PREVENTION and EDUCATION State of Georgia BASIC FIRE FIGHTER TRAINING COURSE.

PREVENTION and EDUCATION

State of Georgia BASIC FIRE FIGHTER TRAINING COURSE

Prevention and Education2

VALUE TO THE PUBLIC

Teaches people to protect themselves from everyday hazards

Reduces the risk of fire loss Demonstrates the fire department’s concern Provides an educational & advisory service


BENEFIT TOTHE FIRE DEPARTMENT

Improves public relations Familiarizes personnel with their

response area Familiarizes personnel with building

conditions in their response area Firefighter job satisfaction


COST EFFECTIVENESSTO THE COMMUNITY

Reduces amount of time citizens lose Reduces financial loss when citizens are out of

work Reduces financial loss to business for

damaged/destroyed equipment/facilities Reduces financial loss to business for injured

workers Reduces financial loss due to insurance rate

increases


DOCUMENTING YOUR PROGRAMS

Information

needed:• Lesson title• Age group• Number of

students• Location• Date & Time



• Prepared forms• Narrative forms• Computers

Forms & Formats:



Need for documentation

• Identify problems within the community

• Prioritize programs• Justify expenses


EXAMPLES OF DOCUMENTS

Run sheets Written reports Copies of important

letters Public education

requests Logs of presentations

delivered

Assignment forms Formal or informal

meetings to check status

Observations of presentations

Standard Operating Procedures


ORGANIZING A SCHEDULE

Set priorities for answering the mail, & stick to them

Handle each request immediately & completely Use a standard time to handle items in the “in”

box Get rid of junk mail each day


ORGANIZING A SCHEDULE

Use charts & graphs to track progress on major, important, or complicated projects

Establish categories for files Schedule a time for returning calls Know your most productive time & schedule

especially important work then


SCHEDULING A PROGRAM

Schedule around holidays Find out schedules for places where you will

present your program Schedule to avoid conflicts


SOURCES FOR INSTRUCTIONAL MATERIALS

Georgia Fire Academy Georgia State Fire Marshal’s Office Georgia Firefighter’s Burn Foundation Safe Kids of Georgia Insurance companies Teachers Civic groups


COMMUNICATION


CHARACTERISTICS OF A GOOD SPEAKER

Clear, effectual pitched, & well modulated voice

Grammatically correct speech Eye contact with students Good relationship with students Style devoid of distracting mannerisms


The person who transmits the information

ELEMENTS OF COMMUNICATION

Sender


When you put a message into words, you are encoding it


Encoding



Factors that influence how educators encode messages:• Knowledge, experience, commitment, & overall

health and well-being

• Instructor attitude toward the audience

• Overall mood at the moment

• Good or bad experiences earlier in the day/week

• Physical environment


Messages can be verbal, written, or non-verbal


Transmitting


The person to whom information is transmitted


Receiver


The audience begins to interpret your message as soon as they see & hear it


Receiving


Factors that affect audience interpretation:• Overall health & well-being

• Attitude toward the educator

• Overall mood

• Recent good or bad experiences

• Physical environment

• General understanding of the subject of the message



Decoding

Process of interpreting a message that has been received



Barriers to Communication

Short attention span Fatigue Boredom Lack of Motivation Disagreement or reluctance Lack of understanding



Decoding depends on listening skills:• Maintain eye contact with the message sender

• Imagine the sender’s upcoming points

• Take notes or mentally summarize key points

• Paraphrase important points



ELEMENTS OF COMMUNICATION Questions

Check for student understanding by:• Sampling

• Signaled responses

• Group choral response

• Individual private response


This is when the instructor & the audience decide if learning has taken place


Feedback


Are open-ended

Do not suggest the answer

Seek information, but do not make the audience feel uninformed

ELEMENTS OF COMMUNICATION Effective Questions


ELEMENTS OF COMMUNICATION Types of Questions

Direct

Overhead

Rhetorical

Relay


KNOW YOUR AUDIENCE

Various age & socio-economic groups

Tailor information to specific groups

Teach with central tendency

Group A Group C

Group B


DEALING

WITH

STUDENTS


DEALING WITH STUDENTS Day Dreamer

Proximity control Take a break More activities Call on by name Ask their opinion Ask them to recall

their experiences


Try to ignore Proximity control Pull aside & talk with

them Get them involved with

the class Change seating Invite supervisor

DEALING WITH STUDENTS Trouble Maker


Let them assist slow learners

Ask them questions to hold interest

Determine knowledge Extra assignments

DEALING WITH STUDENTS Fast Learner


Approach outside class

Call on as part of group

Give praise Extra assignments Make helper Simple questions

DEALING WITH STUDENTS Shy or Timid Learner


Talk to them during break

Invite supervisor Proximity control Deflect questions Peer pressure Ask them to leave the

class

DEALING WITH STUDENTS Side-tracker or Staler


Pair up with a fast learner

Talk to them during break

Address their experiences

Extra assignments

DEALING WITH STUDENTS Slow Learner


THE LEARNING ENVIRONMENT

Room Size• Is the room too big or too

small for the audience?


Temperature• Is the temperature

comfortable & steady?



Adequate Lighting• Essential

• Variable levels

• Switches near teaching position

• Low level preferable to complete darkness



VENTILATION

Keep fresh air moving

No smoking in indoor classes



Background Noise• Neighboring rooms• Hall• Outside• Heater/air conditioner



Acoustics• Poor acoustics may be a distraction to the

students because they may have difficulty picking up sounds or there may be an echo



Seating Comfort

• If chairs are uncomfortable, students will be distracted



Classroom Arrangement• Physical arrangement of a classroom utilized by an

instructor depends on the size of group

• The instructor should inspect the classroom before arriving for the presentation



Good for group discussion

Allows students & instructor good view of each other

THE LEARNING ENVIRONMENT Fan Seating


Most restrictive Least eye contact for

participants Maximum seating Good for lecture &

illustrated lecture Permits instructor-

student exchange Limits discussion

THE LEARNING ENVIRONMENTTraditional Seating


Effective teaching arrangement, but wastes some space

Students focused on instructor

Excellent for projected aids

THE LEARNING ENVIRONMENTChevron Seating


Diminishes central focus on instructor

Excellent student interaction

Good for demonstration

THE LEARNING ENVIRONMENT“U”-shaped Seating


Works well for certain types of skills instruction

Use more than one instructor

Lets instructor observe student performance

THE LEARNING ENVIRONMENTCircular Seating


Good for interaction Not good for group

discussions Not for sub-groups

THE LEARNING ENVIRONMENTConference Table Seating


LESSON

PLANS


LESSON PLAN

A step-by step guide for presenting a lesson

Outlines the material to be taught & the teaching procedures to be followed

Guides how the students & educator spend their class time

Should have some flexibility


A brief descriptive title or phrase indicating the subject area or task covered in this particular lesson

LESSON PLANTopic


The depth of instruction for a specific skill and/or technical information that enables the student to meet the minimal requirements of the occupation

LESSON PLANLevel of Instruction


A measurable statement of behavior required to demonstrate that learning has occurred

LESSON PLANBehavioral Objectives


A functional list of everything necessary to teach the lesson

LESSON PLANInstructional Materials Needed


Activities the instructor needs to complete before the instructor enters

the classroom

LESSON PLANPre-class Preparation


Texts, manuals, standards, or codes, on which the development of this

lesson is based

LESSON PLANReferences


Best estimate, in minutes, hours, or both, of the time required or available to teach

this session or lesson

LESSON PLANEstimated Teaching Time


Knowledge or skill required before the learner can acquire additional or more

complex knowledge or skill

LESSON PLANPrerequisite


Preparation / Motivation

Presentation

Application

Evaluation

LESSON PLAN4-step Method of Instruction


How the educator prepares the student & motivates them to learn

Involves getting students’ attention & letting them know why material is important

Involves arousing curiosity &/or developing sense of personal interest of the students

LESSON PLANPreparation / Motivation


This is the actual teaching of the class (transferring facts & ideas to make the subject come alive)

Involves following the lesson plan Use most effective teaching methods &

materials for a given audience

LESSON PLANPresentation


Students use or apply what the instructor has taught by performing a task or solving a problem

Students receive supervision & guidance from the instructor

LESSON PLANApplication


Find out whether educational objectives have been met

Shows whether students can perform a task on their own

Students work alone during evaluations

LESSON PLANEvaluation


METHODS

OF

INSTRUCTION


METHODS of INSTRUCTIONLecture

The educator talks to the audience, but allows no exchange of ideas or verbal feedback

When lecture includes demonstration, 30% of the material is retained by the student

More appropriate for adults than preschoolers


Teaching method by which students contribute to the class session by using their knowledge & experience to provide input

Discussion is most effective when students have previous knowledge and experience about the subject being taught

Provides the greatest interaction between the audience and the instructor

METHODS of INSTRUCTIONDiscussion


Type of discussion in which a group exchanges ideas directed toward a

common goal or conclusion

METHODS of INSTRUCTIONGuided Instruction


Discussion in which a group directs its thinking toward solving a

common problem

METHODS of INSTRUCTIONConference Discussion


Discussion in which a group reviews real or hypothetical events

METHODS of INSTRUCTIONCase Study


Discussion in which a group acts out various scenarios

METHODS of INSTRUCTIONRole Playing


Process of identifying as many ideas as possible without any initial evaluation,

debate, agreement, or consensus

METHODS of INSTRUCTIONBrainstorming


Educational method in which the instructor shows the audience something

Relies heavily on teaching aids

METHODS of INSTRUCTIONIllustration


Teaching method in which the instructor actually performs a task, usually explaining the procedure step-by-step

Should always be used when introducing a new skill

METHODS of INSTRUCTIONDemonstration


Classroom method in which two or more instructors work together, combining their individual content, techniques, & material to meet a single educational objective

All instructors should use the same format for audiovisuals and handout materials

METHODS of INSTRUCTIONTeam Teaching


AUDIO-VISUAL AIDS


AUDIO-VISUAL AIDS

“I hear…..I forget”

“I see…..I remember”

“I do…..I understand”--Confucius, 451 B.C.


Based on how people learn 75% is learned visually 13% is learning gained through hearing 12% is learned from a combination of smell,

taste and touch People are sensory learners Comprehension increases 3 times when a

picture replaces words Comprehension increases 6 times when words

and pictures are used together

AUDIO-VISUAL AIDSEducational Materials


Print materials• Brochures, posters, fact sheets, coloring books,

activity sheets, educational card or board games, pre- & post-tests

Audiovisual materials• Films/filmstrips, video & audio-tapes, slides,

transparencies, computer simulators, flip charts, writing boards

Props• Objects the audience can see, touch, smell or hear

AUDIO-VISUAL AIDSEducational Materials: Types


A - Appeals to the senses

I - Interests the learner

D - Develops understanding

S - Saves time

AUDIO-VISUAL AIDSCharacteristics


Among the most popular

Durable, inexpensive, and fast to make

Can be used in any size room

Can show text and line art

Can mark on during the presentation

Can be used in a fully lighted room

Can be rearranged to be used in other classes

AUDIO-VISUAL AIDSTransparencies


When creating:• Make sure it’s legible• Prepare ahead of time• One concept per page• Use bullet format• Horizontal or vertical• Never hand write• Use overlays or markers



Overhead Projector• Can be used in a fully lighted room• Fill screen with image• Prevent keystone effect• Turn off projector after image is adjusted• Place transparency on OHP platform• Turn projector on when you want class to

see image



Overhead Projector (continued):• Don’t turn your back to class when you look

at image• Point out items directly on transparency, not

screen• Give class time to take notes• Cover all items except what you want class

to see



Overhead Projector (continued): • Turn projector off when you want class

attention• Never change transparency while projector

is on



Very popular for do-it-yourself audiovisuals Superior in illustrating concepts, emotion, and

objects Computers have improved slide quality Easy to rearrange Effective with large groups More durable than flip charts and

transparencies

AUDIO-VISUAL AIDS35mm Slides


Difficult to adjust presentation length after starting

Have the slides ready to go before starting the presentation



When creating:• Insist on excellent photography• Maintain style of capitalization and

punctuation• Keep uncluttered• Horizontal format is preferred• Keep slides simple• Computer programs are available



Slide Projector• Lights must be off• Know how to use the equipment• Fill screen with image• Give time to take notes• The fan may be noisy



Used to record ideas at meetings, or educational materials

Inexpensive, easy to change or adapt Effective with small groups Can be reused a few times

AUDIO-VISUAL AIDSFlip Chart


When creating:• Must be legible

• Prepare ahead of time

• Test markers for bleeding

• Pencil information that will be added during the presentation

• Leave a blank page between ideas

• Select a format for capitalization and punctuation

• Make sure lettering is big enough to read



When creating (continued):• Keep first page blank or use for welcome

• Add visual interest

• Keep simple

• Use flags or paper clips

• Keep covered until time to discuss



Good for spontaneous, short information Clean board before class Don’t talk to the board Write/draw quickly, but legibly Erase horizontally or vertically

AUDIO-VISUAL AIDSChalkboard


Preview video tape Check the equipment Have tape ready to start Prepare students to view Review points Follow up with discussion

AUDIO-VISUAL AIDSVideo Tape Player


Good for one word or short phrase Make letters consistent & straight Create an even border around words

AUDIO-VISUAL AIDSMagnetic Strips


Preview film Check equipment Have ready to start Prepare students to view Review the main points Follow up with discussion

AUDIO-VISUAL AIDSFilm


Must be visible & audible to all Keep covered until ready to be displayed Tell students what to pay attention to Have students identify main points of aid Review, emphasizing main points of aid Aid should support main teaching point No vulgar or obscene aids

AUDIO-VISUAL AIDSGeneral Use


LEARNING

CHARACTERISTICS


PRE-SCHOOLCHILDREN

(3 to 5 years)


LEARNING CHARACTERISTICSPre-school

Language & intellectual capacities are growing Realize differences in males & females Identify parents as role models Certain defense behaviors are established Motor skills develop rapidly Imitate parental behavior Develop emotionally by playing & acting things

out


Develop a conscience at 3 to 5 years old May use aggressive behavior to hurt others May have several fears learned at home or day

care center Have desires to approach new goals &

experiences Playmates are increasingly important

LEARNING CHARACTERISTICSPre-school


Preschool children have little or no control over there environment

Have home escape fears Comprehend their world through language Relate new experiences to existing knowledge &

understanding Begin to construct complex images & more

elaborate concepts about age 4

LEARNING PROFILEPreschool


ENCOURAGE / DISCOURAGE BEHAVIOR

Preschool

Distract the child• current behavior is quickly forgotten & exchanged

for a new behavior

Tell the child what to do Punishment

• use punishment if telling them what to do does not work


IDEALSPreschool

Ideals that guide people’s lives are based on prohibitions & standards learned during early childhood

In some ways a child will be like his/her parents• In other ways the child will be like the heroes he/she

has contact


THE FIRE & BURN PROBLEMPreschool

Ignition of clothing Natural curiosity

about fire Hot liquids

• the greatest burn threat to children

Electrical burns Contact burns Flammable liquids Smoke & fire gases Physical problems


TEACHING METHODSPreschool

Give time to digest each new concept before building on that concept Teach one idea at a time

Use simple words with few syllables When kids become restless, stop teaching


ELEMENTARY SCHOOL AGE CHILDREN

(5 to 11 years)


Physical growth tends to be steady Realize the pleasure of work & the rewards

that accompany it Emotional development is based on influences

of heredity and environment Emotional control greatly depends on the level

of maturity Successes and failures have an large effect on

how they view themselves

LEARNING CHARACTERISTICSElementary School


PUSHES THAT EFFECT DEVELOPMENT Elementary School

Social push out of the home into peer groups Physical thrust into the world of games and

work requiring neuromuscular skills Intellectual push into the adult world


THE FIRE & BURN PROBLEM Elementary School

5 to 7 year olds exhibit curiosity & fascination with fire• Positive - makes them respective to fire safety

education

• Negative - often the cause of serious injury or death

Older elementary school-age replace their curiosity of fire , with confidence in being able to handle fire• Positive - able to accept more responsibility

• Negative - may become too confident, and find themselves the victim of their own ignorance or careless actions


TEACHING METHODS Elementary School

Children at this age tend to be curious To take advantage of the curiosity:

• All materials must be relevant, inspire awareness, and confidence

• Learner must be active

• Significant human relationship must be involved

• Learner must feel respected

• Materials & instruction must reflect & respect age & learning differences


SECONDARY SCHOOL AGE CHILDREN

(11 to 21 years)


PHYSICAL CHARACTERISTICSSecondary School

Undergoing rapid physical change Almost never satisfied with appearance Growth spurts occur

• Girls - 8 - 15 years of age

• Boys - 11 - 16 years of age


EMOTIONAL CHARACTERISTICS Secondary School

Mood swings are normal


PSYCHOLOGICAL CHARACTERISTICS Secondary School

Role-oriented instead of goal-oriented Live for the present, it can’t happen to me

attitude May feel a sense of powerlessness Forming more mature relationships Preparing for career, marriage, family life Acquiring a set of guide behaviors and problem

solving skills


CHARACTERISTICS Secondary School

Peer acceptance of prime importance

Take a lot of risks

Care a lot about welfare & happiness of friends


THE FIRE & BURN PROBLEM Secondary School

Hot liquids & grease Flammable substances

• Gasoline

Clothing ignition Utility poles or high tension wire contact Burns associated with cars or motorcycles Sunburn


TEACHING METHODS Secondary School

First-person case studies Decision-making skills (hypothetical

situations) Self-assessment instruments Experience-based discussions Games, simulations, & role playing Care giving activities


TEACHING METHODS Secondary School

Cautionary Notes:• Avoid excessive scare and gore

• Avoid preaching to them

• Avoid glorifying fire fighters


ADULTS(21 to 60 years)


CHARACTERISTICSAdult

Assume several roles throughout the various stages of their lives:• Have a certain place in their family

• Adopt certain roles among their peers

• Some marry and assume roles as spouse and/or parent

• Assume occupational roles or homemaker roles


LEARNING PROFILEAdult

Observe the behavior• Learning takes place more readily with

reinforcement

Remember observed behavior• Concentrate on repetition of fire safety messages

Acquire skills for action• Training & information are needed to develop the

ability & skills for self-protection

Become motivated• Effective learning requires motivation, describe the

fire problem in terms of the individual’s needs


THE FIRE & BURN PROBLEMAdult

Cigarettes Electricity Portable heaters Cooking stoves

Wood/coal stoves Gasoline Flammable liquids.


TEACHING METHODSAdult

Group into areas of involvement rather than age groups

Ask for volunteers, being involved with the problem solving and decision making is motivational

Create responsible action• Establish a mood of responsibility

• Use children as incentive to learn fire safety


SENIOR ADULTS(60 + years)


CHARACTERISTICSSenior Adults

Living longer More likely to be female, unmarried clients Majority live in their own home Greatest number live in urban areas Most have low or no income Suffer from limitations in general mobility

• Increases vulnerability to the fire hazards


LEARNING PROFILESenior Adults

Minimize distractions & noise Plan an appropriate time for presentations Include question & answer session Control natural light to prevent glare Seniors need more artificial light than

younger audiences Need darker room for audio-visuals



Like room slightly warmer than other groups Pick a site convenient to transportation &

access Take breaks about every 30 minutes Use comfortable tables & chairs instead of

student-type chairs Physical tasks take longer



Orally review materials Screen all films for suitability Handouts should be factual, concise, &

brief Use a few simple AV aids to keep

audience attention & enhance learning


THE FIRE & BURN PROBLEMSenior Adults

Smoking, sitting in an easy chair, & being under the influence of medication, alcohol, stress, or fatigue

Ignition of clothing, particularly when cooking


TEACHING METHODSSenior Adults

Communication with seniors is the same as other groups, except for possible handicaps

Smile & make eye contact Position yourself in front of older people


LIFE SAFETY PROGRAMS


LIFE SAFETY PROGRAMS Home Escape Plans

A plan to help improve the likelihood that each family member will escape the home in the event of a fire


Draw/sketch a floor plan of the house showing two exits from each room• Primary exit

• Secondary exit

Ensure both exits can be opened & used by all family members


2 Ways Out


Whistle

Loud yell

Smoke detector alarm


Ways to Alert Others


If in bed, roll onto the floor Crawl low under smoke Check doors for heat before opening Use second exit if necessary Identify a predetermined meeting place Never return to a burning building Call the fire department from a neighbor’s

house

Escape From a Fire



Each member should practice the escape plan frequently, especially with children

Both escape routes should be practiced

Review and Practice Escape Plans



Dial 911, FD #, or “0” Do not hang-up, until

told to by dispatcher State your name Give nature of

emergency State location of

emergency ID cross street/landmark Give callback number

LIFE SAFETY PROGRAMS Calling the Fire Department


Stop immediately, don’t run

Drop to the ground or floor

Roll back & forth to extinguish the flames

Practice until proficient

LIFE SAFETY PROGRAMS Stop, Drop, & Roll


Give early warning of fire Provide security from fire when everyone

is asleep May prevent firefighters from having to

make a rescue attempt

LIFE SAFETY PROGRAMS Smoke Detectors


Operates by using a small, harmless radioactive particle

Better for detecting invisible particles produced by flaming fires


Ionization Type


Operates using a small light source & a photo cell

Responds faster to large smoke particles such as those produced during smoldering fires


Photoelectric Type


Both types of detectors will detect most fires

Both types will provide adequate warning



Battery powered

Household powered

Household powered with battery backup


Power Supply


One in each room provides the fastest detection time

Hallway outside each sleeping area

Between sleeping area & other rooms

At least one smoke detector on each floor

NOTE: NFPA 72, National Fire Alarm Code, requires that a smoke detector be installed in each bedroom in new construction


Placement


Place the detector on the ceiling when possible If ceiling mount is not possible, mount high on

the wall Do not put the detector in the corner of the

ceiling & wall (dead air space) Do not place the detector on an outside wall Do not place the detector near a vent or return

air duct opening


Installation


Smoke detectors without test button should be tested with smoke/aerosol product

Weekly according to manufacturer’s recommendations

Monthly with smoke/aerosol product Change battery minimum of twice a year

“Change your clock … change your smoke detector battery”


Testing


Identify yourself & your department

Show & explain each piece of PPE

Have someone children know & trust don PPE

Friendly firefighter dons PPE & crawls

Have children listen to SCBA sound

Have kids crawl to Friendly Firefighter

LIFE SAFETY PROGRAMS Friendly Firefighter


Most frequent kind of burn injury to young children

Can result in disfigurement, hospitalization, & sometimes death

LIFE SAFETY PROGRAMS Scald Prevention


Constantly supervise children while they are in the kitchen or bathroom

Reduce temperature of the hot water heater to a safe level (1200 Fahrenheit is recommended)

Do not rely on hot water heater thermostat Let tub water run for 5 minutes, then check with a

mercury thermometer


Actions


Turn on cold water first

Add hot water

When tub is almost filled, turn off the hot water

Then turn off the cold water


Filling Bathtubs


Do not put a child in the bath while the water is running

Check the water with your hand

Then put the child in the tub


Putting the Child Into the Bathtub


Always stay with the child

Some kids turn on the hot water by themselves

It only takes seconds for a small child to drown or burn themselves

Children in the Bathtub



Spur-of-the-moment

Planned by organized groups

LIFE SAFETY PROGRAMS Fire Station Tours


Good public relations

Share fire safety information & literature


Benefits


Assign a firefighter to meet groups & explain procedure if an alarm sounds

Present a professional image

Show equipment & the station

Provide safety information & literature


Conducting the Tour


WORKING WITH THE MEDIA


WORKING WITH THE MEDIA WHY?

The media can be a useful tool in getting a message

across to the public


Communication• The exchange of ideas and information that

conveys an intended meaning in a form that is understood

Message• Ideas or information that people exchange

WORKING WITH THE MEDIAThe Media and Communication


Medium• The channel or system that a person uses to

communicate the message

Mass Media• Publications, broadcast, and visuals that are

designed to reach large numbers of individuals and usually carry advertising

The Media and Communication

WORKING WITH THE MEDIAThe Media and Communication


Editors look at:• Timelessness

• Proximity

• Conflict

WORKING WITH THE MEDIA What Makes News?

• Progress

• Consequences

• Uniqueness

• Human Interest


Hard news• Has time value, must be delivered

immediately or it becomes useless

Soft news• Has little urgency, it can be use today,

tomorrow, or next week and it hangs on human interest

WORKING WITH THE MEDIA What Makes News?


Know the communities media services

Build the department’s reputation

Identify key players

Match the medium to the message

WORKING WITH THE MEDIA Understanding the Media


Each has its own particular audience• Ask for an overview of each media’s audience

Get to know your media

WORKING WITH THE MEDIA Knowing Your Media


Provide reporters what they need

Always give accurate facts

Always keep promises

Call when you say you will

Provide all necessary details

WORKING WITH THE MEDIA Building a Reputation


Make list of local media contacts• name, title, duties, numbers

• who is the target audience

• deadlines, when to call, etc…

Turnover is high in the media• keep in contact

Make a media kit to introduce yourself

WORKING WITH THE MEDIA Identify Key Players


Radio

Television

Printed

Computers

WORKING WITH THE MEDIA Forms of Media


Radio Characteristics:• Provides immediate access to the public

• Interviews can be given over the phone

• Opportunity for talk show

WORKING WITH THE MEDIARadio


Works best to notify or remind uncomplicated messages• Must be simple and straight to the point

Types of Public Service Announcements (PSA’s):• Event notification

• Informational reminder

Check with the station to see if they prefer a live or written copy

WORKING WITH THE MEDIA Writing Radio PSA’s


Station manager is in charge of all operations Program director is in charge of station news

and sports• Most likely you will need to talk too

WORKING WITH THE MEDIARadio Station Organization


72% of the U.S. population depends on television as its primary source of news• Twice as much time as the radio

• Eight times as much as reading a newspaper

Reach people where they live, study, work etc. Provides information in a visual, action-

oriented way

WORKING WITH THE MEDIA Television


Formulate answers for possible questions that may be asked

Response to questions need to be short and to the point

WORKING WITH THE MEDIA Prepare for Interviews


Common type of educational format used on television

Stations no longer required to provide a minimum amount of public affairs programming

Most departments are not equipped to create their own TV PSA’s

WORKING WITH THE MEDIA Television PSA’s


News release - a short, factual description of an event or issue• Write the release just as you want it read on the air,

or

• Provide the information and let the TV create the release

Use proper guidelines when writing new release

WORKING WITH THE MEDIA Television News Releases


Writer’s name, organization, address, phone number

Date Name, number of source Reading time in minutes Release date Use accepted format Background information to a minimum Test by reading aloud

WORKING WITH THE MEDIA Reference Information


Make a story that provides information that is correct, neat, and to the point

Basic guidelines:• Summarize story in the first sentence

• Put most important facts first

• Limit sentence length

• Make every word count

• Leave out technical terminology

WORKING WITH THE MEDIA Print Journalism


Be prepared Act professional Give the same story to all news stations Plan the points you want to make Avoid using slang words Never say anything not for publication Avoid criticizing other agencies If you do not know, admit it Be available for follow-up questions

WORKING WITH THE MEDIA Interview Guidelines


Establish department priorities

Analyze the audience Research the

marketplace Select the right medium Test, evaluate and

critique Prepare the department

for publicity

WORKING WITH THE MEDIA Develop a Plan

Define educator’s authority

Know what decisions will need prior approval

Know who will review the educator’s work

Make everyone at the department aware of what is happening


Billboards Signboards Hot-Air Balloons Place Mats

WORKING WITH THE MEDIA Alternative Media

Grocery Bags Safety Trailers Newsletters T-Shirts, Buttons, etc


First Amendment to the Constitution• Congress shall make no law… abridging

the freedom of speech or the press

• Journalist view as the cornerstone of free speech

WORKING WITH THE MEDIA Legal Issues


Sunshine Laws• Address media access to records of public meetings

• Local, state, laws which require public notification and open attendance of governmental meetings

• Generally covers– Amount of notice required to hold a public meeting

– If he meeting is open to the public

– Requirements on meeting minutes or transcripts

– Executive session rules



Freedom of Information Act• Enacted in mid-1960’s and strengthened in 1974

• Model for many state laws designed to make government information available to the public

– 10 days to respond to a request

– 20 days to respond to an appeal if records are denied



Libel and Slander Laws• Libel is written defamation

– A false attack on a person’s reputation or character

• Slander is oral defamation

Laws of libel and slander protect the reputation of a person



Copyright Statues• Adopted in 1906, revised in 1976 to cover

photocopies, videotapes, motion pictures, broadcasting, cable TV, and other technologies developed since 1906

• It provides copyright owners “shall have exclusive rights” to reproduce, distribute and use of original works



FIRE PREVENTION


FIRE PREVENTION

Activities including fire safety education, the enforcement of codes & ordinances, & the engineering of fire safety designs of materials, devices, & structures


Continue to be the main source of US fire deaths

In multiple death fire (>3) under 14 age group accounts for more than half the victims

FIRE PREVENTIONResidential Fires


A condition that is prevalent in almost all occupancies and encourages a fire to start

FIRE PREVENTIONCommon Fire Hazards


Poor housekeeping and improper storage of combustibles

Defective or improperly used heating, lighting, or power equipment

Improper disposal of floor cleaning compounds Misuse of fumigation substances, and

flammable or combustible liquids

FIRE PREVENTIONCommon Fire Hazards


Fire Safety Survey• Used to make citizens aware of hazards or

dangerous conditions Residential Fire Safety Survey

• Usually done as part of a public awareness and education program

FIRE PREVENTIONFire Safety Surveys


Uniform gives a more professional appearance

Neat appearance gains respect Good communication skills are a must

when dealing with the public

FIRE PREVENTIONPersonal Requirements


Coveralls Safety glasses, hard

hat, gloves Approved respirator Clipboard, survey

forms, grid paper, standard plan symbols

FIRE PREVENTIONSurvey Equipment

Pen or pencil 50’ tape measure Flashlight Camera with flash

Equipment needed at the site to perform a fire safety survey:


Reference books Survey report forms Survey file Code and inspection

manuals

FIRE PREVENTIONSurvey Equipment

Adequate records Drawing board Drawing scales,

rulers

Equipment needed at the station to perform a fire safety survey:


Three main objectives of a fire safety survey:• Preventing accidental fires

• Improving life safety conditions

• Helping the owner or occupant to understand and improve existing conditions

FIRE PREVENTIONResidential Fire Safety Surveys


Benefits to the community• Reduce loss of life and property

• Citizens get to know and trust their fire fighters

• Give citizens the feeling they are getting a complete service

• Increased awareness of fire problems in the home



Benefits To the Fire Department• Increases citizen’s support for other fire department

programs

• Residents get to know their fire fighters

• Generates positive public relations and community support

• Best time to distribute safety literature

• Fire fighters gain information of building construction, occupancy conditions, and trends

• Street, hydrants, and water supply locations



Guidelines• Provide proper ID

• Introduce yourself and purpose of your visit

• Maintain courteous attitude at all times

• Request permission or remind of appointment

• Compliment when favorable conditions are found

• Make constructive comments regarding any hazards found

• Survey the basement, attic, utility room, storage rooms, kitchen, and garage

• Keep the survey confidential

• Thank the owner or occupant for allowing the survey

• If no one is at home leave literature



Be alert for signs of the most common causes of fire:• Heating appliances

• Cooking procedures

• Smoking materials

• Electrical distribution

• Electrical appliances

• Combustible or flammable liquids



Interior survey concerns:


Combustible materials Appliances Electrical appliances and

equipment Portable heating units Wood stoves or fireplaces

Heating fuel General house

keeping practices Smoke detectors Electrical

distribution panels Gas appliances


Oil burning installations Furnaces, hot water heaters,

and vent pipes Shop or work rooms Accumulated waste Flammable liquids


Interior survey concerns (continued):


Outside survey concerns:


Roof conditions Chimneys and spark

arrestors Yard and porch area Barbecues and fuel Outside waste

burners

Garages, sheds, barns, and outbuildings

Flammable liquids and gases

Lightning protection Security devices

PREVENTION and EDUCATION State of Georgia BASIC FIRE FIGHTER TRAINING COURSE.

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Transcript of PREVENTION and EDUCATION State of Georgia BASIC FIRE FIGHTER TRAINING COURSE.