International Educator - January/February 2012 - 59

t

New Terms Replace U.S. Department of State “Warden Messages”

he u.S. Department of State is no longer using the term “Warden Message.” The term “Warden Message” has been replaced by two new classifications described below, “Message for u.S. Citizens” and “Emergency Message for u.S. Citizens.”

n Embassies or Consulates will use a “Message for u.S. Citizens” to

disseminate information about routine topics such as voter registration, income tax season, new passport procedures, and other non-security issues of interest to the local u.S. citizen community.
n Embassies or Consulates will use an “Emergency Message for u.S. Citizens”

needs of her students before her own. Senior staff needs to be as explicit as possible in caring for their colleagues as much as their students because when an individual or an office goes into crisis management mode, it is common to defer self-care. But an ongoing crisis requires a staffing contingency plan, so people can be allowed to rest, reflect, grieve, and nourish their bodies. “Our colleagues from Eastern Michigan University sent us a fruit basket, which was so thoughtful, and now we talk about how great it would be on bad days to have a fruit basket,” joked Simon.

to inform u.S. citizens about events or threats that can affect their personal security. This includes demonstrations, civil disturbances, natural disasters, terrorist attacks, and other breaking events. Whenever the Department of State revises the Worldwide Caution or issues a Travel Alert or Travel Warning for a country or region, posts (embassies or consulates) will also disseminate it with an Emergency Message for u.S. Citizens.
n The definitions for Travel Alerts and Travel Warnings have not changed

debrief
The final element to a successful plan is reviewing how it actually responded to the crisis your institution just endured, and revising the plan if deficiencies are found. Within a week after the crisis is over, or as soon as practicable, bring all responders together to review key events and actions taken, and how the plan responded. In planning the meeting, take steps to ensure that the tone of the meeting is not accusatory. Make clear at the outset that the exercise is not to criticize or cast blame, but to share in a constructive way what went well and what didn’t. Discussion may be heated and even emotional, but if everyone understands that the goal is to improve the institution’s response to the next crisis and better protect students, faculty, and others, participation and open collaboration are ensured. Of course, no matter how much experience you have, managing a crisis will always be stressful, but taking steps to review and improve your plans will lessen your anxiety and improve your performance. IE

and can be found on their respective Web sites.
n Travel Alerts: http://travel.state.gov/travel/cis_pa_tw/pa/pa_1766.html n Travel Warnings: http://travel.state.gov/travel/cis_pa_tw/tw/tw_1764.html n Visit www.travel.state.gov for more about safety and security for traveling

u.S. citizens.

but are told that the cost will be equivalent to a one-way ticket to that destination on commercial air. Such transport is also only to the nearest safe haven, not “home.”

Search and Rescue
Another important service that can be provided by an insurance provider is enhanced search and rescue coverage. This was critical in Haiti after a 7.0 magnitude devastated the capital, Port-au-Prince, in January 2010. While the affected government is generally responsible for directing search and rescue efforts, authorized assistance from other entities is permitted particularly when the affected government is underprepared for a large-scale, long-term rescue operation (as it was in Haiti). One of Langlin’s client institutions had 14 students in Haiti at the time of the disaster. Six were determined to be in a hotel that collapsed. Langlin summarized their resolve in such situations.

“Regardless of what the policy detail wording says regarding search and rescue, we are going to do the right thing. Search and rescue operations were supposed to cease after seven days. We stayed for 32—until everyone was found.”

Self-care
A comprehensive crisis management plan also promotes emotional and physical selfcare for responders. MSU’s Office of Study Abroad provided support to JCMU after the March 2011 earthquake. Several days into its response, an MSU employee turned to Simon in a meeting to ask how she was coping. She replied quietly, “I used to live north of Sendai. I have no idea if anyone I know is okay.” Stunned by this unknown detail, she chided herself for not asking the question sooner. Simon, like hundreds of our education abroad colleagues around the world—especially in Japan—put the

ACKNOWLEDGEMENTS
Special thanks to Bill Powell, area executive vice president, Gallagher Higher Education Practice, Arthur J. Gallagher Risk Management Services, Inc., Chicago, Illinois, who contributed to this article. JulIE FRIEnd is a licensed attorney and associate director for international safety and security at Northwestern University. her last article for IE was “Danger Ahead!” in the health and insurance supplement published with the November/December 2011 issue.

J A N + F E B . 12 InternatIonal educator

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http://travel.state.gov/travel/cis_pa_tw/pa/pa_1766.html http://travel.state.gov/travel/cis_pa_tw/tw/tw_1764.html http://www.travel.state.gov

International Educator - January/February 2012

Table of Contents for the Digital Edition of International Educator - January/February 2012

International Educator - January/February 2012
Contents
From the Editors
Front Lines
In Brief
Voices: Rollins College President Lewis Duncan
Finding a Home in Higher Education
Promoting Peace Th Rough Partnerships
New York University Becomes a Global Network University
International Education Fairs
Education Abroad
A View From Out Here
In Focus
International Educator - January/February 2012 - International Educator - January/February 2012
International Educator - January/February 2012 - Cover2
International Educator - January/February 2012 - Contents
International Educator - January/February 2012 - From the Editors
International Educator - January/February 2012 - 3
International Educator - January/February 2012 - Front Lines
International Educator - January/February 2012 - 5
International Educator - January/February 2012 - 6
International Educator - January/February 2012 - 7
International Educator - January/February 2012 - 8
International Educator - January/February 2012 - 9
International Educator - January/February 2012 - In Brief
International Educator - January/February 2012 - 11
International Educator - January/February 2012 - 12
International Educator - January/February 2012 - 13
International Educator - January/February 2012 - 14
International Educator - January/February 2012 - 15
International Educator - January/February 2012 - 16
International Educator - January/February 2012 - 17
International Educator - January/February 2012 - 18
International Educator - January/February 2012 - 19
International Educator - January/February 2012 - 20
International Educator - January/February 2012 - 21
International Educator - January/February 2012 - Voices: Rollins College President Lewis Duncan
International Educator - January/February 2012 - 23
International Educator - January/February 2012 - 24
International Educator - January/February 2012 - 25
International Educator - January/February 2012 - 26
International Educator - January/February 2012 - 27
International Educator - January/February 2012 - Finding a Home in Higher Education
International Educator - January/February 2012 - 29
International Educator - January/February 2012 - 30
International Educator - January/February 2012 - 31
International Educator - January/February 2012 - 32
International Educator - January/February 2012 - 33
International Educator - January/February 2012 - 34
International Educator - January/February 2012 - 35
International Educator - January/February 2012 - 36
International Educator - January/February 2012 - 37
International Educator - January/February 2012 - 38
International Educator - January/February 2012 - 39
International Educator - January/February 2012 - Promoting Peace Th Rough Partnerships
International Educator - January/February 2012 - 41
International Educator - January/February 2012 - 42
International Educator - January/February 2012 - 43
International Educator - January/February 2012 - 44
International Educator - January/February 2012 - 45
International Educator - January/February 2012 - New York University Becomes a Global Network University
International Educator - January/February 2012 - 47
International Educator - January/February 2012 - 48
International Educator - January/February 2012 - 49
International Educator - January/February 2012 - 50
International Educator - January/February 2012 - 51
International Educator - January/February 2012 - 52
International Educator - January/February 2012 - 53
International Educator - January/February 2012 - International Education Fairs
International Educator - January/February 2012 - 55
International Educator - January/February 2012 - Education Abroad
International Educator - January/February 2012 - 57
International Educator - January/February 2012 - 58
International Educator - January/February 2012 - 59
International Educator - January/February 2012 - A View From Out Here
International Educator - January/February 2012 - 61
International Educator - January/February 2012 - 62
International Educator - January/February 2012 - 63
International Educator - January/February 2012 - In Focus
International Educator - January/February 2012 - Cover3
International Educator - January/February 2012 - Cover4
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