Reviews history of California Academy of Sciences and its library. Financial problems, the James Lick bequest (1879), the 1906 earthquake and fire, legal complexities, and postearthquake developments are discussed. Statistics provided include date founded, director, collection and staff size, and main subjects collected. (EJS)

Texas A & M University at Galveston is the only marine and maritime-oriented University in the Southwest. Its computing policy/direction, academic computing, administrative computing, and library automation are described, and hurricance emergency plans are also discussed. (MLW)

The best way to deal with a disaster or an emergency is to be prepared. Librarians must be aware of the emergencies which could arise, be ready to respond to them when they occur, and recover from them afterwards. Guidelines are offered by the Illinois School Library Media Association (ISLMA) to assist in the preparation of a disaster plan and the…

Evidence gathered by student surveys in Flint, Michigan, indicates that residents are deficient in their knowledge of local natural hazards and not familiar enough with the K-12 curriculum to have an opinion on the adequacy of hazard education in the city's schools. Needed are adult and K-12 hazard educational programs. (RM)

Describes how the library staff at Stetson University in central Florida coped with flooding. Offers recommendations on storage; carpeting; fans and humidifiers; emergency phone contacts; labeled keys; protective coverings for books; safe storage for "disaster" materials and equipment; removal of less valuable materials; sandbags;…

Outlines the problems of the National Museums of Canada libraries that led to the decision to implement a preservation program and describes the program and its impact. Areas discussed include policy formation, disaster contingency planning, storage monitoring, collection cleaning, binding and restoration, rare book identification and…

Discusses emergency plans for dealing with disasters in information centers and describes four information centers' responses to various disasters. Topics addressed include authority and leadership; money and insurance; information resources, including computers and software; alternate locations and forms of communication; and testing. A list of…

The responses of several college student activities programs to crises on campus (violence, civil unrest, and earthquake) are described. In each case, professionals responsible highlighted the importance of having a proactive emergency plan in place and rehearsed. Flexibility and clear thinking are also crucial ingredients. (MSE)

Preparation for college campus crises (natural disasters, violence or unrest) is discussed. Specific suggestions are made for three distinct areas of readiness: (1) response to the situation; (2) response to the students; and (3) personal response. (MSE)

Describes and attempts to explain the sporadic devastating effects of the Northridge (California) Earthquake of January 17, 1994, as being the result of constructive interference from P and S earthquake waves. (MVL)

Describes a long-term science study project on natural disasters and phenomena in a second-grade classroom in which students had the major responsibility to plan, choose, inquire, and problem solve as they chose topics, browsed and read, planned and made murals, wrote and drew in their journals, and designed dramas which mixed story and…

Teamwork and cooperation were the keys in restoring school service in Berkeley County (South Carolina) 17 days after Hurricane Hugo. Offers school districts tips on what to do both before an emergency strikes and in the aftermath. Lists information available from the Federal Emergency Management Agency. (MLF)

Recounts what school district facilities managers learned from the flood and fire disaster in Grand Forks, North Dakota. Examines the clean-up effort, such as locating sufficient architectural and construction crews to meet repair demands, and unforeseen problems, such as toxic biological growth. Also describes the damage and repair expenses. (RJM)

Children who experience disasters such as Hurricane Andrew in southern Florida, are prone to severe and debilitating stress. Districts can prepare by designating a disaster management commander, a search-and-rescue team, and a reuniting team. Planning should include drills, recovery, and restoration elements. (Contains 10 references.) (MLH)

Many kids in school will come face-to-face with the death of a close relative or friend. As such, schools need to reach out to grieving students. While it is certainly true that schools cannot compensate for children's severe losses, and it is also true that teachers and counselors cannot assuage children's grief alone, it is also the case that…