public safety management degree program syllabus for ... · 1. define research and its foundations....

Public Safety Management Degree Program Syllabus for Applications of Fire Research

UST 426, 3 Credit Hour Course, Fall Term 2014

PROFESSOR Bernard W. Becker, III, MS, EFO, CFO, MIFireE Director, Center for Emergency Preparedness INTRODUCTION Welcome to the Applications of Fire Research course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. COURSE DESCRIPTION This course examines the basic principles of research and methodology for analyzing current fire-related research. The course also provides a framework for conducting and evaluating independent research in the following areas: fire dynamics, fire test standards and codes, fire safety, fire modeling, structural fire safety, life safety, firefighter health and safety, automatic detection and suppression, transportation fire hazards, risk analysis and loss control, fire service applied research and new trends in fire-related research. COURSE PREREQUISITES NONE COURSE DELIVERY METHOD The Applications of Fire Research course is an ONLINE program, utilizing the Cleveland State University BLACKBOARD system. COURSE GOALS At the end of this course, you should be able to understand the rationale that fire research organizations use for conducting fire-related research. You will be able to locate, evaluate, analyze, and interpret current fire-related research independent of the research methodology and approach employed. You will identify a research problem in need of further testing or research and independently complete a literature review and write a research proposal.

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mailto:[email protected]

THE COURSE IS DIVIDED INTO THE FOLLOWING CORE MODULES: • Module I: Fundamentals • Module II: Focusing Your Research Efforts • Module III: Qualitative Research Methodologies • Module IV: Quantitative Research Methodologies • Module V: Applications and Trends in Fire-Related Research COURSE OUTCOMES Upon completion of this course, students will be able to: 1. Locate, evaluate, and analyze fire-related research. 2. Demonstrate the application of fire research to a research problem related to one

of the course topics. 3. Conduct a literature review of current research on a fire-related topic. 4. Write a fire-related research proposal. 5. Design a research plan using one or more qualitative and/or quantitative

methodologies. COURSE OBJECTIVES Upon completion of this course, students will be able to: Module I: Fundamentals 1. Consider what research is and why we study it. 2. Understand fire-related research objectives. 3. Analyze and discuss fire research goals and objectives in relation to the National

Institute of Standards and Technology (NIS) led technical investigation of the World Trade Center disaster.

4. Research, evaluate, and discuss sources from which information on fire research is available.

5. Identify fire research organizations and programs that have applications to the fire service.

6. Identify areas of fire-related research. 7. Conduct a preliminary review of current research in a chosen fire-related topic. 8. Investigate, evaluate, and interpret research in the area of fire dynamics. 9. Investigate, evaluate, and interpret research in the area of fire test standards and

codes. Module II: Focusing Your Research Efforts 1. Define research and its foundations. 2. Introduce research methods and approaches. 3. Understand the scientific method. 4. Conceptualize a strategy for generating research problems. 5. Formulate a suitable research problem in an area of fire science. 6. Develop a preliminary research proposal outline. 7. Distinguish between testing and experimental research. 8. Compare the results of mathematical fire modeling to full-scale fire testing.

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9. Distinguish between small-, medium-, and large-scale tests and when it is appropriate to use them.

10. Understand sampling procedures. 11. Investigate, evaluate, and interpret research in the area of fire safety properties

and flammability tests. 12. Investigate, evaluate, and interpret research in the area of fire modeling. Module III: Qualitative Research Methodologies 1. Develop a familiarity with qualitative research methods and approaches. 2. Apply concepts of qualitative methods to fire-related research. 3. Select appropriate qualitative methods according to the type of research question

raised. 4. Interpret conclusions drawn from qualitative methods, based on an analysis of

the strengths and weaknesses of the methodology. 5. Conduct a literature review related to a fire research problem. 6. Investigate, evaluate, and interpret research in the area of structural fire safety. 7. Investigate, evaluate, and interpret research in the area of life safety. 8. Investigate, evaluate, and interpret research in the area of firefighter health and

safety. Module IV: Quantitative Research Methodologies 1. Develop a familiarity with quantitative research methods and approaches. 2. Apply concepts of quantitative methods to fire-related research. 3. Apply statistical concepts and data analysis to quantitative research design. 4. Select an appropriate quantitative design when the conditions of the research

problem demand measurement of variables and relationships. 5. Select appropriate statistical techniques according to the type of research

question raised within a quantitative study. 6. Interpret conclusions drawn from statistics as to whether or not they reflect the

true properties of phenomena under study. 7. Design a research project within a fire research subfield, and establish

techniques for data gathering and analysis. 8. Investigate, evaluate, and interpret research in the area of automatic detection

and suppression. 9. Investigate, evaluate, and interpret research in the area of transportation fire

hazards. 10. Investigate, evaluate, and interpret research in the area of risk analysis and loss

control. Module V: Applications and Trends in Fire-Related Research 1. Consider applications of fire-related research to fire safety and prevention. 2. Consider future developments in fire-related research. 3. Propose specific areas for future research and testing. 4. Discuss how your research proposal relates to either applications of fire-related

research, future trends in fire-related research, or both.

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5. Investigate, evaluate, and interpret research in the area of fire service applied research.

6. Investigate, evaluate, and interpret research in the area of new trends in fire-related research.

7. Complete a formal research proposal in a fire-related field, applying either qualitative or quantitative methods, or a combination of both.

COURSE READINGS AND MATERIALS The course texts we will be using are: Fire Protection Handbook (National Fire Protection Association), Volume I and II, Arthur E. Cote (Editor), 20th edition. Publisher: National Fire Protection Association; ISBN #: 08776547432. Practical Research Planning and Design, by Leedy, P & Ormond, Ellis Jeanne. 9th Edition (April 2009). Prentice Hall; ISBN #: 0137152426. CLASS PARTICIPATION/COURSE DISCUSSION GUIDELINES In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words. You must also follow up by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar. COURSE RULES I appreciate that you are a very busy person. I am a busy person as well. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me. If you encounter a problem during the semester, or know you have something coming up during this semester, please see me before the due date so we can work something out. I am not an unreasonable person, but I do expect that you will manage your time wisely.

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Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends, I will assume you have done all the work you are going to and I will enter your grade based on what has been done. If you anticipate a problem—please talk to me now—not 2 days after the due date! ACADEMIC INTEGRITY My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work. GRADING INFORMATION AND CLASS ACTIVITY DESCRIPTIONS Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. COURSE GRADING SCALE The grading scale, based on 100 points is:

A = 90-100 points B = 80-89 points C = 70-79 points D = 60-69 points F = 0-59 points

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COURSE WRITTEN ASSIGNMENTS, DISCUSSION QUESTIONS, AND PROJECTS:

Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 1 5 Module 2 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 2 5 Module 3 Discussion Question 1 5 Discussion Question 2 5 Module 4 Discussion Question 1 5 Discussion Question 2 5 Module 5 Discussion Question 1 5 Discussion Question 2 5 Final Project 40 TOTAL 100

Please note that the final project caries a huge grade in this course. Attention to detail, research, and articulating yourself in a written format is very important.

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ACADEMIC POLICIES In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework: • Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual

Harassment • Policy on Academic Integrity • Policy on Academic Dishonesty and Plagiarism • Policy on the Grade of Incomplete and Withdrawal • Policy on the Code of Student Conduct • Important Information and Procedures • Course Evaluation Form Information • Information on Disabled Student Service • Information about Writing Resources • Procedures on Arbitrary and Capricious Grading Appeals COURSE SCHEDULE

Semester Week

Discussion / Assignment / Project

Discussion / Assignment / Project DUE DATE

Week 1 Module 1 Discussion 1 Week 2 Module 1 Discussion 2 Week 3 Module 1 Assignment 1 Week 4 Module 2 Discussion 1 Week 5 Module 2 Discussion 2 Week 6 Module 2 Assignment 1 Week 7 Module 3 Discussion 1 Week 8 Module 3 Discussion 2 Week 9 Module 4 Discussion 1

Week 10 Module 4 Discussion 2 Week 11 Module 5 Discussion 1 Week 12 Module 5 Discussion 2 Week 13 Break Week Week 14 Final Project

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FINAL COURSE PROJECT For your final exam, prepare a 5000 word / 10 pages (minimum), APA formatted research project, explaining the APPLICATION OF FIRE RESEARCH, as it relates to FIRE & EMERGENCY SERVICE STAFFING. If your jurisdiction does not have a staffing program, then establish one through this program. You have a number of pieces of material from the text, the internet, and this web site which to utilize A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced, paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade.

YOU MAY BEGIN WORKING ON THE FINAL COURSE PROJECT IMMEDIATELY!

THIS PROJECT IS DUE NO LATER THAN XXXXXXXXX, 2014

SUBMIT YOUR FINAL COURSE PROJECT TO

[email protected], IN BOTH A WORD AND PDF FORMAT.

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THIS IS AN OVERVIEW OF THE STEP-BY-STEP GUIDELINES FOR PROJECT COMPLETION. Step 1: Preliminary Information Gathering and Website Review Learning Objective: Conduct a preliminary review of current research in a chosen fire-related topic and evaluate and discuss sources from which information on fire research is available. Step 2: Formulate Your Research Problem/Develop a Preliminary Outline Learning Objective: Define a research problem and develop a preliminary research proposal outline. Step 3: The Literature Review Learning Objective: Conduct a literature review related to a fire research problem. Step 4: Research Design and Data Gathering Techniques Learning Objective: Design a research project within a fire research subfield, and establish techniques for data gathering and analysis. Step 5 (Final Step): Research Proposal Checklist and Submission Instructions for the Research Proposal • Length: 8 to 10 pages, not including title page; • Margins: 1 inch per side; • Must be submitted in MS Word; • Spacing: double space normal text, but single space tables and reference lists; • Font: Arial 12 point; • Content sections: At least the following sections must be included, although

your titles may vary to fit your research design: 1. Establishment of the research problem or research question; 2. Literature review; 3. Hypothesis, if it is a causal or correlation study; for other types of research

designs, you only need to establish your research objectives; 4. Research design, with a brief description, following the guidelines

provided in Step 2; 5. Data gathering procedures, with example of instrument(s) if possible; 6. If you use statistics, describe what statistical procedures you will use and

for what; and 7. References, listed in alphabetical order.

Grammar and style norms: APA Style Written in future tense, and impersonal; as if the study would be performed by

the researcher after approval of the proposal; and References: at least 5 references cited in text.

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http://www.google.com/search?hl=en&ie=UTF-8&q=%22APA+Style+Guide%22&btnG=Google+Search

FINAL CHECK BEFORE SUBMITTING YOUR PROPOSAL Carefully review your proposal to ensure that the following questions have been addressed and make any necessary final refinements to your research proposal. Submit your proposal when you are satisfied that your project has all of the pieces in place. 1. Is the problem or research question clearly identified? Is the basic research

problem well-formulated, or is it poorly and vaguely structured? Is it stated in a few clear sentences?

2. Has the area of concern regarding the problem been identified; i.e., has the need that exists to research the problem been clarified?

3. Does the literature review provide an adequate theoretical framework for the study? Have relevant sources been used to identify the problem?

4. Is the literature review oriented to identify the background and rationale for the problem, or is it just a perfunctory list of authors and quotes?

5. Are the citations academically acceptable? 6. Has a suitable hypothesis(es) been formulated, or has a suitable research

question(s) been stated? 7. Have the variables in the hypotheses been operationally defined? 8. Have objectives for the study been established, e.g., What will be obtained as an

outcome? How will the results be used? 9. Is the project and research design well-structured and outlined? 10. Has the research methodology been clearly articulated? 11. Is there a clear correspondence between the stated research goals and the

chosen methodology? 12. Have the measurement procedures and/or instruments to be used been

identified? 13. Have the sampling methodology and data collection been adequately clarified? 14. Is there an indication about how the data will be analyzed? Are these

procedures appropriate to the research goals? 15. Has the importance of undertaking this research been stated, as well as for

whom it is important? 16. Is it feasible to research the problem? 17. Is the proposal appropriately written in APA style regarding sections,

titles/subtitles, citations, figures, tables, and references? 18. Is each paragraph well-structured in the sense of presenting a main idea and

developing it? 19. Do the paragraphs adequately flow in meaning from one to the next? 20. Has the proposal been carefully reviewed in terms of spelling, grammar, and

word choice?

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APPLICATIONS OF FIRE RESEARCH DISCUSSION QUESTIONS Module 1 Discussion Question 1 When a fire officer confronts a problem that may have a technological solution, it is more productive to see if such a solution already exists rather than to "reinvent the wheel." Explain your position on this statement Discussion Question 2 Cite four Fire Service Libraries, their locations and purpose Module 2 Discussion Question 1 Define what “Scientific Research Method” and its components. Discussion Question 2 Define the difference between Qualitative and Quantitative research methods. Module 3 Discussion Question 1 Explain the five key components to Data Collection Procedures Discussion Question 2 What are the key components to a Literature Review? Module 4 Discussion Question 1 Define and explain the purpose of Descriptive Research Discussion Question 2 Define the reason and benefits of having a comprehensive Data Analysis program for your organization Module 5 Discussion Question 1 How does data analysis affect codes and standards? Discussion Question 2 What are the benefits of having a Research Proposal Checklist?

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APPLICATIONS OF FIRE RESEARCH WRITTEN ASSIGNMENTS Module 1 Assignment 1 Let us begin by discussing a problem that has influenced the emergency services for the past few years and destroyed 4% of Manhattan's total office space. The World Trade Center incident of 9/11 has created a plethora of articles in a variety of trade journals, but let us discusses the way researchers have looked at the incident. A good start to investigate authoritative fire research problems, projects, and reports is the National Institute of Standards and Technology website: http://wtc.nist.gov Your assignment is to address the following questions • How can this problem be characterized? • What factors are involved? • How can these factors be defined in a way that they can be measured? Module 2 Assignment 2 Fire Modeling began in the 1950's. Over the last two decades, tremendous progress was made in the field. A model of anything is, simply, a systematic representation of that thing. Thus, for example, we can have thought models (or conceptual models), scale models, and mathematical models. Your assignment is to address the following questions • What is fire modeling and its benefits? • What are the types of fire modeling defined in this chapter and their importance? • Explain the purpose of “Computational Fluid Dynamics” Module 3 NO ASSIGNMENT Module 4 NO ASSIGNMENT Module 5 NO ASSIGNMENT

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http://wtc.nist.gov/

Public Safety Management Degree Program

Syllabus for Political & Legal Foundations of Fire Protection UST 431, 3 Credit Hour Course, Fall Term 2014

PROFESSOR Bernard W. Becker, III, MS, EFO, CFO, MIFireE Director, Center for Emergency Preparedness INTRODUCTION Welcome to the Applications of Fire Research course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. COURSE DESCRIPTION This course examines the legal aspects of the fire service and the political and social impacts of legal issues. This course includes a review of the American legal system and in-depth coverage of legal and political issues involving employment and personnel matters, administrative and operational matters, planning and code enforcement, and legislative and political processes with regard to the fire service. COURSE PREREQUISITES NONE COURSE DELIVERY METHOD The Applications of Fire Research course is an ONLINE program, utilizing the Cleveland State University BLACKBOARD system. COURSE GOALS At the end of this course, you should understand how to be an effective risk manager by recognizing legal and political issues affecting public safety, finding and applying appropriate legal rules and/or political constructs, and articulating supportable conclusions and recommendation

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THE COURSE IS DIVIDED INTO THE FOLLOWING CORE MODULES: • Module I: Overview of the Law • Module II: Employment and Personnel Issues • Module III: Operational and Managerial Issues • Module IV: The Fire Official as Rule-maker and Enforcer • Module V: Legislative and Political Foundations COURSE OUTCOMES Upon completion of this course, students will be able to: 1. Identify potential legal and political issues in fire and emergency services. 2. Describe legal lessons learned from recent cases, and identify best practices in

the fire service to avoid legal liability. 3. Analyze and apply legal rules and political issues to manage risk. 4. Formulate political and legal conclusions and recommendations based on the

analysis. 5. Locate and apply recent legal and legislative online resources. COURSE OBJECTIVES Upon completion of this course, students will be able to: Module 1: Overview of the Law • Describe the differences between different types and branches of law. • Identify classes of actions such as tort, contract, and property. • Explain the system of law and its functions. • Explain the importance to the fire service of the due process clause of the

Fourteenth Amendment. • Define criminal and administrative warrants. • Describe the circumstances requiring warrants and exceptions. • Define sovereign immunity and Good Samaritan protection as they relate to the

fire service. Module 2: Employment and Personnel Issues • Explain U.S. constitutional law as it affects employment and personnel issues in

the fire service. • Explain the impact of the First, Fourth, Fifth, and Fourteenth Amendments on

personnel and employment laws. • Describe how Federal, State, and local laws affect personnel and employment

issues in the fire service. • Analyze issues and provide supportable conclusions by applying appropriate

federal, state, or local law concerning: labor relations, employee performance, employment discrimination, employee privacy, compensation, workers' compensation, and employee benefits.

• Recognize and identify behaviors and situations that may lead to or contribute to claims of violations of constitutional protections.

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Module 3: Operational and Managerial Issues • Articulate and explain the legal duties of fire departments and the department

members. • Identify and find local and state cases and laws that affect operational and

managerial issues in your fire department. • Explain specific impacts of federal law and existing federal decisions on

operational and managerial issues in the fire service. • Identify behaviors and practices that may extend liability or increase the

likelihood of litigation. • Evaluate and describe policies and procedures for potential legal impact. Module 4: The Fire Official as Rule-maker and Enforcer • Identify common model fire codes and determine applicable State and local

codes in use in a specific location. • Describe the process of code creation and adoption. • Explain the legal basis for code enforcement action. • Describe legal issues that define and affect the enforcer's role. • Explain how fire officers can facilitate code adoption and modification processes. • Develop legally sound policies and procedures for the administration of code

enforcement activities. Module 5: Legislative and Political Foundations • Explain how public opinion and political culture affect fire service law

enforcement functions. • Identify allies and adversaries in the legislative process as it affects fire service

interests. • Describe ways the fire official can effectively influence the budgeting process. • Explain the legal concerns regarding acquisition and public records. COURSE READINGS AND MATERIALS The course texts we will be using are: Fire Protection Handbook (National Fire Protection Association), Volume I and II, Arthur E. Cote (Editor), 20th edition. Publisher: National Fire Protection Association; ISBN #: 08776547432. The Fire Officers Legal Handbook, by J. Curtis Varone, Thompson (2008).

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CLASS PARTICIPATION/COURSE DISCUSSION GUIDELINES In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words. You must also follow up by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar. COURSE RULES I appreciate that you are a very busy person. I am a busy person as well. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me. If you encounter a problem during the semester, or know you have something coming up during this semester, please see me before the due date so we can work something out. I am not an unreasonable person, but I do expect that you will manage your time wisely. Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends, I will assume you have done all the work you are going to and I will enter your grade based on what has been done. If you anticipate a problem—please talk to me now—not 2 days after the due date!

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ACADEMIC INTEGRITY My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work. GRADING INFORMATION AND CLASS ACTIVITY DESCRIPTIONS Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. ACADEMIC POLICIES In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework: • Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual

Harassment • Policy on Academic Integrity • Policy on Academic Dishonesty and Plagiarism • Policy on the Grade of Incomplete and Withdrawal • Policy on the Code of Student Conduct • Important Information and Procedures • Course Evaluation Form Information • Information on Disabled Student Service • Information about Writing Resources • Procedures on Arbitrary and Capricious Grading Appeals COURSE GRADING SCALE The grading scale, based on 100 points is:


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Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 1 5 Module 2 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 2 5 Module 3 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 3 5 Module 4 Discussion Question 1 5 Discussion Question 2 5 Module 5 Written Assignment 4 5 Final Project 40 TOTAL 100


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COURSE SCHEDULE

Semester Week



Week 1 Module 1 Discussion 1 Week 2 Module 1 Discussion 2 Week 3 Module 1 Assignment 1 Week 4 Module 2 Discussion 1 Week 5 Module 2 Discussion 2 Week 6 Module 2 Assignment 2 Week 7 Module 3 Discussion 1 Week 8 Module 3 Discussion 2 Week 9 Module 3 Assignment 3

Week 10 Module 4 Discussion 1 Week 11 Module 4 Discussion 2 Week 12 Module 5 Assignment 4 Week 13 Break Week Week 14 Final Project

FINAL COURSE PROJECT For your final exam, prepare a 5000 word / 10 pages (minimum), APA formatted research project, explaining the ROLE OF THE TRAINING AND SAFETY OFFICER You have a number of pieces of material from the text, the internet, and this web site which to utilize. A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced, paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade.


THIS PROJECT IS DUE NO LATER THAN

XXXXXXXXX, 2014 SUBMIT YOUR FINAL COURSE PROJECT TO


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POLITICAL & LEGAL FOUNDATIONS OF FIRE PROTECTION

DISCUSSION QUESTIONS Module 1 Discussion Question 1 Define and explain “Majority Rule” Discussion Question 2 Compare and contrast CIVIL LAW AND COMMON LAW Module 2 Discussion Question 1 Explain the First Amendment rights to freedom of speech as an ON DUTY Firefighter. Discussion Question 2 Explain the Americans with Disabilities Act in Relation to Alcohol and Drug Issues Module 3 Discussion Question 1 Explain the difference between Standard Operating Procedures and Standard Operating Guidelines Discussion Question 2 What is the role of the Occupational Safety and Health Administration and emergency services? Module 4 Discussion Question 1 Explain the intent and purpose of a MINI – MAXI Fire Code Discussion Question 2 Who has the AUTHORITY OF JURISDICTION for fire and life safety issues in your community? How did they obtain such authority? Module 5 NO DISCUSSION QUESTIONS

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POLITICAL & LEGAL FOUNDATIONS OF FIRE PROTECTION

WRITTEN ASSIGNMENTS Module 1 Assignment 1 Explain in detail what TORT LAW encompasses. Be specific. Module 2 Assignment 2 Explain in detail what an AT-WILL EMPLOYEE classification is and how does this affect the Fire and Emergency Services. Module 3 Assignment 3 Explain the differences between a public fire department, a private fire department, and a not-for profit fire corporation. Module 4 NO ASSIGNMENT Module 5 Assignment 4 Explain how POLITICS affects the Fire and Emergency Services

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Syllabus for Personnel Management for the Fire & Emergency Services UST 430, 3 Credit Hour Course, Fall Term 2014

PROFESSOR Bernard W. Becker, III, MS, EFO, CFO, MIFireE Director, Center for Emergency Preparedness INTRODUCTION Welcome to the Applications of Fire Research course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. COURSE DESCRIPTION This course examines relationships and issues in personnel administration and human resource development within the context of fire-related organizations, including personnel management, organizational development, productivity, recruitment and selection, performance management systems, discipline, and collective bargaining COURSE PREREQUISITES NONE COURSE DELIVERY METHOD The Applications of Fire Research course is an ONLINE program, utilizing the Cleveland State University BLACKBOARD system. COURSE GOALS At the end of this course, you should be able to function effectively in a comprehensive personnel management system for the fire and emergency services THE COURSE IS DIVIDED INTO THE FOLLOWING CORE MODULES: • Module I: Introduction to Personnel Management and Organization • Module II: Motivation and Productivity • Module III: Recruitment, Selection, Promotion, and Human Resource

Development • Module IV: Performance Management, Performance Appraisal, Corrective

Action, and Discipline • Module V: Employee and Labor Relations

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COURSE OUTCOMES Upon completion of this course, students will be able to: 1. Identify and explain contemporary personnel management issues. 2. Explain potential personnel management issues. 3. Classify the collective rules, procedures, laws, policies that relate to personnel

management issues. 4. Analyze simple/complex personnel management issues from recruitment to

retirement. 5. Formulate recommendations and solutions to personnel management issues. 6. Explore organizational development and leadership styles and how they relate to

personnel relationships. COURSE OBJECTIVES Upon completion of this course, students will be able to: Module I: Introduction to Personnel Management and Organization 1. Analyze the societal influences and issues impacting personnel management 2. Demonstrate and evaluate how the four values serve as benchmarks for public

agencies 3. Analyze and evaluate how one's organization "measures up" to the five values

associated with a positive work environment 4. Apply the major functions of personnel management to a program or project 5. Illustrate a systems approach to solving fire and emergency services personnel

and organizational problems Module II: Motivation and Productivity 1. Compare, contrast and evaluate the major theories of motivation 2. Compare, contrast and evaluate the three managerial approaches to motivation 3. Research and analyze an issue that has an impact on organizational productivity

and effectiveness 4. Compare, contrast and evaluate the different approaches to quality management

and productivity Module III: Recruitment, Selection, Promotion, and Human Resource Development 1. Compare, contrast and evaluate the major theories of motivation 2. Compare, contrast and evaluate the three managerial approaches to motivation 3. Research and analyze an issue that has an impact on organizational productivity

and effectiveness 4. Compare, contrast and evaluate the different approaches to quality management

and productivity

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Module IV: Performance Management, Performance Appraisal, Corrective Action, and Discipline 1. Compare, contrast, and evaluate different approaches to performance appraisal 2. Demonstrate the appropriate evaluation procedures for performance based

criteria 3. Differentiate between the concepts of corrective action and discipline and

analyze the appropriate administration of discipline 4. Illustrate how corrective measures benefit fire and emergency services personnel

and organizations 5. Evaluate performance management, corrective actions and disciplinary systems Module V: Employee and Labor Relations 1. Analyze agency strengths and weaknesses regarding compensation and health

and safety programs and how they relate to motivation, morale, and productivity 2. Research the trends and issues in contemporary society that impact the labor-

management climate 3. Analyze the components of a collective bargaining agreement and determine

what issues are negotiable and non-negotiable 4. Compare and contrast position versus interest-based bargaining techniques in

arriving at a collective bargaining agreement 5. Analyze the impact of mediation and binding arbitration on the collective

bargaining process COURSE READINGS AND MATERIALS The course texts we will be using are: Edwards, Steven. Fire Service Personnel Management. Second edition. Upper Saddle River, N.J.: Pearson Education, 2005. International Association of Fire Chiefs, Taking Responsibility for a Positive Public Perception, Fire & Emergency Service Image Task Force, February 2013 CLASS PARTICIPATION/COURSE DISCUSSION GUIDELINES In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words. You must also follow up by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar.

3

COURSE RULES I appreciate that you are a very busy person. I am a busy person as well. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me. If you encounter a problem during the semester, or know you have something coming up during this semester, please see me before the due date so we can work something out. I am not an unreasonable person, but I do expect that you will manage your time wisely. Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends, I will assume you have done all the work you are going to and I will enter your grade based on what has been done. If you anticipate a problem—please talk to me now—not 2 days after the due date! ACADEMIC INTEGRITY My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work.

4

GRADING INFORMATION AND CLASS ACTIVITY DESCRIPTIONS Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. ACADEMIC POLICIES In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework: • Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual



5


Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 1 5 Module 2 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 2 5 Module 3 Discussion Question 1 5 Discussion Question 2 5 Module 4 Discussion Question 1 5 Discussion Question 2 5 Module 5 Discussion Question 1 5 Discussion Question 2 5 Final Project 40 TOTAL 100


6

COURSE SCHEDULE

Semester Week




Week 10 Module 4 Discussion 1 Week 11 Module 4 Discussion 2 Week 12 Module 5 Discussion 1 Week 13 Module 5 Discussion 2 Week 14 Final Project

FINAL COURSE PROJECT For your final exam, prepare a 5000 word / 10 pages (minimum), APA formatted research project, explaining the methods which to TAKE RESPONSIBILITY FOR A POSITIVE PUBLIC PERCEPTION You have a number of pieces of material from the text, the internet, and this web site which to utilize. A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced, paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade.


THIS PROJECT IS DUE NO LATER THAN

XXXXXXXXX, 2014 SUBMIT YOUR FINAL COURSE PROJECT TO


7


PERSONNEL MANAGEMENT FOR THE FIRE & EMERGENCY SERVICES

DISCUSSION QUESTIONS Module 1 Discussion Question 1 Explain the five critical resources with which each organization must have to operate and with which to accomplish their mission and goals. Explain in detail all five. Discussion Question 2 Explain the “Code of Ethics for Fire Chiefs” and the “Code of Ethics for Fire Fighters.” Module 2 Discussion Question 1 What is the best method which to “EMPOWER” employee’s? How might you go about in accomplishing this goal? Discussion Question 2 Explain the “Maslow's Pyramid of Needs.” Be specific in detail in each component. Module 3 Discussion Question 1 Identify five key components necessary for an effective Job Description Discussion Question 2 Identify five key elements by which psychological evaluations can be beneficial and have a minimal adverse effect on affirmative hiring. Module 4 Discussion Question 1 Explain how Personnel Performance Evaluations / Appraisals are effective for continued employment Discussion Question 2 Define and explain the purpose and intent of the 360 degree evaluation. Module 5 Discussion Question 1 Explain the key components of the Fair Labor Standards Act (1938) Discussion Question 2 Explain the key components of the Family and Medical Leave Act (1993)

8

PERSONNEL MANAGEMENT FOR THE FIRE & EMERGENCY SERVICES

WRITTEN ASSIGNMENTS Module 1 Assignment 1 Develop a “Code of Ethics” for your organization. Please ensure that the documents captures the organizations critical mission and vision. Module 2 Assignment 2 The theories we have examined to this point have emphasized the individual. Job characteristics theories suggest that it is the environment in which the work is performed and the design of the job itself. Certain attributes of jobs are credited with instilling "motivation" in the job holders. While there has been extensive research in this arena, it appears that specific job characteristics may serve as motivators for some and not for others. Two additional issues requiring attention when discussing motivation include the Pygmalion Effect (Self Fulfilling Prophecy) and the role of performance expectations. Your assignment is to address each issue in detail Module 3 While there have been female firefighters in your department now for several years, none has been working out of your station even when filling in for co-workers. Your crew is not the most accepting of women being in the fire service. While they have been to sexual harassment prevention training and have read the sexual harassment prevention policy and signed off on it, you are concerned about what you sense as their underlying attitudes. Due to the number of new recruits, one of the new female firefighters has been assigned to your station and your crew effective in 30 days. She will just have finished the academy based recruit training. How do you ensure that your firefighters interact with her and treat her professionally? Include in your discussion what conversations you might have with your crew and what conversations might you have with the new recruit. Please begin by identifying your affiliation (department/agency) and type of agency (career, volunteer, or combination). Module 4 NO ASSIGNMENT Module 5 NO ASSIGNMENT

9


Syllabus for Fire Prevention Organization and Management UST 429, 3 Credit Hour Course, Fall Term 2014

PROFESSOR Bernard W. Becker, III, MS, EFO, CFO, MIFireE Director, Center for Emergency Preparedness INTRODUCTION Welcome to the Applications of Fire Research course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. COURSE DESCRIPTION This course examines the factors that shape fire risk and the tools for fire prevention, including risk reduction education, codes and standards, inspection and plans review, fire investigation, research, master planning, various types of influences, and strategies. COURSE PREREQUISITES NONE COURSE DELIVERY METHOD The Applications of Fire Research course is an ONLINE program, utilizing the Cleveland State University BLACKBOARD system. COURSE GOALS Welcome to Fire Prevention Organization, and Management. In this course, we will examine the roles and responsibilities of fire prevention professionals in managing fire prevention programs and risk reduction activities to ensure public safety. We will develop an understanding of the changing role of fire prevention professionals in researching and mitigating their community's fire problem and developing solutions to the problems of tomorrow.

1


THE COURSE IS DIVIDED INTO THE FOLLOWING CORE MODULES: • Module 1: Concepts of Fire Prevention Methods • Module II: Concepts of Code Enforcement • Module III: Aspects of Fire Prevention Planning • Module IV: Influences on Fire Prevention • Module V: Fire Prevention Policymaking COURSE OUTCOMES Upon completion of this course, students will be able to: 1. Describe aspects of risk reduction education and overall community risk

reduction. 2. Explain the fundamental aspects of codes and standards, and the inspection and

plan review process. 3. Describe the fire investigation process and discuss fire prevention research. 4. Discuss historical and social influences and describe the master planning

process. 5. Describe economic and governmental influences on fire prevention. 6. Explain the effects of departmental influences on fire prevention programs and

activities. 7. Discuss strategies for fire prevention. COURSE OBJECTIVES Upon completion of this course, students will be able to: Module 1: Concepts of Fire Prevention Methods Section: Roles and Responsibilities of the Fire Marshal 1. Describe the duties of fire service leaders. 2. Explain the importance of organized and effective leadership to fire prevention. Section: Risks, Perils, and Hazards 1. State the role fire prevention plays within the fire department's mission. 2. Explain how fire prevention is primarily a community-based strategy. 3. State ways fire prevention activities can affect the community. 4. Identify potential problems and solutions to fire prevention issues. Section: Fire Investigation 1. Describe the rights, responsibilities, and legal limits of an investigator. 2. Link cause-and-origin investigation to the community's fire prevention program. Section: Risk Reduction Education 1. Differentiate between public education, public information, and public relations. 2. Describe the elements of a successful public education program. 3. Explain the link between arson prevention, public education, and the community's

fire prevention efforts. Section: Juvenile Firesetter Intervention Programs 1. Identify evolving issues in fire prevention education. 2. Describe the relationship between juvenile fire setters programs and fire

investigation, inspection and plan review, and risk reduction education.

2

Section: Fire Research 1. Describe the types of fire prevention research being conducted. 2. Identify organizations conducting fire prevention research. 3. Correlate the relationship between human behavior research and fire safety and

prevention. Module II: Concepts of Code Enforcement Section: Codes and Standards 1. Point out the major historical occurrences in code development. 2. Contrast standards and codes. 3. Compare the code-writing processes used in the U.S. and abroad. 4. Differentiate among code interpretation, code revision, and code retroactivity. 5. Explain how state and national codes interface. Section: Inspection and Plan Review 1. Define risk reduction and fire prevention. 2. Using the definition of community risk reduction, compare your community's fire

prevention and risk reduction programs with risk reduction principles. 3. Survey a fire department's current fire prevention system. 4. Analyze a case study to identify the fire prevention system components and their

application in community risk reduction. Module III: Aspects of Fire Prevention Planning Section: Historic Fires 1. Report on significant events that affected fire prevention in both positive and

negative ways. 2. Identify individuals who have had a significant impact in fire prevention. 3. Identify publications that are important to fire prevention. Section: Master Planning 1. Highlight the history of master planning. 2. List the steps involved in master planning. 3. List the major advantages of master planning. 4. Identify the major obstacles to master planning. 5. Define the importance of the wildland urban interface in the master planning

process. Section: Cultural Influences 1. Identify U.S. cultural beliefs and traditions that influence fire prevention. 2. Draw a relationship between cultural beliefs and traditions in other countries and

how they affect fire prevention. Module IV: Influences on Fire Prevention Section: Economic Influences 1. Identify direct and indirect costs associated with fire. 2. Describe the level of cost of fire in deaths, injuries, and direct costs for the U.S. 3. Discuss economic incentives that encourage fire prevention.

3

4. Identify factors that help explain the disparity between the high aggregate costs of fire for the Nation, States, and communities, and lower perceptions of fire risks and costs.

5. Identify and describe policies and programs that affect the economic tradeoffs between fire and prevention by lowering the costs of fire for individual citizens, businesses, and communities.

Section: Governmental Influences 1. Identify the major federal agencies that have some responsibility for fire

prevention. 2. List the major U.S. Fire Administration (USFA) programs that support fire

prevention. 3. Identify the major state agencies that have some responsibility for fire prevention. 4. Describe the broad parameters that allow the government to support fire

prevention without infringing upon individual freedoms. Section: Departmental Influences 1. State the benefits of having a mission statement. 2. Offer reasons for and against fire prevention officers having law enforcement

authority. 3. Make an assessment of the importance attached to fire prevention in the

community using current fire department data. 4. Explain the importance of strong fire prevention leadership in the fire department

if it is to have a positive impact on risk reduction. Module V: Fire Prevention Policymaking 1. Identify the key components of the definition of public policy. 2. Identify six approaches to explaining public policy. 3. Apply six approaches to how a choice was made in fire prevention. 4. Identify and describe the processes of public-agenda setting. 5. Define and apply the three policy streams, problem, political, and policy, to a fire

prevention effort. 6. Define a policy "window." 7. Describe and apply forces creating a fire prevention policy "window." COURSE READINGS AND MATERIALS The course texts we will be using are: Fire Protection Handbook (National Fire Protection Association), Volume I and II, Arthur E. Cote (Editor), 20th edition. Publisher: National Fire Protection Association; ISBN #: 08776547432. Course Materials Carter and Rausch. 2007. Management in the Fire Service, 4th ed. Quincy, MA: National Fire Protection Association. In addition to these texts, you will be reading a number of online resources, web-based research articles.

4

CLASS PARTICIPATION/COURSE DISCUSSION GUIDELINES In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words. You must also follow up by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar. COURSE RULES I appreciate that you are a very busy person. I am a busy person as well. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me. If you encounter a problem during the semester, or know you have something coming up during this semester, please see me before the due date so we can work something out. I am not an unreasonable person, but I do expect that you will manage your time wisely. Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends, I will assume you have done all the work you are going to and I will enter your grade based on what has been done. If you anticipate a problem—please talk to me now—not 2 days after the due date!

5

ACADEMIC INTEGRITY My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work. GRADING INFORMATION AND CLASS ACTIVITY DESCRIPTIONS Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. ACADEMIC POLICIES In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework: • Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual



6


Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 1 5 Module 2 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 2 5 Module 3 Discussion Question 1 5 Discussion Question 2 5 Written Assignment 3 5 Module 4 Discussion Question 1 5 Written Assignment 4 5 Module 5 Discussion Question 1 5 Written Assignment 5 5 Final Project 35 TOTAL 100

COURSE SCHEDULE

Semester Week




Week 10 Module 4 Discussion 1 Week 11 Module 4 Assignment 4 Week 12 Module 5 Discussion 1 Week 13 Module 5 Assignment 5 Week 14 Final Project

7

FINAL COURSE PROJECT For your final exam, prepare a 5000 word / 10 pages (minimum), APA formatted research project, explaining the IMPORTANCE OF A FIRE AND LIFE SAFETY PROGRAM. If your jurisdiction does not have a Fire and Life Safety program, then establish one through this program. You have a number of pieces of material from the text, the internet, and this web site which to utilize A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced, paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade.


THIS PROJECT IS DUE NO LATER THAN XXXXXXXXX, 2014

SUBMIT YOUR FINAL COURSE PROJECT TO


8


FIRE PREVENTION ORGANIZATION & MANAGEMENT

DISCUSSION QUESTIONS Module 1 Discussion Question 1 Define the Role and Responsibilities of a Fire Service Fire Marshal Discussion Question 2 Explain this statement. “Many fire departments are beginning to call themselves "all-risk" departments, since they are responding to more and more calls for services that are not the traditional fire and EMS incidents.” How does this relate to your department? Module 2 Discussion Question 1 Explain the FIRE CODE development process. Discussion Question 2 What is the difference between a CODE and a STANDARD? Module 3 Discussion Question 1 Why did the United States Fire Administration conduct research and developed a text named “America Burning.” What are its benefits? Discussion Question 2 What are the benefits in developing a Fire Prevention master Plan? Module 4 Discussion Question 1 Define several economic factors when considering Fire Prevention activities. Module 5 Discussion Question 1 Explain how each member in your organization can heighten the awareness of Fire prevention within your community.

9

FIRE PREVENTION ORGANIZATION & MANAGEMENT

WRITTEN ASSIGNMENTS Module 1 Assignment 1 Define the roles and responsibilities of the Fire Investigator. Which National Fire Protection Association CODE and STANDARDS volume relate to the Fire Investigators role, responsibilities and levels of education? Module 2 Assignment 2 Fire, life safety, and building codes have existed in some form for hundreds of years. A review of the history of the development of codes shows two general approaches: a) some early efforts inflicted punishment on the perpetrator only after a tragic event occurred, and b) other measures were preventive, but designed to address fire safety issues on a piecemeal basis. Explain in detail these two general approaches. Provide an example for each approach. Module 3 Assignment 3 Presume that your jurisdiction or community is considering the development of a master plan, and you have been asked to do some preliminary work that will influence that decision. Your assignment must include: • Identify the people (by organization and/or position) that you would include on the advisory

committee and planning team. • List the sources of information you could refer to regarding the jurisdiction's true fire problem and

describe the type of information each source could provide. • Describe at least three goals of the master planning project and, for one of those, explain how

you think it could be accomplished. Module 4 Assignment 4 Discuss the impact of contemporary media coverage on fire-related disasters in this country. How does the media's presentation influence public attitudes toward fire, its impact, and prevention efforts? Suggest ways that media coverage could affect public perception and drive prevention efforts. Module 5 Assignment 5 We know that fire risk is a form of community risk. Fire risk may be a risk that people experience separately, or the actions of one person may increase the risk of fire for another. Communities may choose to ignore and not act to reduce a fire risk. Public authority is used to design and apply engineering, enforcement, and education to reduce fire risk. Your assignment is to identify and explain the Three “E’s” of Fire Prevention.

10


Syllabus for Fire and Emergency Services Administration

Introduction Welcome to the Fire and Emergency Services Administration course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. Course Description This course is designed to be a progressive primer for students who want more knowledge about fire and emergency services administration. The course demonstrates the importance of the following skills, necessary to manage and lead a fire and emergency services department through the challenges and changes of the 21st century: Persuasion and influence, accountable budgeting, anticipation of challenges and the need for change, and using specific management tools for analyzing and solving problems. A central part of the course focuses on how the leadership of a fire and emergency services department develops internal and external cooperation to create a coordinated approach to achieving the department's mission. Course Goals At the end of this course, you will be able to understand how to help the fire and emergency services administrator perform as an effective risk manager by recognizing legal and political issues affecting public safety, finding and applying appropriate legal rules and/or political constructs, and articulating supportable conclusions and recommendations. The course is divided into the following core modules: • Module I: Leading and Managing Purposefully with a Community Approach • Module II: Core Administrative Skills • Module III: Planning and Implementation • Module IV: Leading Change • Module V: CRM - A 21st Century FESA Responsibility

A central part of this course examines the leadership of a fire and emergency services department, and how to develop internal and external cooperation, and a coordinated approach to achieving the department's mission. As we will see, a collaborative approach leads to insightful ways of anticipating challenges and planning the need for change. This course will teach you how to use leadership and management tools for analyzing and solving problems related to the constantly shifting landscape of fire and emergency services administration. Course Outcomes: Upon completion of this course, students will be able to: 1. Define and discuss the elements of effective departmental organization. 2. Classify what training and skills are needed to establish departmental

organization. 3. Analyze the value of a community-related approach to risk reduction. 4. Outline the priorities of a budget planning document while anticipating the diverse

needs of a community. 5. Assess the importance of positively influencing community leaders by

demonstrating effective leadership. 6. Analyze the concept of change and the need to be aware of future trends in fire

management. 7. Report on the importance of communications technology, fire service networks,

and the Internet when conducting problem-solving analysis and managing trends. 8. Develop a clear understanding of the national assessment models and their

respective approaches to certification. Course Objectives: Upon completion of this course students will be able to: Module I: Leading and Managing Purposefully with a Community Approach • Describe the role of the fire/emergency medical services department as a part of

the community government and comprehensive plan. • Explain the importance of a good working relationship with public officials and the

community as a whole. • Assess ways to develop a good working relationship with public officials and the

community. • Identify local, state, and national organizations that will be beneficial to your

department. • Describe how to take a proactive role in local, state, and national organizations. • Identify effective skills for developing a cooperative relationship with fire and

emergency services personnel as well as public officials and the general public.

Module II: Core Administrative Skills • Identify the core skills essential to administrative success. • Describe the integrated management of financial, human, facilities, and

equipment and information resources. • Explain the importance of public access to government operations. • Describe the key elements of successful communication. • Recognize the basic management theory in use in your agency. • Recognize the formal and informal dynamics of public organizations and describe

strategies to ensure success. • Discuss the components and styles of leadership. • Identify and discuss a practical agency evaluation process. Module III: Planning and Implementation • Describe the process of consensus-building. • Describe the components of project planning. • Identify the steps of the planning cycle. • Discuss how an environmental assessment determines the strategic issues and

direction of an organization. • Assess the interrelationship between budgeting, operational plans, and strategic

plans. • Analyze the importance of an organizational culture and mission in the

development of a strategic plan. • Describe the purpose, function, and current and future security concerns of

working document publication, storage, and integrity. • Explain how a fire and emergency service administrator creates a vision of the

future for his or her organization. Module IV: Leading Change • Describe the importance of accepting and managing change within the fire and

emergency service department. • Identify models of change commonly used in organizations. • Summarize the steps of the change management process. • Assess ways to create a positive climate for change and introduce new ideas

within the organization. • Describe how an organization can respond to current or emerging events or

trends. • Explain the benefits of employee involvement in departmental decisions. • Demonstrate innovative ways to address traditional problems within the

organization. • Describe ways to increase and reward professional development efforts.

Module V: CRM -- A 21st Century FESA Responsibility • Assess the importance of integrating fire and emergency services into a

community's comprehensive plan. • Assess your organization's capabilities and needs based on risk analysis

probabilities. • Describe the relationship between community risk analysis and strategic and

operational planning. • Identify the major steps of a community risk assessment. • Identify direct and indirect costs associated with fire. • Analyze economic incentives that encourage and discourage fire prevention. • Describe the role of fire and emergency services in the economic development

and neighborhood preservation programs of the community. Course Readings and Materials The course texts we will be using are: • “Chief Fire Officer’s Desk Reference,” International Association of Fire Chiefs,

Jones and Bartlett Publishers; ISBN-13: 9780763729356 or ISBN-10:0763729353

• “Conspiracy Among Americas Heroes,” Author House Publishers, ISBN-10: 1477268677 or ISBN-13: 978-1477268674

• In addition to these texts, you will be reading a number of online resources, web-based research articles.

Class Participation/Course Discussion Guidelines In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words of more. You must also follow up on a separate day by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar. Course Rules I appreciate that you are a very busy person. I am a busy person too. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me.

If you encounter a problem during the semester—or know you have something coming up during this semester—please see me before the due date so we can work something out. I am not an unreasonable person but I do expect that you will manage your time wisely and will anticipate difficulties and deal with them proactively. If you know that you will be away for a week and unable to get to the computer, talk to me before the week arrives and make alternate arrangements. If you wait until after the week’s items were due and then call me and beg to be allowed to make things up I will say no. Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up and you are out of luck. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends I will assume you have done all the work you are going to and will enter your grade based on what has been done. If you anticipate a problem—please talk to me know now—not 2 days after the due date! Academic Integrity My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work. Grading Information and Class Activity Descriptions Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

Course Grading Scale The grading scale, based on 100 points is:


Course Written Assignments, Discussion Questions, and Projects:

Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment: Success Plan 10 Module 2 Discussion Question 1 5 Written Assignment: More for Less 10 Module 3 Discussion Question 1 5 Written Assignment: Personnel Policies 10 Module 4 Written Assignment: Creating a Positive Environment

10

Module 5 Discussion Question 1 5 Do Not Submit NFA Application (we do this for you) Final Project E ME R G E NC Y S E R V IC E P R OV IDE R B E HAV IOR C ONC E R NS

35

100

Academic Policies In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework:

• Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual

Harassment • Policy on Academic Integrity • Policy on Academic Dishonesty and Plagiarism • Policy on the Grade of Incomplete and Withdrawal • Policy on the Code of Student Conduct • Important Information and Procedures • Course Evaluation Form Information • Information on Disabled Student Service • Information about Writing Resources • Procedures on Arbitrary and Capricious Grading Appeals

Course Schedule

Semester Week Discussion / Assignment / Project Week 1 Module 1 Discussion 1 Week 2 Module 1 Discussion 2 Week 3 Module 1 Written Assignment Week 4 Module 2 Discussion 1 Week 5 Break Week Week 6 Module 2 Written Assignment Week 7 Module 3 Discussion Week 8 Module 3 Written Assignment Week 9 Break Week

Week 10 Module 4 Written Assignment Week 11 Module 5 Discussion Week 12 Module 5 Written Assignment Week 13 Prepare Final Project Week 14 Final Project

Final Course Project For your final exam, prepare a 5000 word, APA formatted research project, explaining the concepts of EMERGENCY SERVICE PROVIDER BEHAVIOR CONCERNS. You have a number of pieces of material from the text, the internet, and this web site which to utilize. A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade. This project is due NO LATER THAN ………..

Fire and Emergency Services Administration

Discussion Questions Module 1 Please introduce yourself to your instructor and your classmates. Tell us who you are, where you are from, a bit about your position with your fire department or other emergency service agency, and just a bit about your department or agency. Additionally, identify what you believe to be the greatest challenge regarding fire and emergency administration. 1. Write a one or two sentence description of a problem or concern that exists in the

fire and emergency service, your community, or in your department that you would like to address as a fire and emergency service administrator.

2. Describe what the perfect solution would look like; a "vision" of successfully dealing with the identified concern or problem.

Module 2 Many of the concepts of operation involving emergency management and the Incident Command System parallel the concerns a FSA would have in administering day-to-day operations. Describe the similarities and differences between emergency management and day-to-day organizational management. Module 3 Sometimes apathy, inside politics, and lack of motivation results in very little engagement by a "lackluster" team. This attitude will really be exhibited by the team when they are asked to support or be involved in planning for changes or improvements in fire and emergency service operations. How should the fire service administrator address the challenge to inspire input and involvement in planning for change when the team is "lackluster"? When answering this question give one example of a leadership move that the FSA would use in selling the vision for change and one example of a management move the FSA would use to implement the planning process. Explain your understanding of the dichotomy between politics and administration and give one example of how a violation of the democratic principles associated with local governance can cause extreme problems for an overly "political" administrator. Module 4 NO ASSIGNMENT

Module 5 1. Discuss how the foundational concerns such as safety, training, and risk

management systems are important to address before launching new changes and expansion of mission directed efforts. How do you draw the line between sustainability and the need to engage improvements in your system?

2. What does your local department or community do to assess risks in the areas of

EMS, hazardous materials, special rescue situations, and terrorism? How does it commit necessary resources? Does it commit the same level of resources that it commits to fire prevention? If not, why not?

Written Assignments Module 1 For this assignment, develop your own "success plan" for becoming the fire and emergency service administrator you envision yourself to be. The first part of the assignment is a rough draft you are not required to submit. Use it as a "plan draft," in which you creatively brainstorm about the components of your plan, formulate lists of ideas, or even draw or sketch out your thoughts. However you decide to approach the plan draft, include the following as subject headings: Concerns, Vision, Knowledge, Network, and Do List. After completing a rough plan draft, develop a written essay that cohesively summarizes the thoughts you've developed under each heading on your draft. Consider this essay a personal "travel guide" for your journey through this course and through your career: It will give you some direction now, but you may move or change certain parts of the plan as you travel ahead in your field and/or accomplish your goals. Module 2 Cities and fire districts are experiencing the "more for less" era: as the challenges for service go up, the funding seems to be less available. The need for new revenue sources or a method of working more efficiently within the organization faces most all fire and emergency service organizations. Describe a solution to this dilemma that has worked in your community. If you have no examples, then consider yourself as the fire chief who must describe the plan of action to address the reduced-funding-for-more-demand problem. Module 3 What is your agency's records retention policy? How about a policy for sharing recorded information with the public? Are the policies written, and clearly understood by all personnel? What improvements would you include? Are you adequately protecting medical records in accordance with HIPAA requirements?

Module 4 When defining ways to create a positive climate, the leadership of an organization must decide what type of organizational approach to take. For example, a small village with a stable economy and no anticipated changes or challenges will expect different styles of leadership than a community in flux, one with fast-paced growth or economic instability.

1. First, perform an environmental scan of your own community: Is it currently growing, and/or facing a variety of changes? Or, is it a smaller, more stable community? Describe your community in terms of its current economic, social, and political climates.

2. Next, speak with at least three professional fire service leaders to help you identify the issues and trends in the community that the fire agency should begin to focus on to keep pace with upcoming change. Summarize your findings, and be sure to credit your sources.

3. Then, perform an environmental scan of your own or the local fire and emergency services organization: Is the organization equipped and prepared to address both current and future changes in the larger community? What external and internal changes and/or improvements to the organization will help to address changes to the larger community over the next 2-5 years?

4. Finally, determine what type of organizational approach will work best for the department in order to shape effective leadership and management systems with which to address changes to the larger community.


Syllabus for Community Risk Reduction for the Fire and

Emergency Services

Introduction Welcome to the Community Risk Reduction for the Fire and Emergency Services course. As your instructor, I would like to stay in close contact with you. Please feel free to call me any time for assistance at my office @ 216-875-9860. If I am not in, you may e-mail me at [email protected]. I will be happy to return your call. Course Description This course provides a theoretical framework for the understanding of the ethical, sociological, organizational, political, and legal components of community risk reduction, and a methodology for the development of a comprehensive community risk reduction plan. Course Goals Provide a theoretical framework for the understanding of the ethical, sociological, organizational, political, and legal components of community risk reduction, and a methodology for the development of a comprehensive community risk reduction plan. The course is divided into the following core modules: Module I: Introduction to Community Risk Reduction Module II: Develop and Meet Risk Reduction Objectives Module III: Identify and Develop Intervention Strategies Module IV: Implement a Risk Reduction Program Module V: Review, Modify, and Market Risk Reduction Programs Throughout each Module, you will be required to actively participate in online discussions and submit written assignments. Several of these discussions and activities will contribute to the development of a course-cumulative project, an Executive Summary for a Community Risk Reduction Plan

Course Outcomes: Upon completion of this course, students will be able to: • Become champions of risk reduction • Develop and meet risk reduction objectives • Identify and develop intervention strategies • Implement a risk reduction program • Review and modify risk reduction programs Course Objectives: Module I: Introduction to Community Risk Reduction and the Fire Service 1. Define and understand community risk and community risk reduction. 2. Evaluate the benefits and challenges of community risk reduction. 3. Analyze the fire and emergency services departments, and officer's role in

community risk reduction. 4. Develop a personal vision statement for community risk reduction in your

community. 5. Establish your community risk reduction planning processes. Module II: Develop and Meet Risk Reduction Objectives 1. Gain a thorough knowledge of your community by conducting a community

inventory. 2. Identify hazards and assess your community's vulnerability. 3. Define levels of risk acceptable to your community. 4. Create your risk reduction objectives. 5. Assess the risks and establish risk reduction priorities. Create your risk reduction

objectives. Module III: Identify and Develop Intervention Strategies 1. Identify potential risk reduction strategies. 2. Analyze cost versus benefit to determine a plan of action for your community risk

reduction plan. 3. Select realistic and achievable risk reduction strategies. 4. Develop an intervention strategy. Module IV: Implement a Risk Reduction Program 1. Identify and locate needed resources for a community risk reduction plan. 2. Develop a risk reduction implementation schedule. 3. Assign roles and responsibilities within the risk reduction team. 4. Create your community risk reduction action plan.

Module V: Review, Modify, and Market Risk Reduction Programs 1. Develop a risk reduction evaluation strategy. 2. Review and evaluate results of the evaluation process. 3. Modify your risk reduction initiatives. 4. Develop a marketing/dissemination plan. 5. Finalize the executive summary of your risk reduction plan. Course Readings and Materials The course texts we will be using are: • Fire Protection Handbook (National Fire Protection Association), Volume I and

II, Arthur E. Cote (Editor), 20th edition. Publisher: National Fire Protection Association; ISBN #: 08776547432.

• Bruhn, John G. The Sociology of Community Connections. Springer: 2005. ISBN: 0306486164

• In addition to these texts, you will be reading a number of online resources, web-based research articles.

Class Participation/Course Discussion Guidelines In addition to readings and projects, you are expected to participate in class by responding to discussion questions. These questions are a useful way of formulating an understanding of the material you are reading that goes beyond simply being able to fill in a blank or recite a sentence. Discussion should be more than just giving an opinion or saying whether you agree or disagree; a good discussion response indicates that you read the material assigned and you have processed what you read. To get credit for participating in the discussion you must post a response to the original topic or question. Response must be at least 250 words of more. You must also follow up on a separate day by responding to at least two of your colleagues in 125-word responses. Your postings must always combine your original thinking and opinion with authoritative references. In addition, you should cite your sources where appropriate and check your spelling and grammar. Course Rules I appreciate that you are a very busy person. I am a busy person too. One of the things you should be learning in college is time management. I have planned the course to ensure that you have plenty of advance notice about when assignments are due. Therefore, I expect you to complete work on time and to turn your papers in on time. I work hard to get you feedback on things with a short turnaround and that is something you can expect from me. If you encounter a problem during the semester—or know you have something coming up during this semester—please see me before the due date so we can work something out. I am not an unreasonable person but I do expect that you will manage your time wisely and will anticipate difficulties and deal with them proactively.

If you know that you will be away for a week and unable to get to the computer, talk to me before the week arrives and make alternate arrangements. If you wait until after the week’s items were due and then call me and beg to be allowed to make things up I will say no. Many of us are in the emergency services, myself included, and sometimes that means that we have unexpected events that come up and take up a substantial part of our day or week to resolve. I understand this but I recommend you save my office phone number in your cell phone so you can call me and tell me before the week is up and you are out of luck. If you do not come to me beforehand but instead just turn papers in late, please be aware that one full letter grade will be deducted from your score for the paper for each day beyond the due date. Papers 5 or more days late will not be accepted. If your work on the course is not complete when the semester ends I will assume you have done all the work you are going to and will enter your grade based on what has been done. If you anticipate a problem—please talk to me know now—not 2 days after the due date! Academic Integrity My expectation is that the principles of truth and honesty will be rigorously followed in all academic endeavors. All work submitted for this class must be done by you. You are free to discuss your work with others and incorporate their feedback but your writing must be your own. You may incorporate material from books or other sources if it is properly cited. In the Cleveland State University web site, you will find more information about academic integrity and a document you need to submit to me after you complete the review of the academic integrity materials. I encourage you to seek help as needed from your supervisors, friends, colleagues, and me, your instructor. The work you submit for a grade must be your own. I will not tolerate any form of academic dishonesty, especially plagiarism. Simply put, plagiarism is taking credit for someone else's work; taking credit includes receiving some form of favorable compensation for the submitted work. Grading Information and Class Activity Descriptions Your written assignment responses must follow the APA format and be at least 1500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Course Grading Scale The grading scale, based on 100 points is:


Course Written Assignments, Discussion Questions, and Projects:

Assignment Grade Point Module 1 Discussion Question 1 5 Discussion Question 2 5 Written Assignment: Planning to Plan 10 Module 2 Discussion Question 5 Written Assignment: Community Inventory 5 Module 3 Discussion Question 5 Written Assignment: Realistic Strategies 10 Module 4 Discussion Question 5 Written Assignment: Action Plan 10 Module 5 Discussion Question 5 Written Assignment: Final CRR Plan 10 Do Not Submit NFA Application (we do this for you) Final Project “CCR PLAN” 25 100

Academic Policies In the Cleveland State University web site, you will find links to important academic policies and other information to help you as you complete your coursework:

• Academic Policies • Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual

Harassment • Policy on Academic Integrity • Policy on Academic Dishonesty and Plagiarism • Policy on the Grade of Incomplete and Withdrawal • Policy on the Code of Student Conduct • Important Information and Procedures • Course Evaluation Form Information • Information on Disabled Student Service • Information about Writing Resources • Procedures on Arbitrary and Capricious Grading Appeals

Course Schedule

Semester Week Discussion / Assignment / Project Week 1 Module 1 Discussion 1 Week 2 Module 1 Discussion 2 Week 3 Module 1 Written Assignment Week 4 Module 2 Discussion Week 5 Module 2 Written Assignment Week 6 Module 3 Discussion Week 7 Break Week Week 8 Module 3 Written Assignment Week 9 Module 4 Discussion

Week 10 Module 4 Written Assignment Week 11 Module 5 Discussion Week 12 Module 5 Written Assignment Week 13 Prepare Final Project Week 14 Final Project

Final Course Project For your final exam, prepare a 5000 word, APA formatted research project, explaining the concepts of COMMUNITY RISK REDUCTION FOR THE FIRE AND EMERGENCY SERVICES. You have a number of pieces of material from the text, the internet, and this web site which to utilize. A minimum of FIVE (5) references must be utilized and all of the reference citations SHALL be placed within the project. The research project SHALL have an APA formatted cover page, an introduction page, a background and significance page, a Literature review page, a conclusions page, and a reference page. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Failure to meet the APA format and content guidelines will result in a reduction in grade. This project is due NO LATER THAN ………..

Community Risk Reduction for the Fire and Emergency

Services Discussion Questions Module 1 You have been selected to be featured in the Who's Who section of Fire Chief Magazine. Write a 125-250 word article introducing yourself, your community, and your community's fire service organization. Include a description of your most memorable moment related to your involvement with your community and a digital image of either yourself or something representative of your personality. Before you begin this discussion, be sure to read the case study document, Determining the feasibility of instituting a model comprehensive community risk reduction program at the Manhattan Fire Department. Assume the role of a fire administrator. An elected official has dictated that you must implement an innovative and controversial risk reduction program within your community. For discussion, analyze what organizational cultural barriers, attitudes, challenges, and obstacles you might anticipate. What might be your roadblocks in proposing policy and programming changes as an administrator? Also, where might you find alliance and sources of support? Module 2 It is important to remember that even a quantitative risk assessment relies on judgments, assumptions, and simplifications. Results will vary based on many factors, including local priorities and resources. However, a risk assessment provides a systematic approach for evaluating complex phenomena, and a method to apply the results for emergency decision-making. Discuss the ethical implications of giving numeric values to intangible risk factors attached to the protection of human life. Module 3 In your text, The Sociology of Community Connections,you have examined several different characteristics of communities, and read about several different types of communities, including those affected by disaster, faith-based communities, and the social support communities that concern health and social well-being. Compare and contrast these different communities to the ones found in your own, and discuss how you can use the different qualities of these communities to affect risk reduction identification and planning. Consider how the risks may vary between these "communities within a community." and how your intervention strategies might have to be altered to be accepted by each. How can you bring all these different communities together to promote and accept risk reduction planning and interventions?

Module 4 A Dream Unfulfilled – Refer to the case study document below. As you read the case study, focus on what went wrong, how it could have been avoided, and how you will ensure that your risk reduction plan will not produce a similar fate. Module 5 At this point, you should have completed your executive summaries and made modifications based upon the discussions with your battalion members. Post your revised executive summary here and review those of your classmates. Refer to the vision that you developed during the first module and discuss the ways that the risk reduction plan reflects your personal vision for your community, and the ways that your risk reduction plan differs from your vision statement. Written Assignments Module 1 The "Planning to Plan" step provides introductory guidelines and sets a basic framework for the progress of your action plan. For this assignment: Using your local community as a model, write a 2-3 page outline of your plan. Module 2 Write a synopsis of your community inventory using the knowledge gained from the concept documents for this Module. Use and include the following form to identify risks and hazards. Use and include the following form to complete a vulnerability assessment matrix. Use the following guidelines to set your risk reduction priorities. Use and include Table 2-3 of Matrix 3 to address your plan priorities. Write the objectives for your community risk reduction plan (300 to 500 words). Conclude with a rationale to justify the decisions made in establishing the plan priorities, derived from completed Table 2-3 in the Establishing Priorities Document (300 to 500 words). Be sure to read the module concept documents for this module before you begin! Module 3 For this assignment: Using what you've learned in this Module, write a plan that identifies 3 to 5 realistic strategies for your fire and emergency services organization. Include your cost-benefit analysis. Your strategies must be:

• preceded with a rationale for selecting the strategies; • realistic - representing a plausible scenario; • actionable - requiring intervention;

• based on your cost-benefit analysis; • designed in a manner sustained by full support of all stakeholders (consensus-

based); • accompanied by a measurable anticipated outcome for each strategy (how you

will measure whether or not the strategy was effective). Module 4 For this assignment: Write a 6-8 page executive summary of your community risk reduction action plan. This executive summary of your action plan must build upon your work from the previous modules, and include the specifics of who, what, when, where, and how of your objectives. The executive summary must include a projected timeline/schedule modeled after the sample documents provided. Module 5 Write a 3 page evaluation plan based on your executive summary of a community risk reduction plan Review your community risk reduction plan and propose any necessary modifications. Your battalion members should have given you feedback on your community risk reduction plan in the previous module. After reading the module concept documents for this module, and analyzing the feedback from your battalion, you may need to modify some or all of your strategies or interventions. To determine if modification is necessary, you need to:

• Review each objective of your risk reduction plan. • Review the results of your evaluation. • Determine if the objectives are achievable. • Establish causal relationships. •

If necessary, propose modifications as follows: 1. Addressing weaknesses in the program. 2. Adjusting resource needs.

Make final adjustments to your executive summary and submit with supporting documents in the area provided in the course.

public safety management degree program syllabus for ... · 1. define research and its foundations....

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