Resource Lists
SEISMIC DESIGN AND RETROFIT FOR SCHOOLS
Information on design and retrofit of schools to resist earthquakes, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
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.
How a Strict Earthquake Safety Law Doesn't Apply to All Schools.
Alpert, Emily (Voiceofsandiego.org, San Diego, CA , Apr 27, 2010)
Notes that California's charter and private schools do not always have to comply with the state's Field Act, which has imposed strict seismic building codes on schools since 1933. Some argue that since the Field Act's passage, improved civil codes have been imposed, and that these codes provide ample safety. Arguments for retaining the Field Act, with its intense, but expensive scrutiny; for handing over the Act's requirements to local supervision; or for dispensing with it altogether are cited. 3p.
Postearthquake Damage and Safety Evaluation of Buildings.
(Applied Technology Council, Redwood City, CA, 2010)
This product series contains guidelines and related materials for postearthquake evaluation and repair of damaged buildings. Included are all products in the ATC-20 Series and reports prepared under the ATC-43 project. The ATC-20 Series is a set of documents containing guidance for rapid and detailed evaluation of earthquake-damaged buildings to determine if they can be safely occupied. Included are the basic procedures manuals, a field manual, a manual containing case studies of rapid evaluation, a training slide set, and a TechBrief concerning earthquake aftershocks and building safety evaluation. Documents prepared under the ATC-43 project provide guidance on in-depth engineering evaluation and repair of earthquake-damaged mason-wall buildings and concrete-wall buildings.
TO ORDER:
https://www.atcouncil.org/
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.
Senate Bill No. 375, an Act to Add Section 17075.20 to the Education Code, Relating to School Facilities.
 (California State Senate, Sacramento , Feb 26, 2009)
This is the amended text of additions to the California Educational Code that relates to seismic retrofitting of schools and to funding of the same. 3p.
Developing a Strategy for Improving Seismic Safety of Schools in Nepal.
(The World Bank, Global Facility for Disaster Reduction and Recovery, Washington, DC , 2009)
Discusses the extreme vulnerability of schools in this earthquake-prone country. A program to survey and assess school buildings, implement risk reduction, and to train students, teachers, local masons, and the community on seismic safety is described. 8p.
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.
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.
Disaster Prevention for Schools: Guidance for Education Sector Decision-Makers; Consultation Version.
(United Nations International Strategy for Disaster Reduction Secretariat, Geneva, Switzerland , Nov 2008)
Provides guidance to school administrators, teachers, education authorities, and school safety committees. The guide introduces disaster impacts on and prevention for schools; creating and maintaining safe learning environments; teaching and learning disaster prevention and preparedness, educational materials and teacher training, and developing a culture of safety.
58p.
Earthquakes and Schools.
(National Clearinghouse for Educational Facilities, Washington, DC , Oct 2008)
Discusses earthquake basics, preparing a school for an earthquake, reducing nonstructural hazards, and seismic upgrading. A mitigation checklist is provided, as well as appendices on nonstructural hazards, past earthquake damage to U.S. schools, and a discussion of schools as earthquake shelters. 27 additional resources are cited.
8p.
Building Back Better.
(International Institute for Educational Planning, Paris, France , 2008)
Documents the education sector's response to 2005 Pakistani earthquakes. While funding for educational activities in the relief period was relatively generous, commitment for longer-term recovery and reconstruction programs was not. Also challenging was the need to ensure the convergence of reconstruction efforts with ongoing educational sector development. Also highlighted is the lack of emergency preparedness in the area. 212p.
Mitigating Hazards in School Facilities.
(National Clearinghouse for Educational Facilities, Washington, DC , 2008)
This NCEF publication describes a process for assessing the safety and security of school buildings and grounds, making a hazard mitigation plan, and implementing the plan. Steps include: select an assessment tool; assemble an assessment team; look at the record; perform the assessment; write up the results; create a standing committee on hazard mitigation; prepare a hazard mitigation plan; understand risk; weigh passive vs. active safety; select security technology with care; improve school climate; calculate costs, locate funding; seek input; coordinate hazard mitigation with crisis planning; start small, think big; justify thoroughly; meet regularly, advocate continually; and benefit mutually.
4p.
The Field Act and Public School Construction: A 2007 Perspective.
(California Seismic Safety Commission, Sacramento , Feb 2007)
Post-earthquake studies conducted by engineers and researchers over the past 20 years have conclusively proven that public schools constructed under the Field Act, when subjected to destructive earthquakes, save lives, reduce property damage, and lower reconstruction costs. A significant ancillary benefit of Field Act-constructed buildings is that public school facilities can also serve as temporary emergency shelters and as places to assist the community in recovery. Complications pursuant to approval of school facility design under the Field act are discussed, as are improvements underway or underway to address the problems. 16p.
Statewide Seismic Needs Assessment: Implementation of Oregon 2005 Senate Bill 2 Relating to Public Safety, Earthquakes, and Seismic Rehabilitation of Public Buildings Report to the Seventy-fourth Oregon Legislative Assembly.
(Oregon Dept. of Geology and Mineral Industries, Portland , 2007)
Provides an inventory and estimated replacement cost of 3,352 Oregon public buildings, of which public schools represent 97 percent of the total enrollment for the 2005-06 academic year. Excluding hospitals, the estimated replacement value of this building stock totals approximately $11.5 billion, led by the K-12 schools at 85 percent, community colleges 8 percent, fire 5 percent, and police 2 percent. The 274 K-12 school buildings at very high risk for collapse in an earthquake represent portions of 193 schools that contain 14.5 percent of the statewide enrolled student population. The reporting agency recommends that school districts with buildings labeled as having high and very high relative seismic risk of collapse during a seismic event to consider hiring a structural engineering consultant to more thoroughly evaluate the seismic issues with their buildings. 342p.
Preparing for the "Big One"--Saving Lives through Earthquake Mitigation in Los Angeles, CA: Section 3, Schools.
(The U.S. Department of Housing and Urban Development's Office of Policy Development and Research , 2005)
Reviews the overall positive performance of school buildings during the 1994 Northridge Earthquake, with no collapsed buildings. The report notes that the quake did not occur during school hours, so there were no fatalities. However, significant non-structural damage occurred, and egress from many buildings would have been blocked by debris, were the buildings occupied at the time. Recommendations for retrofitting schools for nonstructural seismic hazards, and a review of what has been done to date are addressed. Includes 31 references. 6p.
Field Manual: Postearthquake Safety Evaluation of Buildings: Second Edition.
(Applied Technology Council, Redwood City, CA, 2005)
Provides procedures and guidelines for the safety evaluation of earthquake-damaged buildings. These procedures and guidelines are written specifically for volunteer structural engineers, as well as building inspectors and structural engineers from city building departments and other regulatory agencies, who would be required to make on-the-spot evaluations and decisions regarding the continued use and occupancy of damaged buildings. 159
Report NO: ATC-20-1 TO ORDER: https://www.atcouncil.org/
OECD Recommendation Concerning Guidelines on Earthquake Safety in Schools.
(Organisation for Economic Cooperation and Development, Paris , 2005)
Presents the Organisation for Economic Co-operation and Development's position on school earthquake safety guidelines, outlines the principles of school seismic safety programs, and details recommended elements of such programs, which include policy, accountability, building codes and enforcement, training, preparedness, community awareness and participation, and risk reduction. 7p.
Seismic Safety in California's Schools: Findings and Recommendations on Seismic Safety Policies and Requirements for Public, Private, and Charter Schools.
(California Seisemic Safety Commission, Sacramento , Dec 2004)
Considers situations in California where schools may fall short of typical seismic safety expectations. The report finds that private schools and charter schools, particularly those in older buildings, may not meet Field Act standards, both in structural and non-structural components. Six recommendations to reduce risk in these types of facilities are presented. 15p.
School Seismic Safety: Falling Between the Cracks?
(Chapter for C. Rodrigue and E. Rovai (eds.) Earthquakes, London: Routledge, 2004, (Routledge Hazards and Disasters Series), 2004)
This explores the magnitude and urgency of the question of seismic safety in schools, estimates the order of magnitude of the challenge, and offers a series of case studies from various countries. It discusses the arguments in support of making school seismic safety a major priority, and concludes with a note on the prospects for addressing the problem and the need for further study. 56p.
OECD Programme on Educational Building (PEB) and Geohazards International (GHI) Ad Hoc Experts' Group Meeting on Earthquake Safety in Schools: Recommendations.
(Organisation for Economic Cooperation and Development, Paris, France , Feb 2004)
Lists the guiding principles and major elements for recommended mandatory school seismic safety programs. The major elements described are community awareness and participation, building codes and code enforcement, risk reduction for new and existing facilities, proper training for building professionals, and disaster preparedness. 10p.
A Brief Review of School Typologies in Italy: Specific Vulnerability and Possible Strategies for Seismic Retrofitting.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Outlines the four main distributive typologies of school buildings in Italy, which are strongly characterized by their periods of construction: stand-alone masonry buildings, reinforced concrete framed structures, university buildings, and historical or monumental buildings. The seismic reliability of each typology, which is generally low for all school buildings in Italy, is described, and some possible retrofit strategies are outlined. A brief note about the cost-benefit balance is presented based on the experience of the Emilia-Romagna Regional Administration, which completed a vulnerability analysis of 2,700 strategic buildings, including schools, between 1989 and 1990. 10p.
Damage in Schools in the 1998 Faial Earthquake in the Azores Islands, Portugal.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Presents the results of 21 school inspections after the July 9,1998, earthquake on the islands of Faial and Pico in Portugal. The inspections were an attempt to establish the correlation between general building classification factors (structure, quality, conservation condition and number of storeys) and the buildings' damage state and post-event use. 9p.
Design Guide for Improving School Safety in Earthquakes, Floods, and High Winds.
(Federal Emergency Management Administration, Washington , Jan 2004)
Provides design guidance for the protection of school buildings and their occupants against natural hazards, concentrating on K-12 facilities. The focus is on the design of new schools, but the repair, renovation and extension of existing schools, as well as the economic losses and social disruption caused by damage from these three hazards is also addressed. Two core concepts emphasized are multihazard design, where the characteristics of hazards and how they interract are considered together with all other design demands, and performance-based design, where the specific concerns of building owners and occupants a considered over and above what is covered in the building code. Chapters 1-3 present issues common to all hazards. Chapters 4-6 cover risk management for each of the three specific hazards of the title. 361p.
Report NO: FEMA 424
Earthquake Vulnerability of School Buildings in Algeria.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Describes the nature and cost of damage to school facilities in the May 21, 2003, Boumerdes earthquake and other earthquakes in Algeria. Statistics are provided on the extent of damage and estimated costs of reconstruction and rehabilitation. The author discusses the factors that increase the vulnerability of school construction in Algeria, such as urban development, structural flaws in existing school building stock, and inadequacy of building codes and construction control for school buildings. Approaches to reduce the vulnerability of both existing and new school buildings are also presented. 10p.
Earthquakes and Educational Infrastructure Policy in Mexico.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Describes the measures that are being taken to improve the response of Mexico's educational sector to earthquakes. Federal, state and municipal governments are acting to increase awareness in communities through civil protection; to support public infrastructure in case of disaster with the Natural Disaster Fund, Natural Preventive Disaster Fund and a seismic alarm system; and to provide updated and regional building codes. Mexico is located in a high seismic risk zone, and today's industrial and commercial development has elevated the existing threat. 7p.
Educational Facilities and Risk Management: Natural Disasters.
(Organisation for Economic Co-operation and Development, Programme for Educational Buildings, Paris , 2004)
Discusses the sensitivity of educational buildings to earthquakes and other natural disasters, given that they are densely occupied, and that they are often used as refuge for the general population during and after disasters. Strategies and justifications for building disaster-resistant schools and retrofitting existing schools are presented. Programs and case studies from several countries are described, along with historical accounts of recent disasters and their effects on educational infrastructure. 119p.
TO ORDER:
http://www.oecdbookshop.org/oecd/display.asp
Evaluating Earthquake Retrofitting Measures for Schools: A Cost-Benefit Analysis.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Based on a cost-benefit approach for evaluating seismic mitigation options for apartment buildings in Istanbul, Turkey, this paper presents a demonstration study for a hypothetical vulnerable school building. A probabilistic cost-benefit analysis provides a useful framework for assessing seismic mitigation measures, taking into consideration limited resources and social costs. The hypothetical school is analyzed over a variety of time-horizons to determine the break-even point for investments for several seismic retrofitting options. 9p.
Implementing School Seismic Safety Programmes in Developing Countries.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Discusses some of the challenges of implementing successful seismic safety initiatives in developing countries. A number of strategy issues are discussed in the light of these programs, which focus on the need for having realistic expectations, giving priority to areas and components that are likely to succeed, focusing on new buildings first and retrofitting later, considering the broader context of education provision and infrastructure, promoting effective communication and developing local leadership. 7p.
Keeping Schools Safe in Earthquakes.
(Organisation for Co-Operation and Economic Development, Programme on Educational Building, Paris, France , 2004)
Reports on a 2004 conference of international seismic and educational facility experts. Part 1 discusses the recognition of obstacles to improving seismic safety of schools in various countries. Part II defines seismic safety principles for schools. Part III discusses assessing vulnerability and risks to schools and other public buildings. Part IV identifies strategies and programs for improving school seismic safety. Part V presents the group's recommendations for improving seismic safety in schools. 242p.
Learning about Seismic Safety of Schools from Community Experience in Berkeley, California.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Describes the efforts of the Berkeley community and local leaders to address the serious risk to students in its 16 public schools through persistent legislative efforts and development of multi-sectoral partnerships. The catalyst for action to improve school safety was not the discovery of improved technical standards or the financial means to correct building deficiencies; it was the fact that a small group of people decided to take action for a safer community for their children. 7p.
Making Schools Safer: The New Zealand Experience.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Presents New Zealand's seismic risk profile, past seismic events in the country and strategies applied to reduce seismic risk. New Zealand experiences a large number of earthquakes, the most damaging of which took place in February 1931 in Hawke?s Bay. Following the 1991 Building Act, which was created to regulate building design and construction, a number of strategies were implemented to ensure compliance of all school buildings constructed from 1976 onwards with the new seismic standards. Between 1998 and 2001, a structural survey of 2,361 public schools was commissioned by the Ministry of Education, and a significant investment programme was initiated to meet the recommendations of the report in terms of specific categories of buildings. 12p.
Obstacles to Improving Seismic Safety of School Buildings in Turkey.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Examines the process of school design in Turkey. It describes the responsibilities and authority of the government bodies involved in the construction, maintenance and repair of school buildings, as well as past and current legislation and code enforcement concerning construction practices. These elements are described within the context of the factors impeding quality construction in both public and private buildings. An appendix provides additional information on damage to school buildings during the 2003 Bingöl earthquake. 12p.
Seismic Risk in Schools: The Venezuelan Project.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Describes the performance of school buildings in the 1997 earthquake in north-east Venezuela, in which two schools collapsed and 46 students were killed. It provides seismic data on the region and country, and analyses two typical school structural types in Venezuela: "box-type" and "old-type" buildings. The causes of school collapse are provided for each structural type. The analysis was conducted as part of a project to reduce seismic risks in schools in Venezuela, which identifies and classifies existing schools in terms of vulnerability. 13p.
Seismic Risk Mitigation Practices in School Buildings in Istanbul, Turkey.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
In 1999, 820 schools were affected by the Kocaeli earthquake in Istanbul, 22 of which were subsequently demolished. This paper describes the impact of the earthquake on school buildings in Istanbul and the subsequent rehabilitation and reconstruction activities. It assesses the vulnerability of the existing school building stock in Istanbul, providing an estimated budget for strengthening buildings that predate the 1998 Building Code and a review of the methodology, criteria and priorities required to implement such a project. The paper concludes with recommendations for implementing a practical macro-project plan for improving seismic safety in schools. 8p.
Seismic Safety of Schools in Italy.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Examines the possible causes of collapse of a primary school in San Giuliano, Italy, in the 2002 Molise earthquake, which killed 27 students and one teacher. It also considers the general sources of seismic vulnerability of school buildings in Italy prior to the introduction of new seismic zonation and new seismic codes in 2003. In addition to incomplete seismic zonation and inadequate seismic codes, the author cites irregular architectural and structural layout of schools, low standards of construction execution and maintenance, and dangerous structural changes implemented over the lifecycles of schools as the primary causes of vulnerability of the country?s school buildings. 12p.
Strengthening School Buildings to Resist Earthquakes: Progress in European Countries.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Reviews progress in programs for screening, evaluating and strengthening existing vulnerable buildings, including schools, in high-risk areas in Europe. It is argued that legislation is needed to ensure the long-term financial commitment that is required for strengthening programs. The experience of a lethal earthquake (as in Italy in 2002 and Turkey in 2003) is the most effective catalyst for action, but computed scenarios can also motivate action. Data available on the extent and possible scope of a program for the retrofit strengthening of school buildings for the six most at-risk countries in the European Union are presented. The costs are substantial but reasonable when distributed over a period of years with some adjustment of capital expenditure priorities. 12p.
Supporting Local Seismic Experts: Experiences in Nepal and India.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Discusses the development of local expertise in Nepal and India. The obstacles to the development of local expertise in Nepal are presented, in addition to the work of the National Society of Earthquake Technology, which has used local and international knowledge and experience to advance earthquake safety in Nepal. Concerning India, which has well-developed local networks of professionals in universities and the private sector, the case study of Bhuj Hospial in Gujurat is described. 4p.
Taking an Initial Step towards Improving Earthquake Safety in Schools: Ad Hoc Experts' Group Report on Earthquake Safety in Schools.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Presents the Organisation for Economic Co-operation and Development's ad hoc Experts' Group on Earthquake Safety in Schools unanimous recommendation to the that the OECD organizaiont urgent action to establish mandatory national programs for the seismic safety of schools and education systems. Experts from 14 countries and five continents representing international organizations, government, academia, business and non-governmental organizations deliberated for two and one-half days regarding possible measures to assure the seismic safety of schools and education systems. During these deliberations, scientific, technical, economic, social, political and public policy issues related to earthquake safety of schools were examined. The recommendations contained in this document represent the strong and unanimous view of the ad hoc Experts' Group. The Group finds it unconscionable that schools built world-wide routinely collapse in earthquakes due to avoidable errors in design and construction, causing predictable, unacceptable and tragic loss of life. In the last few decades alone, thousands of school children have died because existing knowledge was not applied to make their schools safe from earthquakes. 14p.
Towards Effective Mitigation and Emergency Response in the Former Yugoslav Republic of Macedonia.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Describes the performance of educational buildings in FYROM in recent earthquakes, such as the Skopje earthquake in 1963, where 57% of the total urban school building stock was destroyed. It also discusses regional, national and international initiatives (the United Nations Development Programme and the EUR-OPA Major Hazards Agreement) to improve the disaster preparedness of schools, students and teachers in FYROM. The School ID Card, School Emergency Preparedness Plans and other educational programs provide essential data on potential damage to school buildings from earthquakes of different magnitudes, as well as elements for effective first-response and emergency management operations. 18p.
Translating Earthquake Hazard Mitigation Measures from One Country to Another: A Case Study.
(Organisation for Economic Co-operation and Development, Paris, France , 2004)
Presents a collaborative program by the Applied Technology Council in the United States and the Servizio Sismico Nazionale (National Seismic Service) in Italy to improve seismic safety in Italian hospitals. It describes how U.S. hazard mitigation measures and regulations were used in Italy. The paper also provides an overview of procedures for rapid visual screening of buildings for potential seismic hazards and for evaluating structural and non-structural components, including criteria for specifying the expected level of seismic shaking. 12p.
Earthquake Safety and Sidewalk Survey Scores in Clackamas County Schools, Clackamas County, Oregon.
Wang, Yumei; Hasenberg, Carol; Harguth, Vicki (Oregon Dept. of Geology and Mineral Industries, Portland , 2004)
Estimates through sidewalk surveys and walk-throughs that about half of the County's K-12 schools may be in need of further seismic study and potential upgrades. The surveys do not account for elements invisible from the street or interior corridors, and are intended solely as a prioritization tool for identifying structures in need of further evaluation. The data was obtained using FEMA methods. 25p.
TO ORDER:
Nature of the Northwest Information Center, 800 NE Oregon St. #5, Portland, OR, 97232; Tel: 503-872-2750. http://www.naturenw.org
Incremental Seismic Rehabilitation of School Buildings (K-12): Providing Protection to People and Buildings.
Krimgold, Frederick; Hattis, David; Green, Melvyn (Virginia Polytechnic Inst. and State Univ., Blacksburg; U.S. Federal Emergency Management Agency, Washington, DC , Jun 2003)
Asserting that the strategy of incremental seismic rehabilitation makes it possible for schools to get started now on improving earthquake safety, this manual provides school administrators with the information necessary to assess the seismic vulnerability of their buildings and to implement a program of incremental seismic rehabilitation for those buildings. The manual consists of three parts. Part A, "Critical Decisions for Earthquake Safety in Schools," is for superintendents, board members, business managers, principals, and other policy makers who will decide on allocating resources for earthquake mitigation. Part B, "Managing the Process for Earthquake Risk Reduction in Existing School Buildings," is for school district facility managers, risk managers, and financial managers who will initiate and manage seismic mitigation measures. Part C, "Tools for Implementing Incremental Seismic Rehabilitation in School Buildings," is for school district facility managers, or those otherwise responsible for facility management, who will implement incremental seismic rehabilitation programs. (Appendices offer additional information on school facility management.) 73p.
Report NO: FEMA 395TO ORDER: FEMA Publication Warehouse; Tel: 800-480-2520
The Earthquake Threat to BC's School Children: Vancouver.
Monk, Tracy (Families for School Seismic Safety, Vancouver, BC , Jun 2003)
Reviews earthquake risk to Vancouver's school facilities, comparing the city's lack of mitigation efforts to more aggressive programs in Seattle and California. The cost of seismically upgrading Vancouver's schools is presented as a cost-effective public health intervention, a sound building management strategy, and a litigation avoidance. Includes ten references. 15p.
Guide and Checklist for Nonstructural Earthquake Hazards in California Schools.
(California Department of Education, Sacramento , Jan 2003)
Advises on the reduction of seismic hazards associated with the non-structural components of schools buildings, including mechanical systems, ceiling systems, partitions, light fixtures, furnishings, and other building contents. The Guide identifies potential earthquake hazards and provides recommendations for mitigating those hazards. The non-structural components and building contents identified in this publication are listed in one of the following three sections: ceiling and overhead, walls and wall-mounted, and furniture and equipment. Within each section, an information sheet is provided for each non-structural component or building content item. Each information sheet provides a description of the item, a description of the potentially hazardous condition, and recommendations to reduce the hazard. An "earthquake hazards checklist" is also provided at the back of the publication to assist district staff in conducting a non-structural hazards survey. 50p.
Findings and Recommendations on the Use of Non-Field Act Compliant Buildings for Public Schools.
(California Seismic Safety Commission, Sacramento , Dec 2002)
Presents findings of the California Seismic Safety Commission indicating that the Division of the State Architect (DSA) can develop a regulatory process that will allow the State Architect to determine whether a building not originally constructed in compliance with the Field Act and its implementing regulations, either meets, or can be retrofitted to meet, the same equivalent pupil safety performance standard as a building constructed according to the Field Act and its implementing regulations. 18p.
Seismic Safety Inventory of California Public Schools.
(California Dept. of General Services, Sacramento , Nov 15, 2002)
Reports on an inventory of California's K-12 schools that found 80 percent of California's kindergarten through 12th grade public school buildings meeting expected life safety performance standards, able to protect children from injury during a serious earthquake, and not requiring further seismic evaluation. The inventory also identified 7,537 school buildings, which represent 14 percent of the state's K-12 school building's square footage, that should undergo additional seismic evaluation to determine if they should be retrofitted. Additionally, the inventory identified more than 2,100 school buildings that are expected, but not guaranteed, to achieve life safety performance in future earthquakes. The inventory focused on non-wood frame public schools that were designed and built before July 1, 1978 and met certain criteria, including close proximity to an active earthquake fault. 43p.
School Seismic Evaluations Phase 3 Report for Wyoming Department of Education.
(Wyoming Dept. of Education, Laramie , Nov 2002)
Presents a summary of evaluations of selected Wyoming public school buildings for potential seismic deficiencies pertaining to earthquakes. The Standard used to evaluate the school structures was the 1997 Uniform Building Code (UBC). For each noted deficiency in each school building a recommendation is made to strengthen, replace or supplement each deficient element to bring the overall facility into conformance to the UBC. 50p.
Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook. FEMA 154, Edition 2.
(United States Federal Emergency Management Administration, Washington, DC , Mar 2002)
Presents a method to quickly identify, inventory, and rank buildings posing risk of death, injury, or severe curtailment in use following an earthquake. The procedure can be used by trained personnel to identify potentially hazardous buildings with a 15- to 30-minute exterior inspection, using a data collection form included in the handbook. A significant difference in this second edition is the need for a higher level of technical engineering expertise on the part of the users. The structural scoring system has been revised, based on new information, and the handbook has been shortened and focused to make it easier to use. 164p.
Report NO: FEMA 154, 2nd ed.
School Earthquake Safety Guidebook.
(British Columbia Ministry of Education, Victoria , Dec 2000)
Covers earthquake drills, programs for reducing seismic hazards, response plans, and individual checklists for students, teachers, principals, parents, maintenance staff, and bus drivers. 27p.
Report NO: XX 0231
Earthquake Preparedness 101: Guidelines for Colleges and Universities.
(California Governor's Office of Emergency Services, Earthquake Program , Nov 2000)
Detailed information on earthquake preparedness, earthquake response, and post-disaster recovery, written for university and college emergency managers. 98p.
School Facilities Manual: Nonstructural Protection Guide. Safer Schools, Earthquake Hazards, Nonstructural. Second Edition. [Washington]
Noson, Linda Lawrance; Perbix, Todd W. (Washington Office of State Superintendent of Public Instruction; Seattle Public Schools , May 2000)
Addresses the strengthening of nonstructural elements of a school building to resist earthquake-induced damage and improve school building safety. Nonstructural elements include the decorative details and those functional building parts and contents which support the activities in, and the performance of, the building such as mechanical and electrical systems, furnishings and equipment, and necessary hazardous materials. The first section discusses earthquake activity in Washington, earthquake-induced damage to Washington schools, the causes of earthquake damage, the school district nonstructural protection program, and the use of school site teams. The second section presents inventory forms and inventory process for nonstructural elements. A revision of this section is included at the end of the guide. The third section provides the details for protecting nonstructural elements from earthquake-induced damage. 155p.
Structural Renovation of Buildings: Methods, Details, and Design Examples.
Newman, Alexander (McGraw-Hill Professional, New York, NY, 2000)
Practical tips, methods, and design examples on all aspects of structural renovation and strengthening of buildings, with a focus on low and midrise buildings. Covers repairing deteriorated concrete, rehabilitating slabs on grade, strengthening lateral-load resisting systems, renovating a building facade, and handling seismic upgrades or fire damage. Illustrated with autoCAD generated details, supplier illustrations of materials, and procedural techniques.
688p.
The Future of the Field Act for Public Schools.
(California Seismic Safety Commission, Sacramento , Feb 11, 1999)
Summarizes the Seismic Safety Commission's efforts to evaluate the Field Act, it's findings, and recommendations. The Field Act was enacted in California in 1933 after the Long Beach Earthquake in which 70 schools were destroyed, 120 schools suffered major damage, and 300 schools received minor damage. The Field Act has been updated many times since its inception and continues to be one of the most effective risk reduction measures undertaken by California. The superior performance of public schools in modern earthquakes and their critical role in disaster relief facilities repeatedly demonstrates the Act's effectiveness. 4p.
Built to Resist Earthquakes, The Path to Quality Seismic Design and Construction
(Applied Technology Council, Redwood City, CA, 1999)
This curriculum contains training materials pertaining to the seismic design and retrofit of wood-frame buildings, concrete and masonry construction, and nonstructural components. Included are detailed, illustrated, instructional material and a series of multi-part Briefing Papers and Job Aids to facilitate improvement in the quality of seismic design, inspection, and construction. 314
Report NO: ATC-48
School Earthquake Preparedness Guidebook.[Arkansas]
(University of Arkansas Little Rock, Graduate Institute of Technology, Arkansas Center for Earthquake Education and Technology Transfer , 1999)
This guidebook was created to help school personnel create, supplement, and revise their earthquake emergency procedures. Includes information on legal requirements, how to start a preparedness process, earthquake response procedures, nonstructural hazard identification and reduction, stocking supplies, conducting drills, and completing a post-earthquake damage evaluation process. 88p.
Earthquake Preparedness Checklist for Schools. [California]
Boren, Ann; Bulman, Robert E.; Bustillos, Terry; Godlstein, Jeff; Halgren, Fern; Morrison, Richard; Rodreguez, Arnold; Zwirn, Valerie (Southern California Earthquake Preparedness Project, Los Angeles, CA , 1999)
Provides a checklist highlighting the important questions and activities that should be addressed and undertaken as part of a school safety and preparedness program for earthquakes. It reminds administrators and other interested parties on what not to forget in preparing schools for earthquakes, such as staff knowledge needs, evacuation planning, nonstructural hazards to be addressed, communication system needs, and vital records protection. Also listed are emergency response actions to remember. The brochure also contains a legislative checklist of what public school administration need to do to in their schools earthquake preparedness to make sure they comply with all the provisions of state legislation. 6p.
Vulnerability Assessment of Selected Buildings Designated as Shelters: Dominica.
(Organization of American States, Washington, DC. , 1998)
Educational facilities in the Caribbean often serve roles as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located on Dominica to wind forces, torrential rain, and seismic forces in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding. 24p.
Vulnerability Assessment of Selected Buildings Designated as Shelters: Anguilla.
Gibbs, Tony (Organization of American States, Washington, DC , 1998)
Educational facilities in the Caribbean often serve roles as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located on Anguilla to wind forces, torrential rain, and seismic forces in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding. 20p.
Vulnerability Assessment of Selected Buildings Designated as Shelters: Antigua and Barbuda.
Gibbs, Tony (Organization of American States, Washington, DC. , 1998)
Educational facilities in the Caribbean often serve roles as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located on Antigua and Barbuda to wind forces, torrential rain, and seismic forces in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding. 33p.
Vulnerability Assessment of Selected Buildings Designated as Shelters: Grenada.
Gibbs, Tony (Organization of American States, Washington, DC. , 1998)
Educational facilities in the Caribbean often serve roles as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located on Grenada to wind forces, torrential rain, and seismic forces in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding. 37p.
Vulnerability Assessment of Selected Buildings Designated as Shelters: St. Kitts - Nevis.
Gibbs, Tony (Organization of American States, Washington, DC. , 1998)
Educational facilities in the Caribbean often serve roles as shelters during natural hazards, but they often sustain as much damage as other buildings. This study investigated the physical vulnerability of schools located on St. Kitts and Nevis to wind forces, torrential rain, and seismic forces in order to provide relevant local agencies with some of the input required for selection of properties for Caribbean Development Bank funding. 36p.
Seismic Retrofitting of Non-Structural Elements: Lighting in the Los Angeles Unified School District. Report on Costs and Benefits of Natural Hazard Mitigation.
(Federal Emergency Management Agency, Washington, DC, 1997)
Focuses on the seismic retrofitting or replacement of pendant lights and associated components at thousands of schools in the Los Angeles Unified School District following the 1994 Northridge earthquake in order to reduce injury risk to more than 800,000 students and meet current building code standards. (Begins on page 22 of the online anthology.)
Case Studies in Rapid Postearthquake Safety Evaluation of Buildings.
(Applied Technology Council, Redwood City, CA, 1996)
Offers 53 case studies of specific buildings evaluated using the ATC-20 Rapid Evaluation procedure. The 53 case studies include 21 from the 1989 Loma Prieta earthquake and 12 from the 1994 Northridge event. Each case study is illustrated with photos and describes how a building was inspected and evaluated for life safety, and includes a completed safety assessment form and placard (INSPECTED, RESTRICTED USE, OR UNSAFE). The report is intended to be used as a training and reference manual for building officials, building inspectors, civil and structural engineers, architects, diaster workers, and others who may be asked to perform safety evaluations after an earthquake.
295
Report NO: ATC-20-3TO ORDER: https://www.atcouncil.org 
Reducing Nonstructural Earthquake Damage: A Practical Guide for Schools. [Videotape] (Federal Emergency Management Agency, Washington, DC , Sep 12, 1995)
This 13-minute videotape describes the non-structural areas within a school that can be damaged and create hazards for students, teachers, and staff during and after an earthquake; and discusses preventive measures to lower the injury potential from these hazards. It confirms that the best procedure to use during an earthquake to protect oneself from non-structural injury is to go beneath desks and tables. Preventive techniques to make interior, non-structural areas safer during an earthquake are examined such as those used for shelving, filing cabinets, gas cylinders, shelf contents, glass windows, and water heaters. Where to find additional information on non-structural hazard risk reduction is provided.
TO ORDER:
FEMA,P.O. Box 2012,Jessup, MD 20794-2012.
Tel: 800-480-2520.http://www.fema.gov/pdf/library/femapubcatalog.pdf
A Critical Review of Current Approaches to Earthquake Resistant Design.
(Applied Technology Council, Redwood City, CA, 1995)
Documents the history of U. S. codes and standards of practice, focusing primarily on the strengths and deficiencies of current code approaches. Issues addressed include: seismic hazard analysis, earthquake collateral hazards, performance objectives, redundancy and configuration, response modification factors (R factors), simplified analysis procedures, modeling of structural components, foundation design, nonstructural component design, and risk and reliability. The report also identifies goals that a new seismic code should achieve. 94
Report NO: ATC-34TO ORDER: https://www.atcouncil.org/
Existing School Buildings: Incremental Seismic Retrofit Opportunities.
(Federal Emergency Management Agency, Washington, DC , 1995)
Provides technical guidance to school district facility managers for linking specific incremental seismic retrofit opportunities to specific maintenance and capital improvement projects. Users of the document will typically: (1)identify a maintenance/capital improvement project about to be planned or undertaken and go to the applicable matrix or matrices; (2)identify the building types in which the project will be undertaken and note all the applicable seismic retrofit opportunities; (3)review the applicable retrofit measure descriptions provided and incorporate some or all of the applicable measures; and (4)use risk analysis to help in prioritizing a large number of applicable retrofit measures. (This document has been superceded by "Incremental Siesmic Rehabilitation of School Buildings, 2003, found at http://www.ncef.org/pubs/schools.pdf). 71p.
Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook for Use in the Screening of School Buildings.
(Building Technology, Inc., Silver Spring, MD , Dec 1994)
Augments the Federal Emergency Management Agency's publication entitled "Rapid Visual Screening of Buildings for Potential Seismic Hazards: A Handbook" (FEMA 154). It offers additional explanatory and supportive information for school districts that own their own buildings, have significantly more information about these facilities beyond what can be gleaned from a quick review of their exteriors, and wish to conduct a more comprehensive Rapid Visual Screening effort. The guidebook requires a side-by-side reading with FEMA 154. Appendices present earthquake problems of elementary and secondary schools and modified data collection forms. 55p.
Earthquake and Schools. [Videotape] (Federal Emergency Management Agency, Washington, DC. , 1994)
Designing schools to make them more earthquake resistant and protect children from the catastrophic collapse of the school building is discussed in this 13-minute videotape. It reveals that 44 of the 50 U.S. states are vulnerable to earthquake, but most schools are structurally unprepared to take on the stresses that earthquakes exert. The cost to the community to rebuild destroyed school buildings is large, but just as important is that schools often help support the community's recovery efforts following a disaster, so the loss of the school building impedes that effort. School's can be designed to resist earthquakes and the types of design considerations needed to avoid structural collapse are examined. Both exterior and interior considerations in seismic design are explored, and the proof that seismic design works in preventing school building damage and the relative cost of incorporating this design approach are discussed.
TO ORDER:
FEMA, P.O. Box 2012,
Jessup, MD 20794-2012. Tel: 800-480-2520.
http://www.fema.gov
Facilities Management of Existing School Buildings: Two Models.
(Building Technology, Inc., Silver Spring, MD; National Science Foundation, Arlington, VA.; Federal Emergency Management Agency, Washington, DC , 1994)
This document presents two models that offer ways a school district administration, regardless of size, may introduce activities into its ongoing management process that will lead to improvements in earthquake safety for its existing buildings. Model A is intended for districts where facilities planning is mainly reactive, and crisis management is practiced. Model B is for districts where facilities planning is a proactive function within their overall facilities management process. 139p.
School Site Preparedness for the Safety of California's Children K-12.
(California State Legislature, Sacramento , 1994)
Should a disaster equaling the magnitude of the Northridge earthquake occur, the current varying levels of site preparedness may not adequately protect California's children. The report describes why the state's children are not safe and recommends that local fire departments assume responsibility for oversight and enforcement of disaster preparedness programs. The first section offers detailed recommendations for cost estimates, teacher credentials, nonstructural hazard mitigation, and cargo container organization. The second section presents task force committee reports on seven major areas of concern: supplies, training, communication, structural evaluation, schools as shelters, funding, and proposed legislation for school compliance with earthquake-preparedness standards. 96p.
Seismic Mitigation Strategies for Existing School Buildings
Hattis, D. B.; Krimgold, F.; et al (Building Technology Inc., Silver Spring, MD , 1994)
Examines specific examples of the seismic mitigation process for schools, a process showing that seismic retrofit in existing schools in other parts of the country are possible and could lead to more general seismic rehabilitation in other buildings. The report suggests that school facilities at risk for earthquake damage need a strategy of integrating the planning and implementation of seismic strengthening into the overall process of facility maintenance and capital improvement planning. Such a strategy is already being implemented in eight school districts in various regions of the United States. 99p.
Post-Earthquake Damage Evaluation and Reporting Procedures: A Guidebook for California Schools. [California]
(California State Office of Emergency Services, Sacramento, Office of the State Architect, Sacramento, CA, 1993)
The California Office of the State Architect, Structural Safety Division (OSA/SSS) is responsible for
evaluating public school structures after an earthquake. However, final authority on whether a building should be reoccupied after damage lies with the school district. This guidebook is designed to help school officials assess earthquake damage before a qualified engineer arrives at the site and report building conditions to OAS/SSS to assist in establishing a priority list for site visits by structural engineers. 19p.
Unacceptable Risk: Earthquake Hazard Mitigation in One California School District. Hazard Mitigation Case Study.
(California State Office of Emergency Services,Sacramento,CA , 1993)
The PTA in Berkeley was dissatisfied with their school's earthquake preparedness and took their concerns to the district, as well as involved the larger PTA Council. The Hayward fault in Berkeley was the focus of the PTA's investigation. The School Board identified four key tasks: (1) develop a districtwide disaster-preparedness plan; (2) provide training for staff involved in the plan; (3) stockpile emergency medical supplies; and (4) conduct structural and nonstructural hazard assessment. In an assessment of the school buildings around the Hayward fault, two schools were identified as hazards if an earthquake struck. The School Board closed one school completely and the other partially. One year later six more schools were identified as unsafe. In 1992 a ballot measure that proposed to raise $158 million for school reconstruction was passed. 13p.
Guidebook for Developing a School Earthquake Safety Program.
(Federal Emergancy Management Administration, Washington, DC , Jan 1990)
Provides information to assist the school community develop a self-sufficient safety program. Steps involved in the planning process are outlined in section 2. Section 3 describes how to estimate potential earthquake impact and how to identify hazards. The fourth section discusses what to expect and avoid during an earthquake, the importance of drills, and protective measures. Section 5 prepares staff to implement first aid, search and rescue, fire control, and other priority actions. The sixth section examines alternative means of communication during disruption of telephone and power services and offers suggestions for parent communication. The last section examines responsibilities of staff in the aftermath of the disaster, with a focus on short-term and extended shelter plans. 54p.
Seismic Considerations--Elementary and Secondary Schools. Earthquake Hazards Reduction Series.
(National Institute of Building Sciences, Building Seismic Safety Council, Washington, DC , 1990)
Seismic safety provisions, when incorporated in a sound design from the very beginning, usually amount to only about l.5 percent of the cost of construction. General information concerning the seismic hazard and seismic design for elementary and secondary schools is contained in part 1 of this publication. Part 2 contains more technical considerations for school designers including basic design problems that affect the seismic performance of schools, and the ways in which the National Earthquake Hazards Reduction Program (NEHRP) "Recommended Provisions for the Development of Seismic Regulations for New Buildings" can work to protect elementary and secondary schools. 102p.
Report of the Earthquake Preparedness Task Force
Andrews, Bill; And Others (California State Dept. of Education, Div. of School Facilities Planning, Sacramento , 1989)
An Earthquake Preparedness Task Force report presents California school districts with direction for complying with existing earthquake preparedness planning laws. It first contains two sets of recommendations. The first set requires state action and is presented to the Legislature for consideration. The second set consists of policy statements and requires action by local school authorities. The document then details a model earthquake emergency procedure system, examines public schools as community shelter sites, describes an earthquake damage assessment procedure, and presents a list of equipment and supplies that schools should consider having on hand to provide minimum support during an extended crisis. 85p.
Evaluating the Seismic Resistance of Existing Buildings.
(Applied Technology Council, Redwood City, CA, 1987)
Describes a methodology for performing preliminary and detailed building seismic evaluations. The report contains a state-of-practice review, seismic loading criteria, data collection procedures, a detailed description of the building classification system, preliminary and detailed analysis procedures, and example case studies, including nonstructural considerations. 370
Report NO: ATC-14TO ORDER: https://www.atcouncil.org/
Protection of Educational Buildings Against Earthquakes; A Manual for Designers and Builders. Educational Building Report 13.
Arya, A.S. (UNESCO, Principal Regional Office for Asia and the Pacific, Bangkok, Thailand, 1987)
Presents in simple illustrated form the protective measures needed to save educational buildings from the disastrous effects of earthquakes. It is written is such a way that the information may be used at the community level as a guide to the construction of earthquake resistant educational buildings. It deals with construction techniques used for school buildings built of traditional materials--brick, stone, masonry, wood, and adobe. The protective measures suggested for new construction are intentionally kept simple and inexpensive and can be adopted with little modification to normal building practice. 67p.
References to Journal Articles
New Rules Could Restrict Seismic Repair Money for California Schools.
Johnson, Corey G. California Watch; Aug 22, 2011
Explains a State Allocation board decision to allow districts to seek seismic money if they could prove catastrophic risk from ground shaking, earthquake faults, liquefaction or landslides. If a school district decides to use the ground-shaking option when applying, it would only need a licensed structural engineer's report deeming the buildings unsafe, according to recently published state documents. However, if a district chooses to apply based on fault, liquefaction or landslide dangers, it would need to pay upfront for a structural engineer's examination, a geologist's field study and a review from the state geologist's office – an expensive proposition to qualify for financial aid.
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.
Ocean and Coastal Studies Building Protects and Withstands Environment.
Bard, Jill Harmon Environmental Design + Construction; Mar 24, 2011
Case study of the Ocean and Coastal Studies Building at Texas A&M University-Galveston. Built on the hurricane-prone Gulf Coast, the design team made every effort to minimize environmental impacts through hurricane/storm resistant design. Includes a full description of strategies to achieve LEED Gold certification.
Building Blocks: Humanitarian Design and Schools.
McKnight, Jenna 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&
Earthquakes Threaten Many American Schools.
Bailey, Nancy E. Phi Delta Kappan; v91 n7 , p35-39 ; Apr 2010
Millions of U.S. children attend schools that are not safe from earthquakes, even though they are in earthquake-prone zones. Several cities and states have worked to identify and repair unsafe buildings, but many others have done little or nothing to fix the problem. The reasons for ignoring the problem include political and financial ones, but also simply denying there is a problem.
TO ORDER:
http://www.pdkmembers.org
Friends School.
Gerfen, Katie Architect; v98 n10 , p91-97 ; Oct 2009
Profiles the conversion of a former factory into San Francisco's Friends School, addressing the organization of the building, seismic retrofitting, preservation of certain detailing, and installation of natural ventilation towers.
California Style.
Perry, Amy School Construction News; v15 n6 , p16-18 ; Sep-Oct 2009
Profiles the University of Southern California's new School of Cinematic Arts. The modern interpretation of the early 20th-century California style blends with existing campus architecture. Details that contribute to the facility s intended 100-year lifespan are described, with emphasis on sustainability and seismic stability.
Edward R. Roybal Learning Center Serves as Example of Design Innovation.
CASH Register; v30 n3 , p16,17 ; Mar 2009
Profiles this large Los Angeles high school that was built on the site where construction of a replacement for Belmont High School was halted in 1999 due to methane seepage and an earthquake fault line running through the site. The new facility addresses the geological concerns, retains some of the original construction, and offers a library and auditorium for community use.
Simple Method Strengthens Schools, Other Buildings Against Earthquakes.
Science Daily; Feb 21, 2009
Civil engineers using a specialized laboratory at Purdue University have demonstrated the effectiveness of a simple, inexpensive method to strengthen buildings that have a flaw making them dangerously vulnerable to earthquakes.
This is Not a Drill!
Bermahn, Simon College Planning and Management; v11 n10 , p33,34,36 ; Oct 2008
Discusses campus-wide emergency alert systems, using UCLA's "BruinAlert" and its successful engagement after a July 28, 2008 earthquake as an example. UCLA's selection process, along with the features and operation of the system are detailed.
A Safer, and Brighter, School Design.
Revkin, Andrew C. New York Times; Jun 24, 2008
Discusses a school design that is the product of research by a structural engineer to cut losses from predicted earthquakes. The design takes conventional materials and school designs found in developing countries and adjusts the configuration just a bit in ways that can greatly strengthen a building. Includes diagrams.
Quake-Proofing Oregon Schools: Why the Wait?
Ward, Andres The Bond Buyer; Jun 17, 2008
Reports on the delay in issuing bonds for seismic upgrades of schools, as authorized by the Oregon voters in 2002. The significant risk of earthquakes in Oregon is discussed, with particular attention to the delay in recognizing it.
A Concrete Solution.
Clary, Carl; Golden, Joe School Planning and Management; v47 n6 , p56,58-61 ; Jun 2008
Cites the virtues of precast concrete for school construction. These include lower construction costs, shorter construction time, high seismic and blast resistance, a wide variety of design options, and acoustical isolation.
Turning Schools From Death Traps Into Havens.
Revkin, Andrew C. New York Times; May 2008
Discusses efforts by an international coalition of engineers, safety and community activists, earthquake experts and disaster agency officials trying to transform schools from death traps into havens when disaster strikes.
Making Schools Safe from Earthquakes Through Retrofitting, Training, and Disaster Education.
Ando, Shoichi; Pandey, Bishnu; Fujieda, Ayako Regional Development Dialogue; v28 n2 , p122-130 ; Fall 2007
Details four on-the-ground case studies in Fiji, India, Indonesia, and Uzbekistan. A useful manner of retrofitting schools while linking to wider education and capacity-building is described: in Indonesia, retrofitted structural components of schools are painted in bright colors to highlight these components’ importance for earthquke safety. Then, parents and families are encouraged to consider how they could make their houses as safe as the school because, after all, earthquakes happen outside of school hours too. Thus, the school retrofitting is completed but the community education impacts continue for long after the official opening ceremony.
TO ORDER:
http://direct.bl.uk/bld/PlaceOrder.do
Seismic Risk in Existing School Buildings in Algeria.
Benouar, Djillali; Meslem, Abdelghani Regional Development Dialogue; v28 n2 , p50-65 ; Fall 2007
Reports on seismic risk for Algerian school buildings. A review is provided of the history of the construction of Algerian school buildings, along with earthquake damage which has been experienced. To try to avoid similar destruction in the future, a method is provided and tested: to evaluate the seismic vulnerability of existing Algerian school buildings to prevent damage which may occur during future earthquakes, particularly those which are located in or around the city of Algiers.
Seismic Retrofitting and Rehabilitation of Schools in Bogota.
Cardona, Omar Regional Development Dialogue; v28 n2 , p120,121 ; Oct 2007
Examines the National System for Disaster Risk Management of Colombia, developed within the ethos “that disaster risk management is not a discipline, sector, or institution, but is a strategy of development and quality of life.”
TO ORDER:
http://direct.bl.uk/bld/PlaceOrder.do
School and Community-Based Hazards Education and Links to Disaster-Resilient Communities.
Finnis, Kirsten; Johnston, David; Becker, Julia; Ronan, Kevin; Paton, Douglas Regional Development Dialogue; v28 n2 , p99-112 ; Fall 2007
Provides a New Zealand perspective on linking schools to community resiliency. The challenges of motivation, intention, and trust are discussed in the context of people preparing for disasters. The role of schools and education is seen as particularly important, especially through using those processes to connect to the community, because “schools do not exist in isolation from the communities where they are located and which they serve.” Criteria are provided for building successful community-school links leading to successful disaster education programs. Volunteering and evaluation are important elements to ensure continued achievements. Benefits, challenges and keys to success are summarized.
TO ORDER:
http://direct.bl.uk/bld/PlaceOrder.do
School Seismic Safety in British Columbia: A Grass-roots Success Story.
Monk, Tracy Regional Development Dialogue; v28 n2 , p82-98 ; Fall 2007
Describes how a grass-roots program in British Columbia convinced the government to invest significant funds to implement school seismic safety. The need to link science and advocacy is especially poignant along with emphasizing both the risks and the possible solutions. By forging alliances and by approaching the problem systematically with solid and scientifically-backed information, the author led the founding of the grass-roots non-profit organization called Families for School Seismic Safety which convinced the government to make the necessary investment for a 15-year program in school earthquake safety.
TO ORDER:
http://direct.bl.uk/bld/PlaceOrder.do
Seismic Rehabilitation of Seismically Vulnerable School Buildings in Japan.
Nakano, Yoshiaki Regional Development Dialogue; v28 n2 , p66-81 ; Fall 2007
Discusses engineering aspects of school earthquake safety for Japan. The 1995 Great Hanshin-Awaji Earthquake in the Kobe area was a significant impetus towards assessing and trying to improve the state of vulnerability to earthquakes of school buildings. This article explains the method of analysis along with its implementation. The technical standard for seismic evaluation which was used is provided but non-technical challenges and successes are also noted, such as the subsidy program, legislation, knowledge-sharing, and public awareness. A great deal has been achived, but there is more work yet to be done in rehabilitating school buildings for which “patient and continued efforts are therefore essentail for upgrading their performance.”
Iran's School Earthquake Safety Initiative.
Parsizadeh, Parokh; Ghafory-Schtiany, Mohsen; Hesmati, Vida; Seif, Ali-Ehsan Regional Development Dialogue; v28 n2 , p35-49 ; Fall 2007
Emphasizes the importance of Iran’s school earthquake safety initiative due to the young age structure of Iran and the loss of schoolchildren during earthquakes. The authors detail the formal and informal education processes which occur in Iran for earthquake safety, including publications, school earthquake safety councils, extra-curricular activities, competitions, workshops, continuing education, school building safety, and the annual national earthquake safety drill. An assessment of these programs is included, demonstrating their effectiveness.
TO ORDER:
http://direct.bl.uk/bld/PlaceOrder.do
Shake, Rattle, and Roll.
White, Jeff American School and University; v78 n13 , p158-161 ; Aug 2006
Describes the forces that earthquakes, tornadoes, and hurricanes exert on buildings and offers some school siting, design, and construction suggestions to mitigate damage from these disasters.
Carrington Hall.
CASH Register; v26 n1 , p10,11,13 ; Jan 2005
Describes the renovation of this historic auditorium at Redwood City's Sequoia High School. Historic details were restored, while seismic and HVAC upgrades were made, and modern theatrical systems installed.
Seismic Analysis of Glenwood Middle School, Evansville, Indiana
Uddin, Nasim; Maurer, Tim Practice Periodical on Structural Design and Construction; , p147-153 ; Aug 2004
This paper describes important engineering features relating to the seismic evaluation of a school building system in southern Indiana. This evaluation is the first step in identifying deficiencies in the school's seismic force resisting system and may ultimately be a reference for retrofitting the structure to be in compliance with current design standards. This paper is intended to provide an introduction to the engineering challenges of seismic retrofitting of school structures in the Midwest, with particular reference to the Glenwood Middle School located in Evansville, Indiana. To this end, the paper presents the numerical modeling and analyses to establish a retrofitting scheme that would provide a structurally stable system under seismic loading conditions. [Authors' abstract]
TO ORDER:
http://cedb.asce.org/cgi/WWWdisplay.cgi?0411037
Performance of School Buildings During the 2002 Molise, Italy, Earthquake.
Augenti, Nicola et al Earthquake Spectra ; v20 nS1 , pS257-S270 ; Jul 2004
The authors inspected approximately 300 primary and secondary schools in 87 municipalities of Molise. About 40% were masonry structures, 40% were reinforced concrete (RC) frame structures, and the remaining 20% were a variety of structures. Almost all of them were built without seismic criteria and most had no more than three stories. In this paper we compare the distribution of the damage with the vulnerability classes. The collapses in San Giuliano di Puglia highlight the comparative vulnerabilities related to structural types, construction phases, and location.[Authors' abstract]
TO ORDER:
http://scitation.aip.org
California Schools Pass Up Earthquake Safety Study.
FacilitiesNet.com; Mar 2004
Few school districts have requested results of a 2002 California survey that found 7,537 buildings that might perform poorly and imperil students in the event of a big earthquake, and even fewer have attempted to upgrade buildings. The study found that about 10 percent of the total number of school buildings in California, could fall short of "achieving life-safety performance in future earthquakes." It estimated retrofitting them to this standard would cost $4.7 billion.
Seismic Rehabilitation of School Buildings in Japan.
Nakano, Yoshiaki Journal of Japan Association for Earthquake Engineering; v4 n3 , p218-229 ; 2004
Describes efforts directed toward upgrading seismic performance of vulnerable school buildings following the 1995 Hyogoken-nambu (Kobe) earthquake. Damage statistics of school buildings due to the Kobe earthquake, criteria to identify their vulnerability, the subsidy program for seismic rehabilitation, and their implementation examples, are described, together with recent efforts for further promotion of seismic rehabilitation on a nationwide basis.
A Flexible Factory.
Sullivan, C. C. Architecture; v92 n10 , p73-77 ; Oct 2003
Describes the design of a temporary facility for the UCLA art and dance departments, whose facilities are undergoing seismic retrofitting. The concrete and steel "industrial" aesthetic of the project is claimed to appeal to the building's artistically minded occupants.
Disaster Management and Educational Facilities.
Kenny, Grace PEB Exchange; v2 n46 , p17-21 ; Jun 2002
Summarizes discussions from a seminar focusing on earthquakes and educational facilities, including findings related to educational buildings; partnerships; training; standards, regulations, and procedures; finance and legislation; and research and support.
Faith Lift.
Newman, Mark A. Facilities Design & Management; v21 n6 , p24-29 ; Jun 2002
Details the restoration of two historical stone buildings on the campus of San Francisco Theological Seminary, including seismic upgrades; improvements to the dome of one building, the stonework, and the slate roofs; and upgrades to the interior while preserving its historical character.
Jean Parker School, San Francisco
Larson, Soren Architectural Record; , p122-125 ; Nov 1999
Describes the post-earthquake renovation of a San Francisco urban elementary school that preserved its historical detail within a modern replacement. Design features are detailed; photos and a floor plan are included.
Paradise Built.
Sturgeon, Julie School Planning and Management; v38 n11 , p26-28 ; Nov 1999
Describes the special advantages and unique problems of building a school in Hawaii as revealed in the design of Kauai's Kapaa Middle School. Using the environment to help reduce construction costs is described as are the economic tradeoffs to adapt buildings for earthquakes and hurricanes.
|
 COMMENT ON THIS PAGE |
