School Seismic Safety and Risk Mitigation

Petal, Marla; Wisner, Ben; Kelman, Ilan; Alexander, David; Cardona, Omar D.; Benouar, Djillali; Bhatia, Sanjaya; Bothara, Jitendra; Dixit, Amod Mani; Green, Rebekah; Kandel, Ram Chandra; Monk, Tracy; Pandey, Bishnu; Rodgers, Janise E.; Sanduvaç, Zeynep T€urkmen; Shaw, Rajib

doi:10.1007/978-3-642-35344-4_396

Cited by 6 publications

(8 citation statements)

References 4 publications

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“…19 Studies have estimated seismic construction would add 5%-15% to the cost of building a school, protecting children from death, injury and the costs of interrupted education. 77 A 2012 study estimated the cost of retrofitting all schools in the 35 most exposed countries reviewed, would be around US$300 billion, saving 250 000 lives over 50 years. 78 Whether the benefit-cost ratio is positive or not depends on the monetary value placed on a human life.…”

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confidence: 99%

Search without rescue? Evaluating the international search and rescue response to earthquake disasters

Rom¹,

Kelman

2020

BMJ Glob Health

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Earthquakes around the world are unnecessarily lethal and destructive, adversely affecting the health and well-being of affected populations. Most immediate deaths and injuries are caused by building collapse, making search and rescue (SAR) an early priority. In this review, we assess the SAR response to earthquake disasters. First, we review the evidence for the majority of individuals being rescued locally, often by relatives and neighbours. We then summarise evidence for successful live rescues by international SAR (ISAR) teams, along with the costs, ethics and other considerations of deployment. Finally, we propose an alternative approach to postdisaster ISAR, with the goal of reducing overall morbidity and mortality.

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confidence: 99%

Search without rescue? Evaluating the international search and rescue response to earthquake disasters

Rom¹,

Kelman

2020

BMJ Glob Health

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“…Since 1933, the United States and Canada have experienced few casualties from school earthquake damage, due mainly to earthquake timing (Petal et al, 2015) and to efforts by California, where a number of damaging earthquakes occurred during that period, to improve school earthquake safety through implementation of the aforementioned Field Act and subsequent legislation (CSSC, 2009). A number of low- and middle-income countries (as defined by the World Bank) have not been so fortunate, suffering large numbers of school collapses and student casualties, as well as numerous “near misses” in which schools were badly damaged or collapsed, but without students inside (Petal et al, 2015). For instance, the shallow 2005 M7.6 Kashmir (Pakistan) earthquake occurred at 8:50 a.m. while schools were in session, damaging 7669 schools and higher education buildings, 50% of which collapsed or were damaged beyond repair (ADB and WB, 2005).…”

Section: Past Studies Of Earthquake Damage To Schoolsmentioning

confidence: 99%

“…Several researchers (e.g. Alexander et al, 2015; CSSC, 2009; Jephcott, 1986; Monk, 2005; Petal et al, 2015; Rodgers, 2012; Wisner et al, 2005) have tabulated reports of past earthquake damage to schools, both in the United States and internationally. School damage has frequently been reported in post-earthquake reconnaissance reports by professional organizations (such as EERI), government agencies, and private companies.…”

Section: Past Studies Of Earthquake Damage To Schoolsmentioning

confidence: 99%

Impacts of the 2018 M7.1 Anchorage earthquake on schools

Rodgers¹,

Hassan

Motter

et al. 2021

Earthquake Spectra

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The 2018 M7.1 Anchorage earthquake damaged over 120 schools in the Anchorage and Matanuska-Susitna (Mat-Su) School Districts. Many remained closed for a week or more for cleanup and repairs, primarily due to nonstructural damage. Major structural damage occurred in three of 132 school buildings across both districts, and a number of additional schools had minor to moderate damage. Most observed damage was to nonstructural components, including suspended ceilings, lighting, architectural finishes, building utility systems, and equipment. Middle and high schools were in session at the time of the earthquake. Despite ceiling damage and fallen ceiling tiles, books, and supplies (heavy furniture was anchored) and objects swinging from the ceiling, both districts reported very few injuries. Statements by the school districts and administrators, media reports, and available video indicate that most students dropped, covered, and held on as practiced in regular drills. The combination of life-safety structural performance (with a few exceptions) due in part to moderate shaking, as well as anchoring of heavy furnishings, and student preparedness and drills to practice protective action, appears to have protected students. Both districts’ experiences provide evidence that school seismic safety programs are valuable, even if efforts to mitigate risks from older, vulnerable schools are in process and more work remains.

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“…The importance of developing seismic hazard mitigation strategies that aim to reduce the vulnerability of school units is underlined by Sendai Framework for Disaster Risk Reduction 2015-2030, where the fourth global target is defined as "Substantially reduce disaster damage to critical infrastructure and disruption of basic services, among them health and educational facilities, including through developing their resilience by 2030" [2]. Complementary, Petal et al [3] make a strong case for school seismic safety, providing not only an overview of the earthquakes that affected schools and children learning in them in the past decades, but also overviews of global experiences in seismic-resistant school constructions and of global experiences in school seismic retrofit. The paper concludes that "the threat of earthquake damage to school buildings has not been sufficiently well appreciated" [3].…”

Section: Introductionmentioning

confidence: 99%

“…Complementary, Petal et al [3] make a strong case for school seismic safety, providing not only an overview of the earthquakes that affected schools and children learning in them in the past decades, but also overviews of global experiences in seismic-resistant school constructions and of global experiences in school seismic retrofit. The paper concludes that "the threat of earthquake damage to school buildings has not been sufficiently well appreciated" [3].…”

Section: Introductionmentioning

confidence: 99%

Multi-Criteria Assessment of the Seismic Vulnerability of School Units in Vaslui City, Romania

2020

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In the context of an earthquake impact, school units are particularly vulnerable because of the specific age group of the population that studies there. This means that the earthquake mitigation strategies targeting schools should be carefully elaborated, starting from a proper assessment of their seismic vulnerability. Such assessments should be extensively conducted, especially in the case of urban settlements that are disadvantaged in terms of economic potential, social development and media image, like Vaslui City, Romania. This paper aims to evaluate the seismic vulnerability of school units in Vaslui City using a combination of Multi-Criteria Decision-Making (MCDM) methods and Geographic Information System (GIS) techniques. Unlike other assessments of this type, the proposed framework integrates both aspects related to the physical vulnerability of the school buildings, and social elements concerning the educational personnel, the age profile of the pupils, school hours and other factors. The methodology also includes a systemic vulnerability component that offers better insights about the access emergency services would have to the educational institutions in case of a powerful earthquake. The physical, social and systemic vulnerability factors/criteria are weighed via Analytic Hierarchy Process (AHP), while the 25 school units in the study area are evaluated using Weighted Product Model (WPM). The results are combined with GIS techniques in order to obtain a map that shows the seismic vulnerability level of the school units. The most vulnerable school units are the ones with tall old buildings located along narrow streets, with significant number of very young or disabled pupils. These findings represent the stepping stones for the retrofitting works and the educational programmes related to seismic hazards that should be implemented by local authorities. Although restricted by the low number of educational institutions in the study area, the proposed framework may be further on used in seismic vulnerability research.

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School Seismic Safety and Risk Mitigation

Cited by 6 publications

References 4 publications

Search without rescue? Evaluating the international search and rescue response to earthquake disasters

Search without rescue? Evaluating the international search and rescue response to earthquake disasters

Impacts of the 2018 M7.1 Anchorage earthquake on schools

Multi-Criteria Assessment of the Seismic Vulnerability of School Units in Vaslui City, Romania

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