text:
Assistant teacher course/Assistant teacher training

Planning the training process
...

The answers are likely to contain references to this assistant teacher course but may also contain original ideas. The participants can, of course, reuse parts of the course for their own assistant teacher training. The goals and circumstances of a continual training and qualification process may, however, be somewhat different to those of this course. It is recommended that the assistant teachers keep their notes for the book project.

Planning the qualification process
A qualification process is any kind of procedure that can formally turn an aspirant into an assistant teacher. It is likely that the teachers might want to have a veto or even select the candidates themselves and give the assistant teachers or pupils only an indirect way to recommend candidates. The pupils can try to recommend any procedure they like (as long as there is no school policy that overrides this statements) but they may have to accept it when their teachers reject their recommendation.

A good answer may again be a process designed to irritate in order to motivate the pupils to become active themselves. A very challenging grade point average criteria is one way to irritate. Delegating nominations to a (yet) non-existent committee of a school conference or student council can also be irritating, especially if there is no plan to create that committee.

The qualification process could assign a mentor to a novice assistant teacher who would guide his protégé through qualification and, possibly, a following probation period. During a probation period mentor and protégé would always be assigned to the same lessons, so that the mentor could keep an eye on his protégé. The psychological effect of a probation period is that the protégé receives additional motivation to adhere to the high standards of the new office during a period where this may still be unusual. In a school with a formal mentor office the mentor of the assistant teacher could be a qualified mentor from a much higher grade.

The assistant teacher role model
Now go back to the first section ("Planning the training process@undefined") and let the group imagine how assistant teachers should be trained. Does the group have new ideas? The role model for pupils is an important part of the office that may be easily disregarded, especially by young pupils. The role model should receive separate attention in the code of conduct and, possibly, in the criteria for disqualification of an assistant teacher.

Something pupils are likely to do is to complain to the teacher about other pupils. An assistant teacher who complains to the teacher about a pupil loses credibility. The message to the other pupils is that the assistant teacher is not in control and the only authority lies with the teacher, which is not the intended message. Consequently an important thing for assistant teachers to learn is to avoid falling into typical behavior patterns which are not appropriate for assistant teachers.

Instead of complaining an assistant teacher could try to show authority. An example is that an assistant teacher could call a pupil out of class with a gesture (assistant teacher gets up, points at the pupil and gestures towards the door). The silent communication with gestures is meant to minimize the interruption in the class room. The assistant teachers can reject dispute in the class room and make the pupils understand that dispute always happens outside the class, because an agitated pupil is unlikely to whisper. The teacher is likely to notice the incident and can confirm the authority of the assistant teacher by telling the pupil to leave the class, if necessary, or ignore the incident. Questioning the authority of the assistant teacher is not recommended; the incident can be discussed afterwards, if necessary. Teacher and assistant teacher are educators and should not question each other's authority without necessity.

What the assistant teacher can do outside class is to follow a conflict resolution strategy for parents: The assistant teacher can also accompany the pupil to the schoolyard and further investigate why the pupil is uneasy.
 * Find out about the feelings of the child. (e.g. "Why are you so restive? Is anything wrong?")
 * Show sympathy or, at least, understanding for the feelings of the child. (e.g. "Tell me what happened. ...")
 * Explain your own position. (e.g. "If you disturb the lesson that's my problem because I'm responsible.")
 * Invite the child to participate in the search for solutions. (e.g. "Can you try to pay attention, do you want to read something in the back of the room or do you want to leave the class for the moment?")

Assistant teachers should try to avoid explicit references to the assistant teacher role model when talking to pupils. While it isn't a secret the explicit request to be accepted as a role model is much more likely to cause reactance. A role model is an offer to the pupils they can accept or reject but it isn't helpful to put inappropriate emphasis on the role model with explicit references.

Allowing new assistant teachers to separate from the original assistant teacher effort and to form their own group can also help to avoid reactance and other forms of rejection. This way new assistant teachers can both rebel against the established order of things and follow the assistant teacher role model as they choose to understand it.

Training exercises
Assistant teachers need to find an appropriate level for interventions and appropriate methods. If a pupil was merely inattentive but not disturbing an assistant teacher could, for instance, decide to engage the pupil in a muted discussion of his homework or the current topic of the lesson. A pupil who was distracting his neighbors could be directed to the back of the room, possibly also for a muted discussion of his homework or the topic of the lesson.

...

Discuss the exercises and their applicability. To try out the exercises in the course the group should split into four groups, taking turns as assistant teachers.

Dependability
An important distinction between a pupil and an assistant teacher is that the teacher must be able to rely on the assistant teacher. An assistant teacher can engage during the lesson in muted discussions, except when explicitly asked not to. The teacher must be able to rely on the assistant teacher that the topic of the discussions is the subject of the lesson and almost never anything else.

...


text:
User talk:Cimkearns

Welcome
Hello Cimkearns, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Cimkearns


text:
User:Shaul

Hi, I'm Shaul. This Wiki has Special:Allpages articles.

title: User:Shaul


text: Category:WMDGS/Wikipedia/articles usually deep


text: Category:WMDGS/Politics/2008 US Presidential Elections/prefers Clinton for democratic nominee


text:
Materials Science and Engineering/Derivations/Semiconductor Devices

Effect of an Electric Field - Conductivity and Ohm's Law
$$E = \frac{U}{L}$$

$$a = \frac{e}{m} E$$

$$v_{average} = a \tau \;$$

$$v_D = \left ( \frac{e}{m} \tau \right ) E$$

$$J = N_e e v_D \;$$

$$J = \frac{N_e e^2 \tau}{m} E$$

$$J = \sigma E\;$$

$$\sigma = \left ( \frac{e}{m} \tau \right ) (N_e e)$$

$$\sigma = \mu_e (N_e e)\;$$

The Built-in Potential (Vbi)
The electric field is the derivative of the potential with position

$$E = -\frac{dV}{dx}$$

Integrate across the depletion region

$$- \int_{-x_p}^{x_n} E dx = \int_{V(-x_p)}^{V(x_n)} dV = V(x_n) - V(-x_p) = V_{bi}$$

The sum of the drift and the diffusion at equilibrium is equal to zero

$$J_N = q \mu_N n E + q D_N \frac{dn}{dx} = 0$$

Use the Einstein relationship:

$$E=-\frac{D_n}{\mu_N} \frac{dn/dx}{n} = - \frac{kT}{q} \frac{dn/dx}{n}$$

$$V_{bi} = - \int_{-x_p}^{x_n} E dx = \frac{kT}{q} \int_{n(-x_p)}^{n(x_n)} \frac{dn}{n} = \frac{kT}{q} \ln \left [ \frac{n(x_n)}{n(-x_p)} \right ]$$

$$N_D$$ and $$N_A$$ are the n- and p-side doping concentrations.

$$n(x_n) = N_D\;$$

$$n(-x_p) = \frac{n_i^2}{N_A}$$

$$V_{bi} = \frac{kT}{q} \ln \left ( \frac{N_A N_D}{n_i^2} \right )$$

Assumptions

 * 1) Diode operated in steady state
 * 2) Doping profile modeled by nondegenerately doped step junction
 * 3) Diode is one-dimensional
 * 4) In quasineutral region the low-level injection prevails
 * 5) The only processes are drift, diffusion, and thermal recombination-generation

General Relationships
$$I = AJ\;$$

$$J = J_N(x) + J_p(x)\;$$

$$J_N = q \mu_n n E + q D_N \frac{dn}{dx}$$

$$J_p = q \mu_p p E - q D_p \frac{dp}{dx}$$

Quasineutral Region Consideration
The quasineutral p-region and n-region are adjacent to the depletion region

$$0 = D_N \frac{d^2 \Delta n_p}{dx^2} - \frac{\Delta n_p}{\tau_n}$$

$$0 = D_P \frac{d^2 \Delta p_n}{dx^2} - \frac{\Delta p_n}{\tau_p}$$

The electric field is zero and the derivative of the electron and hole concentration is zero in the quasineutral regions.

$$J_N = q D_N \frac{d \Delta n_p}{dx}$$

$$J_P = - qD_P \frac{d \Delta p_n}{dx}$$

Depletion Region
Continuity equations:

$$0 = \frac{1}{q} \frac{dJ_N}{dx} + \frac{ \partial n}{\partial t} |_{thermal R-G}$$

$$0 = -\frac{1}{q} \frac{dJ_P}{dx} + \frac{ \partial p}{\partial t} |_{thermal R-G}$$

Assume that the thermal recombination-generation is zero throughout depletion region. Sum the $$J_N$$ and $$J_P$$ solutions.

$$J = J_N(-x_p) + J_P(x_n)$$

Strategy to find the minority carrier current density in the quasineutral regions:

 * Evaluate current densities at the depletion region edges
 * Add edge current densities
 * Multiply by A to find the current

Ohmic Contacts
$$\Delta n_p (x \rightarrow - \infty ) = 0$$

$$\Delta p_n (x \rightarrow + \infty ) = 0$$

Depletion Region Edge
Establish boundary conditions at the edges of the depletion region.

Multiply defining equations of the electron quasi-Fermi level, $$F_N$$, and the hole quasi-Fermi level, $$F_P$$.

$$np = n_i^2 e^{(F_N - F_P)/kT}$$

Monotonic variation in levels

$$F_N - F_P \le E_{Fn} - E_{Fp} = qV_A$$

"Law of Junction"

$$np = n_i^2 e^{qV_A/jT}$$

Evaluate the "law of junction" at the depletion region edges to find the boundary conditions.

$$n(-x_p)p(-x_p) = n(-x_p)N_A = n_i^2 e^{qV_A/kT}$$

$$n(-x_p) = \frac{n_i^2}{N_A} e^{qV_A/kT}$$

$$\Delta n_p (-x_p) = \frac{n_i^2}{N_A} e^{q V_A / kT} - 1 )$$

$$n(x_n)p(x_n) = p(x_n) N_D = n_i^2 e^{qV_A/kT}$$

$$p(x_n) = \frac{n_i^2}{N_D} e^{qV_A/kT}$$

$$\Delta p_n (x_n) = \frac{n_i^2}{N_D} (e^{qV_A/kT} - 1)$$

Derivation

 * 1) Solve minority carrier diffusion equations with regard to the boundary conditions to determine value of $$\Delta n_p$$ and $$\Delta p_n$$ in quasineutral region.
 * 2) Determine the minority carrier current densities in quasineutral region
 * 3) Evaluate quasineutral region solutions of $$J_N (x)$$ and $$J_P (x)$$. Multiply result by area

Solve the equation below with regard to two boundary conditions.

$$0 = D_P \frac{d^2 \Delta p_n}{dx'^2} - \frac{\Delta p_n}{\tau_p}$$

$$\Delta p_n (x' \rightarrow \infty) = 0$$

$$\Delta p_n (x'=0) = \frac{n_i^2}{N_D} (e^{qV_A/kT} - 1)$$

General solution:

$$\Delta p_n(x') = A_1 e^{-x'/L_P} + A_2 e^{x'/L_P}$$

$$L_P = \sqrt{D_P \tau_P}$$

$$\Delta p_n(x') = \frac{n_i^2}{N_D} (e^{q V_A / kT} - 1) e^{-x'/L_P}$$

$$J_P(x') = -qD_P \frac{d \Delta p_n}{dx'} = q \frac{D_P}{L_P} \frac{n_i^2}{N_D} (e^{qV_A / kT} - 1) e^{-x'/L_P}$$

$$\Delta n_p(x) = \frac{n_i^2}{N_A} (e^{q V_A / kT} - 1) e^{-x/L_N}$$

$$J_N(x) = -qD_N \frac{d \Delta n_p}{dx} = q \frac{D_N}{L_N} \frac{n_i^2}{N_A} (e^{qV_A / kT} - 1) e^{-x'/L_N}$$

Evaluate at the depletion region edges

$$J_N(x=-x_p) = J_N(x''=0)=q\frac{D_N}{L_N} \frac{n_i^2}{N_A}(e^{qV_A/kT} - 1)$$

$$J_P(x=x_n) = J_P(x'=0)=q\frac{D_P}{L_P} \frac{n_i^2}{N_D}(e^{qV_A/kT} - 1)$$

Multiply the current density by the area:

$$I = JA = qA \left (\frac{D_N}{L_N} \frac{n_i^2}{N_A} + \frac{D_P}{L_P} \frac{n_i^2}{N_D} \right )(e^{qV_A/kT} - 1)$$

Ideal diode equation:

$$I = I_0 (e^{qV_A/kT} - 1)$$ $$I_0 = q_A \left ( \frac{D_N}{L_N} \frac{n_i^2}{N_A} + \frac{D_P}{L_P} \frac{n_i^2}{N_D} \right )$$

Derivation 1
The velocity of an electron in a one-dimensional lattice is in terms of the group velocity

$$v_g = \frac{1}{\hbar} \frac{\partial E}{\partial k}$$

$$dE = e E v_g dt \;$$

$$dE = e E \frac{1}{\hbar} \frac{\partial E}{\partial k} dt$$

Differentiate the equation of velocity

$$\frac{dv_g}{dt} = \frac{1}{\hbar} \frac{d}{dt} \frac{\partial E}{\partial k}$$

$$\frac{dv_g}{dt} = \frac{1}{\hbar} \frac{\partial^2 E}{\partial k^2} \frac{dk}{dt}$$

$$\frac{dv_g}{dt} = \frac{1}{\hbar^2} \frac{\partial^2 E}{\partial k^2} e E$$

$$m \frac{dv}{dt} = eE$$

$$m^{*} = \hbar^2 \left ( \frac{\partial^2 E}{\partial k^2} \right )^{-1}$$

Derivation 2
In the free electron model, the electronic wave function can be in the form of $$e^{i k \cdot z}$$. For a wave packet the group velocity is given by:

$$ v = {{d \omega} \over {d k}}$$ = $${{1} \over {\hbar}} \cdot {{d \varepsilon} \over {d k}} $$ In presence of an electric field E, the energy change is: $$ d \varepsilon = {{d \varepsilon} \over {d k}} {d k} = -eE{d x} = -eEv{d t} = {-eE \over {\hbar}} {{d \varepsilon} \over {d k}}{dt} $$

Now we can say: $$ \hbar \cdot {{d k} \over {d t}} = {{d p} \over {d t}} = m \cdot {{d v} \over {d t}}$$

where p is the electron's momentum. Just put previous results in this last equation and we get:

$$ {{\hbar} \over {m}} \cdot {{d k} \over {d t}} = {{1} \over {\hbar}} \cdot {{d} \over {d t}}{{d \varepsilon} \over {d k}} ={{1} \over {\hbar}} \cdot {{d^{2} \varepsilon} \over {dk^{2}}}{{d k}\over {d t}}$$ From this follows the definition of effective mass:

$$ {{1} \over {m}} = {{1} \over {\hbar^{2}}} \cdot {{d^{2} \varepsilon} \over {d k^2}}$$

The Zimman Model
Wavefunction:

$$\Psi_k = e^{ikx} \;$$

Strong disturbance when individual reflections add in phase

$$n \lambda = 2 a \sin \theta \;$$

$$k = \frac{n \pi}{a}$$

$$\Psi_{-k} = e^{-ikx}\;$$

$$\Psi{\pm} = \frac{1}{\sqrt{2}} (e^{ikx} \pm e^{-ikx} ) = \sqrt{2}  \begin{bmatrix} \cos kx\\ i \sin kx \end{bmatrix} $$

The potential energy is from the actual potential $$V(x)$$ weighted by the probability function $$|\Psi_{\pm}|^2$$

$$V_{\pm} = \frac{1}{L} \int |\Psi_{\pm}|^2 V(x) dx$$

$$V_{\pm} = \frac{1}{L} \int \begin{bmatrix} 2 \cos^2 kx\\ 2 \sin^2 kx \end{bmatrix} V(x) dx$$

Average over one period

$$V_{\pm} = \frac{1}{a} \int_0^a \begin{bmatrix} 2 \cos^2 kx\\ 2 \sin^2 kx \end{bmatrix} V(x) dx$$

$$V_{\pm} = \frac{1}{a} \int_0^a \begin{bmatrix} 1 + \cos 2kx\\ 1 + \sin 2kx \end{bmatrix} V(x) dx$$

$$\pm \frac{1}{a} \int_0^a \cos 2kx V(x) dx$$

$$V_{\pm} = \pm V_n$$

The kinetic energy is the same in the case of both wave functions

$$E = \frac{\hbar^2 k^2}{2m}$$

The total energy is the kinetic energy plus the potential energy

$$E_{\pm} = \frac{\hbar^2 k^2}{2m} \pm V_n$$

The energy of an electron cannot be between the lower and higher value.


text: File:Pn junction electrostatics.png

title: File:Pn junction electrostatics.png


text:
User talk:Rac7hel~enwikiversity

Welcome
Hello Rac7hel, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 02:42, 17 January 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Rac7hel. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rac7hel~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Rac7hel~enwikiversity


text:
Filmmaking Basics/Formatting the Script/Conclusion

{| cellspacing="10" cellpadding="0" style="margin:0em 0em 0em 0em; width:100%" Look at real scripts
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Good news and bad news

 * Some people were very creative. But most people did not master formatting perfectly.

==Creative scripts is good news

 * Some of the scripts were very creative. But it is hard to be creative and still keep to the original story.  Here is the best example from Rick van Veldhuizen (Rick14) who is from the Netherlands.  You can download his script at [[Media:Rick14 Screenplay SBTDS.pdf]].

The bad news

 * With few exceptions, no one did this assignment successfully. Your formatting was not perfect.

 * Every one of you would have been fired if you did this in Hollywood. Just too many mistakes.

 * Therefore, you must look at real motion picture scripts and see what you are doing wrong.

 * Most film schools have libraries of motion picture scripts. Take a look.

 * }

{| cellpadding="10" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: LemonChiffon; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Go to the next lesson

 * Next, you need to learn about storyboarding, starting with creating thumbnail storyboards.

 * Your first step is to take the Pop Quiz and then go to the lesson on thumbnail storyboarding [[Image:Crystal Clear app gimp.png|32px]].

 * }


text:
User talk:Shaul

Welcome
Hello Shaul, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 03:34, 17 January 2008 (UTC)

title: User talk:Shaul


text:
File:Girish Bhandari Tatu SeducedByDarkSide.pdf

Used with the WikiU Film School Lesson on how to format a movie script


text:
Artificial intelligence/prospects

There is also an AI wikibook here: Artificial Intelligence

This learning resource is about Artificial Intelligence (AI). It is still in a very early stage of development, so any contributions are greatly appreciated. Although pages are currently very high level, this book should be expanded down to the algorithm level.

AI & What It Means Today
The Merriam-Webster Online Dictionary states the following of AI:
 * Main Entry: artificial intelligence
 * Function: noun
 * the capability of a machine to imitate intelligent human behavior
 * a branch of computer science dealing with the simulation of intelligent behavior in computers

AI cannot replace battlefield technicians or platoon commanders, yet. But AI research and development is continually advancing; and although it may seem to be moving at a snail's pace, computer technology in general is accelerating (in a pattern known as "Moore's Law"), and may provide the computational capacity required for truly intelligent programs within a mere decade or two.

There are many who believe that creating an intelligent machine is impossible. That's what they used to say about men flying, and after the Wright Brothers learned how to fly, people said it about putting men in space. And now there's a flag on the moon (courtesy of Neil Armstrong), and we have the International Space Station in orbit around the Earth. So now people are saying it about intelligent computers: that they are impossible. But history has shown that just because something can't currently be done, this doesn't mean it won't be done in the future.

Computers can now do many things that before only humans could do: play chess, recognize letters of the alphabet, check spelling, check grammar, recognize faces, take dictation, speak, win game shows, and many more. But the naysayers persist. It's odd that once a human ability is successfully automated, the general public no longer considers it to be an example of AI or AI research — this phenomenon is known as the "AI effect". At that point they say, "it's just another program. Computers will never be able to actually reason."

How many mental abilities does it take to make a machine intelligent? Nobody knows, but at the rate which new abilities are being added to computers' repertoires, it may not be very long. AI researchers see intelligent machines on the horizon, even though the general public does not.

Sony has created a robot named Asimo, that gives tours of Sony's headquarters in Japan. It looks you in the eye when it's shaking your hand, and it walks, even up and down stairs. NASA has developed an anthropomorphic robotic hand as a component of its Robonaut, including the software to enable it to do many of the things a human can do with his or her hands. Other companies or organizations are working on other body parts, such as robotic legs and feet, and visual systems, while others endeavor to reverse engineer the subsystems of the human brain, like the hypothalamus (which controls memory).

AI, Our Future?
Artificial Intelligence (AI) is a young field with massive potential for growth. This article encourages the reader to consider what philosophical and cultural impacts this growth could have upon our society.

Artificial Intelligence has already had a significant impact on our world, enabling developments that were unimaginable only a century ago. “Intelligent” telephone networks route calls more efficiently than any human operator. Cars are constructed in largely unmanned factories by automated robots. Artificial intelligence is even being integrated into common household items such as the humble vacuum-cleaner.

Artificial Intelligence has replaced human workers in a number of fields that involve relatively simple and repetitive tasks. Computers possess many advantages over human workers: they are consistent, they don’t tire and they never demand a pay rise (or a salary for that matter!). However, the computer revolution has resulted in the creation of jobs in a number of new fields such as software engineering and CPU design.

Although Artificial Intelligence is currently too simple to compete with human beings in these more cerebral jobs, this will likely change as the field advances. If Moore’s law continues to hold, we can expect the complexity of computers to rival that of the human brain by the year 2020. Furthermore, some computer scientists predict that, in much the same way that Computer Aided Design (CAD) facilitated the creation of more powerful computers, the AI field will accelerate as AI becomes increasingly able to assist in its own development.

Questions

 * Could AI be developed to create artificial art? What impact would this have?
 * How would the economy adjust if computers and robots supplanted humans in a majority of jobs?
 * If human labor were rendered obsolete, what would civilization be like?
 * Is there a difference between ‘having simulated intelligence’ and being intelligent? If so, what is it?
 * A self-replicating technology could have effects reaching far beyond the act of creating the first one. If humans become capable of making machines as intelligent as humans, then it follows that such computers or robots could make more of themselves.  Should measures be put in place to prevent or limit the development of such self-replicating technologies?  Given the nature of competition and political conflict between nations, is this even possible world wide?  Given the nature of the availability of computer know-how to the general public, is this possible at all?
 * Would an artificially intelligent entity capable of replicating itself qualify as a life form?
 * Strong AI is (hypothetical) artificial intelligence that is as smart as a human. Assuming that strong AI would be recursive, that is, capable of improving its own design, what effect would that have on human civilization?
 * Could AIs have emotion? Would they? Should they?
 * Would AIs based on human brain anatomy be subject to mood shifts, neuroses, or PMS?
 * Could an AI go insane?
 * Could an AI become evil?
 * Could this be prevented? Could it be stopped if it occurred?
 * What role would AIs serve in human government?
 * Is it possible to control strong AI? Or would it become self-directing?  If so, how?
 * If an AI became self-aware and sued for rights, what would happen? What should happen?
 * If you woke up one day to discover that you were a copy of yourself uploaded into a robotic body, and you were owned by a corporation, what would you do?
 * If an intelligence were inherently designed to be satisfied with subservience, would that be slavery?
 * To what extent could AI be constrained to human-like thinking? Assuming it could, should it be?
 * Could AIs take over? How?
 * If AIs acquired the ability to communicate via text (via inter-relay chat, email, web content, etc.), how would you be able to tell their text from text entered by a human?
 * Based on how integrated computers and computer programs are in society today (especially within our communications systems), if AIs did take over, would we even notice it at the time? How?
 * If AIs took over, what would happen to humans?
 * Would we be treated as equals, or as second-hand citizens, pets, pests, prey, prisoners (criminals, enemies), livestock, slaves, zoo exhibits, or medical specimens?
 * Would humans be moved to reservations? Or be domesticated, trained, fought, hunted, exterminated, imprisoned, raised (to be milked, shaved, or slaughtered for food, fuel, or parts), enslaved, placed on exhibit, or experimented on?
 * Would humans be modified? Limited, improved, or upgraded?
 * Would AIs become capable of space travel?
 * What would happen to intelligent species they encountered out there? Should we care?
 * Did a robot write this list of questions? How could you know?  Were you there to see who wrote it?

These are questions that the human race may well face some day, and the foundations are being laid today. Most of them relate to one overarching theme: with artificial intelligence in it, what would the world be like?

Additional reading

 * Man and the Machines

title: Artificial intelligence/prospects


text:
Algorithms/Overview

Writing an algorithm
An algorithm is essentially a way of representing step-by-step solutions to a problem. It therefore can be presented in many different literary forms (or languages). The only essential requirement is that it should be able to clearly communicate the steps of the solution. This requirement also justifies the use of different forms, since a solution to a particular problem might be more suitable in one form than another. However, there is a universally preferred language to represent algorithms called Pseudocode. Pseudocode is a language-like codification with two distinct parts: a language part that explains each step, and a structured part that adds extra algorithm-specific features (such as selection, looping, etc.) and makes the algorithm more easily understood.

To further explain the making of an algorithm, we'll take an example of a few commonly used ones.

The first will be a simple function that finds a specified character in a string. It will return  if the character is not found, or else the last position in the string at which that character appears.

Pseudocode

Function FindCharacter (CharacterToFind, StringToSearch) returns Position Step 1. Position := -1 PositionInString := 0 Step 2. Let character C := PositionInString in StringToSearch If character C equals CharacterToFind then Position := PositionInString PositionInString := PositionInString + 1 If PositionInString < length of StringToSearch then go back to Step 2 Return Position End Function

C code

Recursive Algorithms
Recursion actually means to repeat a set of steps in a similar way. In computer science, recursive generally refers to an algorithm that calls itself, usually on a subset of the same problem. In more general language An algorithm is called recursive algorithm if an step in the algorithm instructs to repeat the same algorithm again with different/same/similar set of data. This approach is particularly useful in solving problems having step wise solution, in which the problem is reduced into smaller parts at each step and eventually solved at a particular step. An typical example is of finding factorial where

(n)! = n.(n-1)! = n.(n-1).(n-2)! = n.(n-1).(n-1)...(3).(2).(1).(0!)

we only know the value of factorial 0 i.e. 1, however we can reduce each factorial finding problem into smaller parts until its dependent only on value of factorial 0 and at this step our problem gets solved.

As the previous example would suggest each recursive algorithm is essentially divided into two parts. First part, the base case, is the condition which solves the problem; Second part, general case, is the condition which divides the problem into smaller part(s) such that each of the parts approaches base case. Hence at this point we can conclude that writing of a recursive algorithm involves three steps, viz.
 * Determine the base case
 * Determine the general case
 * Combine the two into an algorithm

A point to be noted is that every recursive solution can also be represented in a iterative form and vice-versa. Iterative solutions have lesser memory requirements but are more complex in general, recursive solutions on other hand are easier to visualize, simpler and straight forward in concepts but require more memory and run-time. So for a programmer choosing one of them is actually a trade off between simplicity and resources. A given problem may naturally be suited to solutions using any one of them, if case be so use of other solution should be avoided.

Pseudocode example of factorial algorithm:

Function Factorial (num) returns Value_of_Factorial Base case: If(num equals 0) Return 1 End if   General Case: Return Factorial(num-1) End Function

Partial List of Algorithms

 * Bubble Sort
 * Insertion Sort
 * Selection Sort
 * Shell Sort
 * Quick Sort
 * Fibonacci Sequence
 * Topological Sorting
 * Binary Search
 * Binary Search Tree
 * Data Encryption Standard (DES)
 * Gauss-Jordan Elimination
 * Doomsday Algorithm

title: Algorithms/Overview


text:
Laptop

A laptop, often called a notebook or "notebook computer", is a small, portable personal computer with a "clamshell" form factor, an alphanumeric keyboard on the lower part of the "clamshell" and a thin LCD or LED computer screen on the upper portion, which is opened up to use the computer.

Resources

 * Laptop Components
 * Laptop Features
 * One Laptop Per Teacher

title: Laptop


text:
Materials Science and Engineering/Doctoral review questions/Daily Discussion Topics/01162008

Crystal Growth
Why does crystal grow faster in one direction relative to another?

 * Kinks may form in one direction
 * The growth velocity is resultingly faster
 * The ledge direction may be in the same direction as growth
 * Kinks may form in one direction, and the ledges need to terminate
 * Terrace plane intersects the ledge

SOI
Silicon on insulator technology (SOI) refers to the use of a layered silicon-insulator-silicon substrate in place of conventional silicon substrates in semiconductor manufacturing, especially microelectronics, to reduce parasitic device capacitance and thereby improve performance. SOI-based devices differ from conventional silicon-built devices in that the silicon junction is above an electrical insulator, typically silicon dioxide or (less commonly) sapphire. The choice of insulator depends largely on intended application, with sapphire being used for radiation-sensitive applications and silicon oxide preferred for improved performance and diminished short channel effects in microelectronics devices. The precise thickness of the insulating layer and topmost silicon layer also vary widely with application. The first implementation of SOI was announced by IBM in August 1998.

Manufacture of SOI wafers
SiO2-based SOI wafers can be produced by several methods:

 * SIMOX - Separation by IMplantation of OXygen - uses an oxygen ion beam implantation process followed by high temperature annealing to create a buried SiO2 layer.
 * Wafer Bonding - the insulating layer is formed by directly bonding oxidized silicon with a second substrate. The majority of the second substrate is subsequently removed, the remnants forming the topmost Si layer.
 * One prominent example of a wafer bonding process is the Smart Cut™ method developed by the French firm Soitec which uses ion implantation followed by controlled exfoliation to determine the thickness of the uppermost silicon layer.
 * NanoCleave™ is a technology developed by Silicon Genesis Corporation that separates the silicon via stress at the interface of silicon and silicon-germanium alloy.
 * ELTRAN™ is a technology developed by Canon which spouts porous silicon and water cut.
 * Seed methods - wherein the topmost Si layer is grown directly on the insulator. Seed methods require some sort of template for homoepitaxy, which may be achieved by chemical treatment of the insulator, an appropriately oriented crystalline insulator, or vias through the insulator from the underlying substrate.

Short-Channel Effect in MOSFET

The use of SOI structures helps to avoid leakage mechanisms in MOSFETS. The device "pinches off" when the voltage is large and the channel width is small. There are several types of short-channel effects that are explained in Pierret.

Reverse Short-Channel Effect
The reverse short-channel effect is a secondary effect describing the reduction in threshold voltage Vth in MOSFETs with nonuniformly doped channel regions as the gate length increases. Since drive current is primarily determined by Vth, longer channel devices have more driving ability.

Reverse short channel effect (RSCE) is a result of non-uniform channel doping (halo doping ) in modern processes. To combat drain-induced barrier lowering (DIBL), MOSFET channels are more doped near the source and drain terminals to reduce the size of the depletion region in the vicinity of these junctions (called halo doping to describe the linmitation of this heavy doping to the immediate vicinity of the junctions). At short channel lengths the halo doping of the source overlaps that of the drain, increasing the average channel doping concentration, and thus increasing the threshold voltage. This increased threshold voltage requires a larger gate voltage for channel inversion. However, as channel length is increased, the halo doped regions become separated and the doping midchannel approaches a lower background level dictated by the body doping. This reduction in average channel doping concentration means Vth initially is reduced as channel length increases, but approaches a constant value independent of channel length for large enough lengths.

E-Beam Source
In an EBPVD system, the deposition chamber is evacuated to a pressure of 10-4 Torr. The material to be evaporated is in the form of ingots. There are as many as six electron guns, each having a power from few tens to hundreds of kW. Electron beams can be generated by thermionic emission, field emission or the anodic arc method. The generated electron beam is accelerated to a high kinetic energy and focused towards the ingot. When the accelerating voltage is between 20 kV – 25 kV and the beam current is a few amperes, 85% of the kinetic energy of the electrons is converted into thermal energy as the beam bombards the surface of the ingot. The surface temperature of the ingot increases resulting in the formation of a liquid melt. Although some of incident electron energy is lost in the excitation of X-rays and secondary emission, the liquid ingot material evaporates under vacuum.

The ingot itself is enclosed in a copper crucible, which is cooled by water circulation. The level of molten liquid pool on the surface of the ingot is kept constant by vertical displacement of the ingot. The number of ingot feeders depends upon the material to be deposited. The evaporation rate may be of the order of 10-2 g/cm2 sec.

Knudsen Source
In crystal growth, knudsen cells are often used as sources evaporators for relatively low partial pressure elementary sources, e.g., Ga, Al, Hg, As, etc. It is easy to control the temperature of evaporating content and commonly used in Molecular-beam epitaxy.

A typical Knudsen cell contains a crucible (made of pyrolytic Boron Nitride, quartz, tungsten or graphite), heating filaments (often made of metal Tantalum), water cooling system, heat shields and orifice shutter.

Disruptive devices
A disruptive device is a device that has a dielectric, whereupon being stressed beyond its dielectric strength, has an electrical breakdown. This results in the sudden transition of part of the dielectric material from an insulating state to a highly conductive state. This transition is characterized by the formation of an electric spark, and possibly an electric arc through the material. If this occurs within a solid dielectric, physical and chemical changes along the path of the discharge will cause permanent degradation and significant reduction in the material's dielectric strength.

Silicides
Silicon atoms in silicides can have many possible organizations:

 * Isolated silicon atoms: electrically conductive Cu5Si, (V,Cr,Mn)3Si, Fe3Si, Mn3Si, and nonconductive (Mg,Ge,Sn,Pb)2Si, (Ca,Ru,Ce,Rh,Ir,Ni)2Si)
 * Si2 pairs: U3Si2, Hf and Th silicides
 * Si4 tetrahedra: KSi, RbSi, CsSi
 * Sin chains: USi, (Ti, Zr, Hf, Th, Ce, Pu)Si, CaSi, SrSi, YSi
 * Planar hexagonal graphite-like Si layers: β-USi2, silicides of other lanthanoids and actinoids
 * Corrugated hexagonal Si layers: CaSi2
 * Open three-dimensional Si skeletons: SrSi2, ThSi2, α-USi2

Group 1 and 2 silicides e.g. Na2Si and Ca2Si react with water to yielding hydrogen and/or silanes. The transition metal silicides are, in contrast, usually inert to aqueous solutions of everything with exception of hydrofluoric acid; however, they react with more aggressive agents, eg. melted potassium hydroxide, or fluorine and chlorine when red-hot.

Silicide prepared by a self-aligned process is called salicide. This is a process in which silicide contacts are formed only in those areas in which deposited metal (which after annealing becomes a metal component of the silicide) is in direct contact with silicon, hence, the process is self-aligned. It is commonly implemented in MOS/CMOS processes for ohmic contacts of the source, drain, and poly-Si gate.

Types of chemical vapor deposition
A number of forms of CVD are in wide use and are frequently referenced in the literature. These processes differ in the means by which chemical reactions are initiated (e.g., activation process) and process conditions.

 * Classified by operating pressure
 * Atmospheric pressure CVD (APCVD) - CVD processes at atmospheric pressure.
 * Low-pressure CVD (LPCVD) - CVD processes at subatmospheric pressures. Reduced pressures tend to reduce unwanted gas-phase reactions and improve film uniformity across the wafer.  Most modern CVD process are either LPCVD or UHVCVD.
 * Ultrahigh vacuum CVD (UHVCVD) - CVD processes at a very low pressure, typically below 10-6 Pa (~ 10-8 torr). Caution: in other fields, a lower division between high and ultra-high vacuum is common, often 10-7 Pa.
 * Classified by physical characteristics of vapor
 * Aerosol assisted CVD (AACVD) - A CVD process in which the precursors are transported to the substrate by means of a liquid/gas aerosol, which can be generated ultrasonically. This technique is suitable for use with involatile precursors.
 * Direct liquid injection CVD (DLICVD) - A CVD process in which the precursors are in liquid form (liquid or solid dissolved in a convenient solvent). Liquid solutions are injected in a vaporization chamber towards injectors (typically car injectors). Then the precursors vapours are transported to the substrate as in classical CVD process. This technique is suitable for use on liquid or solid precursors. High growth rates can be reached using this technique.
 * Plasma methods (see also Plasma processing)
 * Microwave plasma-assisted CVD (MPCVD)
 * Plasma-Enhanced CVD (PECVD) - CVD processes that utilize a plasma to enhance chemical reaction rates of the precursors. PECVD processing allows deposition at lower temperatures, which is often critical in the manufacture of semiconductors.
 * Remote plasma-enhanced CVD (RPECVD) - Similar to PECVD except that the wafer substrate is not directly in the plasma discharge region. Removing the wafer from the plasma region allows processing temperatures down to room temperature.
 * Atomic layer CVD (ALCVD) – Deposits successive layers of different substances to produce layered, crystalline films. See Atomic layer epitaxy.
 * Hot wire CVD (HWCVD) - Also known as Catalytic CVD (Cat-CVD) or hot filament CVD (HFCVD). Uses a hot filament to chemically decompose the source gases.
 * Metalorganic chemical vapor deposition (MOCVD) - CVD processes based on metalorganic precursors.
 * Hybrid Physical-Chemical Vapor Deposition (HPCVD) - Vapor deposition processes that involve both chemical decomposition of precursor gas and physical evaporation of solid source.
 * Rapid thermal CVD (RTCVD) - CVD processes that use heating lamps or other methods to rapidly heat the wafer substrate. Heating only the substrate rather than the gas or chamber walls helps reduce unwanted gas phase reactions that can lead to particle formation.
 * Vapor phase epitaxy (VPE)

Pourbaix Diagrams

In chemistry, a Pourbaix diagram, also known as a potential/pH diagram, maps out possible stable (Chemical equilibrium) phases of an aqueous electrochemical system. Predominant ion boundaries are represented by lines. As such a Pourbaix diagram can be read much like a standard phase diagram with a different set of axes.

The diagrams are named after Marcel Pourbaix (1904–1998), the Russian-born chemist who invented them.

Pourbaix Diagrams are also known as Eh-pH diagrams due to the labeling of the two axes. The vertical axis is labeled Eh for the voltage potential as calculated by the Nernst equation.

Eh = E^0 + \frac{0.0592}{n} \ Log\frac{[C]^c[D]^d}{[A]^a[B]^b} $$                            The horizontal axis is labeled pH for the -log function of the  H+ ion concentration.

pH = -Log[H^+]\; $$

Such diagrams can be drawn for any chemical system, it is important to note that the addition of a metal binding agent (ligand) will often modify the diagram. For instance carbonate has a great effect upon the diagram for uranium.


text: File:BJT structure.png

title: File:BJT structure.png


text: File:Short channel effect.png

title: File:Short channel effect.png


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Template talk:No thanks

In order to use an image pagename I had to use :Image:filename.jpg (with the leading colon) but this does not substitute the correct wiki code for the talk page. See this diff --mikeu 07:30, 17 January 2008 (UTC)

 * The header that the template includes in the talk page is also munged, see this diff. --mikeu 16:17, 17 January 2008 (UTC)

 * Also the talk link is munged, see this diff. --mikeu 05:22, 18 January 2008 (UTC)

 * Edit User:Mu301/No thanks to see a test of what the template inserts for images. --mikeu 05:57, 18 January 2008 (UTC)

Never mind, the proper template to use for images is instead Template:Image copyright. --mikeu talk 17:06, 3 April 2008 (UTC)

title: Template talk:No thanks


text:
Portal:Life Sciences/to do

 * Create content.
 * Organize existing content so that it is easily navigated.
 * Contribute to the Wikiversity Genomics Database.

title: Portal:Life Sciences/to do


text:
Portal:Social entrepreneurship/Guidelines for Editors/Courses

= Other resources on wiki editing / wiki education=

 * Learning4Content - (free on-line/e-mail course)
 * Composing free and open online educational resources
 * Using WikiEducator

Related Resources

 * Teaching and Learning Online


text:
User:JGaynard

I am interested in everything that can help people to share and create new knowledge. The domain is vast: everything from knowledge workers through intellectual capital and intellectual property to collaborative software such as a Wiki. Since the beginning of 2007 I have been actively involved in helping organisations to structure their knowledge through Wiki use.

title: User:JGaynard


text: User:McCormack/Survey responses

title: User:McCormack/Survey responses


text:
User talk:Oni Ookami Alfador

Welcome to my talkpage. If you leave a message for me here, you may want to notify me at Wikipedia:User talk:Oni Ookami Alfador as I check it much more often. Thanks. --Oni Ookami Alfador 13:31, 17 January 2008 (UTC)

title: User talk:Oni Ookami Alfador


text:
Template:Wmdgs-simplesurveyquestion-2

This template creates a survey question, allowing for 2 answers (such as a yes or no question). The image in the response box will be the same for each answer (if you want different images for each answer, see instructions on Wmdgs-makesurveyquestion-2.

Usage
First, copy the text above and add it to the template page, then fill in as follows:
 * question = enter the question as you want it to appear on the template
 * topic link = this defines what page the " (discuss) " link will lead to. It automatically adds " [[Wikimedian Demographics/ " to the beginning of the link.
 * Image = add the filename of the image you'd like to use, not including the "Image:" prefix. The template automatically sets the size.
 * response 1 = this is what you want the first valid response to be (for example, just enter a "y" if it's a yes or no question)
 * showtext 1 = this will show the text. For example, " likes dogs" (the  will be translated by the template to show the user's name).
 * category 1 = Add the name of the category (without the survey prefix) that you want the template to add. For example "Likes dogs" will add WMDGS/Likes dogs

Now do the same for response 2, adding the appropriate text and category.

You can use this template repeatedly on the same page to make a set of questions and responses in order to create a complete template. When you've added all the questions, cut and paste the questions to the bottom within "pre" tags.

title: Template:Wmdgs-simplesurveyquestion-2


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User:Yun-Yammka/Wikimedia information

Here is a list of me on other wiki sites.

Meta: Terra

Wikibooks: Terra

Wikicommons: Terra

Wikipedia: Yun-Yuuzhan

Wikispecies: Terra

title: User:Yun-Yammka/Wikimedia information


text:
User talk:Bahaa

أنا اسعى لكتابة محتوى عربي لأكبر عدد من الكلية والمحتوى العربي في Wikiversity

الهدف
كتابة أكبر محتوى عربي في هذا الموقع

مشاركاتي
[مشاركات بهاء]

خطة العمل
ترجمة بعض الواجهات للغات الأخرى حتى نكون عدد كافي من المحتوى يكفي لفتح قسم عربي في هذا الموقع

Hello
Hello - Topic:اللغة العربية/قائمة المهام was moved to User:Bahaa/اللغة العربية/قائمة المهام. --Remi 07:11, 22 May 2008 (UTC)

title: User talk:Bahaa


text:
User:Bahaa/اللغة العربية/قائمة المهام

المهام كالأتي:

 * قواعد اللغة العربية : Bahaa
 * كلمات عربية : Bahaa

title: User:Bahaa/اللغة العربية/قائمة المهام


text:
User:Bahaa

= Personal Data =

Name: Bahaa Elsayed Salama. Age: 23 Years old. Date of Birth: 21/11/1984. Place of Birth: Alexandria, Egypt.

= My Photo =

= Contact Details = Email: bahaa@eboursah.com Phone: +2033021194 Mobile & SMS: +20124758148

title: User:Bahaa


text:
Talk:The School of Islamic Spiritual Studies

Please see here
There were already comments about the content here: Topic talk:The Institute for Islamic Spiritual Studies, Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 18:39, 17 January 2008 (UTC)


text:
Fire and emergency management/Rescue victims of a building collapse/Foreword

Foreword
The purpose of this manual is to provide a basic reference for rescue training, and operations. It covers basic and general equipment, systems, and techniques, rather than any specialised skill, and should be used in planning, training, and operations. Rescue, by its very nature, is a high-risk activity.

As situations change, and improved techniques are developed, this manual will be updated and amended. The use of trade or brand names in this manual is not intended to be restrictive, preferential, or promotional. Rather, trade names are used where descriptive clarity is required.

Explanation of warning notes Warning notes are included to bring your attention to specific safety and other serious issues. Completion of the activities in this manual must not be taken as having the necessary skills to teach, instruct, or advise on its contents.

The Aim of Rescue
To save the greatest number of lives in the shortest possible time and to minimise further injury to people and damage to property.

Functions
Common rescue functions include:
 * Access to, and the support and removal of, trapped people in the course of rescue operations.
 * Assistance with the recovery of the dead.
 * Provision of support on request to other services, authorities or specialist teams.

The Psychology of Rescue
A moments reflection is all that is needed to realise that any situation requiring a rescue operation, by definition is one which contains either dangerous or potentially dangerous elements.

People tend to react differently to danger, but the most general responses are anxiety and fear, perhaps the most powerful of all emotions. It must be remembered that is not just the victim who faces the danger; in order to rescue the victim the rescuer must first enter the site of the dangerous situation and face the same danger. Even if the main danger has struck and passed, additional dangers are still often present. The difference between the victim and the rescuer is that the rescuer is better able to cope with, or handle, the situation. This is because the rescuer has the knowledge and the resources to minimise risk and remedy the situation.

It is normal to be anxious and feel fear in the face of danger. These are emotional reactions common to both victim and rescuer. Many other emotional responses may become manifest during a rescue situation—pity, disgust, contempt, pride, concern, and many more. These are often exaggerated beyond all reason by the urgency and pressures of the situation, thus lowering the efficiency of the overall operation.

The rescuer must be aware of the psychological needs of the victims, not just their physical needs, and be prepared to meet these psychological needs.

Rescue Workers
An event requiring rescue operations will usually create three categories of rescue workers:

Group 1 – Survivors The immediate reaction of survivors in a major incident, once they have discovered that they are not injured, is to help their neighbours and families. They often do not know what to do, but obviously it is a serious situation and thus they feel they must do something.

These good intentions could aggravate the conditions of those being "helped" to the point where the loss of life may be greater than it should be. They could also get in the way and interrupt the functioning of trained rescue teams. However, uninjured and slightly injured survivors could well be the only hope of survival for many victims (e.g. if toxic gases, dangerous chemicals, fire, or danger of fire exist at the site of the emergency). The first group to commence rescue work at a site consists of those survivors still physically capable of doing so. The potential for good is enormous but the danger inherent in rescue work by untrained personnel is also enormous.

Group 2 – Untrained Personnel The second ‘wave’ of rescue workers is drawn from people either witnessing the event from the immediate vicinity, or are drawn to the site by curiosity and a desire to assist the victims. Although not quite as emotionally involved as the survivors, the danger inherent in utilising untrained personnel is still a factor which must be considered. On the positive side, they often bring necessary resources with them and can be effective if brought under control and properly supervised.

Unfortunately, a large number of the ‘curious’ are just that. They have no desire to help, but just look. They get in the way, shout advice, and generally add to the excitement of the site – the very thing that is least needed, especially from the standpoint of victims.

Group 3 – Trained Personnel The last group to arrive at the scene is the trained rescuers: Police, Fire, Civil Defence, etc. It takes some time for various emergency services to mobilise and arrive at the scene. The quicker they can arrive, the less time there will have been for the first two groups to aggravate the situation and create more dangers to surviving victims and themselves. The well-trained team will know what to do, and how to utilise the available resources and untrained personnel in efficiently carrying out the necessary tasks in a manner that will not further endanger anyone.

Personal Traits of the Rescuer
Not like Jordan *lower shield of shame* Rescue work is not an easy task, nor is it necessarily a ‘glamorous’ one. Certainly, not all people are suited to such work. Physical fitness, personality, and emotional stability are all factors in determining one’s suitability.

Ideally, the rescuer will have the following qualities:
 * Interest A genuine interest in rescue work, not just because of peer pressure, trying to impress, etc.

 * Training The will to continually undergo training to maintain a professional standard.

 * Cooperation Rescue work is usually a team effort, hence cooperation with others is vital.

 * Dependability The lives of victims, and team members rely on you.

 * Initiative The nature of rescue operations is such that it is often impossible to closely supervise each team member. Each must be able to see what needs doing, set priorities, and do the tasks at hand.

 * Versatility Each situation is unique. An individual must be able to apply a wide range of skills and knowledge to new situations.

 * Physical Fitness Rescue work of any kind is physically demanding and often continues for long periods. Any physical limitations must be recognised and taken into consideration.

 * Leadership Qualities Required by all rescuers at various times and to varying degrees. Through the capable leadership of trained rescuers, many more untrained personnel may be utilised.

 * Control over Fears and Phobias It is important that rescuers know what they can and cannot do. Part of this knowledge consists of being aware of any phobias. It is also vital that the leader of a rescue team knows of any phobias in team members. Some phobias that could seriously affect a rescuer and which may be identified in training are:
 * The sight of blood (Hemophobia)
 * The fear of heights (Acrophobia)
 * The fear confined spaces (Claustrophobia)
 * The fear of water (Hydrophobia)

 * Good Dress and Bearing Appearance should instil confidence in others.

Personal behavior
The conduct of individuals says a lot about their psychological makeup and personality. The nature of rescue work is such that it is particularly important that personal conduct does not aggravate matters, but rather assists in creating a feeling that the situation is in competent hands, and everything possible is being done to rescue and care for the victims. A few of the more important general areas of conduct or behaviours follow:

 * Attitude A serious, professional attitude must be maintained to gain confidence and support. Arrogance and superiority create instant antagonism. Loud talking, joking, and horseplay reduce credibility; they create a feeling of resentment and disgust and add to the confusion, thus hindering the work and adding to the state of anxiety of the victims. Rescuers cannot consider themselves ‘professional’ if they add to the confusion by loud shouting or frantic gestures.

 * Emotions Emotions are hard to control in the best of circumstances. In a disaster the control of emotions is a very difficult task but every effort must be made to prevent emotions from influencing good judgement and competence. Regardless of the excitement and the severity of the incident the rescuer must be able to remain calm, and be sympathetic without becoming emotionally involved.

 * Courtesy Courtesy, tact, and good judgement are vital if the rescue task is to be completed quickly and effectively. Courtesy must be given to all concerned.

 * Confidentiality During rescue activities and training there may be times when you will see and hear things which will be deemed confidential. It is essential that you appreciate this and be ‘professional’ and do not discuss these matters inappropriately.

Team Composition
Team composition will be determined by the various organisations within each area on the basis of safe accomplishment of set tasks. Regardless of the team composition, a team leader must be appointed. A team of 6 – 8 members is required for effective general rescue teamwork.

Activation
Each team should have a callout system established, and have determined the time necessary to ensure a full team response. This system should include such details as: Where possible, rescue team members should not be members of like organisations or Emergency Services. If there is likely to be a conflict of interest between organisations, rescue team members need to determine their priorities and ensure that the Civil Defence Emergency Management Organisation is aware of this.
 * Who calls out the team
 * Who will be responsible for them
 * Where to report
 * What functions the team will perform
 * What equipment to take
 * Likely duration of task or event.

Deployment

 * On call-out, teams should state clearly to the organisation requesting their support, details of accommodation and any feeding assistance that may be required. Teams responding to an international disaster should co-ordinate through OSOCC rather than unilateral co-ordination with national organisations and governments. Where OSOCC does not exist a key priority is to set up an OSOCC for the international co-ordination of the incident. The Virtual OSOCC can be used to assist in co-ordination with an appropriate login.

 * A key principal of a search and rescue in a disaster environment is that the rescuers do not significantly impose on the affected population whilst the affected population is trying to recover. The team must not deploy if they are likely to impose on the resident population. For this reason even the smallest team deploying to the smallest incident should be self sufficient for a short period of time. Self sufficiency can include the need for shelter, food, water, fuel, power and communications. For more major disasters the team may need to be self sufficient for the entire duration of deployment of the team.


text:
Fire and emergency management/Aerial apparatus driver operator

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Additional Training Materials


text:
Fire and emergency management/Aerial apparatus driver operator/Additional Training Materials

Additional Training Materials

 * [[Media:aerial.pdf|DoD Aerial Apparatus Operator Lesson Plans]]


text:
Fire and emergency management/Emergency Vehicle Operators Course (Ambulance)

About the Open Source Learning Project

Instructor Guide

Participant Manual


text:
Fire and emergency management/Employment Opportunity Process

Fire Officer III: Project Two

Subject: Development of Criteria for hiring new fire department personnel.

Employment opportunities with the City of Hemphill Fire Department

Applications for employment are accepted only during announced periods of time and must be submitted to the City of Hemphill Human Resources Department located at 326 Lansing Street room 113, Hemphill, La. 76036. To receive an application, you may contact Human Resources at (407)555-6157 or visit the cities website at City of Hemphill.

Application Considerations:

·Please provide all requested information on the application. Incomplete applications may have a bearing on considerations of eligibility ·Supplemental information (e.g., resumes, cover letters) may be provided ·The City of Hemphill reserves the option to use random sampling in the case of an over abundance of applicants ·Interviews are by invitation only ·Job offers are contingent upon meeting the position requirements and the providing of eligibility to legally work in the United States

The following criteria must be met in order to be eligible for employment with the Hemphill Fire Department:

·Age requirement: Applicants must be at least 18 years of age or older at the time of application ·Education requirement: Applicants must have a High School Diploma or have passed an equivalency test (G.E.D.) ·License: Applicants must possess a valid state of Louisiana Driver’s License at the time of appointment. ·EMT Certification; Applicants must obtain a Louisiana State Emergency Medical Technician Certification in order to be hired ·Non-Smoker: Applicant must be a non-smoker/tobacco user within the last two years

Scope of Examination:

·	Applicants must pass all portions of the selection process, which includes the following:

o Written examination o Physical Abilities Test (PAT) pass/fail o Oral examination o Background check including: Driving record, Criminal history, Credit history oPhysical Exam

Note: The candidate physical ability test will be administered by the Hemphill Fire Department; only the top 25% of those candidates who pass the written exam will move on to the (PAT).

Examination Process:

·Candidates who pass all portions of the exam will be placed on an eligible list according to their performance on the written, physical, and oral exams; (including veteran’s preference). Notices will be sent to the candidates informing them of their final score and ranking on the eligible list. Each applicant will be notified by mail of the written examination dates.

The Hemphill Fire Department is an equal opportunity employer and encourages all, who are interested in a career in firefighting, to apply.

Notes:

·All candidates will be required to present photo identification at each phase of the examination process (driver’s license, military identification, etc). ·After appointment to a permanent position, the employee must serve a probationary period during which the employee must demonstrate the ability to perform the work assigned to the position.


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Fire and emergency management/Employment Opportunity ProcessB

Criteria for new fire dept. personnel in the hiring process for Small Town Anyware USA: Fire District XXOOXXO is as follows.
Applicant Prerequisites:

1. Minimum 18 years of age.

2. High School graduate or equivalent.

3. Valid drivers’ license.

4. U.S. citizenship.

Information to be requested on the application:

1. Date of birth

2. Current address and past addresses for the past 5 years.

3. School and year of graduation, highest level.

4. Past employment history, last five employers or last five years.

5. Three references, not to include relatives or family members.

6. Any certificates or diplomas that relate to position applying for.

7. Hobbies and interests.

Evaluation Components:

1. Written test to determine placement on a list of candidates.

2. Test to be given by Pro Test Company of Small town Anyware, based on the Apex test guild for civil service exams.

3. Top 75 candidates will precede to the physical agility test which will be pass or fail based on timed drills.

a) 50ft bundle 2 ½ inch hose carry up 4 flights of stairs and back to starting position in 60 seconds or less.

b) 21ft. ladder raise from ground to rack 4 times in 30 seconds or less.

c) Advance a charged 2 ½ inch hose while shooting water for 50ft in 45 seconds or less.

d) Walk balance beams that are in a zigzag pattern without falling off for a distance of 60ft in 30 seconds or less, with a 3 second penalty for stepping off each time it happens.

4. Oral board interview to be conducted by, 1 chief officer, 1 operations officer, 1 firefighter.

a) Questions based on current events, town history, & desire to work for Small town Anyware USA Fire Dept.

5.Must take and pass urine analysis test for illegal drug usage.

6.Must take and pass a physical and mental evaluation to be given by Small town Anyware General Hospitals Dr. Peter Von Loose-nut.

7.Candidates will be scored on a scale of 1 to 10 with 10 being the greater on the scale.


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Fire and emergency management/Fire Fighter I

About the Open Source Learning Project

Fire Department Commmunications

Fireground Operations

Rescue Operations

Prevention, Preparedness, and Maintenance

Cognitive Applications

Psychomotor Applications


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Fire and emergency management/Fire Fighter I/Fire Department Communications

Fire Department communications. 5.2.1 Terminal objective: Fire Fighter shall be able to start an emergency response, given the emergency, using Fire Department standard operating procedures and properly use communications equipment, gather necessary information, operate equipment correctly and information is properly and accurately relayed to the dispatch center.

Enabling Objective: Candidate shall know the procedures for reporting an emergency under the Departments standard operating procedures for taking and receiving alarms, radio codes, an any information the dispatch center will need.

Demonstrating objective: Candidate shall show the ability to operate fire department communications equipment and properly and accurately relay and record pertinent information.

5.2.2

Terminal Objective: Candidate shall be able to take a personal or business call using the departments procedures and caller information is relayed.

Enabling Objective: Candidate shall know the department’s fire station and intercom procedures.

Demonstrating Objectives: Candidate shall be able to demonstrate proper procedure using the fire station telephone and intercom equipment.

5.2.3  Terminal Objective: Candidate shall be able to transmit and receive messages using fire department radio, using proper radio and operating procedures gather accurate information that is complete,clear, and relayed in the time established by the AHJ.

Enabling Objective: Candidate shall know radio procedures, using proper etiquette for routine,emergency, and emergency evacuation signals.

Demonstrating Objective: candidate shall be able to operate radio equipment and know the difference between routine and emergency traffic.


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Fire and emergency management/Fire fighter I/Fireground operations

5.3.1 Terminal Objectives: Properly donn and doff SCBA, and other personal protective gear ( PPE).

Enabling Objective:Know the conditions that require respiratory protection, Uses and limitations of the SCBA, physical requirements of the wearer and properly donn and doff PPE.

Demonstrating Objectives: SCBA is correctly donned and activated within a minute. Show breathing techniques. Show completes procedure for SCBA failure or air depletion. Be able to exit through restricted passages.

5.3.2 Terminal Objectives: Respond to an emergency scene safely, mount and dismount safely, wear proper PPE while en route.

Enabling Objective: Mount and dismount fire apparatus while avoiding hazards and using prohibited practices.

Demonstrating Objectives: Show proper safety belt usage, Wearing of PPE during response and following any safty concerns of the department.

5.3.3

Terminal Objectives :Operate in established work areas during emergency situations using traffic and scene control devices.

Enabling Objective: Know the potential hazards involved at emergency scenes and safe work zone designations.

Demonstrating Objectives: Show established work zone designation and hazards at emergency scenes consisting of the following, vehicle traffic, structure fires, downed electrical wires, dismounting apparatus, while keeping personnel in proper PPE and keeping at assigned task work designations.

5.5.4 Terminal Objectives: Forcible entry into a structure

Enabling Objective: Know basic construction of departments surrounding area including, windows, doors, locks, and dangers associated with each item

Demonstrating Objectives: Operate hand and power tools for force entry through doors, windows, locks while operating in a safe method while having proper PPE donned

5.3.5 Terminal Objective: Hazard exit area as a team

Enabling Objective: Know personal accountability system,communication and emergency procedures.

Demonstrating objectives: Exit an area in vision obscured conditions locate a guideline and follow conserving air before air is exhausted, and keeping team integrity while locating a safe haven area.

5.3.6 Terminal Objective: Set up Ground ladders and know hazards associated with them.

Enabling Objective: Know ladder parts, proper angles, safety limitation with each and reliable component for top placement.

Demonstrating objectives: Be able to carry, set, raise, extend, lock flies, judge proper ladder height, making sure wall and roof will support operation, while avoiding hazards and using proper ladder placement and angles.

5.3.7 Terminal Objective: Extinguish a passenger vehicle while using proper PPE and controlling leaking flammable liquid.

Enabling Objective: Know the proper fire streams to use, how to advance the hose line while  identifying hazards and how to identify and  avoid common injuries. Know the leaking fuel hazards and dangerous conditions associated with passenger vehicle fires.

Demonstrating objectives: Identify automobile fuel types, assess and control fuel leaks and apply water for maximum effectiveness while maintaining flash fire protection and searching for hidden fires in compartments.

5.3.8 Terminal Objective:Extinguishing Class A material exterior stock piled, piled material,small unattached fires while maintaining exposure protection.

Enabling Objective: Type of attack line, water stream, for attacking stock pile, piled materials small unattatched fires while using proper water application for maximum exposure protection. Know various extinguishing agents and effects on different materials while preserving obvious signs of fire cause.

Demonstrating objectives:Operate handlines using proper techniques of water streams, search for hidden fires, modify water application for maximum penetration and extinguish and to evaluate for complete extinguishment.

5.3.9 Terminal objective: Search and rescue as a team, given an assignment using obscured vision and proper PPE.

Enabling Objective: Know forcible entry tools, ladders operations, know proper primary and secondary search techniques.Victim removal methods including various carries.

Demonstrating Objectives: Using SCBA search through restricted areas, set up ladders for rescue operations, while rescues different types of respiratory situations, FF with and without SCBA and person without respiratory protection while assessing areas to determine tenability.

5.3.10 Terminal objective: Interior structural Fire Fighting operating as a member of a team using proper PPE and attack line techniques.

Enabling Objective: Know principles of fire streams application, design and operations, nozzle pressure, advance hose line to a fire. Identify dangerous building conditions, observe results from a properly applied fire stream, principles of fire exposure and potential long term consequences of exposure to products of combustion.

Demonstrating Objectives: properly operate hand lines to prevent water hammer, apply patterns for fire control,using direct, indirect and combination attacks. Advance charged and uncharged hose line 1.5 or larger up ladders and interior and exterior stairways and while secured to a ladder.Extend and replace burst hose sections. Attack fire at ground level and above and below grade levels. Couple and uncouple various handline connections. Locate and suppress interior wall and sub floor fires.

5.3.11

Terminal Objectives: Perform horizontal ventilation as part of a team, using proper placed equipment.

Enabling Objectives: Know the principle advantages, limitations, and effect of horizontal ventilation. Know the effects of mechanical, hydraulic ventilation. Know safety considerations when ventilating, causes of backdrafts,and the relationship of oxygen concentration to life safety and fire growth.

Demonstration Objectives: Perform the ability to operate, transport ventilation tools and ladders to effectively ventilate a structure. Also use safe procedures to breaking glass and removing door glass and obstructions.

5.3.12 Terminal Objectives: Perform Vertical Ventilation as part of a team, using proper placed equipment.

Enabling Objectives: Know the principle advantages, limitations, and effects of vertical ventilation. Understand construction type of house, and elapsed time under fire conditions for structural integrity.

Demonstration Objectives: Perform the ability to operate, transport, hoist, tools to roof, cut roof and flooring materials to vent. Sound floors and roofs for integrity, clear area with hand tools, deploy roof ladder on pitched roof and carry ventilation related tools while climbing and descending ladder, secure ground ladders for ventilation activities.

5.3.13 Terminal Objectives: Overhaul fire scene with proper tools and PPE

Enabling Objectives: Knowledge of fire attack lines and water application for overhaul, water application for limited water damage for structural integrity. Know types of tools needed to locate hidden fire, and look for obvious signs of arson and how to preserve the area in question.

Demonstration Objectives: Deploy fire line, remove flooring, wall and ceiling to locate void spaces for possible fire extension, while trying not to compromise integrity of the structure. Apply water for maximum fire extinguishment while being able to recognize obvious signs of arson. Shall be able to evaluate the void areas for complete extinguishment.

5.3.14

Terminal Objective: Conserve property using Salvage techniques

Enabling Objectives: Know proper purpose for property conservation and value to the public it has. Know how to stop the flow of sprinkler systems, and use salvage covers for water control and to protect property.I dentify main control of sprinkler syatem and any forcible entry issues related to salvage.

Demonstration Objectives: candidate shall cluster all furniture in the middle of the room and cover with salvage cover, construct water chute to control water travel and damage through windows, floor openings.

5.3.15 Terminal Objective: Connect fire department pumper to a water supply using the appropriate tools for an unobstructed water flow.

Enabling Objectives: Know the procedure to load and offload for water supply. Knowledge off hydrant operation, and suitable static water sources and procedures to connect to various water sources.

Demonstration Objectives: Be able to hand lay a supply hose, place and connect hard suction for drafting purposes, deploy portable water tanks as well as the equipment need to complete the task. Make a pumper to pumper connection as well as proper hydrant operation of opening and closing.

5.3.16 Terminal Objective: Incipient Class A,B, and C extinguishment with portable fire extinguishers.

Enabling Objectives: Knowledge of the classification of fire, and select the portable extinguishers to perform the appropriate extinguishment. Know the rating system and use the proper handling techniques for extinguishment.

Demonstration Objectives: Select the appropriate extinguisher based on the class and size of the fire, approach the fire and safely extinguish. Safely handling and operating extinguisher

5.3.17 Terminal Objective: Illuminate an emergency scene with the given equipment and assignment.

Enabling Objective: Know safety principles and practices, power capacity and its limitations to deploy lighting, operating within the manufacturers listed safety guidelines.

Demonstrating Objectives: Safely operate the department power supply to luminate the designated area with the appropriate lighting equipment. Deploy cords, connectors and GFI devices to safely operate equipment.

5.3.18 Terminal Objective: Safely turn off building utilities.

Enabling Objective: Knowledge of property, principle and safety concerns for the following utilities, Electricity, Gas, Water systems.

Demonstrating Objectives: Identify methods and dangers with shutting off utilities. Be able to identify, operate control valves or switches and assess as needed for hazards.

5.3.19 Terminal Objective: Ground cover fire as a team member.

Enabling Objective Safely utilize tools and safety measure to suppress or contain different types of ground cover fires.

Demonstrating Objectives: Determine a exposure threat and start a fire line to protect exposures or extinguish with hand tools while maintaining the integrity of the fire line and suppress the ground cover fire.


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Fire and emergency management/Fire Fighter I/Prevention, Preparedness, and Maintenance

5.5.1 Terminal Objective: Candidate shall be able to perform a safety survey in a private dwelling using the proper forma and procedures, so candidate will be able identify life safety hazards, recommendations for their correction are made to the occupant, and unresolved issues are referred to the proper authority.

Enabling Objective: Candidate shall know organizational policy and procedures, common causes of fire and prevention, importance of fire safety survey and publics fire education programs to fire department public relations and the community, and referral procedures.

Demonstration objectives: Candidate shall be able to complete forms and recognize hazards, match findings to pre-approved recommendations, and effectively communicate findings to the occupants or referrals.

5.5.2 Terminal Objective: Candidate shall, using prepared material present fire safety information, present accurate information, so that questions are answered or referred.

Enabling Objective: Candidate shall know informational material, how to use material having presentation skills and department standard operating procedures for giving fire station tours.

Demonstration objectives: Candidate shall be able to properly give presentations using prepared materials.

5.5.3 Terminal Objective: Candidate shall clean and maintain the following equipment following departmental or manufacturers recommended guidelines and keep records, equipment in ready to use condition. Ladders, ventilation equipment, self contained breathing apparatus, ropes, hand tools.

Enabling Objective: Candidate shall know the cleaning methods for various tools and equipment, use the correct cleaning solvents, following departmental or manufacturers recommended guidelines for cleaning tools or equipment.

Demonstration objectives: Candidate shall be able to select the proper tool, clean, following guidelines for complete reporting procedures

5.5.4 Terminal Objective: Candidate shall be able to clean, inspect and place hose ready for service

Enabling Objective: Candidate shall know the departmental procedure for cleaning, loading hose, hose rolls,  noting a defective hose for taking it out of service.

Demonstration objectives: Candidate shall be able to clean different hoses, operate hose washing and drying equipment, noting defective hose, replace coupling gaskets, roll and reload hose.


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Fire and emergency management/Fire Fighter I/Rescue Operations

This duty does not involve any requirements for the Fire Fighter 1


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Fire and emergency management/Fire fighter II

About the Open Source Learning Project

Fire Department Commmunications

Fireground Operations

Rescue Operations

Prevention, Preparedness, and Maintenance

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Fire fighter II/Fire Department Communications

Terminal Objective: Complete a basic incident report, given the report forms, guidelines, and information, so that all pertinent information is recorded, the information is accurate, and the report is complete.

Enabelers: Understand the requirments for basic incident reports.

Demonstrate the abitlity to determine necessary codes, proof reports, and operate fire dept. computers and other necessary equipment to complete reports.

Terminal objective: Show the need for team assistance, given fire dept. comunications equipment, standard operating procedures,and a team, so that the supervisor is consistently informed of team needs, departmental SOP's are followed, and the assisgnment is accomplished safely.

Enabelers: Understand SOP's for alarm assignments and fire dept. radio communication procedures.

Demonstrate the ability to operate fire dept. communications equipment.


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Fire and emergency management/Fire fighter II/Fireground Operations

Terminal Objective: Be able to perform activities necessary to insure life safety, fire control, and property conservation, according to the following job performance requirements.

Objective: Effectivly extinguish and ignitable fire, operating as a member of a team, given an assignment, an attack line, PPE, a foam proportioning device, a nozzle, foam concentrates, and a water supply. Using the correct type of foam the right proportion, forming the proper blanket and application is correct for sittuation.

Enabelers: Understand methods and principles of foam application, the uses of the different types of foam, the limitaions of different types of foam, the advantages and dis advantages of using fog nozzles versus foam nozzles, foam stream application techniques. Understand the hazards an how to avoid them.

Demonsrate preparation of foam concentrate supply for use, assemble all necessary hose stream components, various foam application techniques, and approach and retreat from spills as part of a coordinated team.

Objective: Coordinate an interior attack line for team's accomplishment of an assignment in a structure fire, given all necessary equipment and personnel. Ensure attack techniques are communicated to the attack teams, conditions and communications are kept constant and up to date between all members of the incident.

Enabelers: Understand all structural firefighting equipment and appliances, indicators of building collapse, effects fire supression activities have on building construction materials, applications of specific forcible entry tools, and different application rates and techniques and there uses.

Demonstrate the ability to choose a team and the proper tools for the attack. Demonstrate the ability to evaluate and forecast the fire's growth and development, select proper forcible entry tools and incorporate search and rescue procedures, ventilation procedures in coordination with other attack teams and personnel, and determine developing hazardous building and fire conditions.

Objective: Control a flammable gas cylinder fire operating as a member of a team, given all necessary equipment and personnel. Identify contents and methods used to extinguish and hazards associated.

Enabelers: Understand the characteristics of pressurized flammable gases. Understand the elements of the gas cylinder itself, effects that fire will have on it signs and effects a BLEVE, methods for identifying the contents of the cylinder, the proper ways to approach the cylinder, and the proper method for extinguishment or control, also valve assemblies and there operations.

Demonstrate the ability to execute effective advances and retreats, apply various techniques for water application, asses cylinder integrity and changing cylinder conditions, operate control valves, choose effective procedures when conditions change.

Objective: Protect evidence of fire cause and origin, given proper tools in order to preserve and note evidence until investigators arrive on scene.

Enabelers: Understand ways to asses origin and cause, different types of evidence, means to protect it, the role and relationship between firefighter II and criminal investigators, and the effects and problems associated with removing property or evidence from the scene.

Demonstrate the ability to locate the origin of a fire and recognize possible causes and protect the evidence.


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Fire and emergency management/Fire inspector I

About the Open Source Learning Project

Administration

Field Inspection

Plans Review

Additional Training Materials


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Fire and emergency management/Fire inspector I/Administration

Objective:

This duty involves the preparation of correspondence and inspection reports, handling of complaints, and maintenance of records, as well as participation in legal proceedings and maintenance of an open dialogue with the plans examiner and emergency response personnel according to the following job performance requirements.

Enablers:

1. Prepare inspection reports from observations from field inspections IAW applicable codes and standards.

2. The ability to interpret codes and standards.

3. The ability to communicate orally and in writing.

4. The ability to interpret codes and standards, communicate orally and in writing, and refer complaints.

5. Participate in legal proceedings, given the findings of a field inspection or complaint and consultation with legal counsel, so that all information is presented accurately and professionally.

6. The ability to maintain a professional courtroom demeanor, communicate, listen and differentiate facts from opinions.


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Fire and emergency management/Fire inspector I/Field Inspection

Objective:

This duty involves fire safety inspections of new and existing structures and properties for construction, occupancy, fire protection, and exposures, according to the following enablers.

Enablers:

1. Identify the occupancy classification of a single-use occupancy, given a description of the occupancy and its use, so that an accurate classification is made according to the applicable codes and standards.

2. The ability to make observations and correct decisions.

3. Compute the allowable occupant load of a single-use occupancy or portion thereof, given a detailed description of the occupancy, so that the calculated allowable occupant load is established in accordance with applicable codes and standards.

4. The ability to calculate accurate occupant loads, identify occupancy factors related to various occupancy types, use measuring tools, and make field sketches.

5. Inspect means of egress elements, given observations made during a field inspection of an existing building, so that means of egress elements are maintained in compliance with applicable codes and standards and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

6. The ability to observe and recognize problems, calculate, make basic decisions related to means of egress, use measuring tools, and make field sketches.

7. Verify the type of construction for an addition or remodeling project, given field observations or a description of the project and the materials being used, so that the construction type is classified and recorded in accordance with the applicable codes and standards and the policies of the jurisdiction.

8. The ability to read plans, make decisions, and interpret codes.

9. Determine the operational readiness of existing fixed fire suppression systems, given test documentation and field observations, so that the systems are in an operational state, maintenance is documented, and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

10. The ability to observe, make decisions, recognize problems, and read reports.

11. Determine the operational readiness of existing fire detection and alarm systems, given test documentation and field observations, so that the systems are in an operational state, maintenance is documented, and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

12. The ability to observe, make decisions, recognize problems, and read reports.

13. Determine the operational readiness of existing portable fire extinguishers, given field observations and test documentation, so that the equipment is in an operational state, maintenance is documented, and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

14. The ability to observe, make decisions, recognize problems, and read reports.

15. Recognize hazardous conditions involving equipment, processes, and operations, given field observations, so that the equipment, processes, or operations are conducted and maintained in accordance with applicable codes and standards and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

16. The ability to observe, communicate, interpret codes, recognize problems, and make decisions.

17. Compare an approved plan to an existing fire protection system, given approved plans and field observations, so that any modifications to the system are identified, documented, and reported in accordance with the policies of the jurisdiction.

18. The ability to read and comprehend plans for fire protection systems, observe, communicate, interpret codes, recognize problems, and make decisions.

19. Verify that emergency planning and preparedness measures are in place and have been practiced, given field observations, copies of emergency plans, and records of exercises, so that plans are prepared and exercises have been performed in accordance with applicable codes and standards and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

20. The ability to identify the emergency evacuation requirements contained in the applicable codes and standards and interpret plans and reports.

21. Inspect emergency access for an existing site, given field observations, so that the required access for emergency responders is maintained or so that deficiencies are identified, documented, and corrected in accordance with the applicable codes, standards, and policies of the jurisdiction.

22. The ability to identify the emergency access requirements contained in the applicable codes and standards, observe, make decisions, and use measuring tools.

23. Verify code compliance for incidental storage, handling, and use of flammable and combustible liquids and gases, given field observations and inspection guidelines from the authority having jurisdiction, so that applicable codes and standards are addressed and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

24. The ability to observe, communicate, interpret codes, recognize problems, and make decisions.

25. Verify code compliance for incidental storage, handling, and use of hazardous materials, given field observations, so that applicable codes and standards for each hazardous material encountered are addressed and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

26. The ability to observe, communicate, interpret codes, recognize problems, and make decisions.

27. Recognize a hazardous fire growth potential in a building or space, given field observations, so that the hazardous conditions are identified, documented, and reported in accordance with the policies of the jurisdiction.

28. The ability to observe, communicate, interpret codes, recognize hazardous conditions, and make decisions.

29. Determine code compliance, given the codes, standards, and policies of the jurisdiction and a fire protection issue, so that the applicable codes, standards, and policies are identified and compliance determined.

30. The ability to observe, communicate, interpret codes, recognize hazardous conditions, and make decisions.

31. Verify fire flows for a site, given fire flow test results and water supply data, so that required fire flows are in accordance with applicable codes and standards and all deficiencies are identified, documented, and reported in accordance with the policies of the jurisdiction.

32. The ability to use Pitot tubes and gauges as well as calculate and graph fire flow results.


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Fire and emergency management/Fire inspector I/Plans Review

There are no requirements for Plans Review at the Fire Inspector I Level.


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Fire and emergency management/Fire Inspector II

About the Open Source Learning Project

Additional Training Materials ---


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

Additional Training Materials

 * [[Media:10312sgs.pdf|DoD Inspector II Study Guide]]


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Fire and emergency management/Fire instructor II

About the Open Source Learning Project

Program Management

Instructional Development

Instructional Delivery

Evaluation and Testing

Cognitive Applications

Psychomotor Applications

Additional Training Materials


text:
Fire and emergency management/Fire instructor II/Additional training materials

Additional Training Materials

 * [[Media:10412sgs.pdf|DoD Fire Instructor II Study Guide]]


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Fire and emergency management/Fire instructor II/Evaluation and testing

Terminal Objective- develop student evaluation instruments given, learning objectives, audience characteristics, and training goals, so that the evaluation determines if the student has achieved the learning objectives, performance of the objective, reliable and verifiable manner, and is bias free to any audience or group.

Enabling Objective Knowledge of: •	Evaluation methods •	Development of forms •	Effective instructional methods and techniques

Enabling Objective Skilled in: •	Evaluation item construction •	Assembly of evaluation instruments

Terminal Objective- Develop a class evaluation instrument given, agency policy and evaluation goals, so that it provides feedback to the instructor on instructional methods, communication techniques, learning environment, course content, and student materials.

Enabling Objective Knowledge of: •	Evaluation methods •	Test validity

Enabling Objective Skilled in: •	Development of evaluation forms

Terminal Objective- Analyze student evaluation instruments given test data, objectives and policies, so that validity is determined and necessary changes are accomplished

Enabling Objective Knowledge of: •	Test validity and reliability •	Item analysis

Enabling Objective Skilled in: •	Item analysis techniques


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Fire and emergency management/Fire instructor II/Instructional delivery

Terminal Objective- Conduct a class using a lesson plan that the instructor has prepared and that involves the utilization of multiple teaching methods and techniques given a topic and a target audience so that the lesson objectives are achieved

Enabling Objectives Use of teaching methods and techniques Transition between teach methods, conference, and discussion leadership

Terminal objective- supervise instructors and students during training given, training scenario applicable safety standards and practices, and instructional goals are meet

Enabling Objectives Knowledge of: •	Safety rules, regulations, and practices •	Incident management system •	Leadership techniques

Enabling objective Skilled in: •	Implementation of the incident management system used by the agency