pacific Northwest, hundreds of thousands of children attend classes in buildings not designed to protect them on the day that local faults decide to slip. Describes actions taken by Utah and Oregon to gauge the risk.
Who Is In Charge?
College Planning and Management; v14 n7 , p28,30,32,33 ; Jul 2011
Emphasizes the necessity for a "person in charge" in higher education campus emergencies. Whether or not this is a designated position or duties assigned to an existing position is discussed, as are the duties for this position and the necessary supporting infrastructure and connections within to the community.
Designing School Safe Rooms.
Orr, Brian M.; Davis, Brent M.
Ascent Magazine; , p38-42 ; Summer 2011
Creating safe havens in schools to protect against tornadoes can greatly aid communities while not blowing the budget if they are designed efficiently and early in the process. Discusses design requirements, design challenges, secondary uses, safe room costs, and availability of Federal grants.
Raising the Alarm.
College Planning and Management; v14 n5 , p58,60,62 ; May 2011
Reviews emergency notification systems at GateWay Community College, Gettysburg College, and UCLA. The different systems of each institution is described, along with backup capabilities and requirements for emergency notification under the Clery Act.
When Parents Need to Know.
School Planning and Management; v50 n5 , p50-52 ; May 2011
Advises on mass notification systems, describing how to determine the right capacity, suggesting wording for emergency notification messages, approaches to man-made and natural threats, and creative uses such as delivering inspirational wake-up messages to chronically absent students.
Incident Command Systems: Because Life Happens.
Isaac, Gayle; Moore, Brian
School Business Affairs; v77 n5 , p8-10 ; May 2011
Discusses the National Emergency Management System (NIMS) and Incident Command System (ICD). Advice on assembling and managing an emergency response team, as well as responding to a variety of emergencies is included.
Evaluating the Viability of Cloud Computing.
College Planning and Management; v14 n5 , p64-66 ; May 2011
Describes the pros and cons of the University of Dayton cloud computing efforts. Applications include parking management and emergency notification.
At the Ready: Planning for Business Continuity.
School Business Affairs; v77 n5 , p12-14 ; May 2011
Advises on disaster response for school systems, detailing a 10-step recovery system developed by the Consortium for School Networking that emphasizes business continuity, inventory and documentation of damages, and re-establishment of technology.
Here Comes the Rain--Again.
College Planning and Management; v14 n4 , p22,24,25 ; Apr 2011
Reviews the damage done by 1993 and 2010 floods to Iowa State University in Ames. The different behaviors of the floods, how buildings succumbed or survived, and plans to flood-proof vulnerable buildings are addressed.
Building Blocks: Humanitarian Design and Schools.
Architectural Record; v199 n1 , p116-120,122 ; Jan 2011
Profiles simple schools constructed in developing, disaster-stricken, or otherwise challenged areas. These include a prototype two-room school facility built in many Haitian locations where the 2010 earthquake had destroyed existing schools, a secondary school in Burkina Faso, and Florida child care centers that serve migrant populations. Use of readily-obtainable materials, natural light and ventilation, and economy figure significantly in every facility.
Damage Mitigation for School Buildings in Seismically Vulnerable Regions.
Miyamoto, H. Kit ; Gilani, Amir S.J.; Wada, Akira
International Journal of Disaster Resilience in the Built Environment; v2 n1 , p8-29 ; 2011
School buildings have suffered disproportionate damage during past and recent earthquakes. For example, during the 2008 Sichuan earthquake, many school buildings collapsed, resulting in loss of life. School buildings in many other parts of the world are also susceptible to this type of widespread damage because of inadequate design, detailing, or poor construction quality. The purpose of this paper is to show how these fatal flaws can be mitigated prior to future catastrophe by using good engineering practice to retrofit vulnerable schools. [Authors' abstract]TO ORDER: http://www.emeraldinsight.com/journals.htm?articleid=1907410&
In Case of Disaster: Emergency Operations Centers.
College Planning and Management; v13 n11 , p38,40-43 ; Nov 2010
Discusses higher education emergency operations centers (EOCs), addressing how they can be economically set up in existing facilities, and how they should be equipped and staffed. Examples from three institutions are included.
School Planning and Management; v49 n11 , p54,56,57 ; Nov 2010
Addresses the inadequacy of many school systems "boiler plate" disaster plans, and suggests contemporary and more thorough schemes for addressing the disruption of education due to disasters. The U.S. Dept. of Educations four-point concept of mitigation, preparedness, response, and recovery is reviewed. Creative mutual aid arrangements with emergency aid organizations, as well as continuation of educational delivery through libraries, the media, and neighboring districts are addressed as well. Collaboration and regular testing of disaster plans are encouraged.
Power Players. [UPS: Power-Management Strategies.]
Maintenance Solutions; v18 n9 , p7,8 ; Sep 2010
Advises on testing and maintenance of an uninterruptible power supply (UPS). Frequent testing of batteries is emphasized, as their performance may degrade over time. Advice on specifying a UPS system is included.
Weathering the Storm.
College Planning and Management; v13 n7 , p44-48 ; Jul 2010
Addresses higher education disaster planning, using the University of Houston's experience with Hurricane Ike as an example. The University had ample insurance coverage, which eased the process when thermal inspection of their roofs revealed far more damage than was visible with the naked eye. Prompt and thorough inspection of all structures after a severe storm is encouraged.
Power: Ready When Needed. [Power Reliability.]
Building Operating Management; v57 n7 , p37-39 ; Jul 2010
Describes types of back-up power generators, the maintenance they require, uninterruptible power supply (UPS), switchgear, and common pitfalls to avoid when installing a back-up power system.
School Planning and Management; v49 n6 , p32,34,36 ; Jun 2010
Discusses classroom-to-administration communication systems that will be effective in a variety of emergencies. Intercom systems are preferred over telephones, as they are louder and more quickly activated, including by students who might need to take over for an incapacitated teacher. Networking of intercom systems for district-wide communication is described, as is distribution to wireless devices.
Is It an Emergency if No One is Listening?
College Planning and Management; v13 n6 , p28,30,32,33 ; Jun 2010
Discusses implementation of emergency alert systems at Jackson State and Lewis and Clark College. Prudent engagement of the system during incidents and frustration with low number of students and faculty who enroll to receive alerts are addressed.
H1N1 Tests Campuses' Pandemic Plans.
College Planning and Management; v13 n1 , p21-23 ; Jan 2010
Advises on creation of a campus pandemic response plan. Creating a plan that is tailored to the institution, being flexible, abundant communication, relationships with government officials, and keeping staff healthy are discussed.
Lessons Learned from the H1N1 Pandemic.
School Planning and Management; v49 n1 , p74-76 ; Jan 2010
Expands on six lessons learned from the H1N1 pandemic, including community involvement, details of handling ill students, having a thorough plan, staying calm, educating every group, and having confidence in the safe environment that is being created.
What Is Your Plan?
American School Board Journal; v196 n12 , p20-25 ; Dec 2009
Advises on comprehensive school disaster planning for natural disasters, terrorism, and epidemics. Examples of school plans successfully executed are included.
Towson University Notifies the Masses.
College Planning and Management; v12 n10 , p49-51 ; Oct 2009
Discusses the integration of emergency notification systems at this institution, which previously required activation from within separate buildings. The system is self-monitoring, can survive a catastrophic event that damages any part of it, and delivers messages with high intelligibility.
Protecting the Power. [Creating Reliable Backup Power.]
Schlattman, Paul; Weber, Robert
Building Operating Management; v56 n10 , p51,52,54,55 ; Oct 2009
Discusses uninterruptible power supply (UPS) configurations. Efficiencies, scalable design, compatibility, standby generators, sound attenuation, and exhaust are discussed.
Ready to Respond: IP-Based Emergency Mass Notification.
American School and Hospital Facility; v32 n5 , p14,16,17 ; Sep-Oct 2009
Discusses the third generation, or network-centric mass notification systems. These systems can deliver alerts to all species of communications and computing devices, as well as to traditional sirens, radio, and television. They also accommodate response from recipients confirming their status. Examples from two universities are included.
American School and University; v82 n1 , pSS32,SS34,SS35 ; Sep 2009
Reviews the use of sirens, text messages, e-mail blasts, outdoor voice systems, intercoms, and LED signs for campus emergency notification. The advantages and disadvantages of each system are discussed, as are potential interoperabilities.
Keeping the Community in the Know.
District Administration; v45 n7 , p41-43 ; Aug 2009
Discusses mass notification systems for schools, which are more frequently being used for everyday, non-emergency communication. Internet-based services do not require hardware, software, or additional phone line installation. Some fully hosted online notification services are briefly reviewed.
NIMS/ICS: The National Incident Management System/Incident Command System.
College Planning and Management; v12 n7 , pS2,S4,S6 ; Jul 2009
Describes the National Incident Management System (NIMS) and the Incident Command System (ICS). The divisions of the systems are described, followed by a discussion of its advantages to standardization, interoperability, federal preparedness funding, and cost effectiveness. Examples of campus applications of the system and advice on training staff are included.
What Will You Do? Effective Responses Come From Great Preparation.
School Planning and Management; v48 n7 , pS8,S10 ; Jul 2009
Describes how a Florida school system handled a crisis effectively through thorough planning that incorporated the National Incident Management System (NIMS).
Disaster Preparedness: Do You Know Where Your Chemicals Are?
College Planning and Management; v12 n7 , pS8,S10 ; Jul 2009
Identifies typical and unexpected locations of hazardous chemicals on campuses, describes disasters that may compromise their safety, or release chemicals from places where they were not known to exist, and discusses hazardous response and recovery plans.
Road to Recovery.
Maintenance Solutions; v17 n7 , p6,8 ; Jul 2009
Reviews the University of Iowa’s response to 2008 flooding, which reached the 500-year flood threshold and exceeded the existing disaster response plan. Protection of building systems where possible, restoration of minimal operations in time for Fall classes, mold control, and deployment of temporary and off-campus facilities are discussed.
Developing a Critical Mass Communication Plan.
School Planning and Management; v48 n6 , p52-55 ; Jun 2009
Offers 11 suggestions for developing a mass communication plan, including integrating multiple forms of communication, researching and selecting the best systems, communication with first responders, staff and student awareness and training, a clear communications.
Flu Facts for Schools.
School Planning and Management; v48 n6 , p42,44-46 ; Jun 2009
Advises on integrating pandemic flu plans with other school emergency plans, citing the necessity of educational continuity in a environment with extensive staff and student absences.
Getting the Word Out.
College Planning and Management; v12 n6 , p48,50-52 ; Jun 2009
Cites examples of how higher education institutions alerted their entire campus when crimes were committed nearby, describing the type of systems used. Features of various systems are highlighted, and advice on selecting a mass notification system is included.
Keeping Students Safe: Introducing the Monolithic Dome.
School Business Affairs; v75 n6 , p14-16 ; Jun 2009
Profiles a Niangua, Missouri, monolithic dome preschool facility that doubles as a community disaster shelter. The impoverished community was able to finance the structure with a federal grant, but only due to the dome,s lower than usual building cost.
University Business; v12 n6 , p41-44 ; Jun 2009
Highlights programs at Virginia Tech, Boston University, Bryant University, Kent State University, and the University of Philadelphia, that strengthen ties and cooperation between college and university security and emergency officials and their local, regional, and state counterparts. The programs connect cell phones, land lines, computers, 400 megahertz and 800 megahertz radios, and walkie-talkies to the common denominator of an IP network, enabling system-wide with one call.
School Construction News; v12 n4 , p11 ; May 2009
Presents an interview with a school security professional that discusses reactions to the recent swine flu outbreak, improvements in school security since the 1999 shooting at Columbine High School, and a short-term forecast for school security.
Is Your School Prepared?
School Planning and Management; v48 n5 , p12 ; May 2009
Advises on precautions that students, faculty, and staff should take to prevent the spread of influenza.
Picking up the Pieces.
Athletic Business; v33 n4 , p72-78 ; Apr 2009
Discusses preparation for and recovery from natural disasters, citing examples of several athletic facilities that were damaged or destroyed, and how they were rebuilt. Proper preparation includes adequate insurance coverage and thorough equipment inventories. Recovery strategies included community help in cleanup and temporary relocation to other facilities.
Power When It Matters. [Emergency Power: Protect Equipment and Occupants.]
Maintenance Solutions; v17 n4 , p22,23 ; Apr 2009
Discusses emergency power systems for buildings, including emergency lighting and gasoline, propane, and diesel generators. Maintenance for these seldom-used systems is also addressed, with particular attention to lubrication, bearings, and the condition of electrical connections.
Your Attention, Please.
School Planning and Management; v48 n3 , p46,48-51 ; Mar 2009
Reviews technological enhancements to school public address systems that coordinate class bells, two-way communication to classrooms, emergency communication, and wireless clocks.
Facility Survival Guide. [Emergency Planning Strategies.]
Building Operating Management; v53 n3 , p41,42,44 ; Mar 2009
Advises facility managers on emergency response, with eight recommendations: 1) Develop an emergency action plan, not a guidebook. 2) Don't plan to rely solely on first responders. 3) Use Department of Homeland Security mandated NIMS courses. 4) Establish tabletops, drills, and exercises. 5) Establish a working relationship with first responders. 6) Create a perimeter group. 7) Use technology. 8) Don;t rely on product sales pitches.
American School Board Journal; v196 n3 , p29-31 ; Mar 2009
Advises what should and should not be said to the public in the event of a school tragedy, withmany typical messages being discouraged as being over-used or indicating a lack of recognition of the victims. A list of safety communication ideas for disaster preparation, rumor and threat management, and during and after a crisis are included.
California Wildfires Highlight Importance of Preparedness.
Campus Safety; v17 n1 , p11 ; Jan-Feb 2009
Reviews recent wildfires assaults on a southern California hospital and a college. The college responded by sheltering in the gymnasium, so while 50 percent of the campus burned, there were no injuries. Advice from college administration on managing such an event is included.
The Storm as Teacher: Lessons in Preparedness from Hurricanes Ike and Rita.
Educational Facility Planner; v44 n1 , p29-31 ; 2009
Describes above-code construction of two Texas schools that enabled them to be the sole neighborhood survivors of Hurricanes Ike and Rita. Advice on disaster preparedness and post-storm assessment is included.