Essentials of Fire Fighting 6 th Edition Firefighter I Chapter 21 — Fire and Life Safety...
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Essentials of Fire Fighting 6 th Edition Firefighter I Chapter 21 — Fire and Life Safety Initiatives
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Transcript of Essentials of Fire Fighting 6 th Edition Firefighter I Chapter 21 — Fire and Life Safety...
Essentials of Fire Fighting6th Edition
Firefighter I
Chapter 21 — Fire and Life Safety Initiatives
Explain the steps taken during fire and life safety program development.
Learning Objective 1
21–2
Firefighters need to understand the value of a life safety program.
21–3
Development of a life safety program should be systematic.
21–4
The first step in the THIRA is to identify threats and hazards.
21–5
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The second step in the THIRA is to give identified threats a context.
21–6
The third step in the THIRA is to examine jurisdictional core capabilities.
21–7
The fourth step in the THIRA is to set capability targets.
21–8
The final step in the THIRA is to apply the assessment results.
21–9
REVIEW QUESTION
What steps should be taken when developing a fire and life safety program?
21–10
Describe the components involved in fire and life safety program delivery.
Learning Objective 2
21–11
Life safety program delivery is based on the five Es.
21–12
Answering questions not typically covered can be a part of education.
21–13
Enforcement activities are usually grouped into a few categories.
21–14
Economic incentives can also play a role in program delivery.
21–15
Fire and life safety program delivery also requires engineering.
21–16
Emergency response is another aspect of program delivery.
21–17
REVIEW QUESTION
What components are involved in fire and life safety program delivery?
21–18
Explain the impact of safety hazards, messages, and target audiences on creating fire and life safety education programs.
Learning Objective 3
21–19
Indicate ways to identify and prevent firesetter development.
Learning Objective 4
21–20
Fire and life safety education is designed to reach two goals.
21–21
Fire and life safety hazards are the two broad categories of hazards.
21–22
Other hazards can also be the focus of provided safety messages.
21–23
Fire and life safety messages are chosen based on community assessment of risk and fall into four categories.
21–24
Presentation materials are typically organized based on audience age range.
21–25
REVIEW QUESTION
How does identifying a target audience impact the creation of a fire and life safety program?
21–26
Structure surveys can be part of fire and life safety education.
21–27
Juvenile firesetter programs take steps to reduce fires set by children.
21–28
The U.S. Fire Administration identifies the impact of juvenile firesetters.
21–29
Juvenile firesetters can be identified using information from several sources.
21–30
Prevention of juvenile firesetters is accomplished through several messages.
21–31
REVIEW QUESTION
What are some steps that can be taken to help prevent firesetter
development?
21–32
Describe the role of a Firefighter I in enforcing fire and life safety codes.
Learning Objective 5
21–33
Fire and life safety codes are adopted using a specific process.
21–34
You should understand the two basic aspects of code enforcement.
21–35
REVIEW QUESTION
What role does the Firefighter I perform when enforcing fire and
life safety codes?
21–36
• Fire and life safety initiative programs benefit both the community and the fire department.
• When properly implemented the program can help provide an accurate assessment of hazards to which the community must respond.
Summary
21–37
