Editing SAR Fundamentals/Hazards

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== Subject ==
{{prompt|What is this lesson plan about?}}
This section is about making decisions around risky situations.

It builds on the understanding of hazards that the students have previously developed.

This section could potential by renamed "Handling Risk".

== Authors ==	
{{prompt|List who wrote this lesson plan.}}
Brett Wuth

== Scope ==
{{prompt|What is included in this lesson, what's not and why.}}
: SAR Fundamentals Manual: Ch.8 "Problems Associated with Specific SAR Environments"
: Basic SAR Skills Manual: 
:* Ch.9 "Environmental Hazards in SAR"
:* Ch.10 "Animal, Insect, Snake Hazards"

The above material is assigned readings.  This lesson plan builds on it.

== Prerequisites ==
{{prompt|What should students already know/have accomplished before the lesson is presented.}}

The students should already have completed the assigned reading.

== Objectives ==
At the conclusion of this lesson the participants should be able to
# describe how to assess a hazard
# describe general strategies for dealing with risk
# identify common local hazards and risks
# describe prefered strategies to deal with common risks

== Time Plan ==
Total Time: 30 minutes

{{lesson slides start}}
{{lesson slide|00:00|3 min}}
Introduce topic title

Introduce Instructor

Present Objectives
{{lesson slide|00:03|}}
'''Local Hazards'''

''Lead a discussion of the hazards SAR workers might encounter in our area.  Write on flip chart.'''

Some examples:
* cliffs
* swift water
* avalanche
* ice
* extreme cold
* bears
* becoming isolated

{{lesson slide||}}
'''Recognition'''

Which are hazards you'd have known about before leaving the CP?

Which are hazards you might only discover in the field?

''Circle examples''

{{lesson slide||}}
'''Risk'''

''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.''

What are the worst case scenarios associated with the risk?

* Discomfort?
* Damage to equipment?
* Injury?
* Death?

What is the likelihood of these consequences?

Risk = Impact x Probability

{{lesson slide||}}
'''Benefit'''

What are the consequences of not facing the hazard?

Not your emergency.  We don't have to face personal risks, like we would if was.

A dead subject is no longer an emergency.

Risk vs. Benefit

{{lesson slide||}}
'''Deciding'''

We need you to do the opposite of what your body is telling you to do.

Adrenaline poisoning
* fight or flight

We need you to use your brain
* S - Stop
* T - Think
* O - Observe
* P - Plan

Who decides?

Both you and your supervisor can decide the risk is too high for the
benefit.

Team in the field has the most detailed information
about the hazard.

Overhead team has big picture.

Talk to your Team Leader.  Talk to the Command Post.

{{lesson slide||}}
'''Strategies'''

''List the 4 categories''
* Avoid
** withdraw from the situation
*** Don't send our team into an avalanche environment
** remove the risk
*** Have the rancher move his buffalo to another field
* Reduce
** mitigate the risk
*** carry avalanche equipment
*** have avalanche tech assess and plan route
*** train in avalanche techniques
* Share
** ask someone else to do for us
*** bring in a specialty team, technician
*** Technical personnel should be used for technical rescue [Search and Rescue Fundamentals manual Page 99]
** insurance
*** WCB
* Accept (Retention)
** cross the river

<small>
''[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]''
</small>

''Have students give examples of each category that bring out the sub strategies''

{{lesson slide||}}
'''Other types of risks'''

beside the hazards of the environment.

'''Risks to the Subject'''

* unsafe rescue techniques
* untrained medical interventions
** medications

{{lesson slide||}}
'''Risks to others'''

Our rescue techniques create new risks.

Most technical rescues
transform but do not eliminate the risk.
They move it to an area where there shouldn't be exposure.

By having untrained people or bystanders around,
they may be exposed to risk.

Example:
Rope rescue uses the ropes to reduce risk of falling,
but if there's an equipment failure people standing in
an otherwise safe area may get swept over the cliff.

Stay away unless specifically directed to help.

{{lesson slide||}}
'''Risk of making the Search Harder'''

* scent contamination
* untrained tracking

{{lesson slide||}}
'''Legal Risks'''

* exceeding authority

* exceeding scope of practice

{{lesson slide||}}
'''Specialty Teams'''

What are some of the specialty teams
that could be brought in?

''Use list of hazards from before''

* higher medical training
* transportation
** helicopter
** snowmobile
* rope rescue
* swift water rescue
* ice rescue
* fish & wildlife
* police
* animal control

Which teams could be part of a SAR group?
Which are outside the mandate of a SAR group?

{{lesson slide||}}
'''Doing it yourself'''

Accepting the risk.

Some SAR workers have unrecognized skills.
We ask SAR workers to know how to improvise.

"A little knowledge is a dangerous thing."

"What you don't know, will kill you."

The single greatest problem is that responders underestimate the hazard.
[Search and Rescue Fundamentals manual, Page 102]

Discuss with Team Leader and Command Post.
Err on the side of caution.

{{lesson slide||}}
'''Common triggers'''

At what point should you stop
and evaluate the risk?

Request specialty team.
Ask for overhead decision.

''Review hazards identified earlier.  Give your thoughts on those risks.  Expand to include the following guidelines.''

general guidelines:

* cliffs
** no closer than 2 meters of 2 meter fall
* other hazards with defined, unmoving boundary
** no closer than 2 meters
** swift water

* moving subject on slope
** 20 degrees
** hand on hip, elbow angle technique
** other situations where consequences of slip are severe

* avalanche
** don't enter area without equipment and risk assessment

* ice
** avoid if possible
** cross only good, clear, solid ice: 5 cm walking, 13 cm snowmobile

* extreme cold, wind chill
** individual assessment of adequacy of clothing, starts at +10C

* bears
** recent sign

* isolation
** individual assessment of skills
** train to 24 hr

== Aids ==
{{prompt|What materials are needed or useful in presenting this lesson.}}
* {{subpage|Restricted|Non-publishable material}}
* {{link|Image:Members:2013-02-27 19 42 02u-scan.pdf}}
* {{link|Image:BearCougar Presentation OSAR Apr13,2013.pdf}}
* [https://www.youtube.com/watch?v=WGZu5Lzgv1A YouTube video Canmore climber/avalanche concepts of Risk]
* RADeMS
** http://host.jibc.ca/gsar/
** http://www.bcsara.com/RADeMS/html/calculator.html

== Question bank ==
{{prompt|List of questions suitable for an review/exam of this section.}}
See {{subpage|Question bank}}

== Frequently Asked Questions ==
{{prompt|What are some of the questions that students typically ask.  Include the answers.}}
Q: How should you respond if you encounter a wolverine?

A: Wolverines are 9-25 kg, max 32.  
They have been known to prey on animals as large as moose,
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
fight back.
* http://en.wikipedia.org/wiki/Wolverine
== Feedback ==
{{prompt|When has this lesson been presented.  What was the feedback.}}

== License ==
{{prompt|What can others do with this lesson?}}

This work is licensed under a 
Creative Commons Attribution-NonCommercial 2.5 Canada License.
To view a copy of this license, visit 
http://creativecommons.org/licenses/by-nc/2.5/ca/
or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

== Reference Material ==
{{prompt|If you need to cite sources, do so here.}}

[1]

== Notes ==
{{prompt|Any additional notes, etc.}}

Please note that all contributions to PCSAR are considered to be released under the Attribution-Share Alike 3.0 Unported (see PCSAR:Copyrights for details). If you don't want your writing to be edited mercilessly and redistributed at will, then don't submit it here.
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@@ Line 298: / Line 298: @@
 A: Wolverines are 9-25 kg, max 32.
 They have been known to prey on animals as large as moose,
-but more often are carrion eaters.  Don't disturb its kill.  Give it
+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
 fight back.
 * http://en.wikipedia.org/wiki/Wolverine
 == Feedback ==
 {{prompt|When has this lesson been presented.  What was the feedback.}}