The document outlines the procedures and objectives for conducting live fire training evolutions as a Structure Fire Control Instructor. It describes conducting settee drills to demonstrate fire behavior, and leading students through one-room, two-rooms, above-grade, and below-grade fire attacks. The instructor must ensure student and fire safety, provide instruction on techniques, and evaluate students' performance while considering their physical and emotional limits. Proper preparation, control of untenable conditions, and positive feedback are emphasized.
The document provides information for fire brigade members on firefighting equipment and techniques. It covers the components of fire, classes of fire, fire extinguishing methods, self-contained breathing apparatus, and stages of fire development. Practical firefighting skills like handling hoses and breathing apparatus are also discussed.
The presentation discusses fire fighting and prevention. It covers the importance of fire training and history, causes of fire, the fire triangle and methods of extinguishing fires. It also discusses the classification of fires, types of fire extinguishers such as CO2 and AFFF extinguishers, and how to properly use them. The success of firefighting depends on well maintained equipment, training, and knowing which type of extinguisher to use for different fire classifications.
This document outlines the objectives and procedures for conducting live fire training evolutions as a structure fire control instructor. The instructor must demonstrate the ability to lead firefighters during various fire attacks, including one-room, two-rooms, above-grade, and below-grade fires. Key responsibilities include ensuring student and firefighter safety, monitoring fire conditions, and providing effective instruction and feedback. Common pitfalls like unsafe building conditions or harsh criticism of students must be avoided.
The document provides definitions and information related to conducting live fire training evolutions according to NFPA 1403. It discusses preparing the structure and facility, including weather plans, staging areas, and fuel materials. Proper documentation of the fuel load used is required. Instructors must ensure all safety plans and requirements are followed to safely conduct live fire training.
The document provides definitions and information related to conducting live fire training evolutions according to NFPA 1403. It discusses preparing the structure and facility, including weather plans, water supply, staging areas, and evacuation signals. Acceptable fuel materials like wooden pallets are identified, along with documentation of the fuel load. Students must have prerequisite training before participating in live fires. The instructor is responsible for safety during the evolutions.
This document outlines the roles and responsibilities of various positions within an Incident Management System (IMS) for managing live fire training evolutions. It defines positions such as the Incident Commander, Safety Officer, Operations Section Officer, Logistics Section Officer, Exterior Division Officer, Interior Division Officer, and Student Group Leader. For each role, the document describes key responsibilities and how the roles coordinate within the IMS organizational structure to ensure safety and effective management of all participants during live fire training exercises.
The document outlines the incident management system (IMS) used to manage live fire training evolutions. The IMS defines specific roles including the incident commander, safety officer, operations officer, logistics officer, exterior division officer, interior division officer, and student group leader. It describes the responsibilities of each role to ensure safety and effective management of the training operation. The overall goal of using the IMS is for the instructor to manage all participants involved in the live fire training evolution.
This document outlines safety procedures that must be implemented during live structure fire control training programs. It identifies aspects of NFPA 1403 related to safety, the duties and responsibilities of the Safety Officer, and safety procedures regarding radio communications, medical requirements, weather effects, and conducting live fire training in burn buildings versus acquired structures. Case studies are presented to illustrate lessons learned.
The document provides information for fire brigade members on firefighting equipment and techniques. It covers the components of fire, classes of fire, fire extinguishing methods, self-contained breathing apparatus, and stages of fire development. Practical firefighting skills like handling hoses and breathing apparatus are also discussed.
The presentation discusses fire fighting and prevention. It covers the importance of fire training and history, causes of fire, the fire triangle and methods of extinguishing fires. It also discusses the classification of fires, types of fire extinguishers such as CO2 and AFFF extinguishers, and how to properly use them. The success of firefighting depends on well maintained equipment, training, and knowing which type of extinguisher to use for different fire classifications.
This document outlines the objectives and procedures for conducting live fire training evolutions as a structure fire control instructor. The instructor must demonstrate the ability to lead firefighters during various fire attacks, including one-room, two-rooms, above-grade, and below-grade fires. Key responsibilities include ensuring student and firefighter safety, monitoring fire conditions, and providing effective instruction and feedback. Common pitfalls like unsafe building conditions or harsh criticism of students must be avoided.
The document provides definitions and information related to conducting live fire training evolutions according to NFPA 1403. It discusses preparing the structure and facility, including weather plans, staging areas, and fuel materials. Proper documentation of the fuel load used is required. Instructors must ensure all safety plans and requirements are followed to safely conduct live fire training.
The document provides definitions and information related to conducting live fire training evolutions according to NFPA 1403. It discusses preparing the structure and facility, including weather plans, water supply, staging areas, and evacuation signals. Acceptable fuel materials like wooden pallets are identified, along with documentation of the fuel load. Students must have prerequisite training before participating in live fires. The instructor is responsible for safety during the evolutions.
This document outlines the roles and responsibilities of various positions within an Incident Management System (IMS) for managing live fire training evolutions. It defines positions such as the Incident Commander, Safety Officer, Operations Section Officer, Logistics Section Officer, Exterior Division Officer, Interior Division Officer, and Student Group Leader. For each role, the document describes key responsibilities and how the roles coordinate within the IMS organizational structure to ensure safety and effective management of all participants during live fire training exercises.
The document outlines the incident management system (IMS) used to manage live fire training evolutions. The IMS defines specific roles including the incident commander, safety officer, operations officer, logistics officer, exterior division officer, interior division officer, and student group leader. It describes the responsibilities of each role to ensure safety and effective management of the training operation. The overall goal of using the IMS is for the instructor to manage all participants involved in the live fire training evolution.
This document outlines safety procedures that must be implemented during live structure fire control training programs. It identifies aspects of NFPA 1403 related to safety, the duties and responsibilities of the Safety Officer, and safety procedures regarding radio communications, medical requirements, weather effects, and conducting live fire training in burn buildings versus acquired structures. Case studies are presented to illustrate lessons learned.
This document outlines safety procedures that must be implemented during live structure fire control training programs. It identifies aspects of NFPA 1403 related to safety, the duties and responsibilities of the Safety Officer, and safety procedures regarding radio communications, medical requirements, weather effects, and conducting live fire training in burn buildings versus acquired structures. Case studies are presented to illustrate lessons learned.
This document provides guidance on emergency evacuation planning for workplaces. It discusses the importance of evacuation planning due to the large number of occupants in modern industrial and office complexes. The key elements outlined include initial planning, jurisdiction, requirements for high-rise buildings, staff roles, means of egress, drills, and areas of refuge designation. Regular fire drills are emphasized to familiarize occupants with evacuation procedures and ensure safe evacuation.
Balaji B. Ingle is applying for the position of Safety Manager. He has over 15 years of experience in facility management, security management, and housekeeping management. His experience includes being the Facility Manager at Pranjee Garden City township in Badlapur, handling a staff of 70 people. He also has experience as a Security Officer, Housekeeping Supervisor, and in other roles. He holds a BBA degree from Himalayan Institute of Management & Technology and other qualifications. He is seeking a challenging position that allows him to apply his knowledge and skills and grow in his career.
This document provides instruction on preparing an acquired structure for live fire training exercises. It outlines the necessary permits, notifications, planning, and safety procedures that must be completed before conducting burn exercises. Key steps include obtaining owner documentation and burn permits, developing pre-burn plans, rendering the structure and site safe by removing hazards and ensuring structural integrity, and reviewing objectives to ensure all preparation requirements are met. The goal is to make the acquired structure safe for live fire training while meeting all legal and safety standards.
This document provides instruction on preparing an acquired structure for live fire training exercises. It outlines the necessary permits, notifications, planning, and safety procedures that must be completed before conducting burn evolutions. Key steps include obtaining owner documentation and burn permits, developing pre-burn plans, rendering the structure and site safe by addressing utilities, structural integrity hazards, and protecting exposures, and reviewing all permit and safety procedures have been addressed. The goal is to make the acquired structure safe for conducting live fire training simulations.
Fire Life Safety- Evacuation Drills- By Richard Garrity 2015Richard Garrity
This presentation covers high rise evacuation drills and emergency equipment storage plans. It discusses developing an emergency action plan with evacuation procedures, rally points, plans for assisting handicapped individuals, and accounting for all employees. The importance of training employees, conducting drills, and designating fire wardens is emphasized. Guidelines are provided for the roles and responsibilities of employers, as well as considerations for emergency equipment, supply kits, and storage areas.
Mock Drills in Hospitals- How to conduct mock drills?Lallu Joseph
Internal disaster management in hospitals is very critical. Hospitals need to prepared to handle emergencies and conduct regular mock drills to check the protocols, awareness of staff and also the equipment.
CATALOG OF BRAVE TRAINING SOLUTIONS TRAINING PRESENTATIONSBruce Vincent
This document provides a catalog of technical rescue and hazardous materials training presentations available from Brave Training Solutions. It lists over 30 presentations covering topics like swiftwater rescue, confined space rescue, hazardous materials awareness and operations, weapons of mass destruction, and more. Most presentations meet NFPA, OSHA, or EPA requirements and include skills testing sheets. They range from 30 to over 400 slides and estimated teaching times range from 1 to 40 hours.
Fire drills are essential for practicing evacuation procedures and ensuring employees know what to do in an emergency. They allow organizations to test evacuation routes and emergency response plans. Key aspects to conducting effective fire drills include appointing fire marshals, monitoring drills to evaluate procedures, and debriefing afterwards to identify areas for improvement. Conducting regular fire drills helps improve workplace safety by preparing employees in the event a real fire occurs.
The document provides information on several aspects of administration in an organization including:
1. Quality aspects such as ISO standards and maintaining infrastructure and work environment.
2. Emergency preparedness procedures such as fire safety, evacuation plans, and employee roles and responsibilities.
3. Latest office trends involving open floor plans, activity-based workspaces, and technology integration.
This document describes the SEEN BREAKDOWN process for performing hazard identification during work site inspections. The process uses the acronym SEEN to survey for hazards, evaluate them, examine corrective actions, and notify the immediate supervisor. It then uses the acronym BREAKDOWN to break the work area into smaller tasks, review documentation, inspect equipment and the work area, keep storage areas organized, document findings, observe crews, walk around the entire work area, and notify supervisors and crews of findings and needed corrective actions. The goal is to improve hazard recognition and safety awareness through a standardized inspection process.
The document provides information on farm safety and hazard management. It discusses identifying hazards, implementing controls like engineered, administrative and personal protective equipment, and developing a formal hazard assessment program. The steps for assessing hazards include identifying jobs, hazards, and controls. Training workers on the assessments is also emphasized. A section on working at heights recommends developing a fall management program to identify height-related jobs, the fall protection plan, equipment needs, and training workers.
This document provides an overview of building evacuations and emergencies. It defines what constitutes an emergency, outlines different types of natural and human-caused emergencies. It discusses emergency reporting and planning, and how to respond to emergency alarms. Guidelines are provided for evacuating occupants safely and efficiently, including those with special needs. Key points emphasized are remaining calm, knowing evacuation routes and plans, and thinking RED (React, Evaluate, Decide) in an emergency situation. The goal is to provide essential information to help occupants respond appropriately in an emergency for their safety and that of others.
A Safety Moment is a brief (2-5 minute) safety discussion held at the beginning of meetings or shifts to remind employees about safety. Safety Moments can cover a variety of topics and emphasize that safety is important at work, home, and in all aspects of life. When addressing unsafe behaviors with coworkers, it is best to respectfully define the problem, evaluate the cause in a non-accusatory way, and offer a safer alternative procedure or policy.
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
This document outlines fire safety management strategies. It discusses three essential elements: passive fire safety measures that are built into the structure, active measures like alarms and sprinklers, and management measures to prevent fires and ensure staff training. Emergency procedures, inspections, equipment maintenance, staff training, and record keeping are key parts of an effective fire safety program. Advance planning should also be done to minimize damage from any fires that do occur.
This document discusses trends in crisis and emergency response training. It notes that emergency work has become more frequent, expensive, demanding and complex. As a result, there is a need for new professional and managerial roles in emergency response. Training must adapt to new uncertainties like terrorism and emerging risks. It emphasizes practical training methods like exercises and scenario modeling to prepare responders. The goal is to generate a body of professional responders who can effectively involve the public and private sectors in emergency preparedness.
Safety-Moments-for-Chairs-Meetings and education designs for universitiesBakhtAzam1
This document discusses implementing a strong safety culture at universities. It provides five core institutional values for a culture of safety, including that safety is everyone's responsibility and good science is safe science. It also lists actions that deans, department chairs, faculty and students can take to support a safety culture, such as effective communication of safety's importance and ensuring proper safety training. Additionally, the document discusses controls for laboratory hazards using the hierarchy of controls model and provides information on proper personal protective equipment selection and use.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document outlines safety procedures that must be implemented during live structure fire control training programs. It identifies aspects of NFPA 1403 related to safety, the duties and responsibilities of the Safety Officer, and safety procedures regarding radio communications, medical requirements, weather effects, and conducting live fire training in burn buildings versus acquired structures. Case studies are presented to illustrate lessons learned.
This document provides guidance on emergency evacuation planning for workplaces. It discusses the importance of evacuation planning due to the large number of occupants in modern industrial and office complexes. The key elements outlined include initial planning, jurisdiction, requirements for high-rise buildings, staff roles, means of egress, drills, and areas of refuge designation. Regular fire drills are emphasized to familiarize occupants with evacuation procedures and ensure safe evacuation.
Balaji B. Ingle is applying for the position of Safety Manager. He has over 15 years of experience in facility management, security management, and housekeeping management. His experience includes being the Facility Manager at Pranjee Garden City township in Badlapur, handling a staff of 70 people. He also has experience as a Security Officer, Housekeeping Supervisor, and in other roles. He holds a BBA degree from Himalayan Institute of Management & Technology and other qualifications. He is seeking a challenging position that allows him to apply his knowledge and skills and grow in his career.
This document provides instruction on preparing an acquired structure for live fire training exercises. It outlines the necessary permits, notifications, planning, and safety procedures that must be completed before conducting burn exercises. Key steps include obtaining owner documentation and burn permits, developing pre-burn plans, rendering the structure and site safe by removing hazards and ensuring structural integrity, and reviewing objectives to ensure all preparation requirements are met. The goal is to make the acquired structure safe for live fire training while meeting all legal and safety standards.
This document provides instruction on preparing an acquired structure for live fire training exercises. It outlines the necessary permits, notifications, planning, and safety procedures that must be completed before conducting burn evolutions. Key steps include obtaining owner documentation and burn permits, developing pre-burn plans, rendering the structure and site safe by addressing utilities, structural integrity hazards, and protecting exposures, and reviewing all permit and safety procedures have been addressed. The goal is to make the acquired structure safe for conducting live fire training simulations.
Fire Life Safety- Evacuation Drills- By Richard Garrity 2015Richard Garrity
This presentation covers high rise evacuation drills and emergency equipment storage plans. It discusses developing an emergency action plan with evacuation procedures, rally points, plans for assisting handicapped individuals, and accounting for all employees. The importance of training employees, conducting drills, and designating fire wardens is emphasized. Guidelines are provided for the roles and responsibilities of employers, as well as considerations for emergency equipment, supply kits, and storage areas.
Mock Drills in Hospitals- How to conduct mock drills?Lallu Joseph
Internal disaster management in hospitals is very critical. Hospitals need to prepared to handle emergencies and conduct regular mock drills to check the protocols, awareness of staff and also the equipment.
CATALOG OF BRAVE TRAINING SOLUTIONS TRAINING PRESENTATIONSBruce Vincent
This document provides a catalog of technical rescue and hazardous materials training presentations available from Brave Training Solutions. It lists over 30 presentations covering topics like swiftwater rescue, confined space rescue, hazardous materials awareness and operations, weapons of mass destruction, and more. Most presentations meet NFPA, OSHA, or EPA requirements and include skills testing sheets. They range from 30 to over 400 slides and estimated teaching times range from 1 to 40 hours.
Fire drills are essential for practicing evacuation procedures and ensuring employees know what to do in an emergency. They allow organizations to test evacuation routes and emergency response plans. Key aspects to conducting effective fire drills include appointing fire marshals, monitoring drills to evaluate procedures, and debriefing afterwards to identify areas for improvement. Conducting regular fire drills helps improve workplace safety by preparing employees in the event a real fire occurs.
The document provides information on several aspects of administration in an organization including:
1. Quality aspects such as ISO standards and maintaining infrastructure and work environment.
2. Emergency preparedness procedures such as fire safety, evacuation plans, and employee roles and responsibilities.
3. Latest office trends involving open floor plans, activity-based workspaces, and technology integration.
This document describes the SEEN BREAKDOWN process for performing hazard identification during work site inspections. The process uses the acronym SEEN to survey for hazards, evaluate them, examine corrective actions, and notify the immediate supervisor. It then uses the acronym BREAKDOWN to break the work area into smaller tasks, review documentation, inspect equipment and the work area, keep storage areas organized, document findings, observe crews, walk around the entire work area, and notify supervisors and crews of findings and needed corrective actions. The goal is to improve hazard recognition and safety awareness through a standardized inspection process.
The document provides information on farm safety and hazard management. It discusses identifying hazards, implementing controls like engineered, administrative and personal protective equipment, and developing a formal hazard assessment program. The steps for assessing hazards include identifying jobs, hazards, and controls. Training workers on the assessments is also emphasized. A section on working at heights recommends developing a fall management program to identify height-related jobs, the fall protection plan, equipment needs, and training workers.
This document provides an overview of building evacuations and emergencies. It defines what constitutes an emergency, outlines different types of natural and human-caused emergencies. It discusses emergency reporting and planning, and how to respond to emergency alarms. Guidelines are provided for evacuating occupants safely and efficiently, including those with special needs. Key points emphasized are remaining calm, knowing evacuation routes and plans, and thinking RED (React, Evaluate, Decide) in an emergency situation. The goal is to provide essential information to help occupants respond appropriately in an emergency for their safety and that of others.
A Safety Moment is a brief (2-5 minute) safety discussion held at the beginning of meetings or shifts to remind employees about safety. Safety Moments can cover a variety of topics and emphasize that safety is important at work, home, and in all aspects of life. When addressing unsafe behaviors with coworkers, it is best to respectfully define the problem, evaluate the cause in a non-accusatory way, and offer a safer alternative procedure or policy.
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
This document outlines fire safety management strategies. It discusses three essential elements: passive fire safety measures that are built into the structure, active measures like alarms and sprinklers, and management measures to prevent fires and ensure staff training. Emergency procedures, inspections, equipment maintenance, staff training, and record keeping are key parts of an effective fire safety program. Advance planning should also be done to minimize damage from any fires that do occur.
This document discusses trends in crisis and emergency response training. It notes that emergency work has become more frequent, expensive, demanding and complex. As a result, there is a need for new professional and managerial roles in emergency response. Training must adapt to new uncertainties like terrorism and emerging risks. It emphasizes practical training methods like exercises and scenario modeling to prepare responders. The goal is to generate a body of professional responders who can effectively involve the public and private sectors in emergency preparedness.
Safety-Moments-for-Chairs-Meetings and education designs for universitiesBakhtAzam1
This document discusses implementing a strong safety culture at universities. It provides five core institutional values for a culture of safety, including that safety is everyone's responsibility and good science is safe science. It also lists actions that deans, department chairs, faculty and students can take to support a safety culture, such as effective communication of safety's importance and ensuring proper safety training. Additionally, the document discusses controls for laboratory hazards using the hierarchy of controls model and provides information on proper personal protective equipment selection and use.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Post fire procedures
1. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 11
CONDUCTING LIVE FIRECONDUCTING LIVE FIRE
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
& POST-FIRE& POST-FIRE
PROCEDURESPROCEDURES
2. TEMINAL PERFORMANCETEMINAL PERFORMANCE
OBJECTIVESOBJECTIVES
The student shallThe student shall
demonstrate the ability todemonstrate the ability to
lead groups of firefighterslead groups of firefighters
during live structure fireduring live structure fire
control training evolutions.control training evolutions.
3. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 33
ENABLING OBJECTIVESENABLING OBJECTIVES
Identify and describe instructor traitsIdentify and describe instructor traits
and attitudes that may impact his/herand attitudes that may impact his/her
ability to communicate with students.ability to communicate with students.
Demonstrate the ability to conduct aDemonstrate the ability to conduct a
settee.settee.
Demonstrate the ability to leadDemonstrate the ability to lead
firefighters during a one-room-and-firefighters during a one-room-and-
contents fire attack.contents fire attack.
4. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 44
ENABLING OBJECTIVESENABLING OBJECTIVES
Demonstrate the ability to lead firefightersDemonstrate the ability to lead firefighters
during a two-rooms-and-contents fire attack.during a two-rooms-and-contents fire attack.
Demonstrate the ability to lead firefightersDemonstrate the ability to lead firefighters
during an above-grade fire attack.during an above-grade fire attack.
Demonstrate the ability to lead firefightersDemonstrate the ability to lead firefighters
during a below-grade fire attack.during a below-grade fire attack.
Describe and demonstrate appropriate post-Describe and demonstrate appropriate post-
burn procedures for acquired structures.burn procedures for acquired structures.
5. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 55
STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR
TRAITS & ATTITUDESTRAITS & ATTITUDES
-Must be able to maintain control of-Must be able to maintain control of
themselves & their studentsthemselves & their students
-Must demonstrate the ability to get-Must demonstrate the ability to get
correct information across to eachcorrect information across to each
studentstudent
-Comfortable talking to people-Comfortable talking to people
-Help each student understand the-Help each student understand the
informationinformation
-Don’t overwhelm your students-Don’t overwhelm your students
-Give them the best training you-Give them the best training you
would wantwould want
6. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 66
STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR
TRAITS & ATTITUDESTRAITS & ATTITUDES
The SFCI shall be well versed in fireThe SFCI shall be well versed in fire
behavior and techniques for controllingbehavior and techniques for controlling
structural firesstructural fires
Be preparedBe prepared
Instructing is more than just leading a groupInstructing is more than just leading a group
into the buildinginto the building
Use provided teaching points to aid studentsUse provided teaching points to aid students
7. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 77
STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR
THINGS TO PREPARE FORTHINGS TO PREPARE FOR
Student DispositionStudent Disposition
Are they able to complete the burnAre they able to complete the burn
evolution?evolution?
Are they showing signs of impendingAre they showing signs of impending
medical or emotional problems?medical or emotional problems?
Do they have the proper training to completeDo they have the proper training to complete
the exercise?the exercise?
8. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 88
STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR
THINGS TO PREPARE FORTHINGS TO PREPARE FOR
Fire ConditionsFire Conditions
Are the conditions untenable for the students?Are the conditions untenable for the students?
Have building conditions changed since the start ofHave building conditions changed since the start of
the evolution?the evolution?
Student AccountabilityStudent Accountability
Where are your students?Where are your students?
Do you have all of your group members?Do you have all of your group members?
Stay with your students in and out of the buildingStay with your students in and out of the building
9. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 99
STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR
THINGS TO PREPARE FORTHINGS TO PREPARE FOR
Building Layout andBuilding Layout and
SetupSetup
Where are the fire setsWhere are the fire sets
located?located?
What are theWhat are the
emergency escapeemergency escape
locations?locations?
What are theWhat are the
emergency exitemergency exit
warning signals?warning signals?
10. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1010
AVOIDAVOID
INSTRUCTORINSTRUCTOR
PITFALLSPITFALLS
11. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1111
INSTRUCTOR PITFALLSINSTRUCTOR PITFALLS
UNTENABLE BUILDING CONDITIONSUNTENABLE BUILDING CONDITIONS
Fire sets should be no larger than theFire sets should be no larger than the
building can withstandbuilding can withstand
Acquired structures can flashoverAcquired structures can flashover
Extreme heat can cause serious injury orExtreme heat can cause serious injury or
even deatheven death
Excessive heat can damage equipmentExcessive heat can damage equipment
12. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1212
INSTRUCTOR PITFALLSINSTRUCTOR PITFALLS
DEALING WITH STUDENTS MISTAKESDEALING WITH STUDENTS MISTAKES
Yelling at a student doesn’t create positiveYelling at a student doesn’t create positive
behavior changesbehavior changes
Causes student to have bad experienceCauses student to have bad experience
May encourage them not to attend future trainingMay encourage them not to attend future training
activitiesactivities
Take a break if you are upset:Take a break if you are upset:
Go to the command post and discuss error with IC orGo to the command post and discuss error with IC or
Ops OfficerOps Officer
Meet with the team or individual later toMeet with the team or individual later to
discuss the evolutiondiscuss the evolution
13. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1313
INSTRUCTOR PITFALLSINSTRUCTOR PITFALLS
DEALING WITH STUDENTS MISTAKESDEALING WITH STUDENTS MISTAKES
POST-FIRE CRITIQUEPOST-FIRE CRITIQUE
Ask students to tell you:Ask students to tell you:
what went rightwhat went right
what went wrongwhat went wrong
Always give students positive feedbackAlways give students positive feedback
14. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1414
INSTRUCTOR PITFALLSINSTRUCTOR PITFALLS
DEALING WITH STUDENTS MISTAKESDEALING WITH STUDENTS MISTAKES
Don’t demean a student or group ofDon’t demean a student or group of
studentsstudents
makes you look badmakes you look bad
people will lose respect for youpeople will lose respect for you
Most students will look to you as aMost students will look to you as a
professional instructorprofessional instructor
their actions will hinge on your every wordtheir actions will hinge on your every word
15. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1515
INSTRUCTOR PITFALLSINSTRUCTOR PITFALLS
DEALING WITH STUDENTS MISTAKESDEALING WITH STUDENTS MISTAKES
Always present the “model” exampleAlways present the “model” example
Your actions will reflect in your studentsYour actions will reflect in your students
Avoid excessive taunting of otherAvoid excessive taunting of other
instructors if they must exit andinstructors if they must exit and
evolution ( may prompt person to workevolution ( may prompt person to work
beyond their limits )beyond their limits )
16. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1616
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
EVOLUTIONSEVOLUTIONS
17. STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
EVOLUTIONSEVOLUTIONS
A structure fire control class isA structure fire control class is
usually made up of several evolutionsusually made up of several evolutions
that allow students the opportunity tothat allow students the opportunity to
operate as members of a team tooperate as members of a team to
control one-room-and-contents & two-control one-room-and-contents & two-
rooms-and-contents fires.rooms-and-contents fires.
18. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1818
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
EVOLUTIONSEVOLUTIONS
Drills allowDrills allow
students amplestudents ample
opportunities to:opportunities to:
– Operate the nozzleOperate the nozzle
– Work inWork in
supporting rolessupporting roles
19. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 1919
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
EVOLUTIONSEVOLUTIONS
SetteeSettee
One-room-and-One-room-and-
contents firecontents fire
Two-rooms-and-Two-rooms-and-
contents firecontents fire
Above-grade fireAbove-grade fire
Below-grade fireBelow-grade fire
20. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2020
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
SETTEE (LIVE FIRE BEHAVIOR)SETTEE (LIVE FIRE BEHAVIOR)
All participants wear full PPEAll participants wear full PPE
Students shall hook up air when directed by instructorStudents shall hook up air when directed by instructor
Students shall remain in all PPE through-out theStudents shall remain in all PPE through-out the
evolutionevolution
Bring students into large roomBring students into large room
May have to do two settees to accommodate number ofMay have to do two settees to accommodate number of
studentsstudents
Ensure students are aware of escape planEnsure students are aware of escape plan
21. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2121
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
SETTEE (LIVE FIRE BEHAVIOR)SETTEE (LIVE FIRE BEHAVIOR)
Limit fire load (5-7Limit fire load (5-7
pallets) so:pallets) so:
Injuries are preventedInjuries are prevented
Equipment is notEquipment is not
damageddamaged
ISO ensures fire loadISO ensures fire load
limitslimits
Instructor reviewsInstructor reviews
basic fire behaviorbasic fire behavior
Stages of fireStages of fire
Thermal layeringThermal layering
Heat transmissionHeat transmission
Flashover/backdraftFlashover/backdraft
conditionsconditions
States of fuelStates of fuel
Products ofProducts of
combustioncombustion
22. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2222
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
SETTEE (LIVE FIRE BEHAVIOR)SETTEE (LIVE FIRE BEHAVIOR)
Discuss nozzleDiscuss nozzle
control techniquescontrol techniques
Ensure everyone’s airEnsure everyone’s air
is connected beforeis connected before
lighting firelighting fire
All non-essentialAll non-essential
personnel must leavepersonnel must leave
23. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2323
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
SETTEE (LIVE FIRE BEHAVIOR)SETTEE (LIVE FIRE BEHAVIOR)
Ignition phaseIgnition phase
developmentdevelopment
Growth phaseGrowth phase
developmentdevelopment
Conditions that lead toConditions that lead to
flashover & fullyflashover & fully
developed phasedeveloped phase
Conditions that lead toConditions that lead to
decay phasedecay phase
Once fire is started, point out:Once fire is started, point out:
24. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2424
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
SETTEE (LIVE FIRE BEHAVIOR)SETTEE (LIVE FIRE BEHAVIOR)
Have experiencedHave experienced
instructor operateinstructor operate
nozzlenozzle
Students are taught toStudents are taught to
use straight streamuse straight stream
Check for extension inCheck for extension in
acquired structureacquired structure
Students exit afterStudents exit after
setteesettee
25. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2525
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
ONE-ROOM-AND-CONTENTSONE-ROOM-AND-CONTENTS
Student enters room with instructor & extinguishes smallStudent enters room with instructor & extinguishes small
fire setfire set
Discuss fire characteristicsDiscuss fire characteristics
Be aware of group members physical & emotionalBe aware of group members physical & emotional
conditioncondition
Ensure each group member completes taskEnsure each group member completes task
Students should attack this fire on your command.Students should attack this fire on your command.
Take time and teach, allow for to rebuild if necessary.Take time and teach, allow for to rebuild if necessary.
While staged for this, discuss initial line placement andWhile staged for this, discuss initial line placement and
caution about correctly checking nozzle and not crawlingcaution about correctly checking nozzle and not crawling
under fire.under fire.
26. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2626
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
TWO-ROOMS-AND-CONTENTSTWO-ROOMS-AND-CONTENTS
Burn buildings onlyBurn buildings only
Student enters first room with instructor &Student enters first room with instructor &
extinguishes fireextinguishes fire
Backs out after knockdownBacks out after knockdown
Each group member must completeEach group member must complete
evolutionevolution
Be aware of group members physical &Be aware of group members physical &
emotional conditionemotional condition
27. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2727
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
TWO-ROOMS-AND-CONTENTSTWO-ROOMS-AND-CONTENTS
Ensure each group member completesEnsure each group member completes
tasktask
Students should now begin to attack fireStudents should now begin to attack fire
at their own discretion. Just coach them.at their own discretion. Just coach them.
While staged for this, discuss readingWhile staged for this, discuss reading
smokesmoke
Also, discuss the need for a line to beAlso, discuss the need for a line to be
placed to protect the stairwell.placed to protect the stairwell.
28. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2828
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
ABOVE-GRADE FIREABOVE-GRADE FIRE
Only in buildings designed to handle these firesOnly in buildings designed to handle these fires
Advance up stairs or ladderAdvance up stairs or ladder
Student enters room with instructor &Student enters room with instructor &
extinguishes fireextinguishes fire
Each group member must complete evolutionEach group member must complete evolution
Be aware of group members physical & emotionalBe aware of group members physical & emotional
conditioncondition
Ensure each group member completes taskEnsure each group member completes task
29. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 2929
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
BELOW-GRADE FIREBELOW-GRADE FIRE
Only in buildings designed to handle theseOnly in buildings designed to handle these
firesfires
Advance down stairsAdvance down stairs
Student enters room with instructor &Student enters room with instructor &
extinguishes fireextinguishes fire
Each group member must complete evolutionEach group member must complete evolution
Be aware of group members physical conditionBe aware of group members physical condition
Ensure each group member completes taskEnsure each group member completes task
30. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3030
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Class-A Burn Building OverhaulClass-A Burn Building Overhaul
Prior to clean-up (overhaul) the I.C. shallPrior to clean-up (overhaul) the I.C. shall
ensure the following:ensure the following:
All fire are extinguishedAll fire are extinguished
Building conditions are tenableBuilding conditions are tenable
All instructors and students are in theAll instructors and students are in the
appropriate PPEappropriate PPE
31. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3131
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Class-B Burn Building EvolutionsClass-B Burn Building Evolutions
Class B Buildings use the sameClass B Buildings use the same
evolutions as other structural burnsevolutions as other structural burns
Fire in controlled either by sensors orFire in controlled either by sensors or
prop operatorprop operator
Instructor must be able to paint a visualInstructor must be able to paint a visual
picture to students and relate thepicture to students and relate the
difference between evolutions and Classdifference between evolutions and Class
A fireA fire
Can be a safe and effective teaching toolCan be a safe and effective teaching tool
if used properlyif used properly
32. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3232
Prior burning down the structure the IC shall ensurePrior burning down the structure the IC shall ensure
the following:the following:
Minimum hand lines are in place on the exteriorMinimum hand lines are in place on the exterior
of the structure.of the structure.
4- 1.75” Hand lines4- 1.75” Hand lines
2- 2.5” Hand lines2- 2.5” Hand lines
Sufficient personnel in place to operate the handSufficient personnel in place to operate the hand
lineslines
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Acquired Structure Burn DownAcquired Structure Burn Down
33. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3333
Instructor shall ensure that each line isInstructor shall ensure that each line is
operated only when necessary.operated only when necessary.
Ensure that exposures are protectedEnsure that exposures are protected
Instructor assigned to each hand lineInstructor assigned to each hand line
This includes other structuresThis includes other structures
Power linesPower lines
Apparatus and equipmentApparatus and equipment
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Acquired Structure Burn DownAcquired Structure Burn Down
34. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3434
STRUCTURE FIRE CONTROLSTRUCTURE FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Acquired Structure Burn DownAcquired Structure Burn Down
The instructor shall talk to the team aboutThe instructor shall talk to the team about
the following conditions:the following conditions:
Smoke and Fire ConditionsSmoke and Fire Conditions
Flashover RecognitionFlashover Recognition
Structural IntegrityStructural Integrity
Exposure ProtectionExposure Protection
Defensive OperationsDefensive Operations
35. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3535
STRUCTURAL FIRE CONTROLSTRUCTURAL FIRE CONTROL
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
Each group leader has the responsibility of safetyEach group leader has the responsibility of safety
for their teamfor their team
The team leader shall be a qualified instructor inThe team leader shall be a qualified instructor in
live fire evolutionslive fire evolutions
Instructor & student free-lancing will not beInstructor & student free-lancing will not be
toleratedtolerated
Instructors must keep up with evolution rotationsInstructors must keep up with evolution rotations
Always be prepared for the worse case scenarioAlways be prepared for the worse case scenario
and the small stuff will be easily handledand the small stuff will be easily handled
Instructors need to stay with their groups andInstructors need to stay with their groups and
discuss teaching points throughout the daydiscuss teaching points throughout the day
36. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3636
POST-BURN PROCEDURESPOST-BURN PROCEDURES
Account for all personnelAccount for all personnel
Overhaul remaining firesOverhaul remaining fires
Inspect building for stability/hazardsInspect building for stability/hazards
Prepare records & reportsPrepare records & reports
Release property back to ownerRelease property back to owner
37. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3737
REVIEW ENABLING OBJECTIVESREVIEW ENABLING OBJECTIVES
We have identified and describedWe have identified and described
instructor traits and attitudes that mayinstructor traits and attitudes that may
impact his/her ability to communicateimpact his/her ability to communicate
with students.with students.
We have demonstrated the ability toWe have demonstrated the ability to
conduct a settee.conduct a settee.
We have demonstrated the ability to leadWe have demonstrated the ability to lead
firefighters during a one-room-and-firefighters during a one-room-and-
contents fire attack.contents fire attack.
38. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3838
REVIEW ENABLING OBJECTIVESREVIEW ENABLING OBJECTIVES
We have demonstrated the ability to leadWe have demonstrated the ability to lead
firefighters during a two-rooms-and-contentsfirefighters during a two-rooms-and-contents
fire attack.fire attack.
We have demonstrated the ability to leadWe have demonstrated the ability to lead
firefighters during an above-grade fire attack.firefighters during an above-grade fire attack.
We have demonstrated the ability to leadWe have demonstrated the ability to lead
firefighters during a below-grade fire attack.firefighters during a below-grade fire attack.
We have described & demonstratedWe have described & demonstrated
appropriate post-burn procedures for acquiredappropriate post-burn procedures for acquired
structures.structures.
39. STRUCTURE FIRE CONTROL INSTRUCTORSTRUCTURE FIRE CONTROL INSTRUCTOR 3939
END OF SECTIONEND OF SECTION
ONON
CONDUCTING LIVE FIRECONDUCTING LIVE FIRE
TRAINING EVOLUTIONSTRAINING EVOLUTIONS
& POST-FIRE& POST-FIRE
PROCEDURESPROCEDURES