This document provides an overview of chapters from a course on fire and life safety education. The course covers topics such as fire behavior, injury prevention, developing presentation skills, and creating public education programs. Each chapter summary lists the key learning objectives and concepts that will be covered in that chapter, such as describing major historical fires, explaining stages of fire and fire prevention efforts, understanding human behavior in fires, and identifying strategies for effectively educating different age groups and high-risk populations. The document emphasizes the importance of understanding factors like learning styles, age-appropriate messaging and teaching methods, cultural competency, and professional responsibilities for educators.
BFS 3345, Introduction to Fire Prevention 1 UNIT I ST.docxhartrobert670
BFS 3345, Introduction to Fire Prevention 1
UNIT I STUDY GUIDE
History and Philosophy of Fire Prevention and
Status of Education, Engineering, and
Enforcement in the U.S.A.
Learning Objectives
Upon completion of this unit, students should be able to:
1. Trace the historical background of fire prevention and the tragedies that
provided the impetus to fire prevention and how it relates to the fire
service as a whole.
2. Summarize early fire prevention measures in North America.
3. Assess the variables in the philosophy of fire prevention and how they
affect fire service organizations.
4. Summarize model fire prevention and building codes and how they
affect actual codes that are adopted in communities around the nation.
5. Explain zoning, electrical, and housing codes and how they affect fire
prevention.
6. Explain plumbing, heating, and air-conditioning codes and the effect
they have on fire prevention.
7. Categorize and explain fire safety considerations for special
occupancies.
Unit Summary
The dangers of fire to life and property are ever present, and from the earliest
times efforts have been made to prevent fire. In ancient Rome, firefighters
patrolled the streets to enforce fire prevention procedures and administered
corporal punishment to offenders of fire codes. Records of fire prevention efforts
in England date back to 872 and reveal some unusual practices: a bell was rung
as a signal to extinguish all household fires at an early evening hour; women
patrolled the streets at night to detect fires and to act as a fire alarm system;
arsonists were punished by being burned alive. Fire prevention in the early
history of the U.S. began between 1785 and 1807; ordinances were enacted in
Reading, Pennsylvania.
Fire prevention has come to be recognized as a science. However, in practical
application, major improvements have come about mostly because of tragidies
associated with fires in which many lives have been lost and extensive property
damage has been sustained. Today the basic concepts of education,
engineering, and enforcement apply to the subject of fire prevention as well as
the development of codes and regulations.
Fire prevention codes are usually the domain of the fire department. They are
principally concerned with fire safety regulations in the maintenance and use of
buildings and premises and with respect to hazardous materials, processes, and
machinery used in buildings.
Reading
Assignment
Chapter 1:
History and Philosophy of
Fire Prevention
Chapter 2:
Status of Education,
Engineering, and
Enforcement in the United
States
Key Terms
Chapter 1:
1. Conflagration
2. Couvre feu (curfew)
3. Fire Exits
4. Fire Safety
5. Fireproof
6. First Annual
Conference of the
National Association
of Fire Engineers
7. General Slocum
8. Iroquois Theater
9. Katie Jane Nursing
Home
10. Lakeview School
11. Public Asse ...
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Beacon International College Major Incident anAbbyWhyte974
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Assignment Reflection Paper:
Learning Objectives:
1. Analyze the role of fire prevention and the fire service administration within municipal government.
2. Summarize the functions of fire prevention within the fire service.
3. Compare and contest the relationship of fire prevention and the fire service to other municipal agencies.
4. Analyze the sources of conflict within the fire department and describe the effect the conflict has on the fire service in general.
5. Summarize the history of fire prevention within the fire service.
6. Assess the need to instill positive fire reaction and the effect this has on the fire service.
7. Review fire reporting procedures and how they will affect the fire service.
8. Compare publicity and media programs and how they affect the fire prevention effort of the fire service.
9. Explain how volunteer fire departments are able to be successful and the effect volunteers have on the fire service.
The primary motivation behind the organization of most fire departments has been that of suppression. Many people believe that the fire department's obligations have been met if the department responds to and brings under control all fires to which it is called, and fire prevention in the past has not been generally thought of as being a part of the basic responsibility of many fire departments. The trend has been toward recognition of the rightful place of fire prevention as a dual function of fire protection. Major fire departments are beginning to include fire prevention training as part of their basic training programs, and more attention is being paid to the subject of fire prevention. An important development has been the establishment of a National Professional Qualifications System for state certification of fire service personnel at several levels of professional competence in the classifications of firefighter, fire inspector, fire investigator, public fire and safety educator, fire service instructor, and fire service officer.
An integral part of fire prevention planning and education is instilling awareness to the public on how to act and what to do in the event of a fire, at home or in public places. Any assessment of human reactions anticipated in a fire emergency must take into account individuals of all ages, health classifications, physiques, occupations, and temperaments. Fire severity, location, the manner in which it started, and the presence of individuals in the fire area must be considered.
2. Assignment: Article Critique
Learning Objectives:
1. Trace the historical background of fire prevention and the tragedies that provided the impetus to fire prevention and how it relates to the fire service as a whole.
2. Summarize early fire prevention measures in North America.
3. Assess the variables in the philosophy of fire prevention and how they affect fire service organizations.
4. Summarize model fire prevention and building codes and how they affect actual co ...
HM510
Unit6 Assignment 2
Hazard Mitigation Analysis
Utilizing your home community (or other location of interest) develop a comprehensive hazard mitigation analysis for that community. The analysis should be between 4–6 pages and include relevant supporting data and analysis.
The analysis must also include the following components:
· Executive Summary
· Methodology of analysis
· Types and descriptions of hazards
· Recommended preparedness strategies relative to hazards
· Recommended at least 5 hazard mitigation strategies
· Implementation/evaluation plan
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
· Include a cover page and references page in 10 - 12-point font (Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and sustained
· Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.)
· Writing should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section number, and date
· Include an introductory and concluding paragraph and demonstrate college-level communication through the composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your paper and cite within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
Directions for Submitting Your Assignment
Compose your assignment and save it in the following format: Course#_LastnameFirstname Unit # Assignment (example: HM510_SmithJohn Unit 1 Assignment). Submit your assignment to the appropriate Dropbox by the end of the Unit.
HM510
Unit 6 DQ
TOPIC #1
Cultural Changes in the Community
Focus on cultural changes within the community and discuss that which is necessary to create a hazard resilient community. In your discussion address:
· How can you change the way you manage and plan to address hazards to avoid recurring issues?
· What should the role of emergency management be in the ongoing process of hazard mitigation planning and implementation?
Respond Kindly to Student #1
Travis Reed
Good morning Y’all
Culture is among the factors that are involved in hazard mitigation measures. One of the ways to change the management and planning of hazards mitigation to evade recurring issues is by eliminating the impression individuals have that they can only thrive economically by residing in areas vulnerable to disasters. For instance, the coastal region of Texas is highly populated since people living in this region subscribe to the notion that it is the only way they can earn a living (Anderson & Al-Thani, 2016). As aforementioned i ...
FEMA/DOJ - Emergency Response To Terrorism: Self-study ExamKevin D. James
The Emergency Response to Terrorism: Self-Study Exam is now available online. Please go to: www.training.fema.gov and select “NETC Virtual Campus.” This document consists of 103 pages.
BFS 3345, Introduction to Fire Prevention 1 UNIT I ST.docxhartrobert670
BFS 3345, Introduction to Fire Prevention 1
UNIT I STUDY GUIDE
History and Philosophy of Fire Prevention and
Status of Education, Engineering, and
Enforcement in the U.S.A.
Learning Objectives
Upon completion of this unit, students should be able to:
1. Trace the historical background of fire prevention and the tragedies that
provided the impetus to fire prevention and how it relates to the fire
service as a whole.
2. Summarize early fire prevention measures in North America.
3. Assess the variables in the philosophy of fire prevention and how they
affect fire service organizations.
4. Summarize model fire prevention and building codes and how they
affect actual codes that are adopted in communities around the nation.
5. Explain zoning, electrical, and housing codes and how they affect fire
prevention.
6. Explain plumbing, heating, and air-conditioning codes and the effect
they have on fire prevention.
7. Categorize and explain fire safety considerations for special
occupancies.
Unit Summary
The dangers of fire to life and property are ever present, and from the earliest
times efforts have been made to prevent fire. In ancient Rome, firefighters
patrolled the streets to enforce fire prevention procedures and administered
corporal punishment to offenders of fire codes. Records of fire prevention efforts
in England date back to 872 and reveal some unusual practices: a bell was rung
as a signal to extinguish all household fires at an early evening hour; women
patrolled the streets at night to detect fires and to act as a fire alarm system;
arsonists were punished by being burned alive. Fire prevention in the early
history of the U.S. began between 1785 and 1807; ordinances were enacted in
Reading, Pennsylvania.
Fire prevention has come to be recognized as a science. However, in practical
application, major improvements have come about mostly because of tragidies
associated with fires in which many lives have been lost and extensive property
damage has been sustained. Today the basic concepts of education,
engineering, and enforcement apply to the subject of fire prevention as well as
the development of codes and regulations.
Fire prevention codes are usually the domain of the fire department. They are
principally concerned with fire safety regulations in the maintenance and use of
buildings and premises and with respect to hazardous materials, processes, and
machinery used in buildings.
Reading
Assignment
Chapter 1:
History and Philosophy of
Fire Prevention
Chapter 2:
Status of Education,
Engineering, and
Enforcement in the United
States
Key Terms
Chapter 1:
1. Conflagration
2. Couvre feu (curfew)
3. Fire Exits
4. Fire Safety
5. Fireproof
6. First Annual
Conference of the
National Association
of Fire Engineers
7. General Slocum
8. Iroquois Theater
9. Katie Jane Nursing
Home
10. Lakeview School
11. Public Asse ...
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Beacon International College Major Incident anAbbyWhyte974
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Assignment Reflection Paper:
Learning Objectives:
1. Analyze the role of fire prevention and the fire service administration within municipal government.
2. Summarize the functions of fire prevention within the fire service.
3. Compare and contest the relationship of fire prevention and the fire service to other municipal agencies.
4. Analyze the sources of conflict within the fire department and describe the effect the conflict has on the fire service in general.
5. Summarize the history of fire prevention within the fire service.
6. Assess the need to instill positive fire reaction and the effect this has on the fire service.
7. Review fire reporting procedures and how they will affect the fire service.
8. Compare publicity and media programs and how they affect the fire prevention effort of the fire service.
9. Explain how volunteer fire departments are able to be successful and the effect volunteers have on the fire service.
The primary motivation behind the organization of most fire departments has been that of suppression. Many people believe that the fire department's obligations have been met if the department responds to and brings under control all fires to which it is called, and fire prevention in the past has not been generally thought of as being a part of the basic responsibility of many fire departments. The trend has been toward recognition of the rightful place of fire prevention as a dual function of fire protection. Major fire departments are beginning to include fire prevention training as part of their basic training programs, and more attention is being paid to the subject of fire prevention. An important development has been the establishment of a National Professional Qualifications System for state certification of fire service personnel at several levels of professional competence in the classifications of firefighter, fire inspector, fire investigator, public fire and safety educator, fire service instructor, and fire service officer.
An integral part of fire prevention planning and education is instilling awareness to the public on how to act and what to do in the event of a fire, at home or in public places. Any assessment of human reactions anticipated in a fire emergency must take into account individuals of all ages, health classifications, physiques, occupations, and temperaments. Fire severity, location, the manner in which it started, and the presence of individuals in the fire area must be considered.
2. Assignment: Article Critique
Learning Objectives:
1. Trace the historical background of fire prevention and the tragedies that provided the impetus to fire prevention and how it relates to the fire service as a whole.
2. Summarize early fire prevention measures in North America.
3. Assess the variables in the philosophy of fire prevention and how they affect fire service organizations.
4. Summarize model fire prevention and building codes and how they affect actual co ...
HM510
Unit6 Assignment 2
Hazard Mitigation Analysis
Utilizing your home community (or other location of interest) develop a comprehensive hazard mitigation analysis for that community. The analysis should be between 4–6 pages and include relevant supporting data and analysis.
The analysis must also include the following components:
· Executive Summary
· Methodology of analysis
· Types and descriptions of hazards
· Recommended preparedness strategies relative to hazards
· Recommended at least 5 hazard mitigation strategies
· Implementation/evaluation plan
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
· Include a cover page and references page in 10 - 12-point font (Arial, Courier, and Times New Roman are acceptable)
· Viewpoint and purpose should be clearly established and sustained
· Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.)
· Writing should be well ordered, logical and unified, as well as original and insightful
· Your work should display superior content, organization, style, and mechanics
· Appropriate citation style should be followed
You should also make sure to:
· Include a title page with full name, class name, section number, and date
· Include an introductory and concluding paragraph and demonstrate college-level communication through the composition of original materials in Standard English
· Use examples to support your discussion
· Cite all sources on a separate reference page at the end of your paper and cite within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
Directions for Submitting Your Assignment
Compose your assignment and save it in the following format: Course#_LastnameFirstname Unit # Assignment (example: HM510_SmithJohn Unit 1 Assignment). Submit your assignment to the appropriate Dropbox by the end of the Unit.
HM510
Unit 6 DQ
TOPIC #1
Cultural Changes in the Community
Focus on cultural changes within the community and discuss that which is necessary to create a hazard resilient community. In your discussion address:
· How can you change the way you manage and plan to address hazards to avoid recurring issues?
· What should the role of emergency management be in the ongoing process of hazard mitigation planning and implementation?
Respond Kindly to Student #1
Travis Reed
Good morning Y’all
Culture is among the factors that are involved in hazard mitigation measures. One of the ways to change the management and planning of hazards mitigation to evade recurring issues is by eliminating the impression individuals have that they can only thrive economically by residing in areas vulnerable to disasters. For instance, the coastal region of Texas is highly populated since people living in this region subscribe to the notion that it is the only way they can earn a living (Anderson & Al-Thani, 2016). As aforementioned i ...
FEMA/DOJ - Emergency Response To Terrorism: Self-study ExamKevin D. James
The Emergency Response to Terrorism: Self-Study Exam is now available online. Please go to: www.training.fema.gov and select “NETC Virtual Campus.” This document consists of 103 pages.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Fire and Life Safety Educator:
Principles and Practice
2nd Edition
Course Overview
2. Course Description
‣ This course is designed to provide the public educator with the
knowledge and skills needed to successfully perform as a fire
and life safety educator as addressed in NFPA 1035. For those
who practice the multidiscipline profession of fire and life
safety educator (including uniformed fire service personnel and
other professionals), topics include fire behavior, community
assessment, and injury prevention. The student will also
develop presentation skills and learn how to formulate public
education programs. This course meets the national
certification criteria for Fire and Life Safety Education, Level I.
3. Chapter 1
Chapter Overview
‣ This chapter describes some of the worst fires in
U.S. history, highlights the factors that contributed
to the disasters, and lists the reforms that were
enacted to help prevent such occurrences in the
future.
‣ This chapter also explains the different ways that
injuries happen and the methods of their
prevention.
4. Chapter 1
‣ Develop an appreciation for the roles engineering, enforcement, education, economic incentives, and
emergency response play in fire and life safety. (pp. 1–2)
‣ Understand the importance of learning about historical fires and the implications their outcomes have for fire
and life safety efforts in the future. (p. 1)
‣ Identify the role of fire and life safety education in prevent- ing line-of-duty deaths for fire fighters. (p. 16)
‣ Explain the reasons a safety educator needs a basic under- standing of human behavior in fires and other
disasters. (pp. 17–18)
‣ Determine the type of information the public needs to know to improve their chances of survival in a fire or
other emergencies.(p. 20)
‣ Recognize and dispel common myths about human behavior in fires. (p. 18)
‣ Apply and include information about human behavior in fires to appropriate fire service programs. (pp. 17–19)
‣ Describe the role fire service and life safety educators play in the area of injury prevention education. (p. 20)
‣ Describe community risk reduction as it relates to fire prevention. (pp. 29–30)
‣ Explain the basic steps to a community risk reduction plan. (pp. 29–30)
‣ Identify the value of community partners. (pp. 29–30)
Learning Objective
5. Chapter 2
Chapter Overview
‣ This chapter explains the process of fire growth
and the different stages of a fire. In addition to
providing an understanding of the history of fire
prevention, it also identifies the organizations and
sources of codes for reference.
‣ This chapter also explains the differences between
and benefits of basic fire detection and
suppression devices.
6. Chapter 2
‣ Describe the stages of fire, types of heat transfer, and the fire triangle and
tetrahedron (NFPA 4.1.1). (pp. 36–37)
‣ Demonstrate an understanding of the history of fire prevention and the resulting
agencies and codes. (pp. 39–42)
‣ Identify organizations and sources of codes for reference. (pp. 42–44)
‣ Discuss the behavioral and physical arrangements and changes businesses,
schools, and other public facilities can make to comply with codes that will result in
safer conditions for occupants. (pp. 45–48)
‣ Differentiate among basic fire detection and suppression devices and explain their
benefits when installed correctly (NFPA 4.1.1). (pp. 50–58)
‣ Dispel misconceptions regarding the operation and cost of commercial and
residential sprinkler systems (NFPA 4.1.1). (pp. 57–60)
‣ Discuss the need to investigate new fire safety and injury prevention technology as
it relates to the work of fire and life safety educators. (p. 60)
Learning Objective
7. Chapter 3
Chapter Overview
‣ This chapter answers questions about the fire service’s
history, traditions, and practices. It also dispels some
common myths concerning the service’s procedures.
‣ This chapter also discusses the role of emergency
medical services and the messages the public should
receive toward assisting the department in providing
more effective service. Some valuable tips concerning
the information and activities to be included while
conducting fire station tours have also been included.
8. Chapter 3
‣ Explain the reasons a fire and life safety educator needs a basic understanding of fire department
operations and daily routines (NFPA 4.1.1). (p. 65)
‣ Answer commonly asked questions about fire service traditions, history, and practices. (pp. 65–68)
‣ Determine the level of information the public needs to know about fire department personal protective
equipment, tools, and vehicles (NFPA 4.1.1). (pp. 70–76)
‣ Recognize and dispel common myths the public has about the fire service and local department
procedures (NFPA 4.1.1). (pp. 70–73)
‣ Discuss the role of emergency medical services in the fire service and the information necessary for
the public to work effectively with this system (NFPA 4.1.1). (pp. 69–70)
‣ Discuss messages the public should receive regarding behaviors that would assist the department in
more effectively providing service (NFPA 4.1.1). (pp. 74–76)
‣ Conduct fire station tours that provide important information and interesting activities appropriate for
all age groups (NFPA 4.4.2). (pp. 75–76)
‣ List important features of the local department beneficial for the local community to understand (NFPA
4.1.1). (pp. 72–73)
Learning Objective
9. Chapter 4
Chapter Overview
‣ This chapter explains the process of learning,
starting with a description of the different learning
styles. The general characteristics of learners have
been identified and along with the various
teaching strategies that can be employed.
‣ Important classroom management tips have also
been identified.
10. Chapter 4
‣ Explain the reasons fire and life safety educators benefit from a basic understanding of learning styles
and types of learning when preparing to address an audience. (pp. 82–84)
‣ Differentiate between active and passive learning (NFPA 4.1.1). (p. 83)
‣ Identify the three domains of learning (NFPA 4.1.1). (p. 84)
‣ List the three basic learning styles and describe the characteristics of each (NFPA 4.1.1). (pp. 84–85)
‣ Discuss several learning preferences and types of teaching strategies to accommodate the needs of
each preference (NFPA 4.1.1). (pp. 84–87)
‣ Identify Dr. Howard Gardner’s eight intelligences and how each one influences learning. (pp. 85–86)
‣ Summarize several conditions that may affect student and audience learning and discuss how
educators can maximize teaching in these circumstances (NFPA 4.1.1, 4.4.3, 4.4.4). (pp. 86–88)
‣ Describe the tasks involved in teaching. (pp. 87–92)
‣ Compare teaching as a fire and life safety educator with teaching as a classroom teacher. (pp. 87–88)
Learning Objective
11. Chapter 4 Cont.
‣ List various types of teaching methodologies and summarize the advantages and
disadvantages of each. (pp. 92–100)
‣ Discuss components of a teaching session that ensures more effective teaching and
learning (NFPA 4.4.3, 4.4.4). (pp. 88–90)
‣ Identify several teaching strategies that are effective for specific age groups,
classroom settings, and instructional objectives (NFPA 4.4.3, 4.4.4). (pp. 92–100)
‣ Define teaching strategies such as wait time, teachable moment, and anticipatory set and
how they positively affect a teaching situation. (pp. 89, 91)
‣ Summarize a list of teaching tips and practices and how they can be used by fire
and life safety educators to improve teaching techniques (NFPA 4.4.3, 4.4.4). (pp.
103–105)
‣ Identify classroom management skills that help control the learning environment by
getting participants on task and maximizing learning for all attendees. (pp. 100–101)
Learning Objective
12. Chapter 5
Chapter Overview
‣ This chapter describes the general characteristics
of each age group in terms of cognitive, physical,
and affective development.
‣ It also provides guidance for educators in
selecting the message, method of teaching, and
support materials appropriate to each age group.
13. Chapter 5
‣ Explain the reasons an educator needs to understand developmental age group
characteristics (NFPA 4.1.1). (p. 107)
‣ Define cognitive, affective, and physical areas of development (NFPA 4.1.1). (pp. 107–
108)
‣ List basic characteristics of preschool children, elementary age children,
adolescents, adults, and older adults in each of these domains (NFPA 4.1.1). (pp.
108–119)
‣ Explain how age group characteristics help determine the content, teaching
methods, materials, and lesson planning for fire and life safety education (NFPA
4.4.1, 4.4.3). (pp. 108–119)
‣ Choose appropriate activities and materials and effective classroom management
techniques for each age group (NFPA 4.4.1, 4.4.4). (pp. 108–119)
‣ Recognize the needs of an audience based on the stage of development and age
group characteristics (NFPA 4.1.1). (pp. 108–119)
Learning Objective
14. Chapter 6
Chapter Overview
‣ This chapter identifies the high-risk groups and
discusses their particular characteristics and
needs. The methods and messages to be used for
addressing the high-risk populations are also
discussed.
15. Chapter 6
‣ Identify populations at high risk from fire and injury (NFPA 4.1.1). (pp. 123–124)
‣ Identify factors that place some populations at higher risk for fire or injury (NFPA
4.1.1). (pp. 123–124)
‣ Discuss the factors fire and life safety educators should consider when working
with and addressing high-risk populations (NFPA 4.4.4). (pp. 124–125)
‣ Identify individuals and organizations the local fire and life safety educator can call
upon to help reduce risks in various populations (NFPA 4.2.4). (pp. 136–139)
‣ Identify Solutions 2000 and Beyond Solutions 2000 as resources for providing insight into
risk reduction for high-risk populations. (pp. 123–124)
‣ Define accessibility (NFPA 4.1.1). (p. 125)
‣ Discuss methods and messages for addressing high-risk populations (NFPA 4.4.1).
(pp. 124–139)
‣ Distinguish between correct and incorrect methods of working with high-risk
populations (NFPA 4.4.3, NFPA 4.4.4). (pp. 124–139)
Learning Objective
16. Chapter 7
Chapter Overview
‣ This chapter identifies appropriate fire and life
safety messages for selected age groups. It also
identifies resources where one can locate
information to support basic fire and life safety
messages.
17. Chapter 7
‣ Differentiate among prevention, reaction, and preparation messages. (pp. 142–
143)
‣ Identify appropriate fire and life safety messages for selected age groups. (pp.
143–164)
‣ Distinguish between primary and secondary audiences and the importance of
providing appropriate fire and life safety messages for each of these groups. (p.
143)
‣ Develop a list of age-appropriate objectives for each content area of life safety
messages (NFPA 4.4.1). (pp. 143–164)
‣ Identify resources and locate available information to support basic fire and life
safety messages (NFPA 4.2.4, 4.3.1). (p. 165)
‣ Recognize and select additional safety messages based on risks and activities
specific to the educator’s community (NFPA 4.2.4). (pp. 143–164)
‣ Understand how national and local fire and injury statistics help identify the safety
messages public educators should be targeting. (p. 142)
Learning Objective
18. Chapter 8
Chapter Overview
‣ This chapter discusses the safety messages that
need to be targeted at specific situations: certain
holidays and celebrations, high-rise buildings,
schools, and places of assembly. It also lists the
methods to be employed to spread the message.
‣ This chapter also describes the history behind some
of the national campaigns instituted to increase
public awareness regarding fire and personal safety.
19. Chapter 8
‣ Identify seasonal fire and life safety messages and campaigns (NFPA 4.1.1, 4.4.1).
(pp. 169–170)
‣ List important monthly campaigns that have relevance to your community (NFPA
4.4.1). (pp. 170–172)
‣ Conduct a program for school fire and emergency drills (NFPA 4.4.1, 4.4.2). (p.
174)
‣ Identify businesses and places of assembly in your community that need assistance
with a fire safety plan. (pp. 174–175)
‣ Conduct a fire safety program for tenants of a high-rise building (NFPA 4.1.1). (pp.
172–173)
‣ Recognize successful national safety campaigns and use them for your community
(NFPA 4.4.1). (pp. 176–177)
‣ Recognize and select additional safety messages based on risks and activities
specific to your community (NFPA 4.2.4, 4.4.1). (pp. 172–177)
Learning Objective
20. Chapter 9
Chapter Overview
‣ This chapter defines professionalism and lists the
attributes and personal characteristics of
professionals. It also outlines techniques for
effective presentations. Factors that contribute to
a successful partnership are also discussed here.
21. Chapter 9
‣ Define professionalism. (p. 179)
‣ List attributes and personal characteristics of professionals (NFPA 4.1.1). (p. 180)
‣ Distinguish among the levels of NFPA 1035, Fire and Life Safety Educator I, II, and III. (p. 179)
‣ Discuss behaviors that compromise a professional image. (pp. 180–181)
‣ Identify qualities of educators who practice “doing the right thing” to represent their
departments when working with the public. (p. 181)
‣ Address safety practices for all lessons, programs and demonstrations to ensure safety of
participants and staff (NFPA 4.4.2). (p. 182)
‣ Describe professional writing practices. (pp. 184–185)
‣ Outline techniques for effective presentations (NFPA 4.4.3). (pp. 185–193)
‣ Document fire and life safety educational activities accurately (NFPA 4.2.1). (p. 184)
‣ Prepare activity reports (NFPA 4.2.2). (p. 182)
‣ Keep a work schedule that ensures all activities are recorded and completed according to plan
(NFPA 4.2.3). (p. 184)
‣ Discuss factors important to working in positive teams, coalitions, and partnerships (NFPA
4.3.1). (pp. 193–195)
Learning Objective
22. Chapter 10
Chapter Overview
‣ It is advantageous for an educator to have public
relations skills. This chapter focuses on some of
the basics of public relation, publicity, and working
with the media. It also identifies the uses of
various tools of publicity and marketing.
23. Chapter 10
‣ Explain why safety educators inherit the role of public relations as part of their responsibilities.
(p. 198)
‣ Distinguish the differences among public relations, publicity, and marketing. (pp. 198–199)
‣ Demonstrate an understanding of internal and external publics for fire departments. (pp. 200–
201)
‣ Discuss basic principles of public relations. (p. 199)
‣ Identify various marketing tools available to safety educators to promote safety messages. (pp.
211–213)
‣ Identify ways people are persuaded and provide examples of each. (pp. 202–203)
‣ List types of publicity available to safety educators for advancing safety messages. (pp. 206–
209)
‣ Notify the public and convey the details about a scheduled event (NFPA 4.4.5). (pp. 207–209)
‣ Distribute educational information to a target audience within a specified timeframe (NFPA
4.4.6). (pp. 207–211)
‣ Using the appropriate electronic forms of communication for the topic, convey accurate and
timely information about an event, incident, or policy (NFPA 4.4.7). (pp. 207–209)
Learning Objective
24. Chapter 11
Chapter Overview
‣ This chapter explains the importance of evaluation
as part of a program initiative and briefly
discusses the types of evaluation, their
applications, as well as their advantages. Different
methods of interpreting and presenting evaluation
results are also discussed.
25. Chapter 11
‣ Define evaluation, assessment, and reflection. (p. 217, 230)
‣ Explain the importance of making evaluation an integral part of programs and
education initiatives. (p. 217)
‣ Determine what should be evaluated. (pp. 218–219)
‣ Summarize the types of evaluation and their applications for fire and life safety
education programs. (p. 221)
‣ List methods of evaluation and the advantages of their implementation. (pp. 222–
225)
‣ Discuss methods of interpreting and presenting evaluation results. (pp. 225–228)
‣ Apply an evaluation instrument to measure lesson outcomes (NFPA 4.5.1). (pp.
222–227)
‣ Score an evaluation instrument based on the scoring procedures and grading scale
(NFPA 4.5.2). (pp. 227–228)
‣ Discuss the purpose and value of reflection for fire and life safety educators. (p.
230)
Learning Objective