Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations through to recovery, quality education provides physical, psychosocial and cognitive protection that can sustain and save…

Discusses issues faced by the Borough of Manhattan Community College following the September 11th terrorist attacks: the expense of recovery and budgeting for it, developing an emergency preparedness plan, the characteristics of emergency management and disaster recovery plans, technology and its role in emergency management, being prepared for…

Describes how officials at the Borough of Manhattan Community College dealt with the emergency created by September 11, and offers a list of tips for dealing with out-of-the-ordinary emergencies. (EV)

In the second article in a series on the implications of September 11 to colleges and universities, executives at the Society for College and University Planning outline an integrated approach to preparing for disasters. (EV)

Using advice from experienced higher education officials, discusses how colleges and universities can guide staff and colleagues through a tragedy with flexibility, good communication skills, and compassion. (EV)

It is essential that the traditional emergency management structure be used as a framework for higher education emergency planning. The four phases of emergency management should be reflected in the architecture of all planning efforts. These include "preparedness," "response," "mitigation," and "recovery."…

Columbia University has started a project that, in the first two phases, will provide an internal fire alarm system to residence halls and academic buildings. The third phase will be major structural changes to bring older academic buildings up to meet new life safety codes. (Author/MLF)

Recounts the experience of East Carolina University (North Carolina) in responding to the disaster of Hurricane Floyd in 1999. Identifies 10 operational lessons such as ensuring that the institution's emergency response team is prepared for quick decisions and planning with the assumption that all vital utilities will be lost for not less than a…

Describes Stanford University's campus safety plan, asserting that it allows officials to act quickly, preserve lives, protect the institution's intellectual property, and maintain its academic mission. (EV)

This article profiles the winners of this year's competition for outstanding technology innovation on US college and university campuses. The winners are: (1) Rice University, Texas (virtualized networks); (2) Drexel University, Pennsylvania (rich media); (3) Harvard Business School, Massachusetts (network management); (4) Louisiana State…

This document presents guidelines on emergency response and business recovery for colleges and universities in the event of an earthquake. The guidelines, developed by California institutions and revised based on experience with the Northridge earthquake, are provided under the following headings: (1) "To the President or Chancellor";…

In the first of a series on terrorism's affect on higher education, college officials describe security steps their schools are taking against terror attacks. (EV)

When crisis strikes, internal audiences at institutions of higher education need accurate information which depends on groundwork laid during good times. Key principles for emergency communication include predicting disasters by reading internal warning signs; preventing a potential crisis from growing; and preparing for smooth communications…

A hands-on workshop simulated a library disaster and demonstrated the best strategies for salvaging library materials. Participants learned how to assess the available personnel and materials, the nature and extent of a disaster, and how to decide on a recovery strategy. (EM)