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Fire Management
Educational Possibilities around Fire and Fire Managment ” Brain Storm”
Convoy Procedures
Whilst on group outings, the club uses a convoy procedure to ensure that participants do not get lost or left behind. Depending on the terrain one of the following convoy procedures will be used:
FOLLOW THE LEADER CONVOY PROCEDURE:
The lead vehicle will stop at turn-off or intersection at which doubt may exist as to the correct direction. It will wait for the following vehicle before moving off in the correct direction. Each successive vehicle will then wait for the following vehicle before moving off. By this means all will follow the lead vehicle and a message can be sent in both directions along the convoy. At all other times it is the responsibility of any preceding vehicle to keep the following vehicle in sight.
ROTATING CONVOY PROCEDURE:
The Trip leader or lead vehicle will stop at any turn-off or intersection at which doubt may exist as to the correct direction. The lead vehicle will wait for the following vehicle to mark the point by parking the vehicle and indicating the correct direction. The Trip Leader will move off and each successive vehicle will follow as directed by the stationary vehicle. At the next point of doubt, the next following vehicle will mark the corner and so on… The stationary marker vehicle will rejoin the end of the convoy in front of “tail-end” Charlie.
When travelling in convoy, the following rules will be adhered to:
1. Trip Leader to call a group meeting prior to start and remind members of the convoy procedure being used and planned proceedings.
2. Trip Leader to appoint “tail-end” Charlie for each trip.
3. Observe road rules at all times.
4. When travelling in convoy, vehicle position must be maintained with ample room between vehicles to enable other road users to leapfrog through the convoy. Should a vehicle lose its position it shall not regain it until the convoy has halted.
5. Vehicles or persons temporarily leaving the convoy for any reason must wave on the rest of the convoy and inform “tail-end” Charlie of their intentions.
6. Vehicles or persons permanently leaving the convoy must notify the Trip Leader and, if possible, give details of their intentions.
7. Keep a safe distance behind the vehicle in front at all times, especially when in hilly country or when brakes are wet.
8. Allow the vehicle in front to get over the crest of a hill before you attempt to follow. If you get stuck get out and stop the vehicle behind you from following.
9. At any obstacle wait until the following vehicle has cleared it before you drive on, but don’t wait where you might baulk him. If you want to get out and watch the others stop your vehicle where there is plenty of room behind you for the rest of the convoy. In all cases please listen to the directions of the Trip Leader.
10. When crossing private property and Crown land under lease, gates, slip rails and property will be left as found or as instructed by the Trip Leader.
11. Nominated track marshals will regulate traffic on sites required by the Trip Leader (eg. blind hills and dangerous points).
12. If winching is necessary the winch operator will automatically become track marshal.
13. Vehicles carrying specialist personnel (eg. nurses, doctors), or equipment (winches etc), will be classified as emergency vehicles and will be given clear passage and right of way.
14. In the event of a mishap on a run, all non-emergency vehicles will leave the immediate area clear to enable the necessary assistance to be provided.
15. When winches or snatch straps are in use all personnel must be at least one and a half lengths clear in all directions.
16. The Trip Leader will ensure that any member of the convoy is not left in trouble without assistance. To signal that help is required raise the vehicle bonnet.
17. Convoy vehicles will not pass the Trip Leader unless in an emergency.
[thanks to http://www.4wdclubwa.com/clubinfo2.htm ]
Silent Barrage Art
Project developed by – Philip Gamblen, Guy Ben-Ary, Peter Gee, Dr. Nathan Scott & Brett Murray in collaboration with Dr. Steve Potter Lab, (Dr. Steve Potter, Douglas Swehla & Stephen Bobic) Georgia Institute of Technology.
2008-2009
Silent Barrage declares its presence in scale and sound. This architectural scale arrangement of noisy pole robots is more then a mere amplification of neuronal activity in a culture dish.
One of the very few real art and science works – in that it is both artistically meaningful and scientifically valid, Silent Barrage investigates the nature of thoughts, free will, and neural dysfunction. The work focuses at the bursts of uncontrolled activity of nerve tissue, a typical characteristic of epilepsy and cultured nerve cells. Silent Barrage uses audience movements in, and responses to the architectural space of amplified neuronal activity to feed it back to the cultured nerve cells in an attempt to silence the barrage of electrical impulses. The scientists hope that this might help them understand better how to quieten the activity in the culture dish, and this in turn would assist in treating epilepsy.
From an artistic perspective Silent Barrage provides an immersive and somewhat overwhelming sensorial manifestation of questions that are in the core of our understanding of the stuff that make us think. Using the presumption of free will of the audience, who chart their own path trough the space, this work draws real and imaginary parallels between the person and nerve cell.
Each pole in the arrangement represents a region in the culture dish, and the movements of the individual robots correspond to the level of activity in the area. The robots markings on the poles hint to the continuous neuronal activity, conjuring traces of “memories” of past actions. The movement of audience in the Silent Barrage’s space is used to stimulate the culture. Nerve cells activity usually happens when a certain combination of stimulations reaches a threshold; the same can be said about our decision making. The navigation through Silent Barrage is made out of a series of incremental decisions made in an overly stimulated environment, out of the context of daily life. The nerve cells are also out of context, removed from the brain they once belong to, they are cultured in an artificial environment, trying to make connections with the cells around them. The barrage of activity is a symptom, can pairing cells and the audience can help make “meaningful” connections that will quieten the barrage? Can it happen in a place which is nothing but quiet?
To see a Movie about Silent Barrage click here (85.3MB)
To see an image gallery of Silent Barrage Click here
This is a temporary web site. We hope to have a new web site published in the near future.
For more information please contact:
Guy Ben-Ary – guyba@cyllene.uwa.edu.au or
Phil Gamblen – pgamblen@hotmail.com
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Personality Profile
This is an interesting Test, try it out.
http://www.humanmetrics.com/cgi-win/JTypes1.htm
I was a Your Type is ENFJ
Extraverted Intuitive Feeling Judging
Strength of the preferences %
22 38 38 22
Qualitative analysis of your type formula
You are:
* slightly expressed extravert
* moderately expressed intuitive personality
* moderately expressed feeling personality
* slightly expressed judging personality
From www.keirsey.com
Even more than the other Idealists, Teachers have a natural talent for leading students or trainees toward learning, or as Idealists like to think of it, they are capable of calling forth each learner’s potentials. Teachers (around two percent of the population) are able – effortlessly, it seems, and almost endlessly-to dream up fascinating learning activities for their students to engage in. In some Teachers, this ability to fire the imagination can amount to a kind of genius which other types find hard to emulate. But perhaps their greatest strength lies in their belief in their students. Teachers look for the best in their students, and communicate clearly that each one has untold potential, and this confidence can inspire their students to grow and develop more than they ever thought possible.
In whatever field they choose, Teachers consider people their highest priority, and they instinctively communicate personal concern and a willingness to become involved. Warmly outgoing, and perhaps the most expressive of all the types, Teachers are remarkably good with language, especially when communicating in speech, face to face. And they do not hesitate to speak out and let their feelings be known. Bubbling with enthusiasm, Teachers will voice their passions with dramatic flourish, and can, with practice, become charismatic public speakers. This verbal ability gives Teachers a good deal of influence in groups, and they are often asked to take a leadership role.