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== Student questions ==
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== Question bank ==
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{{Lesson plan/Header}}
{{Lesson plan/Header}}
== Subject ==
== Subject ==
{{prompt|What is this lesson plan about?}}
{{prompt|What is this lesson plan about?}}
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This section is about making decisions around risky situations.
 
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It builds on the understanding of hazards that the students have previously developed.
 
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This section could potential by renamed "Handling Risk".
 
== Authors ==
== Authors ==
{{prompt|List who wrote this lesson plan.}}
{{prompt|List who wrote this lesson plan.}}
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Brett Wuth
 
== Scope ==
== Scope ==
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:* Ch.9 "Environmental Hazards in SAR"
:* Ch.9 "Environmental Hazards in SAR"
:* Ch.10 "Animal, Insect, Snake Hazards"
:* Ch.10 "Animal, Insect, Snake Hazards"
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The above material is assigned readings. This lesson plan builds on it.
 
== Prerequisites ==
== Prerequisites ==
{{prompt|What should students already know/have accomplished before the lesson is presented.}}
{{prompt|What should students already know/have accomplished before the lesson is presented.}}
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The students should already have completed the assigned reading.
 
== Objectives ==
== Objectives ==
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At the conclusion of this lesson the participants should be able to
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At the conclusion of this lesson the participants:
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# describe how to assess a hazard
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# will be able to ...
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# describe general strategies for dealing with risk
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# identify common local hazards and risks
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# describe prefered strategies to deal with common risks
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== Time Plan ==
== Time Plan ==
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Total Time: 30 minutes
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Total Time: ?? minutes
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: usually assigned reading
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: otherwise 0.5 hr
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* Recognizing hazardous environments requiring special training/teams
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** Is this the same as the [[SAR Fundamentals/Hazards]] sections?
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** environments that put searchers at risks
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*** slopes: rope rescue
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*** swift water
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*** avalanche
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*** ice
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*** severe weather
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*** isolation
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*** animal
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** activities that aren't the best help for the subject
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*** higher medical training
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*** transport alternatives
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{{lesson slides start}}
{{lesson slides start}}
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Present Objectives
Present Objectives
{{lesson slide|00:03|}}
{{lesson slide|00:03|}}
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'''Local Hazards'''
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instructional points in normal font
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''Lead a discussion of the hazards SAR workers might encounter in our area. Write on flip chart.'''
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''aids, exercises, activities in italic''
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{{lesson slides end}}
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Some examples:
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== Aids ==
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* cliffs
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{{prompt|What materials are needed or useful in presenting this lesson.}}
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* swift water
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* avalanche
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* ice
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* extreme cold
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* bears
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* becoming isolated
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{{lesson slide||}}
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== Question bank ==
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'''Recognition'''
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{{prompt|List of questions suitable for an review/exam of this section.}}
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Which are hazards you'd have known about before leaving the CP?
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Q: Name some potential conflicts during a SAR mission?
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Which are hazards you might only discover in the field?
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A:
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* human
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* wildlife - bear, cougar, elk, moose, wolves
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''Circle examples''
 
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{{lesson slide||}}
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Q: How thick must ice be for a vehicle to drive on it?
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'''Risk'''
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''For one or more of the examples, discuss what the risk could be with the hazard. Might have to make the example more concrete with specific details.''
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A: 8 to 12 inches
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What are the worst case scenarios associated with the risk?
 
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* Discomfort?
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Q: Name 2 environmental problems found in the Pincher Creek area.
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* Damage to equipment?
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* Injury?
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* Death?
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What is the likelihood of these consequences?
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A:
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* Wind
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* Mountains
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Risk = Impact x Probability
 
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{{lesson slide||}}
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Q: What is a PFD & what is it used for?
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'''Benefit'''
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What are the consequences of not facing the hazard?
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A: A PFD is a personal floatation device and designed to serve
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one primary purpose - to help keep the wearer's head above water.
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Not your emergency. We don't have to face personal risks, like we would if was.
 
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A dead subject is no longer an emergency.
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Q: What are a few things do's and don't if you encounter a
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bear?
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Risk vs. Benefit
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A:
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* do make noise
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* don't approach
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* don't run
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* do retreat
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{{lesson slide||}}
 
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'''Deciding'''
 
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We need you to do the opposite of what your body is telling you to do.
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Q: What is the best way to avoid a snake bite?
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Adrenaline poisoning
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A: Don't be in the same area as a snake
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* fight or flight
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We need you to use your brain
 
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* S - Stop
 
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* T - Think
 
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* O - Observe
 
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* P - Plan
 
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Q: What should you do if you get bitten by a snake?
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Who decides?
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A:
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* first aid
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* transport to nearest medical facility.
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Both you and your supervisor can decide the risk is too high for the
 
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benefit.
 
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Team in the field has the most detailed information
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Q: When are ticks most active?
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about the hazard.
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Overhead team has big picture.
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A: Spring & early summer
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Talk to your Team Leader. Talk to the Command Post.
 
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{{lesson slide||}}
 
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'''Strategies'''
 
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''List the 4 categories''
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Q: Name some do's and don't's when dealing with wildlife?
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* Avoid
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** withdraw from the situation
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*** Don't send our team into an avalanche environment
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** remove the risk
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*** Have the rancher move his buffalo to another field
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* Reduce
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** mitigate the risk
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*** carry avalanche equipment
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*** have avalanche tech assess and plan route
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*** train in avalanche techniques
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* Share
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** ask someone else to do for us
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*** bring in a specialty team, technician
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*** Technical personnel should be used for technical rescue [Search and Rescue Fundamentals manual Page 99]
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** insurance
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*** WCB
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* Accept (Retention)
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** cross the river
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<small>
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A:
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''[Dorfman, Mark S. (2007). Introduction to Risk Management and Insurance (9 ed.). Englewood Cliffs, N.J: Prentice Hall. ISBN 0-13-224227-3. Taken from http://en.wikipedia.org/wiki/Risk_management#Potential_risk_treatments]''
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* don't approach
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</small>
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* don't run
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* remain calm
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* think
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''Have students give examples of each category that bring out the sub strategies''
 
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Q: What should you do if a team members is bit by a dog?
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{{lesson slide||}}
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A:
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'''Other types of risks'''
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* control bleeding
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* ensure ABC's
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* wash would with soap and water
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* report the bite to animal control or police
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beside the hazards of the environment.
 
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'''Risks to the Subject'''
 
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* unsafe rescue techniques
 
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* untrained medical interventions
 
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** medications
 
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{{lesson slide||}}
 
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'''Risks to others'''
 
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Our rescue techniques create new risks.
 
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Most technical rescues
 
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transform but do not eliminate the risk.
 
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They move it to an area where there shouldn't be exposure.
 
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By having untrained people or bystanders around,
 
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they may be exposed to risk.
 
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Example:
 
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Rope rescue uses the ropes to reduce risk of falling,
 
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but if there's an equipment failure people standing in
 
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an otherwise safe area may get swept over the cliff.
 
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Stay away unless specifically directed to help.
 
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{{lesson slide||}}
 
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'''Risk of making the Search Harder'''
 
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* scent contamination
 
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* untrained tracking
 
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{{lesson slide||}}
 
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'''Legal Risks'''
 
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* exceeding authority
 
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* exceeding scope of practice
 
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{{lesson slide||}}
 
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'''Specialty Teams'''
 
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What are some of the specialty teams
 
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that could be brought in?
 
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''Use list of hazards from before''
 
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* higher medical training
 
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* transportation
 
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** helicopter
 
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** snowmobile
 
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* rope rescue
 
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* swift water rescue
 
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* ice rescue
 
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* fish & wildlife
 
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* police
 
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* animal control
 
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Which teams could be part of a SAR group?
 
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Which are outside the mandate of a SAR group?
 
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{{lesson slide||}}
 
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'''Doing it yourself'''
 
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Accepting the risk.
 
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Some SAR workers have unrecognized skills.
 
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We ask SAR workers to know how to improvise.
 
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"A little knowledge is a dangerous thing."
 
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"What you don't know, will kill you."
 
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The single greatest problem is that responders underestimate the hazard.
 
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[Search and Rescue Fundamentals manual, Page 102]
 
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Discuss with Team Leader and Command Post.
 
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Err on the side of caution.
 
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{{lesson slide||}}
 
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'''Common triggers'''
 
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At what point should you stop
 
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and evaluate the risk?
 
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Request specialty team.
 
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Ask for overhead decision.
 
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''Review hazards identified earlier. Give your thoughts on those risks. Expand to include the following guidelines.''
 
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general guidelines:
 
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* cliffs
 
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** no closer than 2 meters of 2 meter fall
 
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* other hazards with defined, unmoving boundary
 
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** no closer than 2 meters
 
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** swift water
 
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* moving subject on slope
 
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** 20 degrees
 
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** hand on hip, elbow angle technique
 
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** other situations where consequences of slip are severe
 
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* avalanche
 
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** don't enter area without equipment and risk assessment
 
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* ice
 
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** avoid if possible
 
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** cross only good, clear, solid ice: 5 cm walking, 13 cm snowmobile
 
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* extreme cold, wind chill
 
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** individual assessment of adequacy of clothing, starts at +10C
 
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* bears
 
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** recent sign
 
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* isolation
 
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** individual assessment of skills
 
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** train to 24 hr
 
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{{lesson slides end}}
 
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== Aids ==
 
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{{prompt|What materials are needed or useful in presenting this lesson.}}
 
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* {{subpage|Restricted|Non-publishable material}}
 
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* {{link|Image:Members:2013-02-27 19 42 02u-scan.pdf}}
 
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* {{link|Image:BearCougar Presentation OSAR Apr13,2013.pdf}}
 
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* [https://www.youtube.com/watch?v=WGZu5Lzgv1A YouTube video Canmore climber/avalanche concepts of Risk]
 
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* RADeMS
 
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** http://host.jibc.ca/gsar/
 
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** http://www.bcsara.com/RADeMS/html/calculator.html
 
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== Question bank ==
 
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{{prompt|List of questions suitable for an review/exam of this section.}}
 
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See {{subpage|Question bank}}
 
== Frequently Asked Questions ==
== Frequently Asked Questions ==
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A: Wolverines are 9-25 kg, max 32.
A: Wolverines are 9-25 kg, max 32.
They have been known to prey on animals as large as moose,
They have been known to prey on animals as large as moose,
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but more often are carrion eaters. Don't disturb its kill. Give it
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but more often are carrion eaters. Don't disturb it's kill. Give it
a wide berth. If it's attacking you, presume it's prey behaviour and
a wide berth. If it's attacking you, presume it's prey behaviour and
fight back.
fight back.
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* http://en.wikipedia.org/wiki/Wolverine
* http://en.wikipedia.org/wiki/Wolverine
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== Feedback ==
== Feedback ==
{{prompt|When has this lesson been presented. What was the feedback.}}
{{prompt|When has this lesson been presented. What was the feedback.}}
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{{prompt|What can others do with this lesson?}}
{{prompt|What can others do with this lesson?}}
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Copyright © 2013, Brett Wuth.
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Recommended license below. Fill in the year and the author's name(s):
 +
Copyright © YEAR, Author.
This work is licensed under a
This work is licensed under a
Creative Commons Attribution-NonCommercial 2.5 Canada License.
Creative Commons Attribution-NonCommercial 2.5 Canada License.

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