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{{Lesson plan/Header}}
 
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== Subject ==
 
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{{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".
 
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== Authors ==
 
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{{prompt|List who wrote this lesson plan.}}
 
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Brett Wuth
 
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== Scope ==
 
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{{prompt|What is included in this lesson, what's not and why.}}
 
: SAR Fundamentals Manual: Ch.8 "Problems Associated with Specific SAR Environments"
: SAR Fundamentals Manual: Ch.8 "Problems Associated with Specific SAR Environments"
: Basic SAR Skills Manual:
: Basic SAR Skills Manual:
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:* 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.
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: usually assigned reading
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: otherwise 0.5 hr
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== Question bank ==
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== Prerequisites ==
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Q: Name some potential conflicts during a SAR mission?
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{{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.
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A:
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* human
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== Objectives ==
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* wildlife - bear, cougar, elk, moose, wolves
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At the conclusion of this lesson the participants should be able to
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# describe how to assess a hazard
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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 ==
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Total Time: 30 minutes
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{{lesson slides start}}
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{{lesson slide|00:00|3 min}}
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Introduce topic title
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Introduce Instructor
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Present Objectives
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{{lesson slide|00:03|}}
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'''Local Hazards'''
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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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Some examples:
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* cliffs
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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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'''Recognition'''
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Which are hazards you'd have known about before leaving the CP?
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Which are hazards you might only discover in the field?
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''Circle examples''
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{{lesson slide||}}
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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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What are the worst case scenarios associated with the risk?
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* Discomfort?
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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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Risk = Impact x Probability
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{{lesson slide||}}
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'''Benefit'''
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What are the consequences of not facing the hazard?
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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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Risk vs. Benefit
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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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Adrenaline poisoning
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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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Who decides?
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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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about the hazard.
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Overhead team has big picture.
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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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* 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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''[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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</small>
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''Have students give examples of each category that bring out the sub strategies''
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{{lesson slide||}}
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'''Other types of risks'''
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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}}
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== Frequently Asked Questions ==
 
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{{prompt|What are some of the questions that students typically ask. Include the answers.}}
 
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Q: How should you respond if you encounter a wolverine?
 
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A: Wolverines are 9-25 kg, max 32.
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Q: How thichk must ice be for a vehicle to drive on it?
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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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a wide berth. If it's attacking you, presume it's prey behaviour and
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fight back.
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* http://en.wikipedia.org/wiki/Wolverine
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== Feedback ==
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A: 8 to 12 inches
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{{prompt|When has this lesson been presented. What was the feedback.}}
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== License ==
 
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{{prompt|What can others do with this lesson?}}
 
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Copyright © 2013, Brett Wuth.
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Q: Name 2 environmental problems found in the Pincher Creek area.
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This work is licensed under a
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A:
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Creative Commons Attribution-NonCommercial 2.5 Canada License.
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* Wind
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To view a copy of this license, visit
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* Mountains
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http://creativecommons.org/licenses/by-nc/2.5/ca/
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or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
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== Reference Material ==
 
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{{prompt|If you need to cite sources, do so here.}}
 
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[1]
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Q: What is a PFD & what is it used for?
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== Notes ==
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A: A PFD is a personal floatation device and designed to serve
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{{prompt|Any additional notes, etc.}}
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one primary purpose - to help keep the wearer's head above water.

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