International

International Academic Institute Academic

for Science and Technology Journal
of
International Academic Journal of Economics
Vol. 4, No. 2, 2017, pp. 27-39. Economics
ISSN 2454-2474 www.iaiest.com

Designing Incident Command System (ICS) on the

Earthquake Disaster in Governor of Semirom City Focusing
on Semirom Schools
Seyed Akbar Nilipour Tabatabai1, Mohsen Etemadi2, Mohammad Hassan
Aghaei3
1. Assistant Professor and Faculty Member, Research Institute of Shakhes Pajouh, Isfahan, Iran
2. Assistant Professor and Faculty Member, Research Institute of Shakhes Pajouh, Isfahan, Iran
3. Master student, Research Institute of Shakhes Pajouh, Isfahan, Iran

Abstract
Semirom is the cities that the relative risk of earthquake is high. So there is possibility of irreversible
catastrophe in any area of the country, including Semirom and its schools. The damage that the
earthquake caused can noted non-structural damage. Part of nonstructural systems including all
components and contents inside the building except the structural parts of beams, columns, floors and so
on. Hence, to avoid human and financial losses, risk reduction management plans and incident command
system for training centers is essential. Incident command system is a management system for the control,
command and coordination of activity in independent groups to achieve the common goal inhibiting the
accident and reduce human and financial losses and extreme damage is designed. In this study, to
determine the nonstructural vulnerability reduction strategies in the schools of Semirom and
organizational structure, group members and member’s tasks of the incident command system in
Semirom schools and also estimate the degree of readiness of staff and students in Semirom in
nonstructural vulnerabilities in the design incident command system, a self-made questionnaire has been
created. The questionnaires, in two part non-structural damage assessment and performance of schools
assessment designed then, using ANP analysis the data was analyzed and based on components of injuries
in Semirom schools and components of performance indicators in Semirom schools, 47 priority from 299
items, obtained and on the basis of priority, incident command system in Semirom schools is designed.

Keywords: incident command system, earthquake crisis, Semirom

1. Introduction
Iran is one of the 10 most disaster-prone countries in the world. 8 devastating earthquake occurs annually
in the whole world and Iran have a long history of earthquakes, which caused the deaths of 126,000
people from the beginning of the twentieth century so far. Some cities in Iran are formed on the periphery
of faults and horizontal or vertical motion cause of earthquakes in these cities or areas around them,

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Semirom city in the Isfahan province, including the cities which earthquake happened several times,
mainly along and near the Zagros fault (Negaresh 2003). Dena fault on the northern slopes of the Dena
mountain is located in the south of the Semirom city and has high seismic potential (Riazi Rad and Javan
Doloei, 2008). Seismicity study and velocity structure of the Isfahan area indicated by somatic waves
that 130 earthquakes with a magnitude greater than 4 Richter scale occurred in four years in Isfahan
province that the largest earthquake in 2005 in the North East Aran and Bidgol as large as 6.6 Richter
scale. Semirom is the cities that the relative risk of earthquake is high. Thus there is possibility of
irreversible catastrophe in any part of the country, including in Semirom and its schools. Because more
than 50 percent of schools in the city are located in distressed areas and building age over 30 years and
them against natural disasters, especially earthquakes are resistant. Around a third of the country's
educational facilities are not standardized that means an earthquake of magnitude 5 Richter can damage
these schools (Fani, 2016)
Particularly increase in the degree of readiness people in critical situations of schools can present as a
relief volunteer center of the crisis and the role it has played so far in our country's schools in crisis
situations and improve the management. Hence, to avoid damages, risk reduction management plans for
the incident command training centers is essential.
System encompasses a series of continuous reliable actions and measures for reinforce school buildings
and an emphasis on education for supplies and retrofit schools, in communities at risk of earthquake, part
of the policy to reduce the danger (Shaw, 2011 ).
Incident command system is a management system for the control, command and coordination to achieve
the common goal of inhibiting the activity of independent groups that accident and reduce casualties,
financial and extreme damage. Although efforts have been made, but institutions such as committee’s
crisis due to their poor performance in dealing with disasters, the need for a dynamic and effective
planning is essential. Now progressive and the destruction disaster effort, consistent, principled and
require more practical in this age.

2. Literature Review
Khajehee and Shomali and Bashiri (2013) in a study entitled "Reducing vulnerability of earthquakes in
student residences, Case study Keshavarz Blv. Shahid Beheshti University", the first to identify
vulnerabilities in sized-institutional, organizational and nonstructural dorm, and then provide incident
command system (ICS) and the risk reduction strategies for institutional and non-structural measures and
recommendations in order to have a disaster preparedness. Compliance with graph chart dormitory
incident command system, maneuver and promote a culture of safety, provide emergency evacuation
plans, strengthening non-structural components, wider entrance and escape stairs in front of the main
building, including the proposed measures. Kharadmand and Jahangiri (2014) in a study entitled
"structural vulnerability training centers in the earthquake and identifying safe havens for emergency
shelter after the earthquake - case study" concluded that despite the placement of the neighborhood in the
area of risk is relatively low in Tehran , low structural resistance of many educational centers associated
with non-compliance with design criteria, leading to high vulnerability in times of crisis centers will need
to be implemented. While the distribution of educational centers as emergency shelter is a safe
neighborhood.
Meyerson (2012) offer a tool that can help manage crises when events as a qualitative assessment of the
earthquake and disaster management in schools assess the main parameters.
School (2014), in his thesis on the role of social media in influencing incident command system set up
and concluded that because students have more traction to connect with social media, incident command
system through better management on the above can reduce the impact on the schools have events like
earthquake. Sanjaya Bhatia (2015), in his article entitled "Safe schools for the community: sample and
tool for disaster-resistant schools," noted spaces and educational facilities, especially schools, but a vital

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community centers. Schools around the world during the earthquake in earthquake-prone areas or
completely destroyed or so damaged that they are virtually unusable. In this article the experiences of
India to retrofit school buildings against earthquakes considered.
In the main part of a systematic methodology for earthquake risk reduction in the education sector are
discussed. Mutch (2015) in a research on the schools earthquake, the earthquake in New Zealand (2010 to
2011) has done and the place and role of school administrators and teachers at the time of the incident and
after it has examined.
Ziyuan et al (2016) examined and mathematically analysis the behavior of the pupils in an earthquake and
concluded that the irregularities in the conduct of students is more than the power of an earthquake,
obviously there is more control and more power with students during an earthquake, will be harder.

3. Research Methodology
The population consisted of all schools in Semirom, 17 elementary schools, 7 middle schools and 11 high
schools, 1 night high school and 1 work and knowledge high school and 1 exceptional children school
(elementary and secondary) a total of 38 schools and their employees (38 managers, 38 deputy) in the
academic year is 2015-2016. After preparation of the questionnaire and its validity was confirmed by
experts and specialists, were distributed to the population. Given the lack of independence and
dependence between parameters, by using analytic network process (ANP), to identify possible
associations between factors and measure them.

3.1 Analytical Hierarchy Process (AHP)

In assessing any issue we need to measure our index, select the appropriate index allows us to bring
comparability between alternatives or alternative action. But when a few or several indices considered for
the assessment, the assessment becomes more complex, and complexity is high time that the standards of
a few or several children together in space and has different types. At this time, the evaluation and
comparison of the simple analytical mind able to do it exits and a strong practical analysis tools will be
required. One of the practical tools for such situations is analytical hierarchy process. This method is used
for leveling and grading and sometimes for economic and social analysis may also be used. In this
method, first of all, we need data from anywhere governor. After this stage we form sort of population
indicators, to form the matrix must first be weighted index after this step, the index scores are added
together and then the sum of all indices are calculated. Thus, the weight of each indicator is obtained after
multiplying the weight of each indicator in the index score of any number of places gathered to each other
and places are classified based on the scores level. AHP model and decision-making procedures identify
and prioritize their elements begins and these include different ways of working and are giving priority to
measures or features.

3.2 ANP Method

Saaty (1996) offers a method for multi-criteria decision approach is called for short, ANP, and the
purpose of it is to build a model through which the issues can be complex multi-criteria decision analysis
is smaller components and by giving reasonable amount of components easier to integrate these values
and then did a final decision. AHP is a developed form of AHP method which is capable feedback and
correlation between the effective elements of a decision on the modeling and all components of the
internal effects considered, and the effective decision-making purposes, therefore, due to the specificity of
this technique is distinct and superior to the previous models.
ANP method includes two types of vector:

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1. The category consists of criteria and control of the following criteria is voluntary and alternative
categories.
2. The network of vectors and arcs that represent dependencies and correlations as well as feedback on
the decision.

4. Analysis of Results
4.1 Evaluation indicators
Table 1 lists the components of injuries in Semirom schools in which this indicator is consisted of three
parameters:
1) public and structure profile of school, 2) school incident management profile, 3) non-structural
assessment of school.

Table 1 Components of injuries in Semirom schools

Structure (layers instructions) Factors (first layer)

C1 :public and structure profile of C1-1: building in term of access
school C1-2: buildings in terms of fire
C1-3: construction of the neighborhood
C1-4: map of architecture:
C1-1: type of building structure
C1-1: materials used in half skeleton
C1-1: roof
C1-1: topography
C1-1: damage to buildings
C1-1: the relative risk of earthquake in place
C2 :school incident management C2-1: position
profile C2-2: distance to school
C2-3: access to school
C2-4: the location of the school buildings
C2-5: distance nearest treatment center cane to school
C2-6: Is the past two years there have been incidents at school?
C2-7: Is there information on the events at school?
C3 :non-structural assessment of C3-1: manager office
school C3-2: teachers office
C3-3: classes
C3-4: laboratory
C3-5: pantry
C3-6: fencing and entrance

Components of performance indicators in Semirom schools can be divided into thirteen categories that
include disaster and emergency preparedness plan, risk assessment, risk mitigation measures, insurance,
incident command system, communications and early warning, evacuation, storage, human force,
alternative space and transportation, safety, water, electricity, gas, fire, recovery, exercises and
maneuvers.
Total performance indicators in Semirom schools, listed in Table 2:

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Table 2. Components of performance indicators in Semirom schools

Structure (layers instructions) contents (first layer)

B1: disaster and emergency B1-1: Is disaster and emergency preparedness program over the last 6 months has
preparedness program been reviewed and signed?
B1-2: Is there risk assessment report on disaster and emergency preparedness plan?
B2: risk assessment B2-1: Is the process of evaluating biological vulnerability defined in school?
B2-2: Is functional readiness assessment process defined in the center?
B2-3: Is a comprehensive risk assessment process during the last 6 months has been
at the center?
B3: risk reduction measures B3-1: following the latest structural risk assessment to what extent non-structural
vulnerability has been reduced?
B3-2: Following the latest assessment of biological risk to the extent of the risk has
been reduced due to non-structural factors?
B3-3: Following the latest operational readiness assessment to what extent the level
of preparedness has been added?
B4: insurance B4-1: Is accessories and school supplies covered by insurance are natural hazards and
fires?
B4-2: Do school personnel are covered by insurance, natural hazards and fires?
B4-3: whether students are insured natural hazards and fires?
B5: incident command B5-1: Have at least a coordination meeting with the authorities, partner or supporter
system has been held during the last 6 months?
B5-2: Is the incident command system for school internal and external risks defined?
B5-3: Is incident command system defined?
B5-4: Are the roles and responsibilities of individuals in key positions incident
command system defined and communicated.
B5-5: Are the roles and responsibilities of people in positions of incident command
system defined and communicated?
B5-6: Is the connection with the incident command system and related organizations
defined outside of school?
B6: early communication and B6-1: Is emergency communication process with other schools and organizations are
warning defined and communicated?
B6-2: Is contact information updated form other schools and organizations in school?
B6-3: Is the process of replacing emergency communication centers to communicate
with each level, and the application is defined upstream and downstream?
B6-4: Is the equipment to do an outreach program to replace the number and the
quality?
B6-5: Is emergency communication system and replace the original check least once
a month?
B7: discharge B7-1: Is the school building evacuation in an emergency situation defined?
B7-2: Is evacuation center at the map to see staff and students installed?
B7-3: Is it safe assembly points have been determined after the evacuation of the
school building?
B7-4: Do not open the emergency exit routes and doors at least once a month?
B8: storage B8-1: Is the storage process engineering and technical requirements needed items in
an emergency situation?
B8-2: Is the overall index and the current inventory of items needed emergency

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supplies and equipment ready and up to date?

B9: human force, space and
transportation alternatives
B10: safety, water, electricity
and gas
B11: fire safety
B12: recovery
B13: training and exercises
B8-3: Is there adequate equipment and technical requirements for 72 hours?
B8-4: Is adequate personal protection equipment and accessories there for 72 hours?
B8-5: Is there the storage process food and water needed in an emergency situation?
B8-6: Is the overall index and current inventory of food and water needed in an
emergency, ready to date?
B9-1: Does alternative service space with an area sufficient in an emergency situation
and consider the possibility of rain, and heating and cooling has been predicted?
B9-2: In case of an emergency vehicle, if possible those of other organizations or
donations to school?
B9-3: Is the application process donations and volunteers have been defined?
B9-4: Do list bidding service available in an emergency?
B10-1: Is there the power cut immediately after the incident?
B10-2: Do not interrupt the process gas immediately after the incident?
B10-3: Do not interrupt the process in the event of breakage of water pipes there
immediately after the incident?
B10-4: Does in case of power failure the emergency contact process?
B10-5: Does in case of gas failure the emergency contact process
B10-6: Does in case of water failure the emergency contact process
B11-1: Have fire extinguishers and accessories are healthy enough?
B11-2: Is the process of formulating compensation for damage to structures or
equipment, is forecast center?
B11-3: Have fire extinguishers and accessories and results of regular maintenance
(charge) is recorded on a regular basis?
B11-1: Is the process of formulating injuries reported to the school and action plan it
is defined?
B11-2: Is the process of formulating compensation for damage to structures or
equipment, is forecast center?
B13-1: Does the school have a comprehensive plan, and scheduled exercises and
maneuvers?
B13-2: Is maneuver training and school-based assessment and review of lessons
learned from previous exercises have been conducted?
B13-3: Is the school at least two times per year runs maneuver around the table?
B13-4: Do school runs at least twice a year operational maneuver?
B13-5: Does the report accurately maneuver and set the standard?
B13-6: What is utilization of previous drill results in improving disaster management
and emergency procedures in the center?

However, it is important that the weight of Semirom schools performance indicators established for this
purpose, specifically, and according to the laws of analytic network process, fill the questionnaire in order
to significantly reduce the difference must be skilled and experienced in matters of school management.
Saaty (1996) in the theory of analytic network process (ANP) based on the generalization of the analytical
hierarchy process (AHP) presented a multi-criteria decision making and the purpose of it was to build a
model through which to complex problems into smaller parts and multi-criteria decision and by
reasonably assign values to the components easier and then integrate these values, the final decision will
be made. The result of the weighting Semirom schools performance indicators is shown in Table 3:

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Table 3 Weighting performance indicators in Semirom schools

Advantages weight
B1: disaster and emergency preparedness program 0.156
B2: risk assessment 0.155
B3: risk reduction measures 0.194
B4: insurance 0.169
B5: incident command system 0.133
B6: early communication and warning 0.115
B7: discharge 0.120
B8: storage 0.165
B9: human force, space and transportation alternatives 0.129
B10: safety, water, electricity and gas 0.174
B11: fire safety 0.163
B12: recovery 0.127
B13: training and exercises 0.142

Considering that the aim of finding the most optimal indicators of injury in the Semirom school, we can
say the judgment matrix based on 23 components in Table 1 in accordance with the attached
questionnaire (a) created, after normalization matrix calculations and these can damage the optimal
parameters, prioritize Semirom schools that prioritize shown above in Table 4 and in particular the
criteria for decision-making in priority sectors of priority can be considered.
Table 4. Prioritize the most optimal indicators of injury in Semirom schools
B1: disaster and emergency preparedness program

B9: human force, space and transportation

B6: early communication and warning

B10: safety, water, electricity and gas

B5: incident command system
B3: risk reduction measures

B13: training and exercises

B2: Risk Assessment

B11: Fire safety

B12: Recovery
B7: Discharge
B4: insurance

B8: Storage

alternatives

C1 :public and structure profile of school

C1-1: building in
2 2 2 2 2 3 2 2 2 2 2 2 2
term of access
C1-2: buildings in
2 1 2 2 2 2 1 2 2 2 3 3 1
terms of fire

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B1: disaster and emergency preparedness program

B9: human force, space and transportation

B6: early communication and warning

B10: safety, water, electricity and gas

B5: incident command system
B3: risk reduction measures

B13: training and exercises

B2: Risk Assessment

B11: Fire safety

B12: Recovery
B7: Discharge
B4: insurance

B8: Storage

alternatives
C1-3: construction
of the 2 3 2 2 2 1 1 2 2 3 2 1 1
neighborhood
C1-4: map of
1 3 2 2 2 1 1 2 2 3 2 1 1
architecture:
C1-1: type of
2 2 2 3 2 2 2 2 3 3 2 2 1
building structure
C1-1: materials
used in half 2 2 2 2 2 2 1 2 3 2 2 2 2
skeleton
C1-1: Roof 2 2 3 3 3 2 2 2 3 3 3 2 2
C1-1: topography 1 3 2 3 1 1 1 2 2 3 2 1 1
C1-1: damage to
1 2 2 3 2 1 1 2 2 2 2 2 1
buildings
C1-1: the relative
risk of earthquake 2 2 3 2 2 2 1 2 2 3 2 2 2
in place
C2 :school incident management profile
C2-1: position 2 3 3 2 2 2 1 3 3 3 2 1 1
C2-2: distance to
2 2 2 3 2 2 1 2 2 3 2 2 1
school
C2-3: access to
2 2 2 2 2 2 1 2 3 2 2 2 1
school
C2-4: the location
of the school 2 3 3 3 2 2 1 3 3 2 2 2 1
buildings
C2-5: Distance
nearest treatment
2 2 2 3 2 1 2 2 2 2 2 2 2
center cane to
school

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B1: disaster and emergency preparedness program

B9: human force, space and transportation

B6: early communication and warning

B10: safety, water, electricity and gas

B5: incident command system
B3: risk reduction measures

B13: training and exercises

B2: Risk Assessment

B11: Fire safety

B12: Recovery
B7: Discharge
B4: insurance

B8: Storage

alternatives
C2-6: Is the past
two years there
have been 2 3 3 2 2 2 2 3 3 2 2 1 2
incidents at
school?
C2-7: Is there
information on the 3 2 2 2 2 1 2 3 2 2 2 1 3
events at school?
C3 :non-structural assessment of school
C3-1: Manager
2 2 2 2 2 2 1 2 2 2 2 2 1
Office
C3-2: Teachers
3 2 3 2 2 2 1 2 2 2 3 2 2
Office
C3-3: Classes 3 2 2 3 2 2 1 2 3 2 2 2 2
C3-4: Laboratory 2 2 2 2 2 2 1 2 2 2 2 2 1
C3-5: Pantry 2 2 2 2 2 2 1 2 2 3 2 2 1
C3-6: fencing and
1 2 2 3 2 2 1 2 2 2 2 2 1
entrance

In table 3 the highest priority value and a value of 1 is the lowest priority. For example, indices C3: non-
structural evaluation of school and subset C3-3: its class with the highest priority that should be
considered includes (priority value 3):
• B1: disaster and emergency preparedness program
• B4: insurance
• B9: staffing, alternatives space and transportation

Or indicator C2: school incident management incident and subset C2-3: access to school, the highest
priority B9: staffing, space and transport alternative.

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5. Conclusion
Using designs the questionnaire (non-structural damage assessment questionnaires and school
performance assessment questionnaires) and completes it, between 38 school and administrators and
based on ANP prioritize the most optimal indicators of injury, in schools Semirom obtained (Table 4).
Then with the help of methods and resources in the incident command system, an incident command
system has been designed for Semirom schools (Figure 1) and the duties of each of the elements written
before and during and after the earthquake.

5.1 incident command system designed for school

Commanders and managers of each section of the school incident command system elected so that they
experience maximum compatibility with organizational tasks have each section. For example, public
information officer is responsible for literature teacher. For the teacher the right to speak words of
appropriate times and places is not desirable. For example, if an accident occurred, teacher will not name
it as crisis.
 Administrator Of School Chief
 Public Relations
 Literature Teacher
 Safety
 Health Teacher
 Coordination
 Vice-Principal
 Security
 Moderator
 Finance And Administration
 Mathematics Teacher
 Support
 Social Teacher
 Planning
 History Teacher
 Operations
 Science Teacher

The main duties of incident command system structure of the school are as follows:
•Periodic evaluation of school performance in the event (school performance evaluation questionnaire)
•A survey by school incident management questionnaire
•List of structural and other elements of the plan were strengthened these elements and report it to the
school (School non-structural evaluation questionnaire
•Prepare and check first aid kit and box for crisis in periodic replacement drugs, and so its use-by date
has passed.
•establishing and holding emergency exercises of crisis management (including maneuvers, emergency
evacuation, safe havens, and so on)
•Preparation and evaluation of a fire extinguisher for emergencies, so that its quality is preserved
•Provide necessary tables by phone: emergency, police, fire, emergency management offices,
municipality, local aid groups, schools and key people....

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5-1-1 school command duties

5-1-1-1 before accident
•supervision of all activities ranging from prevention and preparedness
•supervision on the performance and activities of various departments to carry out prevention and
preparedness activities.
•deciding occurred in such a way that the prevention and preparedness
•prioritize allocation of funds to carry out preventive activities and readiness

5-1-1-2- during accident

•coordination fits the accident occurred
•establishment of procedures necessary to achieve a satisfactory result
•receive report of student in school to improve and provide instructions
•coordination with emergency service organizations such as neighborhood rescue teamsand...
5-1-1-3 after the accident
•monitor all matters leading to the normalization of the situation.
•coordinates in order to confirm the status of relevant organizations, for example, neighborhood rescue
groups and....

5-2 administrative and financial Affairs, logistical, support and public relations sections
5-2-1 before accident
•receiving and giving information about the events and the school
•considering the specific budget monthly to inform and educate students about school events and to
facilitate activities in each section are specialties.
•allocate the necessary funds to retrofit non-structural elements in much as possible.
•coordination and financial order to learn the first aid courses needed for relief and track progress and
needed new course
•considering the necessary financial arrangements for funding and provision of medicines and
requirements.

5-2-2 during accident

•perform the necessary support
•preparation and provision of required supplies before disaster or crisis conditions have not been met
•perform notice from the school

5-2-3 after accident

•categorize items prepared during disasters and crises for optimum use in the future
•evaluation of the first aid list and buy items consumed and those that should be replaced.

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5.3 Planning section

5-3-1- before accident
• emergency training courses planning to enhance school readiness
• investigate and remedy the deficiencies of first aid kit and box
• evaluate and monitor the charging of fire extinguishers
• check the location of safe evacuation of the building
• evaluation of safe places of refuge in the building
• considering the necessary measures for special attention to students who need special care and proposed
solutions to facilitate the examination of their application.
• provide periodic analytical reports of progress nonstructural retrofit elements and presenting them to the
commander.
• emergency and exercise training designed in such a way that in addition to informative and entertaining
fun too.
• considering medications and requirements
• put the needed medicines in first aid box and kit for crisis.
• planning to place the students in the event they had attended outreach events in that location.

5-3-2- during accident

• providing information about the incident command system in the shortest possible time.
• considering the financial arrangements necessary for emergency incident command system.

5-3-3- after accident

• activities related to the rehabilitation of students and activities associated with it
• providing the conditions necessary to restore the situation to normal and not necessarily before the
circumstances of the accident

5-3-4- Operations, safety and security sections

5-3-4-1- before accident
• review and analysis of non-structural elements and prepare a prioritized list of the items that should be
modified and be paid gradually.
• purchase kit and first aid kit and its deficit crisis, and if necessary buy requirements according to the
head of planning reports. It should be noted that first aid kit and box for crisis evaluated periodically and
this period of time can be due to the expiry date of medicines in the boxes or items such regulation,
usually six months considered.
• purchase extinguishers and transfer it to solve problems according to the head of planning reports
• a list of diseases and the necessary attributes for each student that is important (such as heart disease,
diabetes, epilepsy, or anything that a person provide information) and requires special attention.
• implementation of school-related training.
• Implementation of emergency training school on a periodic basis so that the knowledge acquired
desirably in emergency exercises designed to test inputs and resolved problems for the next turn.

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5-3-4-2- during accident

• perform all activities related to the rescue according to the education received by the students and to
achieve professional and auxiliary personnel (it should be noted that before any search and rescue
activities, the student should have already received the necessary training because otherwise the lives of
the injured person may be seriously compromised and perhaps in some situations it has irreparable
damage.
• invite students to keep their calm and organize force for optimal use in emergency condition with direct
supervision of incident command system.

5-3-4-3- after accident

• keep track of items related to restructuring and related students
• provide a brief report about the incident or crisis occurred much as possible and lessons learned from the
incident crisis management in order to use the experiences gained in future events.

Reference
BashirI, Mahsa and Khajehi, S. (2013), Reducing the vulnerability of earthquake and fire in the student
dormitories, a case study of married accommodation Shahid Beheshti University, Journal of
Science and Disaster Management, Summer 2013, Issue 3
Behatia, Sanjaya (2015), translator M. Kharadmand; Knowledge prevention and crisis management,
Volume V, Issue I, Spring 2015

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