Struc
Dedication
This curriculum is dedicated to the memory of Shawn Mathieson who was
tragically killed in an accident March 3rd, 2016.
1 | Page
Contents
Dedication ..................................................................................... 1
Contents ....................................................................................... 2
Table of Figures.............................................................................. 2
Introduction ..................................................................................... 3
Learning Outcomes ......................................................................... 3
1.1 Fire Dynamics – A Case Study ................................................... 3
1.1.1 Timeline of the Fire ............................................................ 4
1.1.2 Rapidly Deteriorating Conditions .......................................... 4
1.2 From Knowledge to Practice ...................................................... 5
1.2.1 Forward Avenue ................................................................. 6
1.2.2 The FKTP Project ................................................................ 7
1.2.3 The Need for Fire Dynamics Training..................................... 8
1.3 The FKTP Curriculum ............................................................... 9
1.3.1 Curriculum Overview .......................................................... 9
1.3.2 Curriculum Resources ........................................................10
1.3.3 Seek Knowledge in Fire ......................................................11
1.3.4 Use by Individuals or Agencies ............................................13
Review of Learning Objectives .........................................................13
Bibliography .................................................................................14
Sponsors ......................................................................................15
Contributing Agencies ....................................................................16
Acknowledgements ........................................................................17
Table of Figures
Figure 1: NIOSH case study ................................................................ 3
Figure 2: Rapid fire development......................................................... 4
Figure 3: Forward Avenue fire ............................................................. 6
Figure 4: FKTP project organization .................................................... 7
Figure 5: Modern construction techniques............................................. 8
Figure 6: Seek knowledge in fire ....................................................... 12
2 | Page
1
Introduction
Learning Outcomes
1. Discuss the need for enhanced tactical firefighting training.
2. Explain the origins of the From Knowledge to Practice (FKTP)
program.
3. Identify factors that have changed in the structure fire
environment.
4. Review the program structure.
1.1 Fire Dynamics – A Case Study
The information presented in this section is a summary of the National
Institute of Occupational Health and Safety (NIOSH) report on the Super
Sofa fire that occurred on June 18th, 2007 in Charleston, South Carolina.
This review is not meant as a criticism, but rather as an illustration of how
dangerous the modern fire environment can be and how important it is
that we understand it.
Figure 1: NIOSH case studyi
3 | Page
1.1.1
Timeline of the Fire
At 19:07, the fire department was dispatched to a possible fire behind a
large commercial retail furniture store. The first firefighters arrived on
scene at 19:10 reporting a trash fire at the side of the building. Firefighters
entered the structure 2 minutes later, reporting clear conditions with no
fire or smoke. Fire was reported inside the building, moving towards the
showroom at 19:14, and a 2½” line was brought through the front door
and charged by 19:19. Inaudible radio traffic was reported at 19:27, and
further radio communications from lost firefighters in distress were
recorded between 19:29 and 19:31 hours. A mayday was called at 19:31
and several firefighters were unreachable at that time.
Within 24 minutes, a trash fire at the side of a building escalated into a
situation where numerous firefighters were lost and in distress within a
large commercial space with limited to no visibility. Twenty-eight minutes
after the initial dispatch, the front windows were broken out and within 3
minutes the showroom was engulfed in flames, claiming the lives of nine
career firefighters.
1.1.2
Rapidly Deteriorating Conditions
Figure 2: Rapid fire developmentii
4 | Page
Figure 2 shows how quickly conditions deteriorated from 19:34 onwards.
At 19:34, heavy smoke can be seen coming from the roof and rear of the
building. Fire crews were unable to perform vertical ventilation of the
building due to the roof composition of a light metal gauge. At 19:35 the
Chief ordered the front display windows to be taken out in an attempt to
improve internal visibility to facilitate self-rescue of lost firefighters.
Ventilation: The systematic removal and replacement of
heated air, smoke, and gases from inside a structure with
cooler air. The cooler air facilitates entry by fire fighters and
improves life safety for rescue and other fire fighting
operations. Ventilation improves visibility and reduces the
chance of flashover and backdraft.iii
These firefighters had learned that increasing ventilation would improve
interior conditions and reduce the chance of rapid fire development. At
19:36 hours, a minute after the front windows were broken, the expected
results seemed to have been achieved. A large release of smoke was
issued from the front of the building, improving visibility for rescue.
However, only 2 minutes later, at 19:38 hours, the showroom was
engulfed in flames.
The firefighters who lost their lives had between 2 and 32 years of
experience, with an average of 14.6 years, and a total of 131 years
between them. Despite this experience, they still lost their lives, showing
that firefighters cannot rely on experience alone.
Could this have happened to your department?
Do you think a better understanding of fire dynamics and
fire assessment would have helped these firefighters?
1.2 From Knowledge to Practice
This curriculum was developed to address gaps
between the science of fire dynamics and current
firefighting strategies and tactics, translating
knowledge into practice and results in safer and
more effective firefighting. Through development
of a collaborative evidence-based fire dynamics
curriculum, and safe, realistic, live fire training
tools, the project seeks to reduce risks and
impacts due to fire.
5 | Page
1.2.1
Forward Avenue
On February 12th, 2007 Ottawa Fire Services (OFS) faced its own fire, with
potentially dire consequences. Within 10 minutes of being on-scene at 187
Forward Avenue, five firefighters were forced to jump from windows. These
firefighters sustained critical injuries after narrowly escaping from rapidly
deteriorating conditions that would likely have proved fatal within seconds.
The organization resolved to learn from the experience, and to educate
others in the hope of preventing events such as Forward Avenue and the
Super Sofa fire in the future.
Two of the 85 recommendations from the Critical Injuries report:
•
•
That OFS develop, implement and maintain a comprehensive fire
dynamics course for all operational personnel.
That OFS develop, implement and maintain a strategic and tactical
considerations curriculum directed at firefighter, officer and chief
officer development that encompasses knowledge (theory), skills
(application) and abilities (evaluation) in its design.
These recommendations became the genesis of the FKTP project.
Figure 3: Forward Avenue fireiv
6 | Page
1.2.2
The FKTP Project
In 2013, OFS, along with its partner Fire Services in Calgary, Montreal and
Halifax, obtained a $1.2 million grant through the Canadian Safety and
Security Program (CSSP) through Defence Research and Development
Canada (DRDC). Significant cash and in-kind sponsorship totalling over $3
million supplemented the grant funds. The project was developed by the
Project Management Team working under Project Manager Chief Peter
McBride and Project Champion Chief Sean Tracey.
Starting in 2014, the Project Management Team began collaboration with
individuals and agencies around the world. A series of symposiums were
held in Ottawa between 2014 and 2017. The project involved extensive
periods of pre- and post-symposium planning and targeted workgroup
tasking which allowed for the development of curriculum materials through
a collaborative, consensus-based approach. Symposiums were held to
develop and train the live-fire exercises that reinforce the learning
objectives of the curriculum.
Figure 4: FKTP project organization
7 | Page
In conjunction with the curriculum development and the concurrent
validation exercises, the National Research Council, with input from
industry experts, conducted research into improving existing fire dynamics
training tools. This work was augmented by research associated with a
Master’s thesis from the University of Waterloo focused on the safety,
design and fuel loading of live-fire evolutions.
The following individuals contributed significantly to the training and
development of the curriculum:
Beth Weckman
Katherine Lamb
Peter Ehler
Arthur Perlini
John McDonough
Andy Starnes
Paul Combs
Jason Caughey
Stuart Helmore
Krissy Kreutzer
Karel Lambert
Mark McGowan
James Mendoza
Shan Raffel
Etienne Semence
Jens Stiegel
Jerry Tracy
Ehab Zalok
1.2.3
The Need for Fire Dynamics Training
Much of the North American fire service currently uses an experiencebased approach to firefighter professional development. While this
anecdotal experience remains extremely important, changes in the modern
fire environment as well as legal requirements on behalf of the employer
have shown the need for an evidence-based curriculum. A decrease in the
overall number of fires from which firefighters can gain this experience,
along with the retirement of older, experienced firefighters, has only added
to the problem. Inadequate scene
size-up, risk assessment and fire
dynamics evaluation have been
identified as contributing factors in
several recent notable and tragic
Canadian incidents. These are some
of the same factors that contributed
to the Super Sofa and Forward
Avenue incidents.
Modern
building
construction
materials
and
techniques
have
resulted in larger homes with more
Figure 5: Modern construction techniques
8 | Page
open spaces and void areas while also reducing the fire resistance of these
structures. Construction materials and an increase in contents within
homes, often consisting of synthetic materials, have dramatically increased
the fuel load and heat release rates. The result is dramatically faster fire
growth, along with an increased risk of rapid fire development, creating
significantly more dangerous conditions for first-arriving firefighters.
The study of fire dynamics allows firefighters to better understand the
underlying physics and chemistry that determine fire growth and
development. This understanding provides firefighters with a better ability
to evaluate fire conditions and assess potential hazards in order to choose
appropriate and effective strategies, tactics and techniques. A
comprehensive understanding of firefighting tactics includes understanding
how these tactics are likely to affect fire development, the structural
integrity of buildings and exposures, as well as firefighter safety and
overall effectiveness.
Simply put, firefighters are being injured and killed as a result of
inadequate fire literacy. Fire ground practices must reflect current
research, and a better understanding of fire science that informs practices
must be taught to all firefighters—from new recruits to Chief Officers. This
instruction and training should be ongoing and needs to include both
theoretical and practical components. An informed firefighter is a safer,
more effective firefighter, resulting in reduced risks and impact of fire on
the community.
1.3 The FKTP Curriculum
The FKTP curriculum was designed to be delivered in 40 hours for the
student, and 80 hours for the prospective instructor, including:
•
•
•
Nine theoretical sessions;
Practical live fire demonstrations; and
Practical live fire sessions.
The curriculum includes a review of fire dynamics, a model for fire
assessment, and a discussion of strategies and tactics used for fire control.
This theory is put into practice with a series of live fire demonstrations and
live fire sessions.
1.3.1
•
Curriculum Overview
This document is a part of the firefighter level of the curriculum
hierarchy. There exists an e-learning component, and it is hoped that
moving forward, additional levels will be added for Company Officers,
Chief Officers and Instructors. The curriculum can be roughly divided
9 | Page
into four areas: Introduction; Fire Dynamics; Fire Assessment; and
Fire Control. This hierarchy is shown in
Table 1.
The Modules of the firefighter level cover the following topics:
•
•
•
•
•
Module 201: Introduction
Module 202: Fire Dynamics
• Section 202.1: Fire and Combustion
• Section 202.2: Heat Transfer
• Section 202.3: Gaseous Combustion
• Section 202.4: Liquid Combustion
• Section 202.5: Solid Combustion
Module 203: Enclosure Fires
Module 204: Fire Assessment
Module 205: Fire Control
Table 1: Curriculum hierarchy
Module 1
Module 2
Module 3
Fire
Assessment
Module 4
FD 101
FD 102
FD 103
FA 104
FC 105
FD 201
FD 202
FD 203
FA 204
FC 205
FD 301
FD 302
FD 303
FA 304
FC 305
FD 401
FD 402
FD 403
FA 404
FC 405
FD 501
FD 502
FD 503
FA 504
FC 505
Introduction
E-Learning
100
Firefighter
200
Company Officer
300
Chief Officer
400
Instructor
500
1.3.2
Fire Dynamics
Fire
Control
Module 5
Curriculum Resources
The curriculum materials are organized as follows:
1. Presentation Material: A series of presentations that are intended
to be delivered to firefighters. The presentations include speaker’s
notes to help the presenter.
2. Instructor Guides: Additional resources to help presenters
effectively deliver the presentations.
3. Student Documents: Supporting documents that allow students to
do further reading in advance of participation in classroom
presentations and live-fire demonstrations and training.
4. Lesson Plans & Safety Guidance: A series of documents that
provide guidance in delivering demonstrations. A safety document is
10 | P a g e
provided for training using the Enclosure Fire Dynamics Simulator
(EFDS).
5. Assessment Tools: Quizzes are provided to review the presentation
material, along with assessment criteria for the demonstrations and
EFDS evolutions for both students and instructors.
1.3.3
Seek Knowledge in Fire
The mission patch for the project includes a Latin phrase: “scientiam
quaerere in igni,” which translates to “seek knowledge in fire.” This was
the guiding principle during the project and informed the development of
the curriculum.
This curriculum is certainly not the only of its kind; it joins a rich trove of
training resources from around the world. However, there are several
aspects that make it unique, one being that it is greater than the sum of its
parts.
The science that is presented through the first three modules has been
developed in cooperation with university professors, expert fire instructors
and experienced firefighters. All content has been validated.
The adage that every fire is different is indeed true. As a result of those
differences, a wide variety of terms have been noted and defined by
various sources to describe transition situations in which the fire
environment rapidly deteriorates. In many cases, there is little
quantitative—or even distinct qualitative—distinguishing characteristics
between the various terms. The term Rapid Fire Development (RFD) is
used to categorize these transient situations and explain their similarities
and differences. Fire is a complex phenomenon, and so it is impossible to
accurately predict how any fire will develop. However, there are wellunderstood principles that apply to fire in general.
Understanding fire behaviour is critical to assessing fire conditions onscene. The use of the VP = BE + SAHF mnemonic is meant to help with
this assessment, to anticipate how a fire is likely to develop, and most
importantly, to be aware of the potential risks. It is impossible to know
exactly how a fire will develop, but better understanding of fire dynamics
and assessment of the scene will improve the odds of anticipating the
development of fires that can place fire crews at significant risk. These
assessment tools were developed with subject matter experts from around
the world, and have been thoroughly vetted by firefighters, fire instructors
and fire scientists.
Following on-scene assessment of a fire, firefighters must decide how to
control the fire. There are critical decision-making factors that are
11 | P a g e
increasingly understood to be necessary to ensuring an effective command
of an incident and achieving strategic objectives. The effective decisionmaking process is itself presented and it too is based on validated
academic work.
Ensuring a commander’s strategic objectives are met is where the science
of firefighting is transformed into the art of firefighting, and the concept of
Tactical Bricks is introduced to achieve these objectives. This curriculum
does not advocate for the use of particular tactics or techniques. Rather, it
seeks to provide information such as what each tactic accomplishes, its
intended and unintended consequences, along with technical guidance to
maximize tactical effectiveness.
Effective decontamination and cleaning after tactical deployment have
been proven to be critical health and life safety issues for firefighters.
Operational industrial hygiene knowledge and practice are embraced as full
tactical requirements throughout the curriculum. Once again, this material
was informed, vetted and reviewed by an international community of
subject matter experts.
Fire literacy is the ultimate goal of this curriculum. Understanding fire
dynamics principles and applying them to our assessment will result in
informed decision making and the development of an incident action plan
that is supported by sound tactical guidance. Firefighters who are able to
recognize and anticipate fire development make better choices and apply
controls to more effectively save lives, stabilize the incident, and protect
property. Seek Knowledge In Fire!
Figure 6: Seek knowledge in firev
12 | P a g e
1.3.4
Use by Individuals or Agencies
This curriculum is available for anyone to download, study or use. We
encourage the use of any of the material in third-party training materials
provided that it is attributed to the FKTP Project, photo credits are listed
and any external references are noted. No further permission is required.
The material should be viewed as a living document—the beginning of a
conversation. As more fire research is conducted, we hope the results will
improve this material, and that this process will be ongoing. We hope you
will join the conversation.
Review of Learning Objectives
1. Discuss the need for enhanced tactical firefighting training.
2. Explain the origins of the From Knowledge to Practice program.
3. Identify factors that have changed in the structure fire environment.
4. Review the program structure.
13 | P a g e
Bibliography
IFSTA. (2008). Essentials of Fire Fighting (5th ed.). Fire Protection
Publications.
NIOSH. (2014, 10 15). The National Institute for Occupational Safety and
Health (NIOSH). (T. N. Health, Editor) Retrieved 12 8, 2017 from Fire
Fighter
Fatality
Investigation
and
Prevention:
https://www.cdc.gov/niosh/fire/reports/face200718.html
Ottawa Professional Firefighters Association. (2008). Workers's Report Critical Injuries: Forward Avenue Fire. Ottawa: OPFFA.
14 | P a g e
Sponsors
15 | P a g e
Contributing Agencies
16 | P a g e
Acknowledgements
From Knowledge to Practice would like to acknowledge the following
individuals who have provided significant commitment, contribution and
investment to the building of the Fire Dynamics instructional material and
program. We appreciate and acknowledge your undying efforts to advance
and harmonize Fire Services’ understanding of their environment. This is a
function that directly relates to safe and efficient fire ground decisions and
operations, but most importantly results in fire responders that deliver the
highest degree of professionalism for those who need our service.
Ottawa Fire Services d’Incendie Ottawa
Project Champion
Deputy Chief Sean Tracey
Project Manager
Division Chief of Safety & Innovation Peter McBride
Project Team Members
Brad Bignucolo
Vern Fiddler
Cheryl Hunt
Shawn Mathieson
Geoff Randall
Brent Scott
Scott Stilborn
Tim Stuempel
Calgary Fire Department
Manager, Learning and Business Development Dan Heney
Training Officer Robin Loewen
Training Officer Broderick Moore
Halifax Regional Fire & Emergency
Division Chief David Meldrum
Training Officer Vincent Conrad
Training Officer Bruce Lake
17 | P a g e
Service de sécurité incendie de Montréal
Deputy Chief Gordon Routley
Assistant Director Francois Lefebvre
Chef Division Intervention Eric Delorme
Curriculum Development & Review
Professor Beth Weckman, University of Waterloo
Dr. Katherine Lamb, Director of Effective Command
Deputy Chief Peter Ehler, St John Fire Department
Professor Arthur Perlini, Algoma College
Inspector John McDonough, New South Wales Fire Rescue
Captain Andy Starnes, Project Kill the Flashover
Paul Combs, Illustrator
Chief Jason Caughey, Laramie County District II Fire
Station Officer Stuart Helmore, South Australia Metropolitan Fire Service
Deputy Chief Dr. Krissy Kreutzer, Mill Creek Fire Company
Platoon Chief Karel Lambert, Brussels Fire Brigade
Professor Mark McGowan, University of Toronto
Captain James Mendoza, San Jose Fire Department
Station Officer Shan Raffel, Queensland Fire and Emergency Service
Adjudant Etienne Semence, SDIS Yvelines
Chief of Education Jens Stiegel, Frankfurt Fire Service
Battalion Chief Gerry Tracy, FDNY ret.
Professor Ehab Zalok, Carleton University
From Knowledge to Practice would like to thank the following individuals,
who in their representation of their chosen work, have provided steadfast
support to this Project, both personally and corporately. It is with this
tremendous support and trust that you have enabled this vision to grow.
Your commitment is truly appreciated.
Defense Research & Development Canada
Mark Williamson, Acting Director General CSS
Sheldon Dicke, Project Manager CSS
Members of Parliament
MP David McGuinty
MPP Yasir Naqvi
MPP John Fraser
MPP Lisa McLeod
18 | P a g e
Ottawa Fire Services
Chief Gerry Pingitore
Deputy Chief Kim Ayotte
Captain Dave Matschke
Public Information Officer Danielle Cardinal
Ottawa Professional Fire Fighters Association
President Peter Kennedy
Vice President John Sobey
Treasurer Erik Leicht
Association des Pompiers de Montréal
President Ronald Martin
Vice President Chris Ross
National Research Council of Canada
Richard Trembley
Ahmed Kashef
Alex Bwalya
Scott Shillinglaw
Ryan Kroeker
Jeff Tomkins
Mark Weinfurter
Pier-Simon Lafrance
City of Ottawa
Mayor Jim Watson
City Manager Steve Kanellakos
Dave Richardson
Jean Rousseau
Kathleen Levasseur
Irene Situ
Greg Tokessy
City Councillor Mark Taylor
City Councillor Scott Moffat
Matt Kavanaugh
Peter Filipowich
Dave Larose
Jeff Holmes
19 | P a g e
Project Sponsors
Andy Schwartz & Robert Hosselet, LION
Brandon Griffon & Brian Podelec, MSA
Manfred Kihn, Bullard
Tony Baumgartner, DQE
Larry Lashkevich, Logistik Unicorp
Patrick Miron, Icotech
Brian "Pods" Podsiadlik, TFT
Duane Leonhardt, Mercedes Textiles Ltd.
Matt Monroe, BullEx
Peter Hallinan, Viking
JP Grondin, Basecamp
Daniel Markle, Industrial Scientific
Casparus Seyffert, PyroLance
Johan Gidstedt, Tempest Technology
Michael F. Dineen, Streamlight Inc.
From Knowledge to Practice would like to thank the following individuals
for their commitment to this Project. Through your diligent work,
conversation and interest you have helped analyze, challenge, and hone
this project in the interest of functional, efficient and safe fire fighting
processes that will pay dividends to fire fighters and their families in future
generations.
Lars Agerstrand, Värnamo räddningstjänst
Battalion Chief Derek Alkonis, LA County Fire
Captain Arturo Arnalich, CERN
Captain Jason Arns, OAFTO*
Siemco Baaij, Dutch Fire Academy
Program Manager CTTSO Christina Baxter
Dave Bernzweig, Columbus Fire Department
Shawn Bloemker, President Max Fire Box
Steve Brisebois, Flash Formation
Alan Brody, OAFTO
Captain John Ceriello, FDNY
Station Officer John Chubb, Dublin Fire Brigade
Chef D’Operations Stephane Corriveau
*
OAFTO - Ontario Association of Fire Training Officers
20 | P a g e
Chief Training Officer Richard Craibbe, Oakville Fire Department
James Cushing
Captain Randy Fleming, OAFTO
Dr. Richard Gasaway
Steve Harrison, Lancashire, UK Fire Rescue
Chief Ed Hartin, Whidbey Island Fire
Deputy Chief George K. Healy, FDNY
John Hernandez, Boston Fire Department
Brian Kazmierzak, Penn Township Fire Department
Steve Kerber, Underwriter Laboratories
Szymon Kokot-Góra
Cliff Konrad, OAFTO
Steve Knight, OAFTO
Paul Krix, Laramie County District II Fire
Deputy Chief Greg Mackin, Boston Fire Department
Dan Madrykowski, National Institute of Standards and Technology
Shane Mintz, Canadian Regional Director NFPA
Professor Lasse Nelson, MSB Sweden
Hans Nieling, Dutch Fire Academy
Platoon Chief Todd Nixon, Strathcona Fire Department
Hamish Pope, Carleton University
Janis Randall Simpson, University of Guelph
Deputy Chief Jack Reall, Columbus Fire Department
Division Chief Forest Reeder, Des Plaines Fire Department
Regional Fire Chief Dr. Michael Reich, Baden-Württemberg
Professor Stephan Sardqvist, MSB Sweden
Joe Starnes, Project Kill the Flashover
Professor Stefan Svenssib, MSB Sweden
Kim Wassum, Frankfurt Fire Service
Ehab Zalok, Carleton University
University of Waterloo
Dan Wilson
Jeff Labahn
Matt DiDomizio
Nicole Nagy
21 | P a g e
Ottawa Fire Services
Program Manager Nathan Adams
Platoon Chief Marc Asselin, retired
Firefighter Pierre Yves Authier
Lieutenant Chris Bailey
Safety Officer Peter Barton
Chief of Training Terry Brennan
Firefighter Erik Briere
Safety Officer William Brigden
Project Officer Lea Catana
Firefighter Matt Cheslock
Platoon Chief Jim Cockram, retired
Platoon Chief Jim Crawford
Captain Gilles Crete
Sector Chief Adrian Dearman
Captain Steve Desjardins, retired
Chief John DeHooge, retired
Captain Darren Donaldson
Respiratory Protection Technician Glenn Faris
Lieutenant Scott Field
Platoon Chief Rodney Fleck
Safety Officer Gerry Gill
Captain Matt Golden
Lieutenant Carmen Grandinetti
Lieutenant Peter Hallinan
Firefighter Louise Hine-Schmidt
Sector Chief Todd Horricks
Firefighter Zach Hudson
Captain Peter Hunt, retired
Firefighter Shaun Hunt
Firefighter John Ingraham
Support Services Shantel Kenny
Captain Marc Laframboise
Firefighter Cheryl Laite
Supply Officer Luc Lalonde
Support Services Marian Lane, retired
Firefighter Daniel LeBlanc
Firefighter Greg Lough
Firefighter Bruce MacEwen
Platoon Chief Scott MacLennan
22 | P a g e
Captain Mike Malone
Lieutenant Ashley McClymont
Sector Chief Tim McNeely
Respiratory Protection Coordinator John McGrath
Firefighter Alex Monahan
Firefighter Harley Monahan
Lieutenant Alex Morrice
Brandon Mrzena, Co-op Student
Kaitlyn O’Donnell, Co-op Student
District Chief Tim Orton
Firefighter Mathieu Prevost
Captain Ray Romagna
District Chief Peter Ryan, retired
Training Officer Brent Scott
Platoon Chief Rick Seabrook, retired
Captain Norm Smith
Firefighter James Snider
Platoon Chief Dean Taylor
Firefighter Matt Tofflemire
Firefighter Dane Vartija
Lieutenant Peter Ventura
Training Officer Stephanie Villeneuve
Firefighter David Woods
Platoon Chief Greg Wyman, retired
Firefighter Nicholas Wyman
Firefighter Andrew Zurowski
Canadian Fire Service Representatives
Pierre Blackburn
Andrew Blair
Scott Brown
Gord Cannell
Michael Carr
Lionel Charron
Stephane Craig
Stephane Denis
Kyle Doerkson
Dany Fortin
Shaun Fretter
Denis Cunninghame
23 | P a g e
Mike Godwin
Nolan Jesperson
Yves Lacasse
Russel Lloyd
Al McLean
Chris Mackenzie
Dan Malone
Ryan Norton
Al Ramer
Jack Robertson
Anthony Rose
Jon Tamlin
Linus Tremblette
Stephane Trottier
Lynelle Vetsch
Maxime Vinet
John Zacharuk
i
(NIOSH, 2014)
ii
(NIOSH, 2014), photo credits: Bill Murton
iii
(IFSTA, 2008)
iv
(Ottawa Professional Firefighters Association, 2008), photo credit: Jean
Lalonde
v
photo credit: Scott Stilborn
24 | P a g e