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FEMA Earthquakes P-1000, Safer Stronger Smarter a Guide to Improving School Natural Hazard Safety, 2017
- 00a-ATC-122_Cover_508
- 00b-ATC-122-1_TitlePage_508
- 01-ATC-122-1_Foreword_508
- 02-ATC-122-1_Preface_508
- 03-ATC-122-1_ToC_508
- 04-ATC-122-1_LoF_508
- 05-ATC-122-1_LoT_508
- 06-ATC-122-1_ExecSum_508
- 07-ATC-122-1_Ch1_508
- 08-ATC_122-1_Ch2_508
- 09-ATC_122-1_Ch3_508
- 10-ATC-122-1_Ch4_508
- 11-ATC-122-1_Ch5_508
- 12-ATC-122-1_Ch6_508
- 13-ATC-122-1_Ch7_508
- 14-ATC-122-1_Earthquake_508 [Go to Page]
- Structure Bookmarks [Go to Page]
- E.1 Overview of Earthquakes [Go to Page]
- The ground shaking from earthquakes also causes landslides on unstable slopes and liquefaction (similar to quicksand) to occur in sandy soils that are saturated with water. Liquefaction under a building will cause large settlements and structural damage. If major motion occurs along a fault that is under water, great masses of water are set in motion causing large surface waves. When generated in the open ocean, these waves are known as a tsunami. When on lakes or partially enclosed bodies of water, they
- E.1.1 Earthquake Impacts on Schools [Go to Page]
- E.1.1 Earthquake Impacts on Schools
- E: Earthquakes FEMA P-1000
- Nonstructural components refer
- architectural, mechanical,
- available for several years. Repair or replacement of school buildings can take away a valuable community resource for long periods of time, and disrupt the lives of children and their families.
- E.2 Is Your School in an Earthquake-Prone Region? [Go to Page]
- E.2 Is Your School in an Earthquake-Prone Region?
- institution under consideration (e.g., vulnerability of a school building). For
- earthquakes, the risk can be primarily mitigated by reducing the vulnerability
- (e.g., facilities designed or retrofitted for earthquakes) and also by thorough
- E: Earthquakes .FEMA P-1000
- E.2.1 Determining the Severity of the Hazard
- E.4) and mitigating obvious falling hazards (see Section E.3.3.3). [Go to Page]
- E: Earthquakes FEMA P-1000
- E.2.2 Determining Your School’s Vulnerability [Go to Page]
- Likely damage scenarios can best be determined by professionals after analysis of the site and facilities, but a general overview is given in the next section.
- E.3 Making Buildings Safer [Go to Page]
- E.3 Making Buildings Safer
- E.3.1 Existing School Buildings [Go to Page]
- E.3.1 Existing School Buildings [Go to Page]
- E.3.1.1 School Building Site
- E.3.1.2 Vulnerable Building Types [Go to Page]
- E.3.1.2 Vulnerable Building Types
- Other construction materials, such as structural steel, reinforced masonry, or wood framing, are generally considered less vulnerable, but building performance in a real earthquake will be dependent on configuration and details.
- E.3.1.3 Risk Reduction Measures [Go to Page]
- A more detailed evaluation can be done by structural engineers according to a national standard for seismic evaluation, ASCE/SEI 41, Seismic Evaluation and Retrofit of Existing Buildings (ASCE, 2014b). There are several different techniques for seismic evaluation in ASCE/SEI 41, with the level of effort ranging from three to four days to multiple weeks or even months. These methods will yield a much more detailed understanding of potential seismic performance, including identification of the specific struc
- E.3.2 New School Buildings [Go to Page]
- E.3.2 New School Buildings [Go to Page]
- E.3.2.1 Site Selection
- E.3.2.2 Building Codes and Expected Performance [Go to Page]
- E.3.2.2 Building Codes and Expected Performance
- E.3.2.3 Schools as Shelters
- E.3.3 Nonstructural Systems and Contents [Go to Page]
- E.3.3.1 Building Code Provisions
- E.3.3.2 Vulnerabilities of Nonstructural Components [Go to Page]
- Damage can also occur to overhead piping and mechanical ducting and fixed equipment such as boilers and air conditioners that will be costly and time-consuming to repair, possibly keeping the school closed for weeks. The costs may be covered by insurance or by certain FEMA programs, but documentation and records before and after the earthquake are critical as discussed in Section 5.1.2. It took twenty years for the Los Angeles Unified School District to “close the books” on damage from the Northridge earth
- E.3.3.3 Nonstructural Risk Reduction Measures [Go to Page]
- E.3.3.3 Nonstructural Risk Reduction Measures
- E.4 Planning the Response [Go to Page]
- number of buildings or schools damaged). The vulnerability of school buildings will also have a major impact on emergency plans; planning for earthquake impacts on unreinforced masonry buildings may be very different than for modern buildings complying with earthquake codes. It is therefore highly recommended that at least preliminary evaluations of school buildings be performed and realistic scenarios developed that will identify likely impacts for planning purposes.
- E.4.1 During the Earthquake [Go to Page]
- E.4.1 During the Earthquake
- E.4.1.1 Recommended Protective Actions [Go to Page]
- E.4.1.1 Recommended Protective Actions
- E.4.1.2 Reactions to Avoid
- E.4.2 Immediately Following Shaking [Go to Page]
- Seriously injured persons should not be moved unless there are signs of immediate danger, such as fire or the smell of gas. Instead, they should be covered with a sturdy table and send someone for medical help after the shaking stops. They should not be left alone, unless it is completely unsafe to have someone remain with the injured.
- E.5 Planning the Recovery [Go to Page]
- E.5 Planning the Recovery
- E.6 Recommended Resources [Go to Page]
- Documentation for the 2014 Update of the United States National Seismic Hazard Maps (Petersen et al., 2014). Not specific to schools, but details the current state of hazard risk to areas of the country, identifying regions most at risk of earthquake.
- www.shakeout.org
- 15-ATC-122-1_Floods_508
- 16-ATC-122-1_Hurricanes_508 [Go to Page]
- Structure Bookmarks [Go to Page]
- H.1 Overview of Hurricanes [Go to Page]
- H.1.1 Hurricane Impacts on Schools
- H.1.2 Improvements in School Construction for Hurricanes
- H.1.3 Important Terminology
- H.2 Is Your School in a Hurricane Hazard Area?
- H.3 Making Buildings Safer [Go to Page]
- H.3.1 Existing School Buildings
- H.3.2 New School Buildings [Go to Page]
- H.3.2.1 Shelters During the Event
- H.3.2.2 Shelters After the Event
- H.4 Planning the Response
- H.5 Planning the Recovery
- H.6 Recommended Resources
- 17-ATC-122-1_Tornadoes_508
- 18-ATC-122-1_Tsunami_508 [Go to Page]
- Structure Bookmarks [Go to Page]
- TS.1 Overview of Tsunamis [Go to Page]
- In the open ocean, tsunami waves can travel at speeds up to 600 miles per hour. Generally imperceptible in open waters, tsunamis slow down and build in height as they approach the coastline. They flood ashore in a “run-up” that delivers great force and can flood areas far above normal high tide or storm surge levels. Tsunamis with run-up elevations that exceed 3.28 feet (one meter) above normal sea levels are particularly dangerous to people and property, but smaller tsunamis are also life threatening and
- TS.1.1 Causes of Tsunamis [Go to Page]
- TS.1.1 Causes of Tsunamis
- TS.1.2 Local or Distant?
- TS.2 Is Your School in a Tsunami Hazard Zone? [Go to Page]
- agencies lead or coordinate the task of mapping coastal areas prone to inundation, combining computer simulation models, topographic data, and knowledge gained from tsunamis throughout the world. [Go to Page]
- TS.2.1 Mapped Tsunami Hazard Zones
- TS.2.2 Unmapped Tsunami Hazard Zones [Go to Page]
- TS.2.2 Unmapped Tsunami Hazard Zones
- TS.3 Tsunamis and School Buildings [Go to Page]
- TS.3.1 General Considerations [Go to Page]
- . Avoid. In order to improve life safety and reduce the risk of damage and losses to school facilities from tsunamis, avoid siting new or replacement facilities within known or suspected tsunami hazard zones.
- TS.3.2 Existing School Facilities [Go to Page]
- TS.3.2 Existing School Facilities
- TS.3.3 New Facilities: Design for Vertical Evacuation [Go to Page]
- TS.3.3 New Facilities: Design for Vertical Evacuation
- In the absence of funding sources specifically dedicated to tsunami-resistant construction, school districts should consider other options for funding. Section 5.3 provides general ideas and guidance on funding. In addition, the tsunami program officer in each coastal state’s emergency management agency can determine whether funding from the National Tsunami Hazard Mitigation Program may be available to support planning, design, and engineering activities. A vertical evacuation initiative in coastal Washi
- TS.3.4 Schools as Evacuation Shelters or Refuges
- TS.4 Planning the Response [Go to Page]
- TS.4 Planning the Response
- TS.4.1 Warning Signs [Go to Page]
- TS.4.1 Warning Signs
- information and prepare for the possibility that additional actions, such
- TS.4.2 Plans, Policies, Procedures [Go to Page]
- TS.4.2 Plans, Policies, Procedures
- Hoquiam’s emergency plan specifies the high-ground locations to which students and school personnel will evacuate in the event of a local tsunami. These refuge and assembly locations are communicated to parents and guardians so that, in the event of an actual tsunami response, parents anxious to pick up their children will not rush into a potentially dangerous situation at the school itself.
- TS.4.3 Evacuation Protocols and Practice [Go to Page]
- Sect
- For example, if an earthquake in Japan causes a tsunami expected to reach the U.S. West Coast in 14 hours and the warning is issued at the end of the school day, school leaders may take no immediate action other than to
- TS.5 Planning the Recovery
- TS.6 Recommended Resources [Go to Page]
- . FEMA: and
- /
- 19-ATC-122-1_Winds_508
- 20-ATC-122-1_OtherHazards_508
- 21-ATC-122-1_AppEq_508
- 22-ATC-122-1_AppFlood_508
- 23-ATC-122-1_Resources_508
- 24-ATC-122-1_References_508
- 25-ATC-122-1_ProjectParticipants [Go to Page]
