+--------------+-------------------------------------------------------+
| **Name:**    | ##### *The Community and the Fire Threat*             |
+--------------+-------------------------------------------------------+
| **Course     | This course examines concepts of community sociology, |
| De           | the role of fire-related organizations within the     |
| scription:** | community, and their impact on the local fire         |
|              | problem, including fire service relationships within  |
|              | the community and other agencies, developing a        |
|              | community inventory, shaping community policy, master |
|              | planning, and shaping community perceptions about the |
|              | local fire service.                                   |
+--------------+-------------------------------------------------------+
| **O          | **Unit 1: The Sociology of the Community**            |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe the sociological view of community;      |
|              |                                                       |
|              | -   identify and compare the definitions of community |
|              |     provided by Nisbet, Tonnies, and Durkheim;        |
|              |                                                       |
|              | -   describe how communities originated;              |
|              |                                                       |
|              | -   describe the concentric zone, sector, and         |
|              |     multiple-nuclei theories of urban growth;         |
|              |                                                       |
|              | -   identify the basic features of central cities,    |
|              |     suburbs, and rural communities;                   |
|              |                                                       |
|              | -   list five basic conditions that constitute a      |
|              |     community;                                        |
|              |                                                       |
|              | -   list five basic community functions identified by |
|              |     Wenger;                                           |
|              |                                                       |
|              | -   list four general features of community structure |
|              |     identified by Wenger;                             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify four changes that occur in community     |
|              |     function and structure during disaster and        |
|              |     recovery; and                                     |
|              |                                                       |
|              | -   apply basic sociological concepts to your own     |
|              |     community and describe the placement of the fire  |
|              |     service within it.                                |
+--------------+-------------------------------------------------------+
|              | **Unit 2: The Changing Nature of the Fire Threat**    |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe the changing mission of the fire         |
|              |     service;                                          |
|              |                                                       |
|              | -   discuss the fire problem, in general terms, in    |
|              |     all types of communities (urban, suburban,        |
|              |     rural);                                           |
|              |                                                       |
|              | -   identify the principal occupancy in which the     |
|              |     greatest civilian fatality rate and greatest      |
|              |     property losses occur;                            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the effects of budget constraints on     |
|              |     minimum staffing, labor agreements, and service   |
|              |     levels;                                           |
|              |                                                       |
|              | -   describe the impact that fire codes and           |
|              |     sprinklers have on public fire protection;        |
|              |                                                       |
|              | -   describe three levels of fire department          |
|              |     involvement in EMS;                               |
|              |                                                       |
|              | -   explain the effect of communicable diseases       |
|              |     (AIDS, hepatitis, etc.) on EMS;                   |
|              |                                                       |
|              | -   describe the role of fire departments in          |
|              |     hazardous materials response and mitigation; and  |
|              |                                                       |
|              | -   list three federal agencies whose regulations     |
|              |     affect the fire service.                          |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 3: Fire Service Relationships Within the         |
| bjectives:** | Community                                             |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
+--------------+-------------------------------------------------------+
|              | -   define and discuss direct and indirect fire loss  |
|              |     within the community;                             |
+--------------+-------------------------------------------------------+
|              | -   discuss ethnic/class considerations in the        |
|              |     community and their impact on the fire service;   |
+--------------+-------------------------------------------------------+
|              | -   describe the relationship that exists between the |
|              |     fire service and nonemergency community agencies; |
+--------------+-------------------------------------------------------+
|              | -   identify programs designed to foster and motivate |
|              |     community fire safety and awareness;              |
+--------------+-------------------------------------------------------+
|              | -   describe how direct and indirect fire losses      |
|              |     affect the community;                             |
+--------------+-------------------------------------------------------+
|              | -   define and discuss racial groups versus ethnic    |
|              |     groups;                                           |
+--------------+-------------------------------------------------------+
|              | -   discuss prejudice and discrimination;             |
+--------------+-------------------------------------------------------+
|              | -   state how the fire department functions in        |
|              |     conjunction with the finance, purchasing,         |
|              |     personnel, legal, and planning departments;       |
+--------------+-------------------------------------------------------+
|              | -   outline practices and procedures designed to      |
|              |     improve relationships between the fire service    |
|              |     and other community agencies; and                 |
+--------------+-------------------------------------------------------+
|              | -   identify programs designed to foster and motivate |
|              |     community fire safety awareness.                  |
+--------------+-------------------------------------------------------+
|              | Unit 4: Developing a Community Inventory              |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe the purpose of a community inventory;    |
|              |                                                       |
|              | -   identify three general sources of information     |
|              |     used in a community inventory;                    |
|              |                                                       |
|              | -   identify, locate, and use sources of your local   |
|              |     community history;                                |
|              |                                                       |
|              | -   identify, locate, and use local community         |
|              |     directories and government reports;               |
|              |                                                       |
|              | -   identify, locate, and use census data;            |
|              |                                                       |
|              | -   apply local government records in conducting a    |
|              |     community inventory, including locating local     |
|              |     zoning ordinances, building permits, and new      |
|              |     construction; and                                 |
|              |                                                       |
|              | -   begin an inventory of your own community.         |
+--------------+-------------------------------------------------------+
|              | Unit 5: Assessing Community Needs                     |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
+--------------+-------------------------------------------------------+
|              | -   develop an argument by explaining three reasons   |
|              |     for a community to assess its needs               |
|              |     systematically prior to implementing a fire       |
|              |     department program;                               |
+--------------+-------------------------------------------------------+
|              | -   explain the role of community survey in assessing |
|              |     community needs;                                  |
+--------------+-------------------------------------------------------+
|              | -   describe the complexity and basic principles of   |
|              |     asking questions;                                 |
+--------------+-------------------------------------------------------+
|              | -   describe the structured interview approach;       |
+--------------+-------------------------------------------------------+
|              | -   define the terms **informed consent**,            |
|              |     **confidentiality**, and **anonymity** as they    |
|              |     relate to community survey;                       |
+--------------+-------------------------------------------------------+
|              | -   discuss self-administered questionnaires in terms |
|              |     of utility, sequencing of tasks, and              |
|              |     advantages/disadvantages;                         |
+--------------+-------------------------------------------------------+
|              | -   explain the advantages and limitations of social  |
|              |     indicators;                                       |
+--------------+-------------------------------------------------------+
|              | -   discuss the use of three databases, including the |
|              |     National Fire Incident Reporting System (nfirs);  |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 5: Assessing Community Needs (cont\'d)           |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | -   explain the role and value of conducting a case   |
|              |     study in a needs assessment;                      |
+--------------+-------------------------------------------------------+
|              | -   define and compare retrospective and prospective  |
|              |     methods of assessment; and                        |
+--------------+-------------------------------------------------------+
|              | -   define the glossary terms.                        |
+--------------+-------------------------------------------------------+
|              | Unit 6: Meeting the Community Fire Threat             |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe the unique aspects of the rural fire     |
|              |     problem;                                          |
|              |                                                       |
|              | -   describe the unique aspects of the metro fire     |
|              |     problem;                                          |
|              |                                                       |
|              | -   identify common characteristics of rural and      |
|              |     metro fire problems;                              |
|              |                                                       |
|              | -   describe the changing and evolutionary nature of  |
|              |     manmade and technological hazards;                |
|              |                                                       |
|              | -   describe the constant yet evolutionary nature of  |
|              |     natural hazards;                                  |
|              |                                                       |
|              | -   describe the interrelationship of manmade and     |
|              |     technological hazards within your own community;  |
|              |                                                       |
|              | -   describe the interrelationship of natural hazards |
|              |     within your own community;                        |
|              |                                                       |
|              | -   describe the interrelationship between community  |
|              |     government and the fire service;                  |
|              |                                                       |
|              | -   explain the roles of community government and the |
|              |     fire service in the development of a disaster     |
|              |     plan;                                             |
|              |                                                       |
|              | -   describe the constraints on disaster              |
|              |     decisionmaking defined by local government;       |
|              |                                                       |
|              | -   describe the necessity of incorporating an        |
|              |     Emergency Operations Center (EOC) into disaster   |
|              |     planning; and                                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list the characteristics of an ideal Emergency    |
|              |     Operations Center (EOC) as identified by          |
|              |     community characteristics.                        |
+--------------+-------------------------------------------------------+
|              | Unit 7: Types of Delivery Systems                     |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   list benefits and disadvantages of career,        |
|              |     volunteer (on-call), combination, public safety,  |
|              |     and private fire departments;                     |
|              |                                                       |
|              | -   identify the advantages and problems in           |
|              |     consolidating fire and building departments;      |
|              |                                                       |
|              | -   compare mutual-aid pacts, automatic mutual aid,   |
|              |     and regional fire protection;                     |
|              |                                                       |
|              | -   describe special response teams, including urban  |
|              |     search and rescue, dive teams, high-angle rescue, |
|              |     and hazardous materials; and                      |
|              |                                                       |
|              | -   describe the benefits and concerns of regional    |
|              |     hazardous materials teams.                        |
+--------------+-------------------------------------------------------+
|              | Unit 8: Fire Service Relationships with Other         |
|              | Community Agencies                                    |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
+--------------+-------------------------------------------------------+
|              | -   describe the organization and responsibilities of |
|              |     the Federal Emergency Management Agency (FEMA);   |
+--------------+-------------------------------------------------------+
|              | -   describe the concept of the Integrated Emergency  |
|              |     Management System (IEMS);                         |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 8: Fire Service Relationships with Other         |
| bjectives:** | Community Agencies (cont\'d)                          |
+--------------+-------------------------------------------------------+
|              | -   describe the Incident Command System (ICS);       |
|              |                                                       |
|              | -   develop an ICS for your department and community; |
|              |     and                                               |
+--------------+-------------------------------------------------------+
|              | -   describe the duties of emergency                  |
|              |     management-related community agencies that affect |
|              |     the fire services, including police department,   |
|              |     water department, public works department, and    |
|              |     building department.                              |
+--------------+-------------------------------------------------------+
|              | Unit 9: The Adversarial Relationship in the Community |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   explain the crisis resolution technique;          |
|              |                                                       |
|              | -   explain community-based protest;                  |
|              |                                                       |
|              | -   list four factors that could create a negative    |
|              |     attitude on the part of the community toward the  |
|              |     fire service;                                     |
|              |                                                       |
|              | -   list four factors that could create a negative    |
|              |     attitude on the part of the fire service toward   |
|              |     the community;                                    |
|              |                                                       |
|              | -   develop a plan to maintain a positive             |
|              |     relationship between the community and the fire   |
|              |     service;                                          |
|              |                                                       |
|              | -   list the three general sources of community       |
|              |     conflict; and                                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   understand the decisionmaking process.            |
+--------------+-------------------------------------------------------+
|              | Unit 10: Rethinking the Fire Department Mission       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   identify the critical community elements that are |
|              |     essential for defining the scope and nature of    |
|              |     the fire department mission;                      |
|              |                                                       |
|              | -   describe the changing mission of the fire         |
|              |     department and the factors that affect this       |
|              |     change;                                           |
|              |                                                       |
|              | -   describe the importance of environmental scanning |
|              |     and change agents in facilitating change in the   |
|              |     community\'s fire protection system;              |
|              |                                                       |
|              | -   describe the mission of the fire department       |
|              |     within the community;                             |
|              |                                                       |
|              | -   describe the importance of productivity           |
|              |     improvement and cost controls within the          |
|              |     community\'s fire department; and                 |
|              |                                                       |
|              | -   describe the importance of prevention and public  |
|              |     education in the mission of a modern fire         |
|              |     department.                                       |
+--------------+-------------------------------------------------------+
|              | Unit 11: Shaping Community Policy                     |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   identify the seven interactive components of a    |
|              |     community;                                        |
|              |                                                       |
|              | -   list four programs used to promote interaction    |
|              |     between the community and the fire department;    |
|              |                                                       |
|              | -   describe the legislative processes of local       |
|              |     government;                                       |
|              |                                                       |
|              | -   develop a budget for a fire department;           |
|              |                                                       |
|              | -   identify three political problems involved in     |
|              |     providing fire services;                          |
|              |                                                       |
|              | -   explain the relationship among taxes, services,   |
|              |     and politics; and                                 |
|              |                                                       |
|              | -   list three examples of ways to influence special  |
|              |     interest groups.                                  |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 12: Master Planning for Community Protection     |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
+--------------+-------------------------------------------------------+
|              | -   identify the origins of master planning and basic |
|              |     federal documents that advocate the process and   |
|              |     set the baseline standards and guidelines;        |
+--------------+-------------------------------------------------------+
|              | -   discuss the importance of understanding the wider |
|              |     scope of community needs that dictate the         |
|              |     political realities of the master planning        |
|              |     process;                                          |
+--------------+-------------------------------------------------------+
|              | -   describe the application of planning guides such  |
|              |     as NRT-1 to the master planning process;          |
+--------------+-------------------------------------------------------+
|              | -   apply the strategic master planning model to a    |
|              |     community to determine the direction and degree   |
|              |     of change the master plan must effect;            |
+--------------+-------------------------------------------------------+
|              | -   describe the incremental planning process used to |
|              |     develop the master plan;                          |
+--------------+-------------------------------------------------------+
|              | -   perform a fire vulnerability risk analysis to     |
|              |     determine the community needs profile;            |
+--------------+-------------------------------------------------------+
|              | -   discuss strategies for using planning teams and   |
|              |     citizens\' advisory committees to develop and     |
|              |     implement the master plan; and                    |
+--------------+-------------------------------------------------------+
|              | -   document the needs and performance levels         |
|              |     necessary to a good master plan.                  |
+--------------+-------------------------------------------------------+
|              | Unit 13: Shaping Community Perceptions of the Local   |
|              | Fire Service                                          |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe general marketing and public relations   |
|              |     methodology;                                      |
|              |                                                       |
|              | -   identify opportunities for marketing and public   |
|              |     relations activities in the fire service;         |
|              |                                                       |
|              | -   give examples or models of effective fire service |
|              |     marketing; and                                    |
|              |                                                       |
|              | -   suggest positive changes in current fire service  |
|              |     marketing/public relations activities.            |
+--------------+-------------------------------------------------------+
| **Required   | *The Community and Fire Threat Course Guide*,         |
| Text:**      | National Fire Academy                                 |
+--------------+-------------------------------------------------------+
| **Supporting | **U. S. Fire Administration**                         |
| References/\ |                                                       |
| Research for | [Publications]{.underline}:                           |
| Faculty and  | <http://www.u                                         |
| Students**   | sfa.fema.gov/applications/publications/pubs_main.cfm> |
|              |                                                       |
|              | See Fire Protection, Fire Administration, Fire        |
|              | Service Operations, Wildfire                          |
|              |                                                       |
|              | [Applied Research]{.underline}:                       |
|              |                                                       |
|              | <htt                                                  |
|              | p://www.usfa.fema.gov/dhtml/inside-usfa/research.cfm> |
|              |                                                       |
|              | [Research Reports]{.underline}:                       |
|              |                                                       |
|              | <http                                                 |
|              | ://www.usfa.fema.gov/dhtml/inside-usfa/r_reports.cfm> |
|              |                                                       |
|              | [Technical Reports]{.underline}:                      |
|              | <http://www.                                          |
|              | usfa.fema.gov/applications/publications/techreps.cfm> |
|              |                                                       |
|              | [Topical Fire Research Series]{.underline}:           |
|              |                                                       |
|              | <http://www.usfa.fema.gov/dhtml/inside-usfa/tfrs.cfm> |
|              |                                                       |
|              | [Learning Resource Center]{.underline}:               |
|              |                                                       |
|              | <http://www.usfa.fema.gov/dhtml/inside-usfa/lrc.cfm>  |
|              |                                                       |
|              | **National Institute for Standards and Technology**   |
|              |                                                       |
|              | [                                                     |
|              | http://www.fire.nist.gov](http://www.fire.nist.gov/): |
|              | Fire Tests/Data, Software/Models, Publications,       |
|              | FIREDOC (under Publications)                          |
+--------------+-------------------------------------------------------+

+--------------+------+------------------------------------------------+
| **Supporting | *    |                                                |
| References/\ | *Ref |                                                |
| Research for | eren |                                                |
| Faculty and  | ce** |                                                |
| Students**   |      |                                                |
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|              | fa.f |                                                |
|              | ema. |                                                |
|              | gov/ |                                                |
|              | dhtm |                                                |
|              | l/fi |                                                |
|              | re-s |                                                |
|              | ervi |                                                |
|              | ce/c |                                                |
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|              | cfm> |                                                |
|              |      |                                                |
|              | *    |                                                |
|              | *Cur |                                                |
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|              | vent |                                                |
|              | s/Ne |                                                |
|              | ws** |                                                |
|              |      |                                                |
|              | <ht  |                                                |
|              | tp:/ |                                                |
|              | /www |                                                |
|              | .fir |                                                |
|              | ehou |                                                |
|              | se.c |                                                |
|              | om/> |                                                |
|              |      |                                                |
|              | <    |                                                |
|              | http |                                                |
|              | ://w |                                                |
|              | ww.f |                                                |
|              | iree |                                                |
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|              | eeri |                                                |
|              | ng.c |                                                |
|              | om/> |                                                |
|              |      |                                                |
|              | <htt |                                                |
|              | p:// |                                                |
|              | www. |                                                |
|              | with |                                                |
|              | thec |                                                |
|              | omma |                                                |
|              | nd.c |                                                |
|              | om/> |                                                |
+--------------+------+------------------------------------------------+
| **A          | Stud |                                                |
| ssessment:** | ents |                                                |
|              | will |                                                |
|              | be   |                                                |
|              | e    |                                                |
|              | valu |                                                |
|              | ated |                                                |
|              | for  |                                                |
|              | mas  |                                                |
|              | tery |                                                |
|              | of   |                                                |
|              | lear |                                                |
|              | ning |                                                |
|              | ob   |                                                |
|              | ject |                                                |
|              | ives |                                                |
|              | by   |                                                |
|              | met  |                                                |
|              | hods |                                                |
|              | of   |                                                |
|              | ev   |                                                |
|              | alua |                                                |
|              | tion |                                                |
|              | to   |                                                |
|              | be   |                                                |
|              | de   |                                                |
|              | term |                                                |
|              | ined |                                                |
|              | by   |                                                |
|              | the  |                                                |
|              | ins  |                                                |
|              | truc |                                                |
|              | tor. |                                                |
+--------------+------+------------------------------------------------+
| **NFPA       | **U  | **Description**                                |
| Standards    | nit( |                                                |
| Addressed:** | s)** |                                                |
+--------------+------+------------------------------------------------+
| 1021-3-1.1   | 11   | Legislative process of local government        |
+--------------+------+------------------------------------------------+
| 1021-4-2.1   | 2    | Establish personnel assignments to maximize    |
|              |      | efficiency                                     |
+--------------+------+------------------------------------------------+
| 1021-4-3.1   | 3    | Prepare community awareness programs           |
+--------------+------+------------------------------------------------+
| 1021-4-4.1   | 11   | Develop a budget                               |
+--------------+------+------------------------------------------------+
| 1021-4-6.1   | 6    | Prepare an action plan                         |
+--------------+------+------------------------------------------------+
| 1021-5-3.1   | 3    | Play a leadership role in community events     |
+--------------+------+------------------------------------------------+
| 1021-5-6.1   | 6    | Develop a comprehensive disaster plan          |
+--------------+------+------------------------------------------------+
| 1021-5-6.2   | 6    | Develop a comprehensive plan for civil         |
|              |      | disturbances                                   |
+--------------+------+------------------------------------------------+
| 1035-4-3.1   | 3    | Develop a comprehensive organizational public  |
|              |      | fire and life safety strategy                  |
+--------------+------+------------------------------------------------+
| **Chief Fire | [w   |                                                |
| Officer      | ww.c |                                                |
| Designation  | fain |                                                |
| Competencies | et.o |                                                |
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|              | R    |                                                |
|              | elat |                                                |
|              | ions |                                                |
|              |      |                                                |
|              | Co   |                                                |
|              | mpet |                                                |
|              | ency |                                                |
|              | #10  |                                                |
|              | He   |                                                |
|              | alth |                                                |
|              | and  |                                                |
|              | Risk |                                                |
|              | Ma   |                                                |
|              | nage |                                                |
|              | ment |                                                |
+--------------+------+------------------------------------------------+
| **Point of   | Ed   |                                                |
| Contact:**   | ward |                                                |
|              | Kap  |                                                |
|              | lan, |                                                |
|              | Un   |                                                |
|              | ited |                                                |
|              | St   |                                                |
|              | ates |                                                |
|              | Fire |                                                |
|              | Adm  |                                                |
|              | inis |                                                |
|              | trat |                                                |
|              | ion\ |                                                |
|              | (    |                                                |
|              | 301) |                                                |
|              | 4    |                                                |
|              | 47-1 |                                                |
|              | 127, |                                                |
|              | <ed. |                                                |
|              | kapl |                                                |
|              | an@f |                                                |
|              | ema. |                                                |
|              | gov> |                                                |
+--------------+------+------------------------------------------------+