Fires resulting from cooking continue to be the most common type of fire experienced by U.S. households. This is true for fires reported to fire departments and those handled by private individuals. Cooking fires are also the leading cause of home fire injuries. As a result, the U.S. Fire Administration (USFA) has partnered with the National Fire Protection Association (NFPA) "to research the types of behaviors and sequences of events that lead to cooking fires and develop sound recommendations for behavioral mitigation strategies that will reduce such fires and their resultant injuries and fatalities." This study of the causes of cooking fires and cooking injuries and the effectiveness of strategies to prevent them also considers as part of its scope cooking burns of all types from all types of products involved in preparing and serving food or drink. Although many cooking injuries result from knives or broken glass and many people are made ill by improperly handled food, these other issues are beyond the scope of this project.

The Federal Emergency Management Agency (FEMA) developed this Risk Assessment, A How-To Guide to Mitigate Potential Terrorist Attacks Against Buildings, to provide a clear, flexible, and comprehensive methodology to prepare a risk assessment. The intended audience includes the building sciences community of architects and engineers working for private institutions, building owners/operators/managers, and State and local government officials working in the building sciences community. The objective of this How-To Guide is to outline methods for identifying the critical assets and functions within buildings, determining the threats to those assets, and assessing the vulnerabilities associated with those threats. Based on those considerations, the methods presented in this How-To Guide provide a means to assess the risk to the assets and to make risk-based decisions on how to mitigate those risks. The scope of the methods includes reducing physical damage to structural and non-structural components of buildings and related infrastructure, and reducing resultant casualties during conventional bomb attacks, as well as chemical, biological, and radiological (CBR) agents. This document is written as a How-To Guide. It presents five steps and multiple tasks within each step that will lead you through a process for conducting a risk assessment and selecting mitigation options. It discusses what information is required to conduct a risk assessment, how and where to obtain it, and how to use it to calculate a risk score against each selected threat. This is one of a series of publications that address security issues in high-population, private sector buildings. This document is a companion to the Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings (FEMA 426) and the Building Design for Homeland Security Training Course (FEMA E155). This document also leverages information contained within the Primer for Design of Commercial Buildings to Mitigate Terrorist Attacks (FEMA 427). The primary use of this risk assessment methodology is for buildings, although it could be adapted for other types of critical infrastructure. The foundation of the risk assessment methodology presented in this document is based on the approach that was developed for the Department of Veterans Affairs (VA) through the National Institute for Building Sciences (NIBS). Over 150 buildings have been successfully assessed using this technique. The risk assessment methodology presented in this publication has been refined by FEMA for this audience. The purpose of this How-To Guide is to provide a methodology for risk assessment to the building sciences community working for private institutions. It is up to the decision-makers to decide which types of threats they wish to protect against and which mitigation options are feasible and cost-effective. This How-To Guide views as critical that a team created to assess a particular building will be composed of professionals capable of evaluating different parts of the building. They should be senior individuals who have a breadth and depth of experience in the areas of civil, electrical, and mechanical engineering; architecture; site planning and security engineering; and how security and antiterrorism considerations affect site and building design.

The National Disaster Housing Strategy (the Strategy) serves two purposes. First, it describes how we as a Nation currently provide housing to those affected by disasters. It summarizes, for the first time in a single document, the many sheltering and housing efforts we have in the United States and the broad array of organizations that are involved in managing these programs. The Strategy also outlines the key principles and policies that guide the disaster housing process. Second, and more importantly, the Strategy charts the new direction that our disaster housing efforts must take if we are to better meet the emergent needs of disaster victims and communities. Today we face a wider range of hazards and potentially catastrophic events than we have ever faced before. These include terrorist attacks and major natural disasters that could destroy large sections of the Nation's infrastructure. This new direction must address the disaster housing implications of all these risks and hazards and, at the same time, guide development of essential, baseline capabilities to overcome existing limitations. The new direction for disaster housing must leverage emerging technologies and new approaches in building design to provide an array of housing options. It must also be cost effective and draw on lessons learned and best practices. Above all, this new direction must institutionalize genuine collaboration and cooperation among the various local, State, tribal, and Federal partners, nongovernmental organizations, and the private sector to meet the needs of all disaster victims. Current practices in disaster housing vary based on the nature and scope of a disaster and can range from providing short-term shelters to arranging temporary and, in some cases, permanent housing. Establishing emergency shelters is generally a well-choreographed effort that unfolds smoothly at the local level as emergency management officials and nongovernmental organizations execute their emergency plans. The challenges increase when disaster victims are displaced from their homes for longer periods of time and temporary housing must be provided. The process of meeting individual and household needs becomes more challenging, and the responsibilities and roles of those involved must be absolutely clear. States monitor and support local government efforts and activate their capabilities as needed to augment local capabilities. The Federal Government stands alongside the States as an engaged partner, maintaining disaster housing resources and ready to deploy those resources, if required, to fill any emerging gap. While this process generally works very well, it broke down in August 2005 when Hurricane Katrina struck the coast of Louisiana and Mississippi and overwhelmed the capabilities of responders at all jurisdictional levels. And now, more than 3 years after Hurricane Katrina, we are still wrestling with many technical and policy issues related to disaster housing that Katrina brought to light. This Strategy outlines a vision, supported by specific goals, that will point the Nation in a new direction to meet the disaster housing needs of individuals and communities.

This document describes baseline and additional EMS criteria for the National Emergency Response Credentialing System. The EMS Working Group determined the job titles listed herein to be the most commonly requested EMS personnel in a state-to-state, mutual aid-based response. Considering existing, nationally-accepted standards and/guidelines, the EMS Working Group extracted relevant education, training, experience, physical/medical fitness, certification, and licensing criteria to define the baseline criteria for each job title listed. These baseline criteria represent the minimum requirements for EMS personnel to participate in the Incident Management Integration Systems Division's National Emergency Responder Credentialing System. The EMS Working Group identified additional recommended criteria relating to education, training, certification, experience, and physical/medical fitness where it believed such standards and baseline criteria might enhance job performance. These criteria are not required and represent the EMS Working Group's recommendations for EMS personnel to participate in the Incident Management Systems Integration Division's Emergency Responder Credentialing System. Many nationally recognized clinically-based certification/verification courses such as Advanced Cardiac Life Support are appropriate and essential resources for field personnel.

A toxic ideology rules the world - of extreme competition and individualism. It misrepresents human nature, destroying hope and common purpose. Only a positive vision can replace it, a new story that re-engages people in politics and lights a path to a better world. George Monbiot shows how new findings in psychology, neuroscience and evolutionary biology cast human nature in a radically different light: as the supreme altruists and cooperators. He shows how we can build on these findings to create a new politics: a 'politics of belonging'. Both democracy and economic life can be radically reorganized from the bottom up, enabling us to take back control and overthrow the forces that have thwarted our ambitions for a better society. Urgent, and passionate, Out of the Wreckage provides the hope and clarity required to change the world.

Our society places great importance on the education system and its schools, and has a tremendous investment in current and future schools. Nearly 50 million students were expected to attend approximately 99,000 public elementary and secondary schools in the fall of 2009, with an additional 5.8 million expected to attend private schools. The sizes of these school facilities range from one-room rural schoolhouses to citywide and mega schools that house 5,000 or more students. The school is both a place of learning and an important community resource and center. This publication is concerned with the protection of schools and their occupants against natural hazards. Architects and engineers deal with natural hazards in building design and construction and building codes have provisions for protection against natural hazards. This manual addresses two core concepts: multi-hazard design and performance-based design. Multi-hazard design recognizes the fundamental characteristics of hazards and how they interact, so that design for protection becomes integrated with all the other design demands; and Performance-based design suggests conducting a systematic investigation to ensure that the specific concerns of building owners and occupants are addressed, rather than relying on only the minimum requirements of the building code for protection against hazards. Building codes focus on providing life safety, while property protection is secondary. Performance-based design provides additional levels of protection that cover property damage and functional interruption within a financially-feasible context. This publication stresses that the identification of hazards and their frequency and careful consideration of design to resist these hazards must be integrated with all other design issues, and be included from the inception of the site selection and building design process. Although the basic issues to be considered in planning a school construction program are more or less common to all school districts, the specific processes differ greatly because each school district has its own approach. Districts vary in size, from a rural district responsible for only a few schools, to a city district or statewide system overseeing a complex program of all school types and sizes. Any of these districts may be responsible for new design and construction, renovations, and additions. While one district may have a long-term program of school construction and be familiar with programming, financing, hiring designers, bidding procedures, contract administration, and commissioning a new building, another district may not have constructed a new school for decades, and have no staff members familiar with the process. This publication is intended to provide design guidance for the protection of school buildings and their occupants against natural hazards. It focuses on the design of elementary and secondary schools (K-12), as well as repair, renovation, and additions to existing schools. It is one of a series of publications in which multi-hazard and performance-based design are addressed (FEMA 577, Design Guide for Improving Hospital Safety in Earthquakes, Floods, and High Winds, and FEMA 543, Design Guide for Improving Critical Facility Safety from Flooding and High Winds). This publication considers the safety of school buildings to occupants, and the economic losses and social disruption caused by building damage and destruction. The volume covers three natural hazards that have the potential to result in unacceptable risk and loss: earthquakes, floods and high winds. A companion volume, FEMA 428, Primer to Design Safe School Projects in Case of Terrorist Attacks, covers the manmade hazards of physical, chemical, biological, and radiological attacks. This publication is intended to assist design professionals and school officials involved in the technical and financial decisions related to school construction, repair, and renovations.

The purpose of this primer is to provide the design community and school administrators with the basic principles and techniques to make a school that is safe from terrorist attacks and at the same time is functional, aesthetically pleasing, and meets the needs of the students, staff, administration, and general public. Protecting a school building and grounds from physical attack is a significant challenge because the ability to design, construct, renovate, operate, and maintain the facility is spread across numerous building users, infrastructure systems, and many building design codes. There is a strong interest in the United States (U.S.) in ensuring the safety of students, faculty, and staff in our schools. Schools are integral parts of their communities. Many schools are used as shelters, command centers, or meeting places in times of crisis. Schools are also used widely for polling and voting functions. In some communities, schools are places of health care delivery. Schools may or may not be the targets of terrorism, but they are certain to be affected by terrorism, whether directly or indirectly. On September 11, 2001, four elementary schools and three high schools located within 6 blocks of the World Trade Center were just beginning classes when the first plane hit the north tower. Thousands of children were exposed to the dust clouds from the collapsing buildings. Even those children not in the immediate vicinity experienced a great deal of anxiety. Children in at least three states (New York, New Jersey, and Connecticut) had parents working in or around the World Trade Center that day. In the Washington, DC, area, schools faced similar situations after the Pentagon was attacked. Many Americans feel that schools should be the safest place our children can be, perhaps at times even safer than the homes in which they live. Security is not a standalone capability; it is a critical design consideration that should be constantly reviewed and scrutinized from the design phase through construction or rehabilitation and onto building use. The focus of this primer will be on the threats posed by potential physical attacks on a school by terrorists. Attacking schools and school children could be a highly emotional and high profile event. At the time of publication of this primer, there have been no direct terrorist threats against a school known to the public; however, schools could be indirectly threatened by collateral damage from a terrorist attack directed at nearby facilities. Protecting a school against terrorist attack is a challenging task. A school may have considerable vulnerabilities, because of its well defined periods of use, designated access points, storage of sensitive personal information, minimal security forces, and numerous avenues of penetration and escape for attackers. This primer should be used in conjunction with the Federal Emergency Management Agency (FEMA) 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, and FEMA 427, Primer for Design of Commercial Buildings to Mitigate Terrorist Attacks. This primer presents an approach to protecting schools at risk from terrorist attacks. The information presented is intended primarily for architects and engineers, or school administrators with a technical background. This publication is designed to meet the needs of all schools, including those with serious security concerns. Because security concerns of individual schools vary greatly, some users with modest security concerns may feel beleaguered by the amount of information and technical approach presented. They should feel free to select the methods and measures that best meet their individual situations while gaining a general appreciation of security concerns and risk management.

On August 29, 2005, Hurricane Katrina caused extensive damage to the coast along the Gulf of Mexico, resulting in an unprecedented relief, recovery, and reconstruction effort. This reconstruction presents a unique opportunity to rebuild the communities and public infrastructure using the latest hazard mitigation techniques proven to be more protective of lives and property. Critical facilities comprise all public and private facilities deemed by a community to be essential for the delivery of vital services, protection of special populations, and the provision of other services of importance for that community. This manual concentrates on a smaller group of facilities that are crucial for protecting the health and safety of the population: health care, educational, and emergency response facilities. The Design Guide for Improving Critical Facility Safety from Flooding and High Winds (FEMA 543) was developed with the support of the Federal Emergency Management Agency (FEMA) Region IV in the aftermath of Hurricane Katrina. This manual recommends incorporating hazard mitigation measures into all stages and at all levels of critical facility planning and design, for both new construction and the reconstruction and rehabilitation of existing facilities. It provides building professionals and decision makers with information and guidelines for implementing a variety of mitigation measures to reduce the vulnerability to damage and disruption of operations during severe flooding and high-wind events. The underlying theme of this manual is that by building more robust critical facilities that will remain operational during and after a major disaster, people's lives and the community's vitality can be better preserved and protected. The poor performance of many critical facilities in the affected areas was not unique to Hurricane Katrina. It was observed in numerous hurricanes dating back more than three decades. Several reasons may explain this kind of performance. In many cases the damaged facilities were quite old and were constructed well before the introduction of modern codes and standards. Some of the older facilities were damaged because building components had deteriorated as a result of inadequate maintenance. Many fa-cilities occupy unsuitable buildings that were never intended for this type of use. Some newer facilities suffered damage as a result of deficiencies in design and construction or the application of inappropriate design criteria and standards. The primary objective of this manual is to assist the building design community and local officials and decision makers in adopting and implementing sound mitigation measures that will decrease the vulnerability of critical facilities to major disasters. The goals of this manual are to: Present and recommend the use of building design features and building materials and methods that can improve the performance of critical facilities in hazard-prone areas during and after flooding and high-wind events. m Introduce and provide guidelines for implementing flooding and high-wind mitigation best practices into the process of design, construction, and operation and maintenance of critical facilities; and To aid in the reconstruction of the Gulf Coast in the wake of Hurricane Katrina, this manual presents an overview of the principal planning and design considerations for improving the performance of critical facilities during, and in the aftermath of, flooding and high-wind events. It provides design guidance and practical recommendations for protecting critical facilities and their occupants against these natural hazards. It presents incremental approaches that can be implemented over time to decrease the vulnerability of buildings, but emphasizes the importance of incorporating the requirements for mitigation against flooding and high winds into the planning and design of critical facilities from the very beginning of the process.

This publication helps to develop a comprehensive juvenile firesetter prevention training workshop for the various agency professionals who work with juvenile firesetters. Juveniles are responsible for a significant proportion of both the accidental and intentional fires that occur each year in the United States. Since the mid-1970's, national, state, and local officials have been turning more attention to the problem of juvenile firesetting and have experimented with various approaches to reducing it. Nonetheless, many experts believe that there are significant gaps in our knowledge and practice. In response to these concerns, in 1987 the Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the U.S. Fire Administration (USFA) began a new research and development program intended to conceptualize, design, develop, and evaluate a variety of community-based approaches to prevent and control juvenile firesetting. The initiative was known as the National Juvenile Firesetter/Arson Control and Prevention Program (NJF/ACP). This Users' Guide is designed to accompany The Juvenile Firesetter/Arson Control and Prevention Program (JFACPP) Program Materials. The Users' Guide is intended to accomplish the following objectives: 1. To provide a summary of how to plan and implement a juvenile firesetter/arson control and prevention program. This is achieved by outlining critical decision points in building each component of the juvenile firesetter/arson program. The result is a cookbook format that guides the reader from the planning to the execution of an effective community program. 2. To highlight the key information contained in The JFACPP Guidelines for Implementation.

The residential portion of the fire problem continues to account for the vast majority of civilian casualties. National Fire Protection Association (NFPA) estimates show that, while residential structure fires account for only 25 percent of fires nationwide, they account for a disproportionate share of losses: 83 percent of fire deaths, 77 percent of fire injuries, and 64 percent of direct dollar losses. Analyses of the residential structure fire problem were published formerly as a chapter in each edition of Fire in the United States. The most recent edition of Fire in the United States, the fourteenth edition published in August 2007, featured an abbreviated chapter on residential structures. This full report is the most current snapshot of the residential fire problem as reflected in the 2005 National Fire Incident Reporting System (NFIRS) data and the 2005 NFPA survey data. In this report, as in previous chapters in Fire in the United States, an attempt has been made to keep the data presentation and analysis as straightforward as possible. It is also the desire of the United States Fire Administration (USFA) to make the report widely accessible to many different users, so it avoids unnecessarily complex methodology.

This report compiles the best practices and common problems of fire protection and criminal justice agencies in identifying, investigating, prosecuting, and preventing arson. Commonly, the crime of arson is motivated by spite and revenge. Perpetrators strike with fire at buildings where people live, work, or socialize-causing injury, property loss, and death. Civilians and firefighters alike die in arson fires every year. Thirty years ago, arson captured media attention because so-called arson-for-profit rings were burning down decaying urban neighborhoods that had ceased to be profitable, and then rebuilding them at a substantial profit. Other high-profile cases involved arsonists who were connected to gangs and drug lords, and who set fires to intimidate their rivals or as retribution for deals gone bad. Some of the most publicized cases occurred in the cities of New York, Boston, Houston, Los Angeles, Miami, Baltimore, and others. There even were situations where neighborhood vigilantes, who were frustrated with crime and run-down buildings, took it upon themselves to torch structures to rid the neighborhood of vagrants, prostitutes, and drug dealers. Insurance companies were perceived as the main victims from intentional fires. As a crime com-mitted against property, the economics of arson played center stage to the less well-defined statistics on injuries and deaths. Since arson fires do, on average, cause proportionately higher losses than fires from other causes, insurance companies committed many resources toward investigation and control. From establishing tip reward programs, training accelerant detection canines (ADC's), supporting arson reporting immunity legislation, and establishing the property insurance loss register (PILR), the insurance industry was a strong partner at that time. There is a dichotomy between arson as a property crime and arson as a crime against people, and that lies at the heart of today's challenges with cases of arson. As a crime, arson's long-standing definition as the willful and malicious burning of property does not do justice to the fact that today arson is usually a personal crime that is directed intentionally against specific victims. It is time for arson to be dealt with as a violent crime against persons, not just a crime against property. Today, spite and revenge dominate as the motives in intentional property fires, especially where there are casualties. Revenge-minded arsonists torch nightclubs, occupied residences, hotels, and other settings where their intended victims, and often other innocent people, are injured and killed. First responders get injured or die battling these blazes and trying to save others. Even though a portion of incendiary fires are motivated by other reasons (e.g., excitement, economic relief, peer pressure, a cry for help, and so forth) most set fires happen because someone wanted to inflict harm on another person using fire as the weapon of choice. Fire investigation units from The U.S. Fire Administration's (USFA's) project indicated that spite and revenge were the most common motives behind incendiary fires. Among project sites from the past 5 years, spite and revenge ranked as the highest leading motives, when investigation units were queried about prevailing motives.

This Wildfire Prevention Guide is a project of the National Wildfire Coordinating Group. This is one in a series designed to provide information and guidance for personnel who have interests and/or responsibilities in fire prevention. Each guide in the series addresses an individual component of a fire prevention program. In addition to providing insight and useful information, each guide suggests implementation strategies and examples for utilizing this information. Each Wildfire Prevention Guide has been developed by Fire Prevention Specialists and subject-matter experts in the appropriate area. The goal of this series is to improve and enhance wildfire prevention programs and to facilitate the achievement of NWCG program goals.

Families trust schools to keep their children safe during the day. Thanks to the efforts of millions of teachers, principals, and staff across America, the majority of schools remain safe havens for our nation's youth. The unfortunate reality is, however, that school districts in this country may be touched either directly or indirectly by a crisis of some kind at any time. Natural disasters such as floods, earthquakes, fires, and tornadoes can strike a community with little or no warning. An influenza pandemic, or other infectious disease, can spread from person-to-person causing serious illness across the country, or around the globe, in a very short time. School shootings, threatened or actual, are extremely rare but are horrific and chilling when they occur. The harrowing events of September 11 and subsequent anthrax scares have ushered in a new age of terrorism. Communities across the country are struggling to understand and avert acts of terror. Children and youth rely on and find great comfort in the adults who protect them. Teachers and staff must know how to help their students through a crisis and return them home safely. Knowing what to do when faced with a crisis can be the difference between calm and chaos, between courage and fear, between life and death. There are thousands of fires in schools every year, yet there is minimal damage to life and property because staff and students are prepared. This preparedness needs to be extended to all risks schools face. Schools and districts need to be ready to handle crises, large and small, to keep our children and staff out of harm's way and ready to learn and teach. Taking action now can save lives, prevent injury, and minimize property damage in the moments of a crisis. The importance of reviewing and revising school and district plans cannot be underscored enough, and Practical Information on Crisis Planning: A Guide for Schools and Communities is designed to help you navigate this process. The Guide is intended to give schools, districts, and communities the critical concepts and components of good crisis planning, stimulate thinking about the crisis preparedness process, and provide examples of promising practices. This document does not provide a cookbook approach to crisis preparedness. Each community has its own history, culture, and way of doing business. Schools and districts are at risk for different types of crises and have their own definitions of what constitutes a crisis. Crisis plans need to be customized to communities, districts, and schools to meet the unique needs of local residents and students. Crisis plans also need to address state and local school safety laws. Experts recommend against cutting and pasting plans from other schools and districts. Other plans can serve as useful models, but what is effective for a large innercity school district where the population is concentrated may be ineffective for a rural community where schools and first responders are far apart.

The 2005 Fire Service Needs Assessment Survey was conducted as a stratified random sample survey. The NFPA used its own list of local fire departments as the mailing list and sampling frame of all fire departments in the US that report on fire incidents attended. In all, 15,545 fire departments - just over half the total in NFPA Fire Service Inventory (FSI) database, including all departments protecting communities of at least 50,000 population - were mailed survey forms, and 4,709 responded, for a 30% response rate. Because of time constraints, this second survey limited its second mailing to larger departments and states with unusually low response rates, whereas the first survey in 2001 had included a second mailing to all first-mailing non-respondents. This response rate is similar to the response rate in the 2001 survey's first mailing and is sufficient for reliable results at the national and state levels, overall and by community size. The second mailing to small states with low response rates had minimal impact on national estimates. The content of the survey was developed by NFPA in the 2001 survey, in collaboration with an ad hoc technical advisory group consisting of representatives of the full spectrum of national organizations and related disciplines associated with the management of fire and related hazards and risks in the U.S. The survey form was used without modification in order to maximize comparability of results and development of valid timelines.

Hurricane Ivan made landfall on Thursday, September 16, 2004, just west of Gulf Shores, Alabama. The hurricane brought sustained wind speeds, torrential rains, coastal storm surge flooding, and large and battering waves along the western Florida Panhandle and Alabama coastline. After landfall, Hurricane Ivan gradually weakened over the next week, moving northeastward over the Southeastern United States and eventually emerging off the Delmarva Peninsula as an extratropical low on September 19, 2004. On September 18, 2005, the Federal Emergency Management Agency's (FEMA's) Mitigation Division deployed a Mitigation Assessment Team (MAT) to Alabama and Florida to evaluate building performance during Hurricane Ivan and the adequacy of current building codes, other construction requirements, and building practices and materials. This report presents the MAT's observations, conclusions, and recommendations as a result of those field investigations. Several maps in Chapter 1 illustrate the path of the storm, the depth of storm surge along the path, and the wind field estimates. Hurricane Ivan approximated a design flood event on the barrier islands and exceeded design flood conditions in sound and back bay areas. This provided a good opportunity to assess the adequacy of National Flood Insurance Program (NFIP) floodplain management requirements as well as current construction practices in resisting storm surge and wave damage. FEMA was particularly interested in evaluating damages to buildings in coastal A Zones where V-Zone construction methods are not required. The recommendations in this report are based solely on the observations and conclusions of the MAT, and are intended to assist the State of Alabama, the State of Florida, local communities, businesses, and individuals in the reconstruction process and to help reduce damage and impact from future natural events similar to Hurricane Ivan. The report and recommendations also will help FEMA assess the adequacy of its flood hazard mapping and floodplain management requirements and determine whether changes are needed or additional guidance required. The general recommendations are presented in Sections 8.1 and 8.2. They relate to policies and education/outreach that are needed to ensure that designers, contractors, and building officials understand the requirements for disaster-resistant construction in hurricane-prone regions. Proposed changes to codes and standards are presented in Section 8.3. Specific recommendations for improving the performance of the building structural system and envelope, and the protection of critical and essential facilities (to prevent loss of function) are provided in Chapter 8. Implementing these specific recommendations, in combination with the general recommendations of Section 8.1 and 8.2 and the code and standard recommendations of Section 8.3, will significantly improve the ability of buildings to resist damage from hurricanes. Recommendations specific to structural issues, building envelope issues, critical and essential facilities, and education and outreach have also been provided. As the people of Alabama and Florida rebuild their lives, homes, and businesses, there are a number of ways they can minimize the effects of future hurricanes.

Floods, hurricanes, and other disasters can strike with little warning and damage or destroy irreplaceable art, artifacts, books, and historic records. But there are ways to prepare for emergencies and minimize the damage they inflict. Since the events of September 11, 2001, effective emergency management has become a higher priority for the cultural community. More institutions are interested in developing disaster plans, providing staff training, and better protecting their collections. Numerous federal programs now support such important efforts. Before and After Disasters: Federal Funding for Cultural Institutions is designed to help archives, arts centers, libraries, museums, historical societies, and historic sites find the resources they need. This guide is an updated and expanded version of Resources for Recovery: Post-Disaster Aid for Cultural Institutions, first developed in 1992 by Heritage Preservation and then revised in 2000. Before and After Disasters includes summary descriptions and contact information for 15 federal grant and loan programs - almost double the number of resources in the previous edition. It covers sources of federal assistance for preparedness, mitigation, and response, as well as for recovery. Sample projects in disaster planning, training, treatment research, and restoration illustrate the funding guidelines. Before and After Disasters: Federal Funding for Cultural Institutions is an initiative of the Heritage Emergency National Task Force. It was written and produced by Heritage Preservation with funding from, and in partnership with, the Federal Emergency Management Agency and the National Endowment for the Arts as a service to the American cultural community.