This document discusses ground ladders used by firefighters. It covers different types of ground ladders, their construction, parts, inspection, maintenance and safety guidelines. Key points covered include the different types of ladders used in fire service, proper techniques for carrying, raising, lowering, securing and working with ladders, as well as assisting victims down ladders. Safety is emphasized throughout with warnings about electrical hazards, load limits, and fall risks.
Chapter 05- Foundations of Firefighting Tactics and Strategiessnoshoesam
• Describe the process of developing the fire fighting strategy and tactics involved in planning, locating, confining, extinguishing, and overhauling fires in buildings and other special fire situations
• Discuss the methods used for the determination of the proper fire operating mode: offensive, transitional, defensive, or nonattack mode
• Define the term size-up and explain the steps and factors involved in making a size-up
• Review the fire strategy and tactics used by firefighters and apply the fire behavior characteristics discussed in the text to the situations reviewed
• Describe difficult fire situations encountered by firefighters and the strategies and tactics they should use to resolve these situations
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
25. WARNING!
Any ladder that has been subjected to
direct flame contact, has been exposed
to high heat, or has a heat sensor label
that has changed color is unsafe for use
and should be removed from service for
testing.
12–25
52. Methods to remove ladders from
apparatus depend on ladder
location.
12–52
53. DISCUSSION QUESTIONS
How are the ground ladders
mounted on the different apparatus in
your jurisdiction?
Have you observed ladders being
removed from racks, compartments, or a
mechanically operated rack?
12–53
54. Firefighters must know certain
information when using ground
ladders on apparatus.
12–54
55. Procedures for removing side and
top mounted ladders differ from flat
mounted ladders.
12–55
58. CAUTION!
Carrying the forward end of a ladder at
eye level impedes the carrier’s balance
and visibility and increases the risk of
the butt spurs striking someone else in
the head.
12–58
99. There are several factors to consider
when climbing ladders.
12–99
(Cont.)
100. There are several factors to consider
when climbing ladders.
12–100
101. REVIEW QUESTION
How can a firefighter climb a ladder
so that there is the least possible
amount of bounce and sway?
12–101
102. Indicate what methods can be used
to work from a ladder.
Learning Objective 13
12–102
103. Firefighters may be required to
work with both hands while
standing on a ground ladder.
12–103
104. WARNING!
Do not exceed the rated load capacity
of the ladder. To avoid overloading the
ladder, allow only one firefighter on
each section of a ladder at the same
time. Be careful about stressing ladders
laterally.
12–104
105. When working from a ladder, the
ladder belt must be tightly strapped
around your waist.
12–105
106. WARNING!
Use a leg lock only when working from
a ground ladder. Never use a leg lock
on an aerial ladder. Extending or
retracting the ladder could result in
serious injury.
12–106
114. • Ground ladders are an essential tool
used to access levels above and below
ground level.
• You must know the types of ground
ladders your department uses, the
parts and construction materials, and
how to care for and maintain them.
Summary
12–114
(Cont.)
115. • You must be able to select, carry, and
place them to effectively gain access
and perform your assigned tasks.
• You must know the correct methods for
safely climbing, working from, and
assisting victims down ground ladders.
Summary
12–115
116. Clean, inspect, and maintain a ladder.
This objective is measured in Skill
Sheet 12-I-1.
Learning Objective 15
12–116
117. Carry a ladder – One-firefighter low-
shoulder method.
This objective is measured in Skill
Sheet 12-I-2.
Learning Objective 16
12–117
118. Carry a ladder – Two-firefighter low-
shoulder method.
This objective is measured in Skill
Sheet 12-I-3.
Learning Objective 17
12–118
119. Carry a ladder – Three-firefighter flat-
shoulder method.
This objective is measured in Skill
Sheet 12-I-4.
Learning Objective 18
12–119
120. Carry a ladder – Three-firefighter flat-
arm's length method.
This objective is measured in Skill
Sheet 12-I-5.
Learning Objective 19
12–120
121. Carry a ladder – Two-firefighter arm’s
length on-edge method.
This objective is measured in Skill
Sheet 12-I-6.
Learning Objective 20
12–121
122. Tie the halyard.
This objective is measured in Skill
Sheet 12-I-7.
Learning Objective 21
12–122
123. Raise a ladder – One-firefighter
method.
This objective is measured in Skill
Sheet 12-I-8.
Learning Objective 22
12–123
124. Raise a ladder – Two-firefighter flat
raise.
This objective is measured in Skill
Sheet 12-I-9.
Learning Objective 23
12–124
125. Raise a ladder – Two-firefighter beam
raise.
This objective is measured in Skill
Sheet 12-I-10.
Learning Objective 24
12–125
126. Raise a ladder – Three- or four-
firefighter flat raise.
This objective is measured in Skill
Sheet 12-I-11.
Learning Objective 25
12–126
127. Deploy a roof ladder – One-firefighter
method.
This objective is measured in Skill
Sheet 12-I-12.
Learning Objective 26
12–127
128. Pivot a ladder – Two-firefighter
method.
This objective is measured in Skill
Sheet 12-I-13.
Learning Objective 27
12–128
129. Shift a ladder – One-firefighter
method.
This objective is measured in Skill
Sheet 12-I-14.
Learning Objective 28
12–129
130. Shift a ladder – Two-firefighter
method.
This objective is measured in Skill
Sheet 12-I-15.
Learning Objective 29
12–130
131. Heel a ground ladder.
This objective is measured in Skill
Sheet 12-I-16.
Learning Objective 30
12–131
132. Leg lock on a ground ladder.
This objective is measured in Skill
Sheet 12-I-17.
Learning Objective 31
12–132
133. Assist a conscious victim down a
ground ladder.
This objective is measured in Skill
Sheet 12-I-18.
Learning Objective 32
12–133
134. Assist an unconscious victim down a
ground ladder.
This objective is measured in Skill
Sheet 12-I-19.
Learning Objective 33
12–134