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Fire and emergency management/Fire instructor II/Instructional development

Terminal objective- create a lesson plan given, a topic, audience characteristics and a standard lesson plan format, so that job performance requirements for the topic are meet, and the plan includes learning objectives, lesson outline, course material, instructional aids, and an evaluation plan.

Enabling objectives Knowledge of: •	Lesson plans •	Components of learning objectives •	Instructional methods and techniques •	Characteristics of adult learners •	Types and application of instructional media •	Evaluation techniques

Enabling Objectives Skills in: •	Basic research •	Using job performance requirements to develop behavioral objectives •	Student needs assessment •	Development of instructional media •	Outlining techniques •	Evaluation techniques •	Resource needs analysis

Terminal Objective- Modify an existing lesson plan given, a topic, audience characteristics and a standard lesson plan format, so that job performance requirements for the topic are meet, and the plan includes learning objectives, lesson outline, course material, instructional aids, and an evaluation plan.

Enabling objectives Knowledge of: •	Lesson plans •	Components of learning objectives •	Instructional methods and techniques •	Characteristics of adult learners •	Types and application of instructional media •	Evaluation techniques

Enabling Objectives Skills in: •	Basic research •	Using job performance requirements to develop behavioral objectives •	Student needs assessment •	Development of instructional media •	Outlining techniques •	Evaluation techniques •	Resource needs analysis


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Fire and emergency management/Fire instructor II/Program management

Terminal Objective- Schedule instructional sessions, resources, staff, facilities, and timeline for delivery

Enabling Objective •	Understand departmental policy •	Scheduling processes •	Supervision techniques •	Resource management

Terminal Objective- Formulate budget needs given, training goals, budget policy, current resources, so that the resources meet training goals are identified and documented

Enabling Objective •	Agency budget policy •	Resource management •	Needs analysis •	Sources of instructional materials •	Equipment

Terminal objective- Acquire training resources given, an identified need, timelines, budget constraints, agency policy Enabling Objective •	Agency policy •	Purchasing policy •	Budget management •	Forms completion

Terminal Objective- Coordinate training record keeping given, training forms, departmental policy, and training activity, so that all agency and legal requirements are meet Enabling Objective •	Record keeping process •	Laws affecting records and disclosure of training information •	Professional standards •	Record auditing procedures

Terminal objective- Evaluate instructors given, evaluation forms, departmental policy, and job performance requirements, so that evaluations identify areas of strength and weakness, recommends changes in style and communication methods, provides opportunity for feedback to the evaluator Enabling Objective •	Personnel evaluation methods •	Supervision techniques •	Department policy •	Effective instructional methods and techniques •	Coaching and observation techniques •	Completion of evaluation forms

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Fire and emergency management/Fire officer II

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Human Resource Management

Community and Government Relations

Administration

Inspections and Investigations

Emergency Services Delivery

Health and Safety

Cognitive Applications

Psychomotor Applications

Additional Training Materials


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Materials Science and Engineering/Doctoral review questions/Daily Discussion Topics/01172008

Silicide
Motivation to use silicide:
 * 1) Diffusion barrier
 * 2) Low contact resistance
 * The contact resistance is determined by the work function difference
 * A silicide reduces the contact resistance
 * The basis of the work function and conductivity are different

Transition Metals
Transition metals commonly refers to any element in the d-block of the periodic table, including zinc, cadmium and mercury. This corresponds to groups 3 to 12 on the periodic table.

Properties
Transition elements tend to have high tensile strength, density and melting and boiling points. As with many properties of transition metals, this is due to d orbital electrons' ability to delocalise within the metal lattice. In metallic substances, the more electrons shared between nuclei, the stronger the metal.

There are several common characteristic properties of transition elements:

 * They often form colored compounds.
 * They can have a variety of different oxidation states.
 * At least one of their compounds has an incomplete d-electron subshell.
 * They are often good catalysts.
 * They are silvery-blue at room temperature (except copper and gold).
 * They are solids at room temperature (except mercury).
 * They form complex ions (aqua ions included).
 * They are often paramagnetic.

Work Function
The work function is the minimum energy (usually measured in electron volts) needed to remove an electron from a solid to a point immediately outside the solid surface (or energy needed to move an electron from the Fermi energy level into vacuum). Here "immediately" means that the final electron position is far from the surface on the atomic scale but still close to the solid on the macroscopic scale. The work function is an important property of metals. The magnitude of the work function is usually about a half of the ionization energy of a free atom of the metal.

Ionization Energy

The ionization potential, ionization energy or $$E_I$$ of an atom or molecule is the energy required to remove one mole of electrons from one mole of isolated gaseous atoms or ions. More generally, the nth ionization energy is the energy required to strip it of an nth mole of electrons after the first n − 1 mole of electrons have already been removed. It is considered in physical chemistry as a measure of the "reluctance" of an atom or ion to surrender an electron, or the "strength" by which the electron is bound; the greater the ionization energy, the more difficult it is to remove an electron. The ionization potential is an indicator of the reactivity of an element. Elements with a low ionization energy tend to be reducing agents and to form salts.

Alkali Metals
The alkaline metals are a series of elements comprising Group 1 (IUPAC style) of the periodic table: Lithium (Li),sodium (Na), potassium (K), rubidium (Rb), cesium (Cs), and francium (Fr). (Note that hydrogen, although nominally also a member of Group 1, very rarely exhibits behavior comparable to the alkali metals). The alkali metals provide one of the best examples of group trends in properties in the periodic table, with well characterized homologous behavior down the group.

The alkali metals are all highly reactive and are rarely found in elemental form in nature. As a result, in the laboratory they are stored under mineral oil. They also tarnish easily and have low melting points and densities. Potassium and rubidium possess a weak radioactive characteristic (harmless) due to the presence of long duration radioactive isotopes.

The alkali metals are silver-colored (cesium has a golden tinge), soft, low-density metals, which react readily with halogens to form ionic salts, and with water to form strongly alkaline (basic) hydroxides. These elements all have one electron in their outermost shell, so the energetically preferred state of achieving a filled electron shell is to lose one electron to form a singly charged positive ion, or cation.

Hydrogen, with a solitary electron, is usually placed at the top of Group 1 of the periodic table, but it is not considered an alkali metal; rather it exists naturally as a diatomic gas. Removal of its single electron requires considerably more energy than removal of the outer electron for the alkali metals. As in the halogens, only one additional electron is required to fill in the outermost shell of the hydrogen atom, so hydrogen can in some circumstances behave like a halogen, forming the negative hydride ion. Binary compounds of hydride with the alkali metals and some transition metals have been prepared. Under extremely high pressure, such as is found at the core of Jupiter, hydrogen does become metallic and behaves like an alkali metal; see metallic hydrogen.

Alkali metals have the lowest ionization potentials in their respective periods, as removing the single electron from the outermost shell gives them the stable inert gas configuration. But their second ionization potentials are very high, as removing an electron from a species having a noble gas configuration is very difficult.

Alkali metals are famous for their vigorous reactions with water, and these reactions become increasingly violent as one moves down the group. The reaction with water is as follows:

Alkali metal + water → Alkali metal hydroxide + hydrogen gas

Metal-Oxide-Semiconductor Structure

A traditional metal–oxide–semiconductor (MOS) structure is obtained by depositing a layer of silicon dioxide (SiO2) and a layer of metal (polycrystalline silicon is commonly used instead of metal) on top of a semiconductor die. As the silicon dioxide is a dielectric material its structure is equivalent to a planar capacitor, with one of the electrodes replaced by a semiconductor.

When a voltage is applied across a MOS structure, it modifies the distribution of charges in the semiconductor. If we consider a P-type semiconductor (with NA the density of acceptors, p the density of holes; p = NA in neutral bulk), a positive voltage, VGB, from gate to body (see figure) creates a depletion layer by forcing the positively charged holes away from the gate-insulator/semiconductor interface, leaving exposed a carrier-free region of immobile, negatively charged acceptor ions. See doping (semiconductor). If VGB is high enough, a high concentration of negative charge carriers forms in an inversion layer located in a thin layer next to the interface between the semiconductor and the insulator. (Unlike the MOSFET, discussed below, where the inversion layer electrons are supplied rapidly from the source/drain electrodes, in the MOS capacitor they are produced much more slowly by thermal generation through carrier generation and recombination centers in the depletion region.) Conventionally, the gate voltage at which the volume density of electrons in the inversion layer is the same as the volume density of holes in the body is called the threshold voltage.

This structure with P-type body is the basis of the N-type MOSFET, which requires the addition of an N-type source and drain regions.

Gate Material
The primary criterion for the gate material is that it is a good conductor. Highly-doped polycrystalline silicon is an acceptable, but certainly not ideal conductor, and it also suffers from some more technical deficiencies in its role as the standard gate material. Nevertheless, there are several reasons favoring use of polysilicon as a gate material:

 * 1) The threshold voltage (and consequently the drain to source on-current) is modified by the work function difference between the gate material and channel material. Because polysilicon is a semiconductor, its work function can be modulated by adjusting the type and level of doping. Furthermore, because polysilicon has the same bandgap as the underlying silicon channel, it is quite straightforward to tune the work function, so as to achieve low threshold voltages for both NMOS and PMOS devices. By contrast the work functions of metals are not easily modulated, so tuning the work function to obtain low threshold voltages becomes a significant challenge. Additionally, obtaining low threshold devices on both PMOS and NMOS devices would likely require the use of different metals for each device type, introducing additional complexity to the fabrication process.
 * 2) The Silicon-SiO2 interface has been well studied and is known to have relatively few defects. By contrast many metal–insulator interfaces contain significant levels of defects which can lead to fermi-level pinning, charging, or other phenomena that ultimately degrade device performance.
 * 3) In the MOSFET IC fabrication process, it is preferable to deposit the gate material prior to certain high-temperature steps in order to make better performing transistors. Such high temperature steps would melt some metals, limiting the types of metals that could be used in a metal-gate based process.

While polysilicon gates have been the defacto standard for the last twenty years, they do have some disadvantages, which have led to the announcement of their replacement by metal gates. These disadvantages include:

 * 1) Polysilicon is not a great conductor (approximately 1000 times more resistive than metals) which reduces the signal propagation speed through the material. The resistivity can be lowered by increasing the level of doping, but even highly doped polysilicon is not as conductive as most metals. In order to improve conductivity further, sometimes a high temperature metal such as tungsten, titanium, cobalt, and more recently nickel, is alloyed with the top layers of the polysilicon. Such a blended material is called silicide. The silicide-polysilicon combination has better electrical properties than polysilicon alone and still does not melt in subsequent processing. Also the threshold voltage is not significantly higher than polysilicon alone, because the silicide material is not near the channel. The process in which silicide is formed on both the gate electrode and the source and drain regions is sometimes called salicide, self-aligned silicide.
 * 2) When the transistors are extremely scaled down, it is necessary to make the gate dielectric layer very thin, around 1 nm in state-of-the-art technologies. A phenomenon observed here is the so-called poly depletion, where a depletion layer is formed in the gate polysilicon layer next to the gate dielectric when the transistor is in the inversion. To avoid this problem a metal gate is desired. A variety of metal gates such as tantalum, tungsten, tantalum nitride, and titanium nitride are used, usually in conjunction with high-k dielectrics. An alternative is to use fully-silicided polysilicon gates, and the process is referred to as FUSI.

Multigate Device
A multigate device or Multigate Field Effect Transistor(MuGFET) refers to a MOSFET which incorporates more than one gate into a single device. The multiple gates may be controlled by a single gate electrode, wherein the multiple gate surfaces act electrically a single gate, or by independent gate electrodes. A multigate device employing independent gate electrodes is sometimes called a Multiple Independent Gate Field Effect Transistor or MIGFET. Multigate transistors are one of several strategies being developed by CMOS semiconductor manufacturers to create ever-smaller microprocessors and memory cells, colloquially referred to as extending Moore's Law. Development efforts into multigate transistors have been reported by AMD, Hitachi, IBM, Infineon, Intel, TSMC, UC Berkeley and others and the ITRS predicts that such devices will be the cornerstone of sub-32 nm technologies. The primary roadblock to widespread implementation is manufacturability, as both planar and non-planar designs present significant challenges, especially with respect to lithography and patterning. Other complementary strategies for device scaling include channel strain engineering, silicon-on-insulator-based technologies, and high-k/metal gate materials.

FinFET
The term FinFET was coined by University of California, Berkeley researchers to describe a nonplanar, double-gate transistor built on an SOI susbtrate, based on the earlier DELTA (single-gate) transistor design. The distinguishing characteristic of the FinFET is that the conducting channel is wrapped around a thin silicon "fin", which forms the body of the device. The dimensions of the fin determine the effective channel length of the device.

In current usage the term FinFET has a less precise definition. Among microprocessor manufacturers, AMD, IBM, and Motorola describe their double-gate development efforts as FinFET development whereas Intel avoids using the term to describe their closely related tri-gate[1] architecture. In the technical literature, FinFET is used somewhat generically to describe any fin-based, multigate transistor architecture regardless of number of gates.

A 25-nm transistor operating on just 0.7 Volt was demonstrated in December 2002 by Taiwan Semiconductor Manufacturing Company. The "Omega FinFET" design, named after the similarity between the Greek letter "Omega" and the shape in which the gate wraps around the source/drain structure, has a gate delay of just 0.39 picosecond (ps) for the N-type transistor and 0.88 ps for the P-type.

Plasma Etching
Plasma etching is a form of plasma processing in which a high-speed stream of plasma is shot (in pulses) at a sample. The atoms of the shot element embed themselves at or just below the surface of the target. The physical properties of the target are modified in the process. Plasma systems ionize a variety of source gases in a vacuum system by using RF excitations. The frequency of operation of the RF power source is frequently of 13.56 MHz, chosen by the Federal Communications Commission (FCC) for industrial and scientific use. Nevertheless, it can be used lower frequencies (kilohertz) or higher (microwave). The mode of operation of the plasma system change if the operating pressure change. Also, it is different for different structures of the reaction chamber. Standard plasma etching work with very high pressures. In the simple case, the electrode structure is symmetrical, and the sample is placed upon the grounded electrode. Free radicals such as fluorine or chlorine are created in the plasma and react at the sample surface.

Deep Reactive-Ion Etching

Deep reactive-ion etching (DRIE) is a highly anisotropic etch process used to create deep, steep-sided holes and trenches in wafers, with aspect ratios of 20:1 or more. It was developed for microelectromechanical systems (MEMS), which require these features, but is also used to excavate trenches for high-density capacitors for DRAM.

There are two main technologies for high-rate DRIE: cryogenic and Bosch. Both Bosch and cryo processes can fabricate 90° (truly vertical) walls, but often the walls are slightly tapered, e.g. 88° or 92° ("retrograde").

Another mechanism is sidewall passivation: SiOxFy functional groups (which originate from sulphur hexafluoride and oxygen etch gases) condensate on the sidewalls, and protect them from lateral etching. As a combination of these processes deep vertical structures can be made.

Bosch Process
The Bosch process, also known as pulsed or time-multiplexed etching, alternates repeatedly between two modes to achieve nearly vertical structures.

1. A standard, nearly isotropic plasma etch. The plasma contains some ions, which attack the wafer from a nearly vertical direction. (For silicon, this often uses sulfur hexafluoride [SF6].)

2. Deposition of a chemically inert passivation layer. (For instance, C4F8 source gas yields a substance similar to Teflon.)

Each phase lasts for several seconds. The passivation layer protects the entire substrate from further chemical attack and prevents further etching. However, during the etching phase, the directional ions that bombard the substrate attack the passivation layer at the bottom of the trench (but not along the sides). They collide with it and sputter it off, exposing the substrate to the chemical etchant.

These etch/deposit steps are repeated many times over resulting in a large number of very small isotropic etch steps taking place only at the bottom of the etched pits. To etch through a 0.5 mm silicon wafer, for example, 100–1000 etch/deposit steps are needed. The two-phase process causes the sidewalls to undulate with an amplitude of about 100–500 nm. The cycle time can be adjusted: short cycles yield smoother walls, and long cycles yield a higher etch rate.

Applications
RIE "deepness" depends on application:

 * in DRAM memory circuits, capacitor trenches may be 10–20 µm deep,
 * in MEMS, DRIE is used for anything from a few micrometers to 0.5 mm.

What distinguishes DRIE from RIE is etch depth: Practical etch depths for RIE (as used in IC manufacturing) would be limited to around 10µm at a rate up to 1µm/min, while DRIE can etch featues much greater, up to 600µm or more with rates up to 20µ/min.

DRIE of glass requires high plasma power, which makes it difficult to find suitable mask materials for truly deep etching. Polysilicon and nickel are used successfully for 10–50 µm etched depths. In DRIE of polymers, Bosch process with alternating steps of oxygen etching and C4F8 passivation take place. Metal masks can be used.


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Fire and emergency management/Fire officer II/Additional training materials

Additional Training Materials

 * [[Media:FO-II_sg.pdf|DoD Fire Officer II Study Guide]]


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Fire and emergency management/Fire Officer III

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Human Resource Management

Community and Government Relations

Administration

Inspections and Investigations

Emergency Services Delivery

Health and Safety

Cognitive Applications

Psychomotor Applications

Additional Training Materials


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Fire and emergency management/Fire officer III/Additional training materials

Additional Training Materials

 * [[Media:Fire_Officer_III_Study_Guide.pdf|DoD Fire Officer III Student Guide]]


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Fire and emergency management/Fire officer IV

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Human Resource Management

Community and Government Relations

Administration

Inspections and Investigations

Emergency Services Delivery

Health and Safety

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Fire officer IV/Administration

This duty involves long-range planning and fiscal projections, according to the following job performance requirements.

Learning Objectives:
Terminal Objective: Given community requirements, current department status, and resources, develop a comprehensive long-range plan, so that the projected needs of the community are met.

Enabling Objectives:
 * Describe departmental policies and procedures
 * Describe the community physical and geographical characteristics
 * Describe the demographics
 * Describe the community plan
 * Describe the staffing requirements
 * Describe the response time benchmarks
 * Describe the departmental contractual agreements
 * Describe the local, state/provincial, and federal regulations.
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the familiarity with fiscal analysis
 * Demonstrate the familiarity with public policy processes
 * Demonstrate the familiarity with forecasting resources
 * Demonstrate the ability to analyze current department status requirements

Terminal Objective: Given data that reflect community needs and resources, evaluate and project training requirements, to meet departmental training goals.

Enabling Objectives:
 * Describe departmental policies and procedures
 * Describe the community physical and geographical characteristics
 * Describe the applicable building and fire codes
 * Describe the departmental plan
 * Describe the staffing requirements
 * Describe the departmental training standards
 * Describe the departmental needs assessment
 * Describe the departmental contractual agreements
 * Describe the local, state/provincial, and federal regulations.
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the familiarity with fiscal analysis
 * Demonstrate the ability to forecast needs
 * Demonstrate the ability to analyze data

Current Department Analysis
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Fire and emergency management/Fire officer IV/Community and Government Relations

This duty involves projecting a positive image of the fire department to the community, according to the following job performance requirements.

Learning Objectives:
Terminal Objective: Attend, participate in, and assume a leadership role in given community events in order to meet community needs and enhance the image of the fire department.

Enabling Objectives:
 * Describe the departmental community demographics
 * Explain the departmental community and civic issues
 * Define effective community service methods
 * Describe the formal and informal community leaders
 * Demonstrate the ability to communicate orally
 * Demonstrate the familiarity with public relations

Terminal Objective: Given fire service issues, monitor, local, state and federal legislative activities in order to enhance the effectiveness of the fire department.

Enabling Objectives:
 * Describe the departmental community demographics, issue and needs
 * Describe the formal and informal community leaders
 * Demonstrate familiarity with the legislative process
 * Demonstrate the ability to communicate orally and in writing

Oral Communication
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Fire and emergency management/Fire officer IV/Emergency Services Delivery

This duty involves developing plans for major disasters, according to the following job performance requirements.

Learning Objectives:
Terminal Objective: Given data, develop a comprehensive disaster plan that integrates other agencies' resources, in order to rapidly and effectively mitigate the impact on a community.

Enabling Objectives:
 * Describe the departmental major incident policies and procedures
 * Describe the community physical and geographic characteristics
 * Describe the community deomographics
 * Describe the community target hazards
 * Describe the incident management system
 * Describe the communications system
 * Describe the departmental contractual and mutual-aid agreements
 * Describe the local, state/provincial, and federal regulations and resources.
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to organize a disaster plan
 * Demonstrate familiarity with inter-agency planning and coordination

Terminal Objective: given data (including agency data), develop a comprehensive plan so that the agency operates at a civil disturbance, integrates with other agencies' actions, and provides for the safety and protection of members

Enabling Objectives:
 * Describe the departmental major incident policies and procedures
 * Describe the community physical and geographic characteristics
 * Describe the community deomographics
 * Describe the community target hazards
 * Describe the incident management system
 * Describe the communications system
 * Describe the departmental contractual and mutual-aid agreements
 * Describe the local, state/provincial, and federal regulations and resources.
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to organize a disaster plan
 * Demonstrate familiarity with inter-agency planning and coordination

Interagency Planning and Organization
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Fire and emergency management/Fire officer IV/Health and Safety

The duty involves administering a comprehensive risk management program, according to the following job performance requirements.

Learning Objectives:
Terminal Objective: Given specific data, maintain, develop, and provide leadership for a risk management program, so that injuries and property damage accidents are reduced.

Enabling Objective:
 * Describe risk management concepts
 * Describe the departmental retirement qualifications
 * Describe the occupational hazards analysis
 * Describe the disabilities procedures, regulations, and laws
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to analyze data
 * Demonstrate the ability to use evaluative methods

Evaluative Methods
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Fire and emergency management/Fire officer IV/Human Resource Management

This duty involves the administrating job performance requirements and evaluating and improving the department, according to the following job performance requirements.

Learning Objectives:
Terminal Objective: Given appropriate community demographic data, appraise the department's human resource demographics to determine if the recruitment, selection, and placement of human resources is effective and consistent with law and current best practices.

Enabling Objectives:
 * Explain departmental policies and procedures
 * Explain local, state/provincial, and federal regulations
 * Explain community demographics
 * Explain community issues
 * Determine formal and informal community leaders
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to relate interpersonally
 * Demonstrate the ability to delegate authority
 * Demonstrate the ability to analyze issues
 * Demonstrate the ability to solve problems

Terminal Objective: Given a deparmental organization, evaluate current employee/management relations and initiate the development of a process that supports a positive and participative employee/management program.

Enabling Objectives:
 * Explain departmental policies and procedures
 * Explain departmental contractual agreements
 * Explain local, state/provincial, and federal regulations
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to negotiate
 * Demonstrate the ability to analyze current state of employee relations
 * Demonstrate the ability to relate interpersonally
 * Demonstrate the ability to analyze the current employee/management relations
 * Demonstrate the ability to conduct program implementation

Terminal Objective: Given a summary of the job requirements for all positions within the department, establish and evaluate a list of education and in-service training goals so that all members can achieve and maintain required proficiencies

Enabling Objectives:
 * Explain training resources
 * Explain community needs
 * Explain internal and external customers
 * Explain community issues
 * Explain departmental policies and procedures
 * Explain departmental contractual agreements
 * Explain local, state/provincial, and federal regulations
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to organize data and resources

Terminal Objective: Given data, appraise a member-assistance program to determine if the program, when used, produces the desired results and benefits.

Enabling Objectives:
 * Explain departmental policies and procedures
 * Explain available assistance programs
 * Explain contractual agreements
 * Explain local, state/provincial, and federal regulations
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to relate interpersonally to members
 * Demonstrate the ability to analyze needs and results

Terminal Objective: Given data, evaluate an incentive program so that a determination is made regarding achievement of the desired results.

Enabling Objectives:
 * Explain departmental policies and procedures
 * Explain available available incentive programs
 * Explain contractual agreements
 * Explain local, state/provincial, and federal regulations
 * Demonstrate the ability to communicate orally and in writing
 * Demonstrate the ability to relate interpersonally
 * Demonstrate the ability to analyze programs

Program Analysis
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Fire and emergency management/Fire officer IV/Inspections and Investigations

According to the NFPA 1021 Standard, there are no Job performance requirements for Fire Officer IV.

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Fire and emergency management/Fire service instructor I

About the Open Source Learning Project

Program Management

Instructional Development

Instructional Delivery

Evaluation and Testing

Cognitive Applications

Psychomotor Applications

Additional Training Materials


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Fire and emergency management/Fire service instructor I/Additional Training Materials

Additional Training Materials

 * [[Media:AFFSI1.pdf|DoD Fire Instructor I Lesson Plans]]


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Fire and emergency management/Fire service instructor I/Cognitive Applications

 * /Program Management-001/
 * /Instructional Development 001/
 * /Instructional Delivery 001/
 * /Instructional Delivery 002/
 * /Evaluation and Testing 001/


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Fire and emergency management/Fire service instructor I/Cognitive Applications/Evaluation and Testing 001

Practical Evaluation:	 FI1-005

Objective:	EVALUATION AND TESTING Materials Provided:	None

Materials Needed:	Classroom setting, desks, chairs, board, and sample testing materials

Instructions:	Given one of the following classroom settings, the student shall set up a class that is conducive for learning:

1.)	___ cognitive test setting (written testing)

2.)	___ psychomotor test setting (practical skills testing)

'''THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.'''

Reference:					NFPA 1041 Chapter 2

Practical Evaluation: 			FI1-005

Objective:			EVALUATION AND TESTING

Student Name: __________________________________________________________

Social Security Number: __________________________________________________

Date: _______________	Evaluation Score: Passed _____		Fail _____

Maximum Criteria 			5

Minimum Criteria			4

Total Criteria Achieved

Criteria:

Explains classroom/ drill field setup (Include station setup for practical skills testing) ___Pass  ___Fail

Explains how tests are “picked up” from coordinator				___Pass      ___Fail

Explains safety precautions 		___Pass    ___Fail

Explains administrative testing procedures (ie, testing procedures, timeframes for tests, and organizational policies)         ___Pass      ___Fail

Explains safety considerations		___Pass    ___Fail

Explains how tests are returned to coordinator					___Pass     ___Fail

Evaluator’s Name: ________________________________________________________


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Fire and emergency management/Fire service instructor I/Cognitive Applications/Instructional Delivery 002

Practical Evaluation:	 FI1-004

Objective:	INSTRUCTIONAL DELIVERY Materials Provided:	None

Materials Needed:	Classroom setting, desks, chairs, board, PowerPoint monitor, podium

Instructions:	Given one of the following classroom settings, the student shall set up a class that is conducive for learning:

1.)	___ cognitive classroom setting (classroom)

2.)	___ psychomotor classroom setting (practical skills)

3.)	___ laboratory classroom setting (computer lab class)

'''THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.'''

Reference:					NFPA 1041 Chapter 2

Practical Evaluation: 			FI1-004

Objective:			INSTRUCTIONAL DELIVERY

Student Name: __________________________________________________________

Social Security Number: __________________________________________________

Date: _______________	Evaluation Score: Passed _____		Fail _____ Maximum Criteria 			5

Minimum Criteria			4

Total Criteria Achieved

Criteria:

Explains facility layout (i.e., layout for desks, chairs, podium, PowerPoint presentation, equipment, etc.)___Pass          ___Fail

Defines advantages of style used	___Pass          ___Fail

Defines disadvantages of style used		___Pass          ___Fail

Explains safety considerations		___Pass          ___Fail

Explains setup, breakdown, and field repair of AV equipment used. ___Pass          ___Fail

Evaluator’s Name: ______________________________________________________


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Fire and emergency management/Fire service instructor I/Cognitive Applications/Instructional Development 001

Practical Evaluation:	 FI1-002

Objective:	INSTRUCTIONAL DELIVERY Materials Provided:	None

Materials Needed:	Powerpoint, chalkboard, preprinted lesson plans, and podium

Instructions:	Given the materials provided the student shall give a 15 minute presentation on an assigned topic. The topics will be chosen at random and the student will be assigned them the first day of class.

'''THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.'''

Reference:					NFPA 1041 Chapter 2

Practical Evaluation: 			FI1-002

Objective:			INSTRUCTIONAL DELIVERY

Student Name: __________________________________________________________

Social Security Number: __________________________________________________

Date: _______________	Evaluation Score: Passed _____		Fail _____

Maximum Criteria 			5

Minimum Criteria			4

Total Criteria Achieved

Criteria:

Provides an introduction to include: an established need to know, defined objectives, outlined main points	___Pass       ___Fail

Expresses knowledge of subject, terminology, language and vocabulary	___Pass       ___Fail Expresses delivery well through composure, eye contact, gestures and enthusiasm. ___Pass       ___Fail

Effective use of teaching aids			___Pass       ___Fail

Expresses teaching qualities through personality, appearance, voice, preparedness, logical sequence, and time use. ___Pass       ___Fail Evaluator’s Name: ________________________________________________________


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Fire and emergency management/Fire service instructor I/Cognitive Applications/Program Management-001

Practical Evaluation:	 FI1-001

Objective:	PROGRAM MANAGEMENT Materials Provided:	None

Materials Needed:	Powerpoint, chalkboard, preprinted lesson plans, and podium

Instructions:	Given the one of the administrative options below, the student shall complete the appropriate paperwork:

1.)	___ Opening paperwork

2.)	___ Class roster

'''THIS IS A PASS / FAIL EVOLUTION - The student will be permitted three (3) attempts. The student must score at least 70% on one (1) of the three (3) attempts after any deductions are made. On any failed attempt the student must start their next attempt from the beginning of the evolution as per instructions from the Evaluator. If after the third (3rd) attempt the student still has not received a minimum score of 70%, this evolution is recorded as a failure and student must see the Program Coordinator or Director before continuing with any other evolution.'''

Reference:					NFPA 1041 Chapter 2

Practical Evaluation: 			FI1-001

Objective:			PROGRAM MANAGEMENT

Student Name: __________________________________________________________

Social Security Number: __________________________________________________

Date: _______________	Evaluation Score: Passed _____		Fail _____

Maximum Criteria 			4

Minimum Criteria			3

Total Criteria Achieved

Criteria:

All forms are completed accurately	       ___Pass	        ___Fail

The student accurately explains procedures for processing the paperwork (ie, who to file all paperwork with)		                       ___Pass         ___Fail

All forms are legible 				___Pass        ___Fail

Explains when timelines when paperwork should be turned in	       ___Pass         ___Fail

Evaluator’s Name: _______________________________________________________


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Fire and emergency management/Fire service instructor I/Evaluation and Testing

Learning Objectives
Terminal Objective: Given a lesson plan, evaluation instruments, and the evaluation procedures of the agency administer oral, written, and performance tests so that the testing is conducted according to procedures and the security of the materials is maintained.

Enabling Objectives:

Students must know:

 * Testing administration

 * Agency policies

 * Laws affecting records and disclosure of training information

 * Purposes of evaluation and testing

 * Performance skills evaluating

 * Use of skill checklists

 * Oral questioning techniques

Terminal Objective: Given class answer sheets or skills checklists and appropriate answer keys, grade student oral, written, or performance skills checklists so the examinations are accurately graded and properly secured.

Enabling Objectives:

Students must know:

 * Grading and maintaining confidentiality of scores

Terminal Objective: Given a set of test answer sheets or skills checklists, a report form and policies and procedures for reporting, report test results so that the results are accurately recorded, the forms are forwarded according to procedure, and unusual circumstances are reported.

Enabling Objectives:

Students must know:

 * Reporting procedures

 * Interpretation of test results

 * Communication skills

 * Basic coaching

Terminal Objective: Given evaluation data, provide feedback to students so that the feedback is timely, specific enough for the student to make efforts to modify behavior, objective, clear, and relevant; include suggestions based on the data.

Enabling Objectives:

Students must know:

 * Reporting procedures

 * Interpretation of test results

 * Communication skills

 * Basic coaching

Instructional Outline
(Skills Sheet: Evaluation and Testing-001)

Prior to beginning this section, students should have read Chapter 9 of the IFSTA Fire and Emergency Services Instructor, 6th Edition.


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Fire and emergency management/Fire service instructor I/Instructional Delivery

Learning Objectives
Terminal Objective: Given a facility and an assignment, organize the classroom, laboratory or outdoor learning environment so that lighting, distractions, climate control or weather, noise control, seating, audiovisual equipment, teaching aids, and safety are considered.

Enabling Objectives:

Students must know:

 * Classroom management and safety

 * Advantages and limitations of audiovisual equipment and teaching aids

 * Classroom arrangement

 * Methods and techniques of instruction

 * Operation of instructional media and materials

Terminal Objective: Given a prepared lesson plan that specifies the presentation method, present prepared lessons so that the method indicated in the plan are used and the stated objectives or learning outcomes are achieved.

Enabling Objectives:

Students must know:

 * The laws and principles of learning

 * Teaching methods and techniques

 * Lesson plan components and elements of the communication process

 * Lesson plan terminology and definitions

 * Oral communication techniques

 * Utilization of lesson plans in the instructional setting

Terminal Objective: Given a lesson plan and changing circumstances in the class environment, adjust a presentation so that class continuity and the objectives or learning outcomes are achieved.

Enabling Objectives:

Students must know:

 * Methods of dealing with changing circumstances

Terminal Objective: Given the instructional environment, adjust to differences in learning styles, abilities and behaviors so that lesson objectives are accomplished, disruptive behavior is addressed and a safe learning environment is maintained.

Enabling Objectives:

Students must know:

 * Motivation techniques

 * Learning styles

 * Types of learning disabilities and methods for dealing with them

 * Methods of dealing with disruptive and unsafe behavior

 * Basic coaching and motivation techniques

 * How to adapt lesson plans and/or materials to specific instructional situations

Terminal Objective: Given a learning environment and equipment, operate audiovisual equipment and demonstration devices so that the equipment runs properly.

Enabling Objectives:

Students must know:

 * Components of audiovisual equipment

 * Use of audiovisual equipment, cleaning and field level maintenance

Terminal Objective: Given prepared topical media and equipment, utilize audiovisual materials so that the intended objectives are clearly presented, transitions between media and other parts of the presentation are smooth, and media are returned to storage.

Enabling Objectives:

Students must know:

 * Media types, limitations, and selection criteria

 * Transition techniques within and between media

Instructional Outline
(Skills sheet: Instructional Delivery-001, Instructional Delivery-002)

Prior to beginning this section, the students should have read Chapters 7,8, and 10 of the IFSTA Fire and Emergency Services Instructor, 6th Edition.

Laws and Principles of Learning
Possible reference sources:

Bloom's Taxonomy

B.F. Skinner

Edward Thorndike

John Dewey

John B. Watson

Learning Theory

Philosophy of Education

Teaching Methods and Techniques
Possible reference sources:

Using Wikis in Training


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Fire and emergency management/Fire service instructor I/Instructional Development

Learning Objectives:
Terminal Objective: Given the materials for a specific topic, specific audience and learning environment review instructional materials so that elements of the lesson plan, learning environment and resources that need adaptation are identified.

Enabling Objectives:

Students must know:

 * Recognition of student limitations, methods of instruction, and types of resource materials

 * Organizing the learning environment

 * Policies and procedures

 * Analysis of resources, facilities and materials

Terminal Objective: Given course materials and an assignment adapt a prepared lesson plan so that the needs of the student and the objectives of the lesson plan are achieved.

Enabling Objectives:

Students must know:

 * Elements of a lesson plan

 * How to select instructional aids and methods

 * Origination of learning environment

 * How to prepare and organize

Instructional Outline
(Skills sheet: Instructional Delivery-001)

Prior to attending this component of the class the students should have read Chapters 4,5,6 of IFSTA Fire and Emergency Services Instructor, 6th Edition.

Analysis of resources, facilities, and materials

 * Possible resurce: Research Administration


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Fire and emergency management/Fire service instructor I/Program Management

Learning Objectives
Terminal Objective: Given a specific topic, assemble course materials so that the lesson plan, all materials, resources and equipment needed to deliver the lesson are obtained.

Enabling Objectives:

Student must know:

 * Components of a lesson plan

 * Policies and procedures for the procurement of materials and equipment

 * Availability of resources

Terminal Objective: Given policies, procedures, and forms, prepare training records and report forms so that required reports are accurately completed and submitted in accordance with the procedures.

Enabling Objectives:

Students must know:

 * Types of records and reports required

 * Policies and procedures for processing records and reports

 * Basic report writing and record completion

Instructional Outline
(Skills sheet:Program Management-001)

Prior to beginning this section, the students should have read Chapters 1,2,3 of IFSTA Fire and Emergency Services Instructor, 6th Edition.

Types of Records and Reports
An excellent resource for teaching this component is NFPA 1401

Basic Report Writing
Reference:Writing in Business


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Fire and emergency management/Fire service instructor I/Psychomotor Applications

Program Management:

 * Program Management 001

Instructional Development:

 * Instructional Development 001

Instructional Delivery:

 * Instructional Delivery 001

 * Instructional Delivery 002

Evaluation and Testing:

 * Evaluation and Testing 001


text:
Fire and emergency management/Fire Service Instructor III

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Program Management

Instructional Development

Instructional Delivery

Evaluation and Testing

Cognitive Applications

Psychomotor Applications


text: Fire and emergency management/Fire Service Instructor III/Psychomotor Applications


text:
Fire and emergency management/Fire and Life Safety Educator I

Return to School of Fire and Emergency Management

About the Open Source Learning Project

General Requirements

Administration

Planning and Development

Education

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Fire and life safety educator I/Administration

Learning Objectives
Terminal Objectives:

Given appropriate forms and formats, document public fire and life safety educational programs, so that all programs are recorded and each element of the form or format is addressed.

Enabling Objectives:

Students should know:

 * Written Communicaton

 * Report Writing

 * Basic Recordkeeping

Terminal Objectives:

Given appropriate forms or formats, prepare written reports, so that all elementsof the format are addresses in the report.

Enabling Objectives:

Students should know:

 * Types of educational programs

 * Classificstions for programs

 * Types of documentation methods and authority having jurisdiction preferred methods

 * Purpose of the forms and formats

 * Implications of not appropriately documenting programs

Terminal Objectives:

Given a list of events,program requests, preprogram requirements,and time allotments,maintain a work schedule, so that all activities are scheduled and completed without conflict

Enabling Objectives:

Students should know:

 * Time management

 * Scheduling

 * Organizing

 * Planning


text: Fire and emergency management/Fire and life safety educator I/Cognitive applications


text:
Fire and emergency management/Fire and life safety educator I/Education

Learning Objectives:
Terminal Objectives:

Given a subject, program objective, the intended audience, and related resources, select instructional materials, so that the materials are appropriate to the audience and program objectives.

Enabling Objectives:

Students should know:

 * Basic learning characteristics of preschool children, elementary school-age children, secondary school-age children, adults, and senior adults.

 * Communication skills.

 * Preparing lesson plans with identified learning objectives

 * Methods for active participation/involvement.

 * Methods of developing and maintainig a positive learnig enviromentfor the student including physical enviroment and student/instructor relationships.

 * Proper use and care of audiovisual equipment and materials.

Terminal Objectives:

Given lesson content,time allotments, and identified audience, present a program so that program objectives are met

Terminal Objectives:

Given program objectives, time allotments, and a specified audience, use multiple presentation methods when presenting prepared programs so that the chosen presentation methods are used

Terminal Objectives:

Given a scheduled event, notify the public, so that the location,date,time,topic, and sponsoring agency are included.

Enabling Objectives:

Students should know:

 * Local media resources

 * Written and oral communication

Terminal Objectives:

Given material, specified audience, and time frame, distribute educational information, so that information reaches the audience within specified time.

Enabling Objectives:

Students should know:

 * Legal requirements for the distribution and posting of materials.


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Fire and emergency management/Fire and life safety educator I/General requirements

Learning Objectives:
Terminal Objectives: The Public Fire and Life Safety Educator I shall meet the JPRS which are defined below.

Enabling Objectives:

Students should have knowledge of:

 * Fire Behavior
 * Organizational structure, function, and operation
 * Human behavior during fire
 * Injury causes/prevention
 * Community risk, injury prevention strategies, learning theory, eductional methodolgy,
 * Standarized fire and life safety messages, natural hazard issues, current homeland
 * Security topics, escape planning
 * Hazard identification and correction
 * Basic fire protection systems and devices
 * Emergency reporting
 * Firefighter personal protective equipment
 * Liability issues
 * Public relations
 * High risk audiences and behaviors
 * Special needs
 * Social and cultural trends
 * Community resources
 * Personal image and professionalism

Enabling objectives:

Students should be able to:

 * Communicate orally and in writing
 * Manage time
 * Multitask


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Fire and emergency management/Fire and life safety educator I/Planning and development

Learning Objectives:
Terminal objectives:

After identifying partners, information and resources should be shared to address current fire and life safety issues, given current fire and life safety issues and to community resources services and organizations.

Enabling objectives:

Students should know:
 * Current community resources, services, and organizations
 * Current fire and life safety issues

Enabling objectives:

Students should be able to:
 * Identify organizations with common fire and life safety goals
 * Recognize opportunities for shared effort


text: Fire and emergency management/Fire and life safety educator I/Psychomotor applications


text:
Fire and emergency management/Fire and Life Safety Educator III

About the Open Source Learning Project

General Requirements

Administration

Planning and Development

Education

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Foam Operations

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Foam Operations

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Ground ladders

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Ground Ladders

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Hazardous Materials

Hazardous Materials

 * Wikipedia: Introduction Article to Hazardous Materials
 * Commons: Various Hazardous Materials Placards


text:
Fire and emergency management/Hazardous Materials Awareness Level

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Additional Training Materials ---


text:
Fire and emergency management/Hazardous Materials Awareness Level/Additional Training Materials

Additional Training Materials

 * [[Media:AWAREWB.pdf|DoD Hazardous Materials Awareness Level Student Workbook]]


text:
Fire and emergency management/Hazardous Materials Incident Commander

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Additional Training Materials


text:
Fire and emergency management/Hazardous Materials Incident Commander/Additional Training Materials

Additional Training Materials

 * [[Media:ICSwb.pdf|DoD Hazardous Materials Incident Commander Level Student Workbook]]


text:
Fire and emergency management/Hazardous Materials Operations Level

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Additional Training Materials

---


text:
Fire and emergency management/Hazardous Materials Operations Level/Additional Training Materials

Additional Training Materials

 * [[Media:Opswb.pdf|DoD Hazardous Materials Operations Level Student Workbook]]


text:
Fire and emergency management/Health and Safety Policy

Safety Project
Safety Project

Objective; to outline the development the ‘Anytown’ Fire Department’s health and safety program.

Administrative Mission Statement: Firefighting is a career that has dangerous work associated with its occupation; with this in mind the Anywhere Fire and Emergency Services management is committed to the goal of achieving a safe and healthy working environment for its personnel. The Anytown Fire and Emergency Service Management will make every effort of achieving a safe and healthy work environment by following all OSHA, AOSH laws and regulations

A safety program will be developed in accordance with the NFPA 1500 and the standards and policies of the Anytown Fire Department. It will create and incorporate into its daily operations the following positions and committees to achieve the goal of a safe working environment. 1) A Health and Safety Officer, 2) an Incident Safety Officer, 3) A Health and Safety Committee, and 4) a partnership between the three mentioned parties to achieve the for-mentioned goals.

NFPA 1500 Safety and Health Policy. 4.3.1* The fire department shall adopt an official written departmental occupational safety and health policy that identifies specific goals and objectives for the prevention and elimination of accidents and occupational injuries, exposures to communicable disease, illnesses, and fatalities.

4.3.2 It shall be the policy of the fire department to seek and to provide an occupational safety and health program that complies with this standard for its members.

4.3.3* The fire department shall evaluate the effectiveness of the occupational safety and health program at least once every 3 years.

4.3.3.1 An audit report of the findings shall be submitted to the fire chief and to the members of the occupational safety and health committee.

Responsibilities: The Anytown fire chief will ensure that this policy is implemented and maintained as a routine function of the Anytown Fire Department overall strategic plan. The fire chief will assign fire department members to positions of Health and Safety Officer, Incident Safety Officerand members to a Health and Safety Committee. These assigned duties will be:

a.The Health and Safety Officer (HSO) will ensure compliance with this policy and NFPA 1500 Chapter 4.7 and will oversee the Health and Safety Committee, Incident Safety Officer and will be the Fire and Emergency Service Liaison to the Anytown Public Safety Directorate. The HSO must meet the qualifications for HSO as designated in the NFPA 1521 Standards for Fire Department Safety Officer. Other functions of the HSO will include performing risk management assessments, ensure the applicable laws, codes and standards are followed, ensure all fire department personnel receive training and other related education to this policy, responsible for accident prevention policies, accident investigation, procedures and review, maintains records and data analysis concerning all health and safety practices. The HSO will also ensure guidelines and procedures will be in place and administered for safe practices while working with fire apparatus and equipment, fire department facilities, health and fitness programs, infectious control, Critical Incident Stress Debriefings and post incident analysis.

b.The Incident Safety Officer (ISO) will be ensuring the departments Incident Management System is in place and used during all emergency and needed training operations. The ISO must meet the qualifications for ISO as designated in the NFPA 1521 Standards for Fire Department Safety Officer. This person will be the incident scene safety officer when available and will be responsible to ensure there are other fire department personnel trained to take the position in his/her absence. The ISO will establish safety procedures for fire suppression, EMS operations, HazMat operations and special operations. The ISO will also be responsible for accident investigation and review and post incident analysis in order to provide an on going assessment of training and work functions in order to improve where needed, if needed.

c.The Health and Safety Committee (HSC) will comply with NFPA 1500 Chapter 4.5 and assist the HSO and ISO to accomplish the health and safety guidelines are developed, implemented, reviewed and assist in training all fire department personnel in all areas of this policy in order to help prevent injury or death while performing fire department related duties. There should be a committee of 8 personnel, the HSO, the ISO, two fire officers, two engineers and two firefighters. Each member should take an active part in this committee and have an interest in this subject area. Each member must me willing to instruct others and assist in ensuring the policies are met.

Fire Service Health Concerns: Today’s fire department personnel face a multitude of health related concerns within their work environment. Some health risks come from exposures to hazardous environments such as infectious diseases and other blood borne pathogens and cancer inducing agents while performing on the job tasks. While other health risks are caused by poor physical health or poor health practices such as tobacco or alcohol use. Health concerns don’t always relate to physical issues, department personnel are subject to the same mental stresses of everyday life as everyone else plus a large amount of stress put on them by job related activities such as stress of getting the job done right and emotional stress of witnessing sometimes sad and tragic events in the peoples lives that we are there to help. Because of these issues, Anytown fire department will ensure that all fire department personnel are trained in good health practices and when the time is needed, to make sure that personnel suffering from mental and emotional stress are given the opportunity to get assistance to overcome the situation before it becomes a serious problem. This section will discuss the types of health related issues and what the Anytown fire department will be doing to assist those in need.

1.Physical Health. 50% of fire department related deaths are caused by heart attacks and heat stress. The Anytown fire department will establish programs that will help eliminate or reduce the chance of heart attacks while the body is under physical stress. The department will also provide education in the area of maintaining good health and also campaign against poor health choices such as tobacco use and other related ‘choices’.

2.Department physician: The Anytown fire department will have a physician from the local hospital that will assist with the employee health program and will maintain employee health records related to the fire department. The physician will track and assist the employee in good health practices and fire department on the job health issues. The fire department will schedule annual physicals with this physician for each employee for the purpose of periodic assessments of the employee’s health relating to this policy. The physician will be responsible for deciding ‘fit for duty’ for each employee. Employees may use their own physician for personal health care and even use their own doctor for fire department related health issues. However, for work related health issues, copies of the medical records pertaining to those specific issues must be kept at the office of the ‘department physician’ in order for work related health concerns can be tracked and reviewed in order to assist in possible elimination of health risks that may have caused the concerns in the first place.

3.Physical Fitness Program. This program will be aimed at improving the physical health of all fire department personnel. It will use the 8 fundamental elements of a good health program structure which are; 1) health base line, 2) periodic assessment, 3) prevention program, 4) early detection, 5) prompt and confident intervention, 6) treatment, 7) rehabilitation and 8) the return to work. It will include a physical fitness work out designed to reduce the risk of heart attacks and improve cardio vascular fitness. All fire department personnel are required to participate in this program as a condition of employment. The fire department will provide or train an employee to provide proper physical fitness training such as a personal fitness trainer to assist all personnel with their fitness program.

4.Prevention of injuries. Keeping fire fighters healthy and preventing injuries ensures great success in the wellness and effectiveness of the fire department. With this in mind, proper training and standard operating procedures will greatly enhance the chances of this area being successful. This section will address accident and injury prevention, risk factors that may lead to accidents and injuries and proactive programs to ensure these factors are lessened or eliminated all together.

a.Annual physical: Each employee will be given a physical exam by an appointed physician as a base line and have an annual physical there after to review the employee’s health. All personal information will be confidential between the physician and the employee unless the employee’s health becomes a risk to the employee and or the department. At that time, the fire chief or department health and safety officer will be contacted and a meeting between the employee, the physician and the chief officer will be scheduled to discuss a remedy to the situation.

b.Training: Shortfalls in training may cause on the job injuries when poorly trained personnel may make mistakes which could result in firefighter injury or death. So in order to help prevent on the job injuries, training will be provided to ensure that all fire department personnel are trained to the best possible level of performance to help prevent injuries. A training program will be established with safety and high task proficiency in mind for all Anytown fire department personnel. Training will be provided to meet or exceed the minimum levels of training IAW NFPA code 1500 chapter 5 for all levels and duties listed under this code that are related to the Anytown Fire Department.

c.During responses: Extreme care will used during all emergency and routine responses. All applicable state and local laws and regulations governing emergency response vehicles will apply and be strictly adhered to. Drivers will be fully qualified and trained to help prevent accidents while driving fire department vehicles for routine business and emergency responses. The Anytown FD will provide training in the Emergency Vehicle Operations Course (EVOC) to all FD personnel and will have refresher courses annually IAW state statutes for emergency vehicle operations.

d.Exposure to carcinogens and other hazards: Firefighters are inherently exposed to all types of hazards while performing their jobs. It is important to identify as many hazards as possible and take a proactive step in lessening or better yet, eliminating as many of these hazards as we can. To do this, Anytown fire department will establish a program to identify these hazards and exposures and follow established guidelines for exposure control techniques and procedures for each of the hazards.

e.Cardiovascular illness prevention is the intention of the above mentioned physical fitness program. Firefighters often perform duties that cause stress on their hearts. Because of this, a cardiovascular illness prevention program is very important to long term health of the firefighter. Anytown FD will provide education to maintain a healthy heart and encourage all employees to maintain good health in this area by providing those programs already mentioned above in the physical fitness program.

f.'''Mental and emotional stress prevention (risk factors). ''' Besides physical stresses on firefighters, there are also mental and emotional stresses that affect firefighter’s health and performance. A program will be developed to assist fire department employees who are suffering from or are subject to suffer from this type of stress. Such programs such as the Critical Incident Stress Debriefing (CISD) will be used when needed to provide support for those firefighters in need. Training will be provided to fire department personnel to recognize the signs, symptoms and risk factors in order to help with early detection and prevention.

g.S.A.D (stress, alcohol and drugs) prevention. Drug and Alcoholism prevention programs will be used to promote a drug and alcohol problem free work environment.

h.Sex-based medical issues. Anytown fire and emergency services is a equal opportunity employer so all health and safety programs will be designed to meet the needs for both male and female employees providing specific gender related provisions when needed. These provisions should not create any advantages or disadvantages for either gender.

i.Infectious diseases, inoculation, exposure control. All fire department employees will maintain their current inoculations to provide maximum protection against diseases. Also, firefighters will follow procedures to limit and control exposure to infectious diseases by wearing appropriate Personal Protective Equipment (PPE) when necessary IAW local EMS protocols. A data collection system shall maintain individual records of any occupational exposure to known or suspected toxic products or infectious or communicable diseases.

j.Cleanliness of PPE. Personal Protective Equipment will be maintained in a clean and serviceable condition. Anytown fire department will provide a means to maintain PPE cleanliness and repair/replacement as needed. A second set of PPE will be kept on hand as a backup to be used when the primary set is being cleaned or repaired.

Fire Department Safety Program

Due to the many hazards that are evident to us in the fire and emergency services, safety is a major concern. If we can not be safe in our way of doing things, we can not guarantee that we will be able to provide the best care to our customer or even go home at the end of our shift. The National Fire Protection Association has developed the NFPA standard 1500 that specifies how the fire departments do business in a safe way. This fire department will adopt this standard as a basis of our policies. All personnel will adhere to these policies and standards to help ensure a safe work environment, whether performing day to day routine tasks or providing emergency services under adverse conditions.

NFPA 1500 and other related NFPA standards referenced within NFPA 1500 will be used in conjunction with this policy. This policy will only highlight the areas covered in detail in NFPA 1500 and other related references. These areas are the administration of the health and safety programs, training, fire apparatus, protective clothing, incident management, facility safety, medical and physical requirements, member assistance and wellness programs and critical incident stress program.

1.Administration; (ref: NFPA 1500 ch. 4) This fire department shall develop and adopt a comprehensive written risk management plan, develop applicable policies, based on existing laws, codes and standards, responsibilities, maintain records, describe duties of the health and safety team, provide programs for training and education, accident prevention and investigation, equipment and facility specifications and inspections, and health concerns.

2.Training; (ref; NFPA 1500 ch. 5) This fire department shall establish and maintain a training and education program for all department members with a goal of preventing occupational deaths, injuries, and illnesses. Training and education will be provided for all department members commensurate with the duties and functions that they are expected to perform. The fire department shall restrict the use of new members during emergency operations until the member has been given appropriate training and has demonstrated the skills and abilities to complete the tasks expected. As a duty function, members shall be responsible to maintain proficiency in skills and knowledge provided to the member through department training and education programs.

3.Fire Department Apparatus; (ref; NFPA 1500 ch. 6) All applicable standards in NFPA 1500, chapter 6 shall apply to Anytown fire department. These standards include specification, design, construction, acquisition, operation, maintenance, inspection, and repair of all fire department apparatus, restraint devises, and securing tools and equipment. Training and a qualification program will be used for all driver/operators of fire department apparatus and applicable laws and regulations will be strictly adhered to while operating fire apparatus. Procedures for emergency response shall emphasize that the safe arrival of fire apparatus at the emergency scene is the first priority. All persons riding in fire apparatus shall be seated and belted securely by seat belts in approved riding positions and at any time the vehicle is in motion. Standing or riding on tail steps, sidesteps, running boards, or in any other exposed position shall be specifically prohibited. An inspection, maintenance, and repair of fire apparatus program will be developed and used IAW applicable standards, regulations and owners manuals of each assigned apparatus. Anytown FD will develop a program for the purchase, safe usage and maintenance of all tools and equipment used by this fire department.

4.Protective Clothing; (ref; NFPA 1500 ch.7) This fire department shall provide each member with the appropriate protective clothing and protective equipment to provide protection from the hazards to which the member is or is likely to be exposed. Such protective clothing and protective equipment shall be suitable for the tasks that the member is expected to perform and the protective equipment shall be used whenever the member is exposed or potentially exposed to the hazards. Protective clothing will be purchased, maintained and cleaned IAW applicable standards and manufactures recommendations. This fire department shall adopt and maintain a respiratory protection program that addresses the selection, care, maintenance, and safe use of respiratory protection equipment to include a PASS device, training in its use, and the assurance of air quality. Life safety rope systems, face, eye and hearing protection will be provided and used by all fire department personnel while performing tasks that have potential to cause injury to those areas.

5.Incident Management; (ref; NFPA 1500 ch.8) Emergency operations and other situations that pose similar hazards, including but not limited to training exercises, shall be conducted in a manner that recognizes hazards and prevents accidents and injuries. An incident management system shall be established and utilized at all emergency incidents, drills, exercises, and other situations that involve hazards similar to those encountered at actual emergency incidents. The incident commander shall be responsible for the overall management of the incident and the safety of all members involved at the scene and will integrate risk management into the regular functions of incident command. The fire department shall establish procedures for a personnel accountability system, provide an adequate number of personnel to safely conduct operations, provide personnel for the rescue of members operating at emergency incidents, rehabilitation, and post-incident analysis.

6.Safety Standards for fire department facilities; (ref; NFPA 1500 ch.9) The fire department shall have an established system to maintain all facilities and to provide prompt correction of any safety or health hazard or code violation, all shall comply with all legally applicable health, safety, building, and fire code requirements. There will be a site safety plan developed and on display for the fire station facility.

7.Medical Requirements. (ref; NFPA 1500 ch.10) Candidates and members who will engage in fire suppression shall be medically evaluated and certified by the fire department physician and shall meet the medical requirements specified in NFPA 1582. The fire department shall develop physical performance requirements, medical certification for the use of respiratory protection, establish and provide a health and fitness program, ensure that a confidential, permanent health file is established and maintained on each individual member, and actively attempt to identify and limit or prevent the exposure of members to infectious and contagious diseases.

8.Member Assistance Program and CISD; (ref; NFPA 1500 ch.11 and 12) The fire department shall provide a member assistance program that identifies and assists members and their immediate families with substance abuse, stress, and personal problems that adversely affect fire department work performance. The wellness program shall provide health promotion activities that identify physical and mental health risk factors and shall provide education and counseling for the purpose of preventing health problems and enhancing overall well-being. The fire department shall establish a program designed to relieve the stress generated by an incident that could adversely affect the psychological and physical well-being of fire department members. The program shall be made available to members for incidents including but not limited to mass casualties, large life loss incidents, fatalities involving children, fatalities or injuries involving fire department members, and any other situations that affect the psychological and physical well-being of fire department members.

Health and Fire Safety Programs for Public Awareness; The Anytown Fire and Emergency Services will develop and implement a public awareness health and safety program to be made available to the local community by offering classes to those who request it. Subjects such as fire safety in the home, medical health concerns, child safety, and disaster preparedness should be just some of the topics to be presented.

Note; This outline development process would be reviewed by the health and safety committee prior to finalizing and again on a annual basis or as needed.

References; NFPA 1500 NFPA 1521 Managing Fire and Rescue Services (Project Resource Manual) Ft. Lewis Fire and Emergency Services Health and Safety Program SOPs FDNY Health and Safety web site

Another good reference but not used was;


text:
Fire and emergency management/Leadership I:Strategies for Company Success (H803)

About Open Source Learning Project

Course Instructions

Decision-Making Styles

Problem-Solving I: Identifying Needs and Problems

Problem-Solving II:Solving Problems

Running a Meeting


text:
Fire and emergency management/Leadership I:Strategies for Company Success (H803)/Course Instructions

Introduction
The intent of the Leadership I class is to provide an entry level understanding of leadership and management as a company officer. Some of the benefits of NFA training is quality course content and the ability to network with others in the fire service. This course was designed with these two premises in mind. While working through the material, the student is expected to post comments and discussion on the "Discussion" section of the modules. Part of the grading process will be how well the student interacts with others on the discussion boards. Please remember to set up an account on Wikibooks to post your comments and thoughts. To learn how to create a username click here.

How to register for the course
There are two ways to register for the Leadership I class:

 * go to | www.greatoaks.com and register online for the class.

 * check with your training academy to find out if they are accepting this course and how to register.

To recieve a National Fire Academy Certificate for this training, please complete the [[Media:75-5a.pdf|Form 75-5A]] and return to the sponsoring training entity. These must be returned to the sponsoring training entity, as the NFA does not accept these forms directly.

Please note: ''While utlizing the course materials is free for use and download, training entities may charge a fee for issuance of certificates and administration. Such fees and costs are between you and the institution.''

Once you have registered and have recieved confirmation, set up your username on Wikibooks. This will be your access for the discussions and comments.

For questions, or further information, contact [mailto:finneym@greatoaks.com| finneym@greatoaks.com].

How to utilize the course materials
You should find the course is very easy to move through. Items in blue provide further detail on the content or additional information of interest. Consider clicking on these to gain a better understanding of the information.

All activities are clearly marked in the outline and most are marked in blue. This means there is a downloadable component to it. All activities that are downloadable are in .pdf format and you will need a copy of Adobe Acrobat. You can download a free copy at | www.adobe.com.

All videos are in Quicktime format. You can download a free copy of Quicktime at | www.quicktime.com.

As part of the course, you are required to provide comments and input on the discussion questions related to the module. The discussion questions can be found by clicking the tab "discussion" at the top of the page. Do not forget to click the "signature" icon at the end of your comment. This is how the instructor will know you have completed that component of the class. For more information on how to use the discussion go to Talk page

Once you have completed the material, and are ready to take the final examination, contact your sponsoring training agency or your instructor to get the final examination login or to schedule to take a paper-based test.

If you have any questions, comments, or suggestions, please contact your instructor or email [mailto:finneym@greatoaks.com| finneym@greatoaks.com]

Taking the final examination
At the current time, you will need to contact your sponsoring training agencies to schedule a final examination. Some institutions have a web-based or online testing format, others may require you to take a paper-based test. For further information, contact your sponsoring information or your instructor.

Helpful techniques for taking the course
Here are some helpful tips for utilizing the course materials:

 * Be sure to set up your username at the beginning of the course.

 * Download a copy of Adobe Acrobat and Quicktime.

 * Utilize the module approach of the curriculum. Trying to do all 12 hours at one time can be overwhelming and content retention will decrease.

 * Set up a schedule and timeline. This will save you a lot of headaches trying to rush through the materials to meet a deadline.

 * As you go through the modules make notes of how you can utilize the material in your department.

Feel free to add additional hints that may be helpful to students.