The study aimed to identify the readiness of government schools to deal with emergency situations and crises from the viewpoint of their administrators. Totaling (326) male and female administrators, the sample was randomly chosen during the first semester (2018/2019), and a tool was developed consisting of (26) items distributed in three domains.…

The Readiness and Emergency Management for Schools Technical Assistance Center (REMS) has created a list of their own resources on how K-12 schools can create an Emergency Operations Plan (EOP). It addresses all threats, hazards, settings, and times. The list includes the following categories: (1) Emergency Operations Plan (EOP) Development…

As schools transitioned to virtual learning during the COVID-19 pandemic, community-based organizations pivoted from providing afterschool programs to dealing with all manner of crises and basic needs. Some out-of-school time (OST) providers stayed open to provide full-day programs for the children of first responders and essential workers, while…

Many rural hospitals rely on family nurse practitioners (FNPs) to provide care in rural health care facilities. With a shortage of medical doctors, FNPs are frequently working independently to fill the need often covering the clinic, hospital, and emergency department. FNPs who work in rural settings need to have comprehensive emergency care…

Disaster debris management is critical to the success of disaster recovery systems. While there are multiple disaster mitigation strategies and post-disaster debris management plans, it is hard to implement because of: (i) the uniqueness of disaster incidents and randomness of its impacts; (ii) complexity of disaster debris removal operations,…

The fundamental need for safety in schools requires research-based and trauma-informed strategies for implementing crisis management plans (CMPs). Beyond the immediate harm, longer-term potential outcomes of crises are psychological trauma and damage to the reputation for safety of the school, leading to staff attrition. An effective CMP involves…

The safety of students and staff is one of the most important responsibilities of a superintendent. This mixed-method study examined school security and emergency management protocols in Nebraska public schools. This study used qualitative perceptual data to compare the importance school superintendents place on safety and security emergency…

Pandemic Coronavirus Disease (COVID-19) is a non-natural disaster that occurs globally. Disaster mitigation efforts need to be made when entering a new normal life after the physical distancing policy is relaxed. The purpose of this study was to describe the knowledge and participation of students in disaster mitigation activities during the new…

In collaboration with their local government and community partners, schools can take a proactive approach to crime prevention as a part of developing, implementing, and maintaining school emergency operations plans (EOPs) using the "Guide for Developing High-Quality School Emergency Operations Plans (School Guide)" [ED571878]. In…

This study examined issues related to students' participation and online absenteeism among students at Zimbabwe's universities during COVID-19 induced online teaching and learning. More specifically, the study examined some of the ethical issues related to students' participation and assessment during online learning in selected universities in…

COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers…

During the COVID-19 pandemic period, a growing number of learning activities are taking place in online contexts. Along with the adversity in the online course of target language learning, student engagement has been considered important to improve learners' academic achievements of the target language. Although there has been a growing interest…

Language educators were unprepared for emergency remote language teaching (ERLT) due to lack of training in online pedagogy and negative perceptions of online instruction, and the rural community of language educators have been challenged in unique ways. Using the intersections of content (language teaching), space (rurality), and context…

Since the start of the COVID-19 pandemic, courses in higher education have increasingly been delivered via asynchronous online modalities. Although such modalities may allow instructors and students greater flexibility in how they engage with their courses, they increase the self-regulatory challenges learners experience. Students may feel less…

The Corona pandemic caused 'disruption' in the world of higher education and required a transition to emergency remote teaching (ERT). Lecturers and students experienced disruption in the familiar processes of teaching and learning. Yet, about a year after the outbreak of the pandemic, a routine of remote teaching was reached. The study examines…