Earthquake preparedness plan for hospitals,ready new york ccls grade 3,idaho wildfires information - Easy Way

Thanks to the Federal Emergency Management Agency (FEMA) and the Department of Homeland Security, September is National Preparedness Month. Earthquakes, also known as rapid tremors or trembles, are caused by the shifting and breaking of the ground.
Now we know this isn’t exactly the type of subject you would choose to discuss with your four year-old niece or nephew at their birthday party, but the best way to be protected, is to be prepared. Having a plan of action and being equipped with knowledge is crucial in dealing with a natural disaster, such as an earthquake, and families should take the time to establish priorities and practice safety procedures together. Practicing to accommodate various scenarios, with family and friends, also helps provide additional exposure to potential threats and appropriate responses. The Putting Down Roots in Earthquake Country handbook is a new detailed resource that provides information about the threat posed by earthquakes in Utah, particularly along the Wasatch Front, and explains how you can prepare for, survive, and recover from these inevitable events. So, for February and March the Stake has asked us to put together a list of resources and skills from the people in our neighborhood so they know what people would be willing to share with the community and neighborhood in the event of an emergency. Click on the image below to view the resource list and be thinking of the skills and things you’d be willing to share with the neighborhood. Download & just Print the files, then fill them out by hand, glue pictures and make copies. Here’s the file for the contents of the 72 hour Kits which were purchased through the church.
Choose an out-of-state friend or relative whom family members can call after the quake to report your condition. Set up a Personal Support network – Designate someone to check on you in an emergency and to help with evacuation or sheltering-in-place. Personal Care Assistance – If you receive assistance from a home healthcare agency or in-home support provider, find out how the provider will respond in an emergency.
For Persons using a wheelchair: Plan for how you will evacuate in an emergency and discuss it with your care providers. For Persons who are Blind or Visually Impaired: Keep an extra collapsible cane by your bed. For Persons who are Hearing Impaired: Keep extra batteries for your hearing aids with emergency supplies. International bestselling author Ruta Sepetys returns to WWII in this epic novel about a quest for salvation.
If your family is involved in and survives a major earthquake, and you can dial 911, how long do you think it will take to get help?Most people think hours.
This book could easily be the difference between surviving an earthquake, and being one of the many sad, lonely refugees who lose everything - even here in the US more people die and are seriously traumatized in disasters than most people realize.
Robert Rodriguez studied earthquake preparedness after the disastrous Loma Prieta earthquake and the Oakland fire changed his life. Your school or district should not prepare for earthquakes separately from other potential hazards. This lesson is organized according to the following framework, used by emergency managers around the world. Identifying all potential hazards and vulnerabilities and reducing the potential damage they can cause. Collaborating with community partners to develop plans and protocols to prepare for the possibility that the identified hazards, vulnerabilities or emergencies will occur. Working closely with first responders and community partners to effectively contain and resolve an emergency in, or around, a school or campus. Teaming with community partners to assist students and staff in the healing process, and restore a healthy and safe learning environment following an emergency event.
If you are in an area where earthquakes are frequent, you likely have already included earthquakes in your overall emergency plan. Because of differences between the structure of the earth under western states compared to central and eastern states, earthquakes in the west shake smaller areas than similarly-sized earthquakes to the east.
While your buildings may be well-built and have very little damage in an earthquake, your school may still be unable to resume operations due to damage to utility systems (power, water, gas, communications), hazardous material spills, and other issues beyond your control. Some states have special guidelines for public school construction, yet requirements for private or charter schools may be less strict. School building collapse is certainly a major concern requiring long-term planning and investment toward prevention. Straps, buckles, and other devices are widely available to secure content within facilities. In addition to furniture and other permanent items, classrooms and offices should also consider other safety issues. By following these protocols, schools will support the efforts of first responders and local emergency managers.
Alongside school implementation of NIMS, your plan should include making arrangements (in advance!) with structural engineers or contractors to report to your school to help determine the severity of building damage.
Schools often include building evacuation as a part of their earthquake drill, since assembling in a common area after an earthquake will be the best way to account for students, prioritize first aid and triage, and conduct search and rescue. However your teams will need additional supplies and equipment according to their required tasks.
Because your school's water supply may be out of service for many days, emergency water is a very important item to consider when preparing for an emergency. In an emergency, you will need an area for a latrine if toilets are not working because the water supply is out or if bathrooms are not accessible. Working closely with first responders and community partners to effectively contain and resolve an emergency in, or around, school facilities. As soon as an earthquake begins to shake your school, your emergency planning is put into action. In managing educational facilities, the most important aspect of earthquake response is preventing injuries and deaths due to structural or building contents.
Studies have shown that most people are injured by falling contents or by trying to move to another location, such as running outside. The photo on the left below is a school in Calexico, CA, showing how ceilings will collapse in pieces, but desks provide shelter. The Earthquake Country Alliance (California) has developed a special report on what to do during earthquakes, and what not to do. Once the earthquake has happened and the shaking has stopped, then your plan will likely include evacuating classrooms and administrative offices to central assembly area(s), wherever you go for fire drills.
After shaking stops, assess your room for any dangers (broken glass, fallen items, fire, chemical spills, etc.). If an aftershock occurs while you are exiting, Drop, Cover, and Hold On until the shaking stops. Once to the assembly area, quickly advise search and rescue teams to return for those who did not exit with the class.
Instruct students so they know that if there is an earthquake when they are outside of a classroom (such as during break or lunch), they should exit with the nearest class and should NOT go back inside. Fires often start in the aftermath of an earthquake because of ruptured gas lines, the content of rooms, things left cooking on the stove, and electrical fires. One training opportunity is to ask the technician who comes to cycle out your old extinguishers and replace them with new ones to provide a training demonstration. After this basic training, establish a Fire Suppression and HazMat Team to respond in the event of an earthquake or other emergency. Shutting down electricity only if building has clear structural damage or advised to do so by the incident commander.


It often happens that an entire class is unable to leave their classroom because a doorframe became tweaked in the shaking.
Your school's emergency plan is a living document; changes in staff, facilities, and your local community should prompt updates to your planning process and facilitate practical training.
Know where your emergency supplies are located, make sure they are sufficient for your needs, and are not expired.
This manual is intended to provide guidance for the protection of school buildings from natural disasters.
Presents an international framework of guiding principles and general steps to develop a plan to address the disaster resilient construction and retrofitting of school buildings. FEMA 395 has been developed to provide 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. 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. This comprehensive publication identifies potential earthquake hazards associated with nonstructural components of school buildings, and provides detailed instructions for mitigating those hazards. This interactive Flash-based game helps people learn the correct ways to secure furniture and contents, before an earthquake occurs and everything falls that has not been secured. A newsletter issue focusing on school emergency plans according to the four phases of emergency management, with an overview of ICS. These templates are intended as guidance to school staff and should be adapted according to your emergency plans, local policy, and specific circumstances. This checklist and self-survey is useful for identifying which aspects of your plan need to be improved, or are not included. Includes model preparedness surveys, letters to parents, memos to faculty and staff, preparation and supply guidelines, model emergency response roles and responsibilities, drill evaluation forms and more.
This document describes four levels of drills; pick the drill level that makes the most sense for your school or district. A good overview of issues to consider when planning what is needed and how to store it, along with recommended classroom and campus supplies.
This document is a template for preparing safe school plans; Volume 2 covers multihazard emergency preparedness and response. This guide covers all aspects of emergency and crisis planning, with useful recommendations for managing response (section 4) and recovery process (section 5)), including examples from schools and districts. During this month, the goal is to help spread awareness about the importance of having a plan in case of an emergency and making sure to put safety first.
They can vary between medium and high risk and can occur in all regions of the United States, at any given time. And although earthquakes are no light matter, you can feel better, knowing that you are more suited to handle an earthquake now than you were at the start of today. This conference will be held Friday, March 27, 2009, and will combine aspects from both of these conferences. Your block captains will be going around and compiling the list while they also deliver the Neighborhood Emergency Plans. You must use the information which is freely provided in assessing the needs of your family. We have tried to make it easy for everyone and self explanatory, but we understand it’s a lot of information to take in. You’ll need a copy of this with your kits to make sure you know what you have and what you still need to get. Consider storing your hearing aids in a container attached to your nightstand or bedpost, so you can locate them quickly after a disaster. Enabling JavaScript in your browser will allow you to experience all the features of our site.
Your buildings are also likely built to a higher standard of construction due to strict building codes. Some areas indeed have a potential for damaging earthquakes, even though there may be no or little activity for many years. Not only may you experience damage from earthquakes centered further away, but if your school or district is in the central or eastern U.S. Earthquake shaking can damage any building, but some are more likely to be damaged severely (such as brick buildings or others built before modern building codes.
Newer codes require better designs to withstand expected levels of earthquake shaking for the area. So new codes may prevent deaths and limit injuries, but your school buildings may still have significant damage. For example, the California Field Act of 1933 requires higher standards for public school buildings as well as thorough inspection requirements.
Because of damage here and to many other schools, the Field Act was passed quickly by California to reduce future school damage. However significant injuries and damage may also result when contents within classrooms, offices, and other facilities fall or are thrown during earthquake shaking.
Companies can be hired to secure furniture and contents in your school buildings, though your maintenance staff are likely capable of installing the necessary equipment. A resource entitled, Guide and Checklist for Non-Structural Earthquake Hazards in California Schools, is a comprehensive publication which identifies potential earthquake hazards associated with nonstructural components of school buildings and further provides detailed instructions for mitigating those hazards. For this reason, personnel must be trained in the implementation of NIMS, and in particular the Incident Command System (ICS), a standardized approach within Command and Management.
Two important factors must be considered for emergency supplies: a secure storage location and an adequate amount of supplies.
The Arkansas School Earthquake Preparedness Guidebook has an excellent list of equipment and supplies for various teams.
It may require the most storage space, but is essential for drinking and also needed for sanitation and perhaps cooling. Such kits are typically sufficient for up to 400 people, though this does not mean 400 injuries.
The educational facilities procedures and teams developed and trained will now be put to a real test. Because earthquakes strike without warning, students and staff must know how to protect themselves with little or no time for instruction. Moving can be very difficult during strong shaking, and the periphery of buildings is the most dangerous place for falling building components, especially in brick buildings. Make sure the area is away from structural facilities, so that you will not have to worry about aftershocks. If they are between classes, they should assemble in the outdoor emergency assembly area with their next period class.
This is a great chance for teachers and staff to safely practice using a fire extinguisher. Your plan is only effective if it is seen as a process and not a product to be used only when needed. 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. An Earthquake Hazards Checklist form is also provided at the back of the publication to assist staff in conducting a nonstructural hazards survey.


Students will use this information to plan emergency escape routes and plan how to reduce hazards. Sections include assessment and planning, physical and environmental protection, and response capacity development. These model documents may serve as a helpful guide for schools and districts which do not already have standardized forms.
PDF versions available in English, Spanish, Tagalog, Japanese, Chinese (simplified), Vietnamese, Korean, and Chinese (traditional). It is designed to centralize, organize, and coordinate emergency response among various District organizations and public agencies. It will feature inspirational and academic speakers who will present ways to strengthen families, teaching parents how to raise a righteous posterity and help prevent the problems that often arise in modern family life. If you are not familiar with how to do this we suggest method 1, 2 or 3.) Click the images below to view larger images or to save them onto your computer. You can use your favorite image editing program to edit the JPG files provided above or use Adobe Acrobat Professional to insert more pages or remove some if needed into or out of, the PDF file.
Exercise caution when moving around after an earthquake; items may fall and block paths that are normally unobstructed.
Your buildings may seem fine but have been weakened in the main earthquake, only to collapse during a large aftershock.
A school built in California may have stricter requirements than one built in New York, where earthquakes are less frequent and less intense.
Furniture can fall on students or block doorways, and expensive computers and other equipment may be damaged. A useful asset to this resource is the Earthquake Hazards Checklist to assist staff in conducting a nonstructural hazards survey for each room within the educational facilities. Regular training in conjunction with community partners and frequent updates to the school emergency plan are essential to better integrate NIMS and ICS. While fire and earthquake drills are often held separately, in a real earthquake a fire may be started such that during the shaking the concern is falling items but immediately after the concern may shift to fire evacuation.
School officials should be prepared to be self-sustaining for a minimum of 3 days in times of an emergency. The Guidebook also has thorough recommendations for storing and providing food, with formulas and tables for determining needed quantities.
For example, a cargo container of emergency supplies is on every school campus in Los Angeles Unified School District.
The following instructions are for classroom teachers but can be modified for administrative officer and other school locations. Many teachers and school staff members have never handled a fire extinguisher, so make sure that your staff is prepared and trained in their proper use. Involving your local fire station is another option, which has the added benefit of creating and maintaining a working relationship with your local fire station. The purpose of the document is the same as for the original: to explain the sources of nonstructural earthquake damage in simple terms and to provide methods for reducing potential risks.
The activity focuses on earthquakes because earthquake preparedness means preparedness for all types of emergencies. Schools or districts that have been successful with a lower level should consider doing a more advanced drill during the ShakeOut. It includes descriptions of all teams, procedures for each phase of the emergency, and many form templates. There will also be experts in the fields of therapy, counseling, and family issues giving specific hands-on information and hope to families who are struggling or dealing with real and often tragic problems attacking our society, families, and individuals today.
Please keep in mind, that because we do provide you with free PDF downloads of all of the files we create, we do not send out original files. However, with proper training and planning in advance, everyone in your school community can be prepared to react appropriately during and after an earthquake, with appropriate supplies on hand.
Likewise, planning how your school community will respond to an earthquake will identify key resources that must be prepared in advance, whereby recovery will be much faster as a result of proper execution of the other phases.
Geological Survey, shows which areas are most likely to be shaken by earthquakes, and where earthquake hazards are low. First responders may take longer to arrive, needed resources (for response as well as for repairing damage) may be limited, and much of your population may leave the area permanently. Though complete collapse is quite rare, even minor shifting can cause doors to be jammed, glass to break, and exit routes to be blocked. Extensive documentation and resources for school implementation of NIMS are available from the REMS Technical Assistance Center.
The assigned team (as delegated in the NIMS Command System) is responsible for the procurement, storage, and maintenance of specific supplies for earthquake preparedness. In addition to the bucket itself, be sure to store toilet paper, a privacy partition (such as a tarp or large cardboard enclosures), hand sanitizer gel, and other related items.
Many of the resources listed throughout this course cover all of these steps, though some may focus on certain aspects better than others. Its intended audience is design professionals and school officials involved in the technical and financial decisions of school construction, repair, and renovations.
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.
Since nonstructural failures have accounted for the majority of earthquake damage in several recent U.S.
This lesson provides an overview of school earthquake preparedness and provides resources for use in incorporating earthquakes into your overall emergency plans.
You should evaluate your school facilities and consult with a structural engineer if possible to determine which are most likely to be damaged. When classrooms or offices are painted, furniture is moved, or computers are replaced, it should be required that the straps, brackets, and other solutions be re-installed and the budget should include this work. Their team responsibilities further include keeping supplies fresh, especially first aid, food and water, and maintaining an accurate, on-going inventory of supplies. One simple qualification for a Search and Rescue team to enter a damaged building is that it needs to have all four walls and its roof, and should not be leaning at an extreme angle.
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. However as the image shows, earthquake hazard is higher along the west coast and Alaska, because of tectonic plate boundaries where slow shifting of plates causes faults to rupture into larger earthquakes, which are more frequent.
The Central United States has a moderate to high earthquake hazard becuause of its history of earthquake activity, especially a series of large earthquakes from 1811 to 1812. The east coast has occasional moderate-sized earthquakes and rare larger earthquake events, as compared to its west coast counterpart (i.e.
Employees piled into our meeting room to discuss the success of the advertisements from a recent football event. We also learned (from our test poll question) that many Zoro employees don't know anything about who the best rapper of all time is.



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