CIMS (Coordinated Incident Management System) is the National response framework for incident management in New Zealand and can be used to manage incident responses of any scale, hazard, ...
Certificate in Leading and Managing an Emergency Response.
Devereux-Blum Training & Development Ltd – Certificate in Leading and Managing an Emergency Response.
This certificate includes training and skills in the areas of:
Contact us for details on ...
CIMS – Building Capacity
CIMS at Governance Level
CIMS at Governance Level – Incident Management Training is designed with Executive Leadership Teams and Chief Executives in mind.
Desktop / Exercises Simulations
Simulations/Exercises provide you and your people with an excellent opportunity to test plans, policies and human elements in an emergency situation. Simulations/Exercises give ...
Paul Blum
Paul is a Director and principal consultant of Devereux-Blum Training and Development Limited. Paul, nationally recognised as an expert in Emergency Management is skilled in ...
Sharyn Devereux-Blum
Sharyn is a Director and principal consultant of the company. Sharyn, a nationally recognised expert in Emergency Management is an experienced facilitator, trainer, teacher, consultant and coach who ...
Janice Laurenson
Janice is our Office Manager and works closely with both you, as the client and our trainers to ensure the training meets your needs. Janice manages our administration, liaises with clients, ensuring ...
Associates
We have a growing number of people internationally with specialist skills and experience in emergency management training, facilitation, ...
Linda Blum
Linda has 25 years of experience in designing, developing and delivering training. She set up her own training and development consultancy in 1985. Linda works with the team in an advisory role. She ...
CIMS Building Capacity
CIMS Building Capacity: In 2022, we are introducing a new training package – CIMS: Building Capability. This package of training will be undertaken over a six-month period and will ...
What your emergency kit should contain
Are you prepared? Do you have a fully stocked emergency or disaster kit you can rely on to keep you going when the unexpected happens? Together with a well stocked first aid kit (masks, gloves, ...
Contact in an Emergency
Will your home phone work in an emergency?
If an emergency causes a power outage, will you and your loved ones be able to use your phone to call 111? If you have a home phone on new technology, you might qualify for extra support under the 111 Contact Code from your telecommunications provider. View this tip sheet on using your home phone during an emergency: https://bit.ly/3wQRNBXCOVID-19
Updates on COVID-19 can be found on the Government COVID-19 website.
NEMA (National Emergency Management Agency)
National Emergency Management Agency (NEMA)
NEMA was established as part of the Government’s response to a Ministerial review into better responses to natural disasters and other emergencies.
NEMA ...
CIMS 3rd Edition
As an NZQA Category 1 Training Provider, we deliver tailored training which can include assessment for NZQA Unit Standards – CIMS Levels 3, 4, 5 & 6. The CIMS 3rd edition is an updated resource ...
WREMO – Earthquake Planning Guide
Did you know that the WREMO have many community resources on their website? The Earthqake Planning Guide is just one of these and it is available in 17 different languages and also as an audio guide. This guide helps you prepare your family, whanau and those around you to get through the first few days after an earthquake or major weather incident. Being ready is the key. So how about taking a minute to click on this link and read through your guide with neighbours, family and friends.
National Disaster Resilience Strategy
This strategy came into effect on the 10th April 2019. The role of the strategy is to set out the goals and objectives for civil defence, emergency management over the next 10 years.
The strategy can be downloaded from the MCDEM Website.
School Lockdowns
A lock down occurs where there is an identified risk and a need to contain and protect people. They are an important part of school ...
CIMS Ongoing
CIMS ongoing is for those who have completed CIMS training and is the next step for people to advance their knowledge and skills working with the New Zealand Coordinated Incident Management System (CIMS). Training can be facilitated by Distance learning (webinars) or face-to-face.
The aim of the training is to pro-actively practice working with CIMS further, developing greater confidence and competence to actively contribute during a response. Training content / focus will be tailored to your organisation.
Training can be delivered either in-house or by webinars (2 x 1.5 hour) delivered by Sharyn. Content is tailored to those people attending. Contact Sharyn or Janice for further information.
Training content will focus on the activation and scale of the incident/response levels, analysing and determining the size of the team, establishing the room/facility setup.
Leadership Training
This is a one-day interactive training for people who would step into a leadership position as a leader managing a large team of people (multi-agency), a leader managing a sub-function team, a leader managing volunteers or a leader supporting an aspect of the response / recovery process. The aim of the training is that people will learn/refine and practice the knowledge and skills to lead a team of people gaining greater confidence and competence.
For further information, contact our team
Deaf Communities – Emergency Information
Deaf communities will have improved access to emergency information as the result of a Memorandum Of Understanding between the Ministry of Civil Defence & Emergency Management and Deaf Aotearoa New Zealand. This MoU will provide a foundation for the two agencies to improve information before, during and after an emergency.
Up until now majority of the information shared about emergencies is done in media interviews, on TV and at Public Meetings. In the event of a major emergency it is important that everyone be ready and able to follow any advise given. Civil Defence and Deaf Aotearoa will work together to get New Zealand Sign Language interpreting used in emergencies where practicable – and to jointly create emergency preparedness resources.
Click here to read full article from Hon Kris Faafoi
Click here to go to Deaf Aotearoa website
McDEM – Emergency Mobile Alert
If your life, health or property is in serious danger, an Emergency Mobile Alert could be sent to your mobile phone. The alerts are sent using cell broadcast technology, so there is no need to sign up or download an app. They can also be targeted to affected areas, so you will only get them if the emergency is in your area.
Emergency Mobile Alert messages can only be sent by the Ministry of Civil Defence & Emergency Management, Civil Defence Emergency Management Groups, NZ Police, Fire and Emergency New Zealand, the Ministry of Health and the Ministry for Primary Industries.
If your phone is on, capable of receiving them and inside the targeted area, you should get the alerts. You can find out whether your phone can receive the alerts at civildefence.govt.nz.
Emergency Mobile Alert messages do not replace other emergency alerts. They are an additional way of warning you, along with other channels. Take immediate action. Not all phones are capable of receiving the alerts, so if you receive an alert, let others know. If you feel your life is in danger, don’t wait for an official warning. Read more …..
Drones in disaster zones could prove a lifesaver
Pioneering research from the University of South Australia has shown for the first time that drones can be used to detect human vital signs in war zones and natural disasters.
Under a collaborative agreement with the Defence Science and Technology (DST) Group, UniSA researchers have successfully trialled unmanned aerial vehicles to measure heart and respiratory rates using remote-sensing imaging systems, while hovering three metres from humans.
Video footage from the drones can detect changes in human skin tone and minute head movements to read vital signs, providing a low cost, accurate and convenient way to monitor heart rates without physical restrictions, researchers say.
The breakthrough could have many applications, including triaging disaster victims in earthquakes, detecting security and terrorism threats at airports, and remotely monitoring heart rates of premature babies in incubators.
Under the supervision of Professor Javaan Chahl, UniSA PhD students Ali Al-Naji and Asanka Perera carried out a number of experiments with 15 healthy individuals, ranging in age from 2-40 years, in both indoor and outdoor settings, and within close range of the drones.
The results were as accurate as traditional contact methods – ECGs, pulse oximeters and respiratory belts – that are currently used to monitor vital signs.
“This is the first time that video from a hovering UAV has been used to measure cardiorespiratory signals,” Chahl says.
The experiments were performed within three metres of humans but researchers expect the drones to capture information at much greater distances once the technology is further developed.
Heart monitors
The drones could help detect potential terrorists in public spaces, merely by measuring anomalies in their heart rates, according to Chahl, a Professor of Sensor Systems in UniSA’s School of Engineering.
“A person who is about to engage in violence will probably have anomalous behaviour and physiological signs.
“They might be highly agitated or unnaturally calm and in many cases they might be under the influence of drugs.
“There is a good chance that our system can detect these anomalies.”
In the developing world, expensive disposable electrodes could also be replaced with this technology to monitor vital signs remotely and eliminate the temptation to reuse the electrodes which can spread horrific skin infections between neonatal infants.
Aged care facilities may also benefit from the imaging systems which could be placed in strategic locations to monitor older people’s heart and breathing rates, Chahl adds.
“Obviously there are privacy and ethical issues around this technology that need to be resolved before it becomes common practice, but there is enormous potential to use machine vision systems to benefit society, particularly in the biomedical sphere.
“I expect we will be using this software in everyday life in the next decade.”
Source: Asia Pacific Infrastructure
Mini-relaxation exercises: A quick fix in stressful moments
When you’ve got one minute
Place your hand just beneath your navel so you can feel the gentle rise and fall of your belly as you breathe. Breathe in. Pause for a count of three. Breathe out. Pause for a count of three. Continue to breathe deeply for one minute, pausing for a count of three after each inhalation and exhalation.
Or alternatively, while sitting comfortably, take a few slow deep breaths and quietly repeat to yourself “I am” as you breathe in and “at peace” as you breathe out. Repeat slowly two or three times. Then feel your entire body relax into the support of your chair.
When you’ve got two minutes
Count down slowly from 10 to 0. With each number, take one complete breath, inhaling and exhaling. For example, breathe in deeply, saying “10” to yourself. Breathe out slowly. On your next breath, say “nine”, and so on. If you feel lightheaded, count down more slowly to space your breaths further apart. When you reach zero, you should feel more relaxed. If not, go through the exercise again.
When you’ve got three minutes
While sitting, take a break from whatever you’re doing and check your body for tension. Relax your facial muscles and allow your jaw to open slightly. Let your shoulders drop. Let your arms fall to your sides. Allow your hands to loosen so there are spaces between your fingers. Uncross your legs or ankles. Feel your thighs sink into your chair, letting your legs fall comfortably apart. Feel your shins and calves become heavier and your feet grow roots into the floor. Now breathe in slowly and breathe out slowly.
Source: Harvard Health Publications
Commercial building owners & earthquake-prone buildings (EPBs)
Source: Duncan Cotterill partner Paul Calder via Property and Build
The new national framework for managing earthquake-prone buildings (EPBs) that became effective on 1 July 2017 has brought several changes.
These include a national register, new forms of EPB notice that must be displayed prominently on all EBPs and set time frames for assessment and strengthening.
Councils, engineers and commercial building owners are each assigned key responsibilities in connection with the implementation of the new system. These can be summarised as follows:
- The initial identification of EPBs by councils do not involve a detailed engineering assessment of the buildings.
- Councils are required to look at building
...
Client Testimonials: Floor Warden
- It was very enjoying and enjoyable. October 2022 Floor Warden
- Excellent training, well presented and lots of useful information. October
...
Reserve Bank sets out its stance on cyber security
Source: Sunday Star Times
Firms in the finance sector, regulators, and other authorities all have a part to play in managing cyber security risks, a Reserve Bank executive said.
They can take on this challenge while still benefiting from the opportunities of new financial technology, said Reserve Bank Head of Prudential Supervision, Toby Fiennes, in a speech delivered to the Future of Financial Services conference, in Auckland.
“The dynamic cyber environment means organisations have to be nimble in their approach to cyber security – focused on outcomes, rather than prescriptive compliance exercises,” said Fiennes.
He said that cyber-attack poses a significant threat to the global financial system, as shown by the ‘WannaCry’ ransom-ware attack that affected more than 200,000 systems around the world and the more recent ‘Notpetya’ attack.
“The nature and incidence of cyber risk is unique, meaning that typical approaches to risk management and disaster recovery planning may not be appropriate. While cyber vulnerabilities can be mitigated, the potential sources of cyber threats and the attack footprint are just too broad, so they can never be eliminated,” Fiennes said.
The Reserve Bank had thought about whether to introduce more prescriptive requirements but decided not to at this stage.
“We doubt that prescriptive regulations would appreciably improve the outcome, when the technology and threat landscape are both changing so rapidly. We will, however, review this policy stance from time-to-time to ensure that it remains appropriate,” Fiennes said.
“The Reserve Bank is closely watching the emerging wave of ‘digital disruption’ affecting the financial sector as firms react to customer demand for a more online experience. In the short term, digital disruption may result in new risks and increased instability in the financial system but in the long term, digital disruption of the banking sector may improve the efficiency of the financial system. The long-term impact on financial system soundness is less clear. Read more.
Rescue Awareness
- It was very practical and great to hear about ways to improvise in certain situations. Ongoing Rescue October 2021
- Wonderful environment to learn.
...
CIMS Training Testimonials
Click on the image for further information on CIMS Training
- Sharyn, thank you very much for your engagement, patience and wisdom. You interact with us so well and know how to get people to engage – I was very impressed and also grateful for the
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Rural alliance fronting suicide prevention training
Source: Safety News
Some 185 farmers took their lives between 2007-15, compared with 8 per cent in the general population.
Rural Health Alliance Aotearoa New Zealand (RHAANZ) chair Dr Martin London says RHAANZ and Pasifika community support Le Va are two organisations that have been specifically funded by the Ministry of Health to upskill community groups and health professionals in suicide prevention strategies.
“Our focus is to upskill our rural health professionals and social service workers.
“We would also like to pay a little kudos to the Ministry of Health.
“In the last year, RHAANZ provided 50 workshops across regional communities upskilling them in how to talk directly about suicide with people they love and care for.”
The workshops were a resounding success, London claims. Read more here.
National code for quake-prone buildings leaves owners with less time, tighter rules
Source: Stuff news
Owners could be left with less time and tighter rules in bringing quake-prone buildings up to code as national regulations are overhauled.
The changes, which begin on Saturday, will take decision-making away from territorial authorities with their own guidelines and create a single, national policy.
The Building Amendment Act 2016 sets a standardised time limit for the strengthening or demolition of quake-prone buildings to take place.
Regions will be divided into areas of low, medium and high seismic risk and deadlines will differ accordingly.
In Marlborough, a region deemed high risk, some building owners could be given two-and-a-half years less than under council rules to complete obligatory upgrades. Read more here.
Fire and Emergency New Zealand (FENZ)
Fire and Emergency New Zealand (FENZ) was established on 1 July 2017. It is the amalgamation of the New Zealand Fire Service, the National Rural Fire Authority, 12 enlarged rural fire districts ...
Care box for people contemplating suicide
Source: Nicholas McBride at Stuff
A care box is being developed to help people in times of high stress.
A young woman who has struggled with her own mental health is hoping to develop a care box to help others when they are contemplating suicide.
Massey University student Shailah Anderson hopes a self-help care package will get people through crucial hours or days.
Anderson, 22, said in a mental health crisis, time could be crucial.
Massey University student Shailah Anderson hopes a self-help care package will help people through tough times.
“It’s designed to buy time when someone is alone at night or waiting for an appointment in case they don’t think they can make it through the next hour or day.”
The packages will contain an array of sensory items such as perfume and stress balls, to distract the hands and mind.
Anderson said she had experienced both good and bad mental healthcare and was concerned by delays.
“I’ve found that mental health services often require people to be at a certain level of distress before they step in and that can be dangerous.”
The care package is part of a practical help project through the national Tuia Tangatahi leadership programme run by the Mayors’ Taskforce for Jobs.
The project aligned with her studies and her own experiences with mental health issues and gaps in mental health care.
Anderson also wanted to make it easier for people to connect with the right help.
The Manawatu/Horowhenua Mental Health Directory could be overwhelming at 100 pages, so she hoped to develop an app to match people to the most suitable services to them.
Mental Health Foundation spokeswoman Sophia Graham said while it was not a replacement for talking with professionals, boxes could still help. “Anything that gives people the tools they need to cope in a heightened state of crisis is going to be a good thing.”
People did not stay in high states of distress for long periods and could use things as a distraction to get through. “We know they provide a bit of a distraction, something for the brain to do.”
Even simple things could help people hold on. “You get a care box from someone who cares for you. Knowing someone cares about you is a real boon to your mental health.”
Being based on Anderson’s own experiences gave the idea more credence, Graham said.
WHERE TO GET HELP
Lifeline (open 24/7) – 0800 543 354
Depression Helpline (open 24/7) – 0800 111 757
Healthline (open 24/7) – 0800 611 116
Samaritans (open 24/7) – 0800 726 666
Suicide Crisis Helpline (open 24/7) – 0508 828 865 (0508 TAUTOKO). This is a service for people who may be thinking about suicide, or those who are concerned about family or friends.
Youthline (open 24/7) – 0800 376 633. You can also text 234 for free between 8am and midnight, or email talk@youthline.co.nz
0800 WHATSUP children’s helpline – phone 0800 9428 787 between 1pm and 10pm on weekdays and from 3pm to 10pm on weekends. Online chat is available from 7pm to 10pm every day.
Kidsline (open 24/7) – 0800 543 754. This service is for children aged 5 to 18. Those who ring between 4pm and 9pm on weekdays will speak to a Kidsline buddy. These are specially trained teenage telephone counsellors.
Your local Rural Support Trust – 0800 787 254 (0800 RURAL HELP)
Alcohol Drug Helpline (open 24/7) – 0800 787 797. You can also text 8691 for free.
For further information, contact the Mental Health Foundation’s free Resource and Information Service (09 623 4812).
– Stuff
How to protect your computer from Petya and other ransonware
The latest computer virus that is similar to Wannacry has spread very quickly across Europe overnight and could arrive in New Zealand at any time. It is a type of ...
Family Preparedness – Safety Password
Source: The New Zealand Herald.
An Upper Hutt child escaped a possible abduction attempt because a stranger did not know the password his mother used when sending people to pick him up from school.
...
Domain – Workplace Health and Safety Management
| Level | Credits | Unit Standard (US) | Description |
| 3 | 10 Credits | 22318 | Demonstrate knowledge of employer responsibilities in relation to drug and/or alcohol use in the workplace |
| 4 | 12 Credits | 22317 | Demonstrate knowledge of drug hazard management in the workplace |
| 4 | 25 Credits | 5607 | Implement workplace health and safety management requirements |
| 5 | 10 Credits | 5608 | Manage workplace management health and safety |
Domain – Community and Workplace Fire and Emergency Management
Domain – Occupational Health and Safety Practice
| Level | Credits | Unit Standard (US) | Description |
| 1 | 3 Credits | 497 | Demonstrate knowledge of workplace health and safety requirements |
| 2 | 3 Credits | 17459 | Demonstrate and apply knowledge of safe manual handling practices in the workplace |
| 2 | 4 Credits | 17593 | Apply safe work practices in the workplace |
| 2 | 4 Credits | 19522 | Undertake job safety analysis |
| 2 | 2 Credits | 21337 | Demonstrate knowledge of sleep and sleep management in relation to work performance |
| 2 | 6 Credits | 22316 | Demonstrate knowledge of the management of drug and/or alcohol-related problems in the workplace |
| 2 | 4 Credits | 25043 | Lockout and reinstate machinery in the workplace |
| 2 | 2 Credits | 25046 | Describe hazard identification and control, and apply risk assessment procedures under supervision in the workplace |
| 2 | 3 Credits | 25048 | Handle dangerous and hazardous goods in the workplace |
| 3 | 4 Credits | 11961 | Handle and store hazardous substances in the workplace |
| 3 | 4 Credits | 17585 | Demonstrate knowledge of working safely in extremes of temperature |
| 3 | 4 Credits | 17586 | Demonstrate knowledge of electrical safety in the workplace |
| 3 | 4 Credits | 17588 | Apply for, accept, and carry out work according to a work permit in the workplace |
| 3 | 6 Credits | 17590 | Issue worksite specific work permits |
| 3 | 8 Credits | 17591 | Demonstrate knowledge of the prevention and management of Discomfort, Pain and Injury (DPI) in the workplace |
| 3 | 4 Credits | 17592 | Identify the causes of back injury and methods to prevent back injuries in the workplace |
| 3 | 3 Credits | 17594 | Demonstrate knowledge of hearing conservation in the workplace |
| 3 | 8 Credits | 17596 | Demonstrate knowledge of safety observer responsibilities in the workplace |
| 3 | 3 Credits | 17600 | Explain safe work practices for working at heights |
| 3 | 4 Credits | 17602 | Apply hazard identification and risk assessment procedures in the workplace |
| 3 | 3 Credits | 18408 | Demonstrate knowledge of fire and emergency warden duties in the workplace |
| 3 | 4 Credits | 18426 | Demonstrate knowledge of hazards associated with confined spaces |
| 3 | 3 Credits | 20645 | Describe the requirements of the HSNO Act 1996 relevant to approved handlers |
| 3 | 4 Credits | 20733 | Demonstrate knowledge of safe storage and handling of hazardous substances in the workplace |
| 3 | 8 Credits | 21467 | Store and handle workplace chemicals |
| 3 | 4 Credits | 25042 | Prepare a workplace health and safety improvement plan using data analysis and productivity measures |
| 3 | 4 Credits | 25044 | Wear and operate compressed air breathing apparatus in the workplace |
| 3 | 4 Credits | 25045 | Employ height safety equipment in the workplace |
| 3 | 2 Credits | 25458 | Perform urine specimen collection in the workplace for drug testing |
| 3 | 4 Credits | 25510 | Operate an atmospheric testing device to determine a suitable atmosphere exists to work safely |
| 3 | 2 Credits | 29315 | Describe the role and functions of the Health and Safety Representative in a New Zealand workplace |
| 4 | 4 Credits | 15189 | Implement a health and safety plan for a workplace |
| 4 | 5 Credits | 17589 | Monitor, control and audit work permit systems |
| 4 | 8 Credits | 17595 | Explain health and safety management requirements for contractors working on site |
| 4 | 5 Credits | 17599 | Plan a confined space entry |
| 4 | 6 Credits | 17601 | Produce an occupational health and safety incident investigation |
| 4 | 4 Credits | 18410 | Manage hazard identification and control on plant and machinery |
| 4 | 6 Credits | 18411 | Explain organisational injury management procedures |
| 4 | 6 Credits | 18412 | Explain the requirements of the Hazardous Substances and New Organisms Act 1996 |
| 4 | 5 Credits | 19340 | Explain the establishment and operation of a workplace health and safety committee |
| 4 | 6 Credits | 19341 | Demonstrate knowledge of Hazard and Operability (HAZOP) studies in the workplace |
| 4 | 5 Credits | 19521 | Explain the requirements of the Health and Safety in Employment (HSE) Act 1992 |
| 4 | 4 Credits | 25511 | Perform urine drug screening in the workplace |
| 4 | 10 Credits | 5616 | Develop and implement a hazard management system for a selected business operation |
| 4 | 15 Credits | 5619 | Conduct an occupational health and safety management systems audit for a selected business operation |
| 4 | 6 Credits | 6575 | Develop occupational safety and health recommendations for improving ergonomic conditions |
| 5 | 5 Credits | 5618 | Maintain standards of practice in an occupational health and safety practice |
| 5 | 4 Credits | 6988 | Develop an occupational safety and health proposal for an ergonomics project |
| 6 | 10 Credits | 27243 | Lead a Hazard and Operability (HAZOP) study in the workplace |
| 6 | 20 Credits | 5615 | Develop systems for occupational health and safety management practice |
| 6 | 30 Credits | 5617 | Facilitate hazard management in an occupational health and safety practice |
| 6 | 30 Credits | 5620 | Evaluate occupational health and safety standards and practice |
| 6 | 20 Credits | 5621 | Plan and evaluate programmes to promote occupational health and safety practice |
Domain – First Aid
| Level | Credits | Unit Standard (US) | Description |
| 1 | 1 Credits | 6402 | Provide basic life support |
| 2 | 1 Credits | 25459 | Provide first aid for young children |
| 2 | 1 Credits | 6401 | Provide first aid |
| 3 | 2 Credits | 6400 | Manage first aid in an emergency situation |
Domain – Fire and Rescue Services – Vegetation
| Level | Credits | Unit Standard (US) | Description |
| 2 | 2 Credits | 21417 | Operate light portable pumps in a vegetation fire environment |
| 3 | 3 Credits | 14565 | Use maps to locate and plan a navigation route to a vegetation fire |
| 3 | 2 Credits | 20399 | Demonstrate knowledge of legislated responsibilities of Rural Fire Officers and a Rural Fire Authority |
| 3 | 3 Credits | 3285 | Demonstrate knowledge of protection of personal safety at vegetation fires |
| 3 | 3 Credits | 3286 | Control vegetation fires using dry fire fighting techniques |
| 3 | 3 Credits | 3287 | Suppress vegetation fires with water and with water with additives |
| 3 | 2 Credits | 3288 | Load water and additives for aerial operations at vegetation fires |
| 3 | 3 Credits | 3289 | Carry out hand-operated ignition at prescribed vegetation burning operations |
| 4 | 4 Credits | 14556 | Apply Fire Weather Index System data for fire reduction and readiness measures |
| 4 | 3 Credits | 14564 | Demonstrate knowledge of the fire environment on vegetation fire behaviour |
| 4 | 3 Credits | 20398 | Issue fire permits |
| 4 | 4 Credits | 3291 | Lead a vegetation fire crew |
| 4 | 3 Credits | 3292 | Lead heavy machinery operations for use at vegetation fires |
| 4 | 4 Credits | 3293 | Lead ground support for air operations at vegetation fires |
| 4 | 3 Credits | 3294 | Lead a prescribed vegetation burning operation crew |
| 4 | 3 Credits | 3299 | Provide vegetation fire support services |
| 5 | 6 Credits | 10615 | Investigate origin and cause of vegetation fires |
| 5 | 5 Credits | 14563 | Supervise aerial fire suppression operations at vegetation fires |
| 5 | 8 Credits | 20396 | Manage ground operations at vegetation fires |
| 5 | 8 Credits | 20397 | Demonstrate knowledge of the legislated responsibilities of a Principal Rural Fire Officer |
| 5 | 6 Credits | 3290 | Exercise initial response, command, and control for vegetation fire operations |
| 5 | 6 Credits | 3296 | Manage prescribed vegetation burning operations |
| 5 | 5 Credits | 3304 | Assess threat from vegetation fire |
| 5 | 8 Credits | 4648 | Demonstrate knowledge of vegetation fire behaviour |
| 6 | 8 Credits | 3297 | Manage air operations at vegetation fires |
| 6 | 8 Credits | 3300 | Command vegetation fire incidents |
| 6 | 10 Credits | 4649 | Apply knowledge of vegetation fire behaviour for fire management |
| 6 | 10 Credits | 4650 | Carry out planning activities at rural fire operations |
Domain – Fire and Rescue Services – Structural and Industrial
| Level | Credits | Unit Standard | Description |
| 2 | 4 Credits | 3283 | Demonstrate knowledge of personal safety at fire and emergency incidents |
| 2 | 2 Credits | 3309 | Carry out and report on inspections for fire and rescue risk planning |
| 2 | 3 Credits | 3310 | Check hydrants and water supplies |
| 3 | 4 Credits | 16933 | Describe the legislative process and the legislation empowering response to fire and emergencies |
| 3 | 4 Credits | 16936 | Demonstrate knowledge of community risk management elements in fire and rescue services |
| 3 | 5 Credits | 16943 | Identify principles of fire development in structures and compartments and smoke impact on people |
| 3 | 4 Credits | 16952 | Apply salvage and overhaul techniques in fire and rescue services |
| 3 | 6 Credits | 20393 | Enter and suppress fire in a fire-affected building |
| 3 | 4 Credits | 20394 | Apply basic ventilation techniques to assist fire and rescue operations |
| 3 | 5 Credits | 23406 | Provide first aid for trauma and medical emergency situations |
| 3 | 4 Credits | 25978 | Demonstrate knowledge of rescue equipment and establish a rescue tool staging area |
| 3 | 3 Credits | 3312 | Carry out decontamination procedures |
| 4 | 6 Credits | 14562 | Perform specialist rescues in confined spaces |
| 4 | 5 Credits | 16934 | Apply legislation in fire and rescue services |
| 4 | 4 Credits | 16937 | Apply community risk management elements in fire and rescue services |
| 4 | 5 Credits | 16947 | Practise casualty care in fire and rescue services during rescue and extrication activities |
| 4 | 10 Credits | 16949 | Apply rescue techniques for the extrication of entrapped people from vehicle wreckage |
| 4 | 6 Credits | 20395 | Wear and operate breathing apparatus in specialist emergencies |
| 4 | 3 Credits | 23407 | Conduct drills for fire fighting crews |
| 4 | 6 Credits | 3305 | Operate aerial appliances in emergency situations |
| 4 | 8 Credits | 3307 | Demonstrate knowledge of elements of construction and loads in fixed and mobile property fires |
| 4 | 7 Credits | 3316 | Service breathing apparatus equipment |
| 4 | 4 Credits | 4651 | Demonstrate knowledge of structural fire behaviour |
| 5 | 6 Credits | 14898 | Exercise initial command and control at fuel fires |
| 5 | 10 Credits | 16935 | Review and apply operational instructions for fire and rescue services in terms of legislative requirements |
| 5 | 10 Credits | 16944 | Apply knowledge of advanced fire development in structures and compartments |
| 5 | 6 Credits | 16948 | Identify and control hazards in fire and rescue service operations at accident sites |
| 5 | 10 Credits | 16950 | Control incident management activities at vehicle accident scenes in fire and rescue services |
| 5 | 6 Credits | 16951 | Manage ventilation operations to assist fire and rescue operations |
| 5 | 6 Credits | 24612 | Conduct an initial investigation into the cause of a structural fire |
| 5 | 8 Credits | 3284 | Carry out community fire risk manager duties |
| 5 | 6 Credits | 3311 | Exercise initial command and control at hazardous substance emergencies |
| 5 | 7 Credits | 3315 | Carry out Incident Ground Safety Officer duties |
| 5 | 10 Credits | 3317 | Exercise initial command and control at structure fires |
| 5 | 6 Credits | 4652 | Explain principles of structural fire |
| 6 | 6 Credits | 10617 | Exercise command at multiple crew emergency incidents |
| 6 | 10 Credits | 16938 | Incorporate community risk management elements into fire and rescue services planning |
| 6 | 15 Credits | 16953 | Substantiate, determine, and report on the cause of structural fires |
Domain – Fire and Rescue Services – Generic Fire Fighting
| Level | Credit | Unit Standard | Description |
| 2 | 2 Credits | 26992 | Use access ladders in emergency situations |
| 2 | 2 Credits | 26994 | Use general purpose knots and lines in emergency situations |
| 2 | 3 Credits | 3270 | Establish and deliver water supplies for fire fighting |
| 2 | 2 Credits | 3278 | Demonstrate knowledge of command and control structure of an emergency service provider |
| 3 | 4 Credits | 14553 | Explain the role of the fire and rescue service provider in community emergency incident preparedness |
| 3 | 3 Credits | 14555 | Carry out defensive control of structure and vehicle fires |
| 3 | 2 Credits | 14557 | Demonstrate knowledge of personnel emergencies on the incident ground |
| 3 | 4 Credits | 20385 | Demonstrate hydraulic knowledge for fire fighting |
| 3 | 3 Credits | 20386 | Operate portable pumps for fire fighting |
| 3 | 2 Credits | 20388 | Work safely with aircraft at emergency incidents |
| 3 | 4 Credits | 20392 | Protect and preserve a fire scene |
| 3 | 2 Credits | 26993 | Use rescue ladders in fire and rescue situations |
| 3 | 3 Credits | 26995 | Use rescue knots and lines in fire and rescue situations |
| 3 | 3 Credits | 3272 | Wear and operate breathing apparatus in general emergencies |
| 3 | 2 Credits | 3274 | Carry out station duties |
| 3 | 6 Credits | 3275 | Carry out tests on fire and rescue equipment |
| 4 | 5 Credits | 10618
|
Rescue casualties using rescue techniques |
| 4 | 4 Credits | 14560
|
Identify and utilise installed fire systems |
| 4 | 5 Credits | 20387 | Operate self-propelled pumps for fire fighting |
| 4 | 3 Credits | 24614 | Fill fire service breathing apparatus cylinders |
| 4 | 8 Credits | 3267 | Drive fire and rescue vehicles in emergency situations |
| 5 | 6 Credits | 10613 | Manage a volunteer fire and rescue group |
| 5 | 3 Credits | 14554 | Direct external defensive fire control operations |
| 5 | 6 Credits | 3279 | Manage station level duties |
| 5 | 8 Credits | 3281 | Assess and address risk with respect to fire |
| 5 | 8 Credits | 3321 | Lead a petrochemical emergency response team |
| 6 | 12 Credits | 3280 | Manage fire officer duties |
| 6 | 8 Credits | 3322 | Coordinate petrochemical emergency operations |
| 6 | 8 Credits | 3323 | Select methods of fighting petrochemical tank fires |
Domain – Civil Defence Operation
| Level | Credit | Unit Standard | Description |
| 2 | 3 Credits | 20473 | Rescue casualties at ground level using Civil Defence general rescue techniques |
| 2 | 2 Credits | 22298 | Protect personal safety and the safety of others at flood incidents |
| 2 | 2 Credits | 23692 | Demonstrate knowledge of driving legislation and CDEM organisation’s standard operational procedures for driving |
| 2 | 3 Credits | 528 | Demonstrate survival techniques for a Civil Defence emergency |
| 2 | 2 Credits | 7317 | Demonstrate knowledge of the civil defence emergency management (CDEM) general rescue function |
| 2 | 4 Credits | 7332 | Control the movement of people and vehicles at a specified location during a civil defence emergency |
| 2 | 2 Credits | 7334 | Demonstrate knowledge of the functions and operations of Civil Defence Emergency Management |
| 2 | 2 Credits | 7335 | Demonstrate knowledge of the role and powers of a controller in a declared emergency |
| 3 | 3 Credits | 20853 | Demonstrate knowledge of the establishment and maintenance of a CDEM communications system |
| 3 | 3 Credits | 20854 | Operate a Civil Defence Emergency Management communications system |
| 3 | 4 Credits | 22297 | Provide initial response at flood incidents |
| 3 | 3 Credits | 23693 | Navigate in urban and rural areas during a CDEM emergency |
| 3 | 4 Credits | 23694 | Undertake storm damage operations in a CDEM emergency |
| 3 | 3 Credits | 23695 | Provide companion animal welfare during a CDEM emergency |
| 3 | 3 Credits | 23696 | Demonstrate knowledge of and provide support at a CDEM emergency operations centre (EOC) |
| 3 | 3 Credits | 7315 | Process information during an emergency |
| 3 | 4 Credits | 7321 | Process information during an emergency |
| 4 | 3 Credits | 23690 | Conduct CDEM operational briefings and debriefings, and issue operational orders |
| 4 | 6 Credits | 23691 | Drive civil defence emergency vehicles in operational situations |
| 4 | 4 Credits | 24500 | Demonstrate knowledge of, and use, CDEM rescue equipment and techniques, and rescue casualties at height |
| 5 | 5 Credits | 7331 | Manage the provision of resources to meet Civil Defence emergency demands |
Domain – Civil Defence Management
| Level | Credit | Unit Standard | Description |
| Level 2 | 2 Credits | 23703 | Demonstrate knowledge of the administration of a CDEM volunteer group |
| Level 4 | 6 Credits | 23697 | Plan, manage and evaluate CDEM exercises |
| Level 4 | 8 Credits | 23698 | Demonstrate knowledge of leadership theory and use it in CDEM situations |
| Level 4 | 5 Credits | 23702 | Coordinate and manage spontaneous volunteers during a CDEM emergency |
| Level 4 | 3 Credits | 7319 | Manage mass casualty triage in a civil defence and emergency management (CDEM) emergency |
| Level 4 | 5 Credits | 7325 | Establish a Civil Defence Emergency Management section |
| Level 4 | 5 Credits | 7327 | Coordinate a Civil Defence emergency response for a community |
| Level 4 | 5 Credits | 7330 | Supervise a welfare centre during an emergency |
| Level 5 | 6 Credits | 23701 | Develop training and support programmes, and recruit, appoint, and manage CDEM volunteers |
| Level 5 | 4 Credits | 7322 | Produce a Standard Operating Procedure for a Civil Defence Emergency Management organisation |
Domain – Civil Defence Emergency Management Response
| Level | Credit | Unit Standard | Description |
| Level 2 | 3 Credits | 26386 | Describe New Zealand’s hazardscape and its management |
| Level 2 | 3 Credits | 7336 | Demonstrate knowledge of welfare centre functions during an emergency |
| Level 3 | 2 Credits | 26608 | Describe the process for declaring, extending, and terminating a state of emergency |
Helpful tips and advice for New Zealanders affected by earthquakes
After the November 2016 Kaikoura earthquakes, Mental Health NZ compiled a useful list of resources to help guide people through earthquakes and aftershocks.
Tips for coping after an earthquake
Mental Health Foundation (2016)
A short list of things to do that can make you and others feel better under exceptional circumstances.
Take care of your children but don’t forget yourself
Mental Health Foundation (2016)
It’s not always possible to judge if or when children are scared or worried about things happening in their life They may be reluctant to talk about their fears or may not be aware of how they are being affected by the things happening to them and around them. Parents can look for clues as to how their child is reacting.
Earthquake stress information in different languages
Canterbury DHB (2011)
Following such immensely upsetting events, people understandably feel distressed. Read about common responses to an earthquake, coping mechanisms and reactions from children.
When the quakes go on and on
Skylight (2012)
Strategies for self-care when the after-shocks keep coming and nothing is certain.
Wellbeing
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Canterbury earthquake memorial
Wellington region updates tsunami warning maps after recent earthquake
Tsunami warning maps. An excellent resource of updated maps from Wremo via Stuff. Check out the full article here.
WREMO/SUPPLIED
An updated collection of tsunami warning maps for the Wellington region have been published on the Civil Defence website, after previous versions left some residents confused and frustrated.
Wellington Region Emergency Management Office (Wremo) updated the maps to better reflect the areas most at risk of tsunami damage after a large earthquake.
It has also boosted the online accessibility of the maps, making them available in .jpg and printable .pdf formats.
Click here for an interactive map.
Map showing central Wellington’s tsunami zones.
The newly available maps now cover the entire coastline, rather than just central areas. They also build on newly acquired scientific knowledge uncovered since the maps were last created, “some years ago”.
READ MORE:
* PDF tsunami maps inadequate during time of crisis
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Prepared Kids & Cyber bullying
Devereux-Blum Training Director Sharyn thinks learning cyber safety is an important part of being a Prepared Kid. Children today are referred to as ‘digital natives’ as they can access many forms of technology. They adapt quickly to new ways of communicating like Instagram and Snapchat (forget Facebook, that’s old school according to teens). Take the example of one of our office administrator’s children who recently broke her arm in the playground. When the nurse applying the cast asked: “any questions?”, the child asked: “can I still use technology?” How can we ensure our children are safe on the internet?
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Research done reported that 1 in 5 New Zealand high school students are being cyber-bullied. Targets of cyber bullying often say that it makes them feel scared, depressed, angry or ashamed. The impact of cyber bullying often has more of an impact than physical bullying due to its relentlessness.
Susan McLean, an expert in cyber safety, recently gave 2 talks to Scots College children. (Kapi-Mana News 12/7/16). Her top tips were:
- Be aware, be educated and be involved. Knowledge is power
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