Your search found 626 results.

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Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physical Activity Level; Clothing; Fire Protection; Males; Psychomotor Skills; Physical Characteristics

Abstract:
We investigated the relationship between baseline physical training and the use of firefighting thermal protective clothing (TPC) with breathing apparatus on functional balance. Twenty-three male firefighters performed a functional balance test under four gear/clothing conditions. Participants were divided into groups by physical training status, and task performance was analyzed. There was an effect of equipment and training status on performance with the group reporting both aerobic and resistance training performing better than the group reporting no physical training. In conclusion, firefighters walk more slowly as a strategy to maintain balance when wearing TPC, which may be suboptimal given the emergent nature of fire suppression. This result was most prominent in the group reporting no physical training. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Trainees; Computer Uses in Education; Sensory Experience; Verbal Communication; Fire Protection; Educational Technology; Auditory Stimuli; Simulation; Learner Engagement; Computer Mediated Communication; Virtual Classrooms; Teaching Methods; Student Attitudes; Teacher Attitudes; Professional Development

Abstract:
The authors added task-relevant sounds to a computer-mediated instructor in-the-loop virtual training for firefighter commanders in an attempt to raise the engagement and arousal of the users. Computer-mediated training for crew commanders should provide a sensory experience that is sufficiently intense to make the training viable and effective. In practice, sound is an important source of information for firefighters. During an evaluation of a soundless computer-mediated and instructor in-the-loop virtual training, both trainees and instructors frequently remarked that the lack of sound made the simulation less convincing and engaging. Research on entertainment games has shown that users may experience higher levels of presence, engagement, and arousal when sound is included in the simulations. The authors therefore hypothesized that the addition of task-relevant (informative) sounds to a virtual training would raise the engagement and arousal of the users, and the overall convincingness of the simulation. In this study, they included verisimilar and task-relevant sounds in an instructor in-the-loop computer-mediated firefighter training and assessed how these sounds affect user experience. In contrast to the common belief of trainees and instructors, the authors find that merely adding task-relevant sounds does not necessarily increase the engagement and arousal of the users. The authors conclude that the physical presence of (and verbal communication with) the instructor probably distracted from the simulation, and an integral sound design involving mediated communication with a remotely present instructor may be required to resolve this problem. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Qualitative Research; Recidivism; Intervention; Caregivers; Young Adults; Foreign Countries; Empathy; Caregiver Attitudes; Program Effectiveness; Interviews; Participant Satisfaction; Behavior Modification; Behavior Problems; Behavior Change; Child Behavior; Developmentally Appropriate Practices; Educational Resources; Partnerships in Education; Fire Protection; Safety Education

Abstract:
A significant number of children and adolescents engage in deliberate fire setting, beyond the scope of curiosity and experimentation. Interventions developed to respond to the needs of such fire setters generally involve educational and/or psychosocial approaches. Research evaluating the effectiveness of these interventions is dominated by outcome studies which rely on recidivism rates determined by either official records or parent reports. There has however, been no process evaluation studies published. This study presents a process analysis which aimed to identify the strengths and weaknesses of a Fire Awareness and Intervention Program in New Zealand, from the perspectives of program consumers. Qualitative research methods were employed, with data being derived from in-depth interviews with young people and their parents/caregivers. The analysis indicated that (a) the FAIP was generally regarded as a positive experience, (b) practitioners' qualities of empathy and understanding are important for developing rapport with the young people and their parents, (c) education-based intervention tailored to the young person's age and developmental level is important, (d) educational resources need to be updated and used flexibly to respond appropriately to the age and developmental level of the young person, and (e) inter-agency and intra-agency relationships need to be developed and maintained, with formal arrangements for reciprocal referral systems developed in order to respond to the needs of the clients. The resulting implications for service providers, along with future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Natural Disasters; Wildlife; Ecology; Ecological Factors; Environment; Natural Resources; Fire Protection; Intervention

Abstract:
Every summer, fires rage in different areas of the western United States. They are often massive, out of control, and extremely destructive. How do these fires begin and how are they controlled? What are the overall impacts of a wildfire? Are there any benefits of a wildfire? These questions will be addressed in this article. (Contains 3 online resources.)

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Political Attitudes; Foreign Countries; Municipalities; Natural Disasters; Fire Protection; Victims; Personal Narratives; Phenomenology; Socioeconomic Influences; Political Influences; Critical Theory; Social Justice; Performance Factors; Etiology; Community Action; Interviews

Abstract:
Despite the fact that natural disasters occur more commonly in low and middle income countries than in wealthier countries, we know relatively little about how these disasters are experienced in such contexts. South Africa presents an especially telling example in which it is clear that natural events are affected profoundly by sociopolitical factors, including the spatial design of the apartheid city. We report here on interviews with twenty survivors of the biggest shanty town fire in the history of Cape Town, South Africa. The narratives of participants demonstrate that in order to understand the human cost of such disasters it is as important to understand the politics of the precursors of the disaster as well as what occurred subsequent to the disaster. The South African case, like that of Hurricane Katrina, underscores the fact that disaster, far from being an acute event which happens to individuals, is better understood as part of a far longer sociopolitical process affecting individuals, groups, and, indeed, societies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Hazardous Materials; Accidents; Weapons; Chemistry; School Security; Emergency Programs; Fire Protection; Law Enforcement; Colleges

Abstract:
It is important that first responders remain aware of the possible hazards resulting from chemical accidents or the intentional use of chemicals in destructive devices. Chemical components can be utilized in the manufacturing of improvised explosive devices (IEDs), can enhance the effect of a more conventional device, or can pose hazards based on their own properties. Chemical components may be popular with young offenders or anyone who can gain access to such materials, some of which can be purchased "off-the-shelf." Besides purchasing them, one place to obtain chemical ingredients for unsophisticated yet functional IEDs can be academic institutions' science and chemistry laboratories. Certainly not all, but some "classrooms and laboratories may contain a variety of dangerous chemicals that are outdated, inappropriate, toxic, reactive, and explosive." Furthermore, academic institutions themselves may be the location of bomb or fire related incidents and these chemical components can create additional hazards at the scene. Being able to identify chemical packaging and labels can offer some protection by lending clues as to the dangerous properties of the product. Training exercises, a review of basic hazardous materials awareness principles, and good rapport between campus and local officials can help first responders gain a better understanding of the unique hazards associated with a response in proximity to a chemistry lab (whether school, university, or research facility). In addition, the training exercise can serve as a good Haz-Mat refresher when it incorporates a multi-agency response, the implementation of Incident Command System (ICS) principles, the use of Emergency Response Guides and Material Safety Data Sheets, along with the proper selection and use of Personal Protective Equipment. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Emergency Programs; Natural Disasters; School Libraries; Humor; Friendship; Fire Protection; Crisis Management

Abstract:
The author's first action after finding out that her school's library was on fire was to call the Buildings and Grounds people: somebody had to know what was going on. She was assured that several fire companies were on the scene, and that there was no reason for her to come down there. Those first few hours were her introduction to the world of disaster recovery, and how she could have planned ahead to lessen some of the impact of the fire on the library, her life, and the lives of the staff. She has learned that disasters can strike anytime, anywhere, but being prepared can make the recovery process much easier. While no one can prevent disasters, people can prepare in case one happens. Recovering from any library disaster takes time, effort, and a lot of humor. Remember to take care of one's self and to communicate with the community, and to reach out to one's friends often. Learn from others who have also been through a disaster. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Strategies; Environmental Education; Prevention; Ecology; Public Agencies; Consciousness Raising; Natural Resources; Teaching Methods; Safety; Context Effect; Place Based Education; Fire Protection; Fire Science Education

Abstract:
Many environmental education programs in the United States educate youth about the prevention of wildfire and its role in ecosystems. We reviewed 50 wildfire education programs for youth (WEY) in the U.S. through an Internet search and interviews with program providers. We investigated whether they reflect current wildfire science, environmental education (EE) instructional strategies, and place-based education (PBE) approaches. We found that while one-third of the programs focus exclusively on wildfire prevention, suppression, and safety topics, one-third focuses on fire ecology, management, and science, and one-third includes all these topics, mirroring evolving scientific approaches to wildfire. Also, while state and federal agencies design and disseminate much of the curricula used, 60% of WEY programs incorporate local social and ecological contexts, revealing the close relationship between WEY and PBE. (Contains 1 note and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Fire Protection; Foreign Countries; Volunteers; Interviews; Safety; Injuries; Health

Abstract:
Emergency service teams hold an important role however the stress associated with their position can strain workplace relationships. Although it is not always possible to change the incidents to which teams respond, it is possible to shape the way personnel communicate with each other about these incidents. Yet little is known on how learnt behaviours are integrated with this unpredictable context. An exploratory study was conducted to determine how learnt negotiation skills were used by fire-fighters to improve workplace relationships. Following completion of an audiovisual resource, a number of participants were interviewed to determine how learnt skills were integrated with difficult workplace situations. The resource is a valuable tool to enhance communication and negotiation capacity. This was because of perceived similarity. Lessons from the resource were translated into practice because they were analogous to participant experiences, values and behaviours--individually and collectively. These findings are significant for both practical and theoretical reasons. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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