B.i.r. and c.a.n. reports cl
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The document discusses the importance of initial reports when responding to incidents. The Brief Initial Report (BIR) provides key details about the emergency situation upon arrival so dispatchers and other responders understand conditions. Elements of a good BIR include location, structure type, command officers, and instructions. The C.A.N. report is used to communicate progress updates according to Conditions, Actions, and Needs, informing incident commanders if objectives can be completed safely or if modifications are needed to the plan. Regular reports help ensure crews receive necessary support and resources.
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Part A – consists of Multiple Choice and True/False questions requiring a correct answer for each.
Part B – consists of tasks requiring an extended response answer.
Part C – consists of a task requiring an extended response answer.
Part D – consists of questions requiring extended response answers.
Securely attach your answers on separate sheets that clearly identify the question to which you are responding and number the pages in sequence. At the end of each answer, allow adequate space (at least 6-8 lines), for the teacher’s comments and feedback.
You will be assessed on how well you interpret each task request and how you structure each according to layout, sequencing and by providing all relevant and applicable details for each task.
This is an ungraded unit. Your result is based on the evidence you provide to meet the criteria for competence as specified in the unit of competency and grading criteria. You will receive a result of Achieved Competency (AC) or Not yet Competent (NC).
Information on how to submit your assignment is located on the OTEN website under your OLS log-in.
Task/Question
Part A: Multiple Choice and True/False questions
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Questions 1 – 9 are Multiple Choice. Please circle or select the most correct answer; only one answer per question can be chosen.
1.
Which government authority administers health and safety legislation in NSW?
a. Safe Work Australia
b. Comcare
c. WorkCover Authority
d. GIO.
2.
To whom do employers owe a ‘Duty of Care’?
a. Everyone
b. Employees
c. Employees and third parties who enter the workplace and anyone who may be affected by the consequences of their act
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3.
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b. 10
c. 100 or more
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4.
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5.
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b. A fine on the employee who caused the accident
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6.
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a. A hazard will always cause injury; whereas a risk might not
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c. There is no difference; they mean the same thing
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Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Thesis Statement:
Title of Paper: Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
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Name and Type of Event
See the Milestone Three Guidelines and Rubric document and select a scenario from the list.
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14Title of PaperYour NameRasmussen CollegeCOURSE
1
4
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Thesis Statement:
Title of Paper: Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
V. Conclusion
A. Summary of main points/Restatement of thesis statement
B. Sentence to state a judgment on topic, make a prediction, or call the reader to action
References
SPT 401 Emergency Action Plan Template
Complete this template to organize the second and third levels of your safety and security plan for Milestone Three. Note that you may incorporate the information you organize in this template into your final project submission to satisfy Section IV, Part B and Section IV, Part D. However, in addition to the levels addressed in this milestone template, you will also need to address a first-level, general day-to-day security and safety plan that is appropriate for your facility. You will need to explain your reasoning and provide an explanation as to how you would balance the security needs of the event with the cost of security personnel for a fiscally responsible plan. See the Emergency Action Plan (EAP) Expenses document for more information to help you assess the costs versus need for safety and security personnel for events at your facility.
Level Two: Staging a Safety and Security Plan for a Specific Event
Create a safety and security plan for the specific event chosen from the list in the Milestone Three Guidelines and Rubric document that addresses the security needs of the event. These plans must be prepared in advance of an event so they are readily available should an emergency situation happen. This is an example of a second-level safety and security plan, and you may be incorporate a revised version of it your final project to satisfy the requirement of Section IV, Part B.
Name and Type of Facility (e.g., Century High School)
Name and Type of Event
See the Milestone Three Guidelines and Rubric document and select a scenario from the list.
Event Overview
(i.e., event date and time, anticipated number of spectators, and history of rivalry or previous issues)
Emergency Personnel
Categories
Contact Information
List as many types ...
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What you have to do
There are a total of four (4) parts to complete, as follows:
Part A – consists of Multiple Choice and True/False questions requiring a correct answer for each.
Part B – consists of tasks requiring an extended response answer.
Part C – consists of a task requiring an extended response answer.
Part D – consists of questions requiring extended response answers.
Securely attach your answers on separate sheets that clearly identify the question to which you are responding and number the pages in sequence. At the end of each answer, allow adequate space (at least 6-8 lines), for the teacher’s comments and feedback.
You will be assessed on how well you interpret each task request and how you structure each according to layout, sequencing and by providing all relevant and applicable details for each task.
This is an ungraded unit. Your result is based on the evidence you provide to meet the criteria for competence as specified in the unit of competency and grading criteria. You will receive a result of Achieved Competency (AC) or Not yet Competent (NC).
Information on how to submit your assignment is located on the OTEN website under your OLS log-in.
Task/Question
Part A: Multiple Choice and True/False questions
MultipleChoice
Questions 1 – 9 are Multiple Choice. Please circle or select the most correct answer; only one answer per question can be chosen.
1.
Which government authority administers health and safety legislation in NSW?
a. Safe Work Australia
b. Comcare
c. WorkCover Authority
d. GIO.
2.
To whom do employers owe a ‘Duty of Care’?
a. Everyone
b. Employees
c. Employees and third parties who enter the workplace and anyone who may be affected by the consequences of their act
d. WorkCover inspectors.
3.
How many employees in a NSW workplace require the setting up of an OHS committee?
a. 50
b. 10
c. 100 or more
d. 20 or more.
4.
If an employer failed to meet their ‘Duty of Care’, what is one way of demonstrating this to a court?
a. To tender a prescribed Code of practice and demonstrate it was not adhered to
b. To rely on the common law ‘Duty of Care’
c. To show that the instructions of a WorkCover inspector were NOT adhered to
d. All of the above.
5.
Which of the following is NOT a consequence of a death in a workplace?
a. A fine on the employer
b. A fine on the employee who caused the accident
c. A WorkCover investigation
d. Compensation paid to the deceased’s estate.
6.
What is the difference between a risk and a hazard?
a. A hazard will always cause injury; whereas a risk might not
b. A risk is the likelihood of disease or injury, by the incorrect handling of the hazard
c. There is no difference; they mean the same thing
d. A hazard is where WorkCover has identified a potential danger; a risk does not involve WorkCover.
7.
What made the Legionnaires outbreak in USA in 1976 so significant?
a. It wasn’t, w ...
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This document outlines how to recognize and handle emergency situations. It discusses learning outcomes around recognizing, determining appropriate action, following procedures, seeking assistance, and reporting details. Specific emergencies mentioned include accidents, health issues, deranged customers, fire, flood, robbery, bomb threats, and earthquakes. The document emphasizes following established emergency procedures, such as those outlined in an organization's emergency plan. It stresses the importance of properly documenting and reporting emergency incidents according to policy.
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Campbell from IT called the presenter on a Saturday to report that key servers at their organization, including the email and file servers, were inaccessible. A cryptic note was left demanding payment to regain access, indicating a potential ransomware attack. The presenter is advised to have Campbell contain the incident by disconnecting from the internet, not make any payments, and call in expert help from lawyers and incident response specialists to properly investigate and mitigate the risks. The presentation then outlines the typical incident response process and provides tips on internal communication, notifying affected individuals, and having an incident response plan in place ahead of time.
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14Title of PaperYour NameRasmussen CollegeCOURSE
1
4
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Thesis Statement:
Title of Paper: Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
V. Conclusion
A. Summary of main points/Restatement of thesis statement
B. Sentence to state a judgment on topic, make a prediction, or call the reader to action
References
SPT 401 Emergency Action Plan Template
Complete this template to organize the second and third levels of your safety and security plan for Milestone Three. Note that you may incorporate the information you organize in this template into your final project submission to satisfy Section IV, Part B and Section IV, Part D. However, in addition to the levels addressed in this milestone template, you will also need to address a first-level, general day-to-day security and safety plan that is appropriate for your facility. You will need to explain your reasoning and provide an explanation as to how you would balance the security needs of the event with the cost of security personnel for a fiscally responsible plan. See the Emergency Action Plan (EAP) Expenses document for more information to help you assess the costs versus need for safety and security personnel for events at your facility.
Level Two: Staging a Safety and Security Plan for a Specific Event
Create a safety and security plan for the specific event chosen from the list in the Milestone Three Guidelines and Rubric document that addresses the security needs of the event. These plans must be prepared in advance of an event so they are readily available should an emergency situation happen. This is an example of a second-level safety and security plan, and you may be incorporate a revised version of it your final project to satisfy the requirement of Section IV, Part B.
Name and Type of Facility (e.g., Century High School)
Name and Type of Event
See the Milestone Three Guidelines and Rubric document and select a scenario from the list.
Event Overview
(i.e., event date and time, anticipated number of spectators, and history of rivalry or previous issues)
Emergency Personnel
Categories
Contact Information
List as many types ...
14Title of PaperYour NameRasmussen CollegeCOURSE
1
4
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Thesis Statement:
Title of Paper: Outline
I. Introduction
A. Attention grabbing sentence about topic
B. Thesis statement
II. First paragraph main point – topic sentence
A. Supporting details (in-text citation for outside resource used as support/evidence)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
III. Second paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
IV. Third paragraph main point – topic sentence
A. Supporting details (in-text citation)
1. Details about the supporting details
2. Details about the supporting details
B. Supporting details (in-text citation)
C. Transition sentence
V. Conclusion
A. Summary of main points/Restatement of thesis statement
B. Sentence to state a judgment on topic, make a prediction, or call the reader to action
References
SPT 401 Emergency Action Plan Template
Complete this template to organize the second and third levels of your safety and security plan for Milestone Three. Note that you may incorporate the information you organize in this template into your final project submission to satisfy Section IV, Part B and Section IV, Part D. However, in addition to the levels addressed in this milestone template, you will also need to address a first-level, general day-to-day security and safety plan that is appropriate for your facility. You will need to explain your reasoning and provide an explanation as to how you would balance the security needs of the event with the cost of security personnel for a fiscally responsible plan. See the Emergency Action Plan (EAP) Expenses document for more information to help you assess the costs versus need for safety and security personnel for events at your facility.
Level Two: Staging a Safety and Security Plan for a Specific Event
Create a safety and security plan for the specific event chosen from the list in the Milestone Three Guidelines and Rubric document that addresses the security needs of the event. These plans must be prepared in advance of an event so they are readily available should an emergency situation happen. This is an example of a second-level safety and security plan, and you may be incorporate a revised version of it your final project to satisfy the requirement of Section IV, Part B.
Name and Type of Facility (e.g., Century High School)
Name and Type of Event
See the Milestone Three Guidelines and Rubric document and select a scenario from the list.
Event Overview
(i.e., event date and time, anticipated number of spectators, and history of rivalry or previous issues)
Emergency Personnel
Categories
Contact Information
List as many types ...
MCI Drill Standard Operating Guidelines 2008
This document provides guidelines for Brown University EMS volunteers participating in a mass casualty incident training exercise. It introduces the Incident Command System and START triage process, which establish frameworks for organizing large-scale emergency responses. Volunteers are instructed to thoroughly read the guidelines, attend training, and act professionally during the simulated exercise for evaluation purposes. Safety of participants is the top priority.
2720 Ch 4 PowerPoint.pptx
This document discusses fire officer communications, including the communication cycle, listening skills, environmental noise, radio protocols, and types of reports. It describes the communication cycle as having a message, sender, medium, receiver, and feedback. It emphasizes the importance of active listening skills like maintaining eye contact and not interrupting. It provides tips for overcoming environmental noise and guidelines for radio communications during emergencies. It also outlines different types of verbal and written reports like incident reports, injury reports, and morning reports that fire officers are responsible for completing.
Business Guide Final
In New York City, it is important for businesses to prepare for emergencies. The document outlines 5 steps for businesses to take: 1) assess hazards, 2) plan business continuity, 3) communicate with employees, 4) protect assets, and 5) develop emergency response plans. It provides guidance on each step, including developing evacuation plans and go bags, securing equipment, reviewing insurance, and accounting for all employees after an incident. Preparing according to these steps can help businesses stay operational after an emergency.
Business Guide Final
In New York City, it is important for businesses to prepare for emergencies. The document outlines 5 steps for businesses to take: 1) assess hazards, 2) plan business continuity, 3) communicate with employees, 4) protect assets, and 5) develop emergency response plans. It provides guidance on each step, including developing evacuation plans and go bags, securing equipment, reviewing insurance, and accounting for all employees after an incident. Preparing according to these steps can help businesses stay operational after an emergency.
2720 Ch 16 PowerPoint.pptx
This document outlines the Rules of Engagement (ROE) that were developed to minimize risk to firefighters during structural firefighting operations. It discusses 11 rules, including sizing up the tactical area, determining if lives can be saved, not risking lives for property that cannot be saved, maintaining crew integrity, awareness of conditions and air supply, reporting unsafe practices, and declaring a mayday as soon as trouble is suspected. The goals are to integrate risk assessment into decision making and support firefighter safety.
Rapid intervention teams 1 08
Needed for Bates Fire Service Students. This is an alternate location because of error messages in Bates Blackboard.
Handling Crisis: The Power of Protocol (2)
This document provides an overview of crisis communication protocols and best practices. It defines what constitutes an organizational crisis and differentiates crises from risks, disasters, and emergencies. The document outlines the typical stages of a crisis and emphasizes the importance of preparation, even for unplanned crises. It provides guidance on responding quickly while prioritizing accuracy over speed and discusses misconceptions around crisis communication. Finally, it compares crisis protocols to plans and provides elements that make for an effective protocol.
Emergency Preparation In Outdoor Education
The document discusses emergency preparedness for outdoor organizations. It provides an overview of when to call emergency services, the process for contacting 000 (Australia's emergency number), and what information is needed. It also discusses medical evacuation procedures, communicating with emergency services, and documentation after an incident.
Similar to B.i.r. and c.a.n. reports cl (20)
Assessment – SITXOHS003BStudent name ____________________________.docx
Assessment – SITXOHS003BStudent name ____________________________.docx
Matt Tidwell-Crisis communications presentation to Nonprofit Connect-Kansas City
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Cyber Incident Response - When it happens, will you be ready?
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Tl9 rt
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B.i.r. and c.a.n. reports cl
- 1. B.I.R. and C.A.N. Reports Strategies and Tactics
- 2. Incident Priorities 1. Life Safety 2. Incident Stabilization 3. Property Conservation
- 3. Initial Reporting and Dispatch Often times we get dispatched to a call based on what the PSAP receives for information. This can be at the very least incomplete and at worst incorrect. This information can be inaccurate because: Bystanders often don’t know how to describe what they are seeing, due to lack of knowledge or expertise in subject matter. They may panic and over or under exaggerate the circumstance. They could also be a 3rd or 4th party calling in for someone who had asked them for help.
- 4. The B.I.R.(Brief Initial Report) What is it and why is it important? The BIR is a depiction of the emergency on arrival, based on what you find. BIRs can range from something short to something lengthy, however some good things to include are: ❏ Who you are and or what unit you are on ❏ Updated address(if not provided or accurate by dispatch) ❏ Type of structure ❏ Condition report or description ❏ Who has Command/OIC ❏ Orders for incoming responders NOTE: This is important to manage expectations of additional responders as well as gives the dispatcher the go ahead to make notifications if a call needs to be upgraded or downgraded/
- 5. The B.I.R. (cont.) When you key the microphone to make a BIR, here are a few tips… ★ Take a deep breath ★ Key up for one second prior to speaking to open up all transmitters ★ Give the information ★ Release the microphone button ★ If needed take a pause between lengthy transmissions (some radio systems only allow transmission for a set amount of time) ★ Listen carefully as the dispatcher repeats your message to ensure accuracy
- 11. The C.A.N. Report Progress reporting on the fireground during all phases of operations relays vital information between Incident Commanders and companies operating at the incident. Incident action plans are driven by the completion of tactical objectives. Conversely, if an objective cannot be completed, the IC needs to be advised so that the safety of crews operating can be evaluated and the tactical and strategic plan can be modified. An easy way to answer or transmit a progress report is by the use of the C.A.N. report. The C.A.N. report stands for Conditions, Actions, Needs and by using this order model, the person giving the report easily identifies how well they are doing, the conditions they are facing and any support or resource needs that they have.
- 12. Conditions Examples of Conditions Where are you Any obstacles you encounter Smoke and Heat conditions Interior visability Interior Layout Fuel Loads What’s burning What’s not burning(exposures)
- 13. Actions Examples of Actions Completing assigned objective Knocking down fire Completing primary or secondary search Pulling ceiling Opening up the roof Performing salvage Fire under Control
- 14. Needs Examples of Needs Urgent Help Reinforcement Relief Support to current assignment Tools or equipment Cover other areas More line, more water More ventilation
- 15. Discussion Questions 1. In your communication system, when do progress reports take place? 2. Is there an order model used to cover information that is transmitted? 3. How are these C.A.N. reports transmitted on our fireground, who initiates them, and who receives them? 4. What should the receiver of a C.A.N. report do after a report is given? 5. Review the examples of the C.A.N. report transmissions and identify which may indicate the need to change a tactical or strategic operation. PRACTICE, PRACTICE, PRACTICE