The document discusses the critical process of stabilizing aerial apparatus before using the aerial device. Stabilizing prevents tipping by shifting the vehicle's center of gravity. It describes various stabilizer types, deployment procedures, and considerations for uneven terrain. Proper stabilization is essential for safe operation of the aerial device.
HAZMAT FIRST RESPONDER OPERATIONS NFPA COMPLIANTBruce Vincent
First Responder Operations level PowerPoint training presentation covers those individuals who respond to releases or potential releases, as part of the initial response to protect people, property, and the environment. Operations-level first responders are trained to take defensive actions rather than try to stop the release. Their function is to contain the release from a safe distance, keep it from spreading, and prevent exposures. OSHA 1910.120 requires that first responders at the operations level receive at least 8 hours of training or have sufficient experience to demonstrate competencies objectively. First responders must have the knowledge of the awareness level, and they are required to:
Know basic hazard and risk assessment
Know how to select and use protective equipment provided to the first responder
Understand basic hazardous materials terms
Know how to perform basic control, containment, and/or confinement operations within the capabilities of their resources and protective equipment
Know basic decontamination procedures
Understand relevant SOP’s and termination procedures
Over 800 slides in length
OSHA minimum requirement = awareness + 8 hours at operations level (24 hours operations level training is required as a prerequisite to technician and/or incident commander training)
HAZMAT FIRST RESPONDER OPERATIONS NFPA COMPLIANTBruce Vincent
First Responder Operations level PowerPoint training presentation covers those individuals who respond to releases or potential releases, as part of the initial response to protect people, property, and the environment. Operations-level first responders are trained to take defensive actions rather than try to stop the release. Their function is to contain the release from a safe distance, keep it from spreading, and prevent exposures. OSHA 1910.120 requires that first responders at the operations level receive at least 8 hours of training or have sufficient experience to demonstrate competencies objectively. First responders must have the knowledge of the awareness level, and they are required to:
Know basic hazard and risk assessment
Know how to select and use protective equipment provided to the first responder
Understand basic hazardous materials terms
Know how to perform basic control, containment, and/or confinement operations within the capabilities of their resources and protective equipment
Know basic decontamination procedures
Understand relevant SOP’s and termination procedures
Over 800 slides in length
OSHA minimum requirement = awareness + 8 hours at operations level (24 hours operations level training is required as a prerequisite to technician and/or incident commander training)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
3. DISCUSSION QUESTION
Why is the apparatus stabilization
process so critical?
7–3
Aerial Apparatus Driver/Operator
4. • When parked, somewhere along
longitudinal midline of chassis, between
front and rear axles
• When aerial device extended over front
of apparatus, shifts toward front
• Shifts as aerial device is rotated
Center of Gravity
(Continued)
7–4
Aerial Apparatus Driver/Operator
16. Explain transferring power to the
hydraulic system.
Learning Objective 2
7–16
Aerial Apparatus Driver/Operator
17. • Must be engaged to deploy stabilizers
and aerial device
• Engaged by activating power take-off
(PTO) system
• Automatic transmission without fire
pump
Aerial Hydraulic System
(Continued)
7–17
Aerial Apparatus Driver/Operator
18. • Manual transmission without fire pump
• Automatic transmission with fire pump
in use
• Manual transmission with fire pump in
use
Aerial Hydraulic System
7–18
Aerial Apparatus Driver/Operator
19. Transfer power to the hydraulic system
of an apparatus equipped with a fire
pump.
Objective 3 is measured in Skill Sheet 7-1.
Learning Objective 3
7–19
Aerial Apparatus Driver/Operator
20. Transfer power to the hydraulic system
of an apparatus not equipped with a fire
pump.
Objective 4 is measured in Skill Sheet 7-2.
Learning Objective 4
7–20
Aerial Apparatus Driver/Operator
22. • PTO engagement light is on
• Wheels properly chocked
• Stabilizers do not strike or land on
objects
• Check stabilizers when they are in
place
• Icy patches or frozen ground
Preliminary Checks
7–22
Aerial Apparatus Driver/Operator
23. • Operated once preliminary activities are
successfully completed
• Provides hydraulic power to stabilizing
system
• Located on rear step or midship on
driver’s side
• Operation
Operating the Selector Valve
7–23
Aerial Apparatus Driver/Operator
24. • Ideal situation for stabilization
• Maximum stability
Stabilizing on Even Terrain
7–24
Aerial Apparatus Driver/Operator
25. • Many are lever-type valves
• Engine idle speed is regulated
• When driver/operator operates control,
increase in engine speed occurs
• Rough and jerky operation should be
avoided
Stabilizer Controls
7–25
Aerial Apparatus Driver/Operator
26. • Extend straight down
• Fulcrum-types swing down into position
• Box types first extend outward and then
down
Positioning of Stabilizers
7–26
Aerial Apparatus Driver/Operator
27. • Extend parallel extension arms to their
maximum travel distance
• Center portable stabilizer pads
• Lower stabilizing jacks
• Lower both stabilizers on one side
• Lower stabilizers onto pads
Operation of
Box Type Stabilizers
7–27
Aerial Apparatus Driver/Operator
28. DISCUSSION QUESTION
What is a good way to judge
appropriate deployment of the
stabilizers?
7–28
Aerial Apparatus Driver/Operator
29. • Lower stabilizers on the other side
• Alternate between sides to raise the
vehicle to working position, as close to
level as possible
Operation of
Box Type Stabilizers
7–29
Aerial Apparatus Driver/Operator
32. • Similar to box-type
• Exception – Should be lowered to within
a few inches of ground prior to the
placement of stabilizer pads
Operation of
Fulcrum-Type Stabilizers
7–32
Aerial Apparatus Driver/Operator
33. • Unavoidable in some situations
• Lateral unevenness
• Longitudinal unevenness
Stabilizing on Uneven Terrain
7–33
Aerial Apparatus Driver/Operator
43. • Avoided whenever
possible
• Treat same as
setting up on
lateral incline
Stabilizing on Curbs or
Other Obstructions
7–43
Aerial Apparatus Driver/Operator
Courtesy of Ron Jeffers
47. • After use of aerial device is complete
and it is returned to the bed
• Reverse of stabilization process
• Prepares apparatus for departure from
the scene
Retracting the Stabilizers
7–47
Aerial Apparatus Driver/Operator
48. • Remove safety pins from jacks.
• Return selector valve to stabilization
position.
• Move wheel chocks.
• Check around apparatus.
• Raise stabilizers.
Procedure for
Retracting the Stabilizers
7–48
Aerial Apparatus Driver/Operator
49. • Return selector valve to neutral
position.
• Disengage PTO system.
• Return stabilizer pads and stow them in
their appropriate storage location.
Procedure for
Retracting the Stabilizers
7–49
Aerial Apparatus Driver/Operator
51. • Still in use on older apparatus
• Similar to box-type hydraulic stabilizers
• Consist of extension arm that has a
screw jack attached to the end of arm
• Extension arm must be swung into
position by hand
Manual Stabilizers
(Continued)
7–51
Aerial Apparatus Driver/Operator
52. • Placing stabilizers on midship aerials in
service
• Placing stabilizers on tractor-trailer
aerials in service
Manual Stabilizers
(Continued)
7–52
Aerial Apparatus Driver/Operator
55. Deploy, lock, unlock, and raise
hydraulic stabilizers on even terrain.
Objective 9 is measured in Skill Sheet 7-3.
Learning Objective 9
7–55
Aerial Apparatus Driver/Operator
56. Deploy, lock, unlock, and raise
hydraulic stabilizers on laterally uneven
terrain.
Objective 10 is measured in Skill Sheet 7-4.
Learning Objective 10
7–56
Aerial Apparatus Driver/Operator
57. Deploy, lock, unlock, and raise
hydraulic stabilizers on longitudinally
uneven terrain.
Objective 11 is measured in Skill Sheet 7-5.
Learning Objective 11
7–57
Aerial Apparatus Driver/Operator
58. Deploy, lock, and then unlock and stow
manual stabilizers.
Objective 12 is measured in Skill Sheet 7-6.
Learning Objective 12
7–58
Aerial Apparatus Driver/Operator
60. • Stability is given by manner it is parked
and positioned at scene
• Creating an angle between tractor and
trailer can increase stability
• Maximum stability occurs at 60 degrees
• Angles less than 60 degrees provide
less stability
Stabilizing Tractor-Trailer
Aerial Apparatus
(Continued)
7–60
Aerial Apparatus Driver/Operator
61. • Degrees 61 to 90 provide less stability
• Should never be positioned at an angle
greater than 90 degrees
• Procedure for placing vehicle into
angled position
Stabilizing Tractor-Trailer
Aerial Apparatus
(Continued)
7–61
Aerial Apparatus Driver/Operator
63. Stabilize tractor-trailer aerial apparatus.
Objective 14 is measured in Skill Sheet 7-7.
Learning Objective 14
7–63
Aerial Apparatus Driver/Operator
64. Summary
• Because the suspension alone cannot
support the outboard weight of an
extended aerial device, effective
stabilization methods must be used.
(Continued)
7–64
Aerial Apparatus Driver/Operator
65. • While the apparatus has built-in
stabilization hardware, the
driver/operator must understand the
dynamics of weight transfer and use
this understanding to optimize the
positioning of the apparatus before
stabilization is complete.
Summary
(Continued)
7–65
Aerial Apparatus Driver/Operator
66. • Aerial apparatus are manufactured by
several different companies; therefore,
it is important for the driver/operator to
review the specifics of the stabilization
system and its limitations by continual
review of the operator’s manual.
Summary
7–66
Aerial Apparatus Driver/Operator
67. Review Questions
1. What may be the most critical
aspect of preparing an aerial device
for use?
2. Why must apparatus stabilizers
be set prior to deploying an aerial
device?
3. Why would a driver/operator use
the practice of short-jacking? (Continued)
7–67
Aerial Apparatus Driver/Operator
68. Review Questions
4. What is the purpose of the
power take-off (PTO) system?
5. What observations must be
made by the driver/operator prior to
deploying stabilizers?
6. Why is stabilization ideally
performed on even terrain?
(Continued)
7–68
Aerial Apparatus Driver/Operator
69. 7. In what three ways may
stabilizers move into position?
8. In what ways can an apparatus
be uneven?
9. How is a manual stabilizer put into
service on a midship aerial?
Review Questions
(Continued)
7–69
Aerial Apparatus Driver/Operator
70. 10. What is the best way to place a
tractor-trailer apparatus into an
angled position?
Review Questions
7–70
Aerial Apparatus Driver/Operator
