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| {{Lesson plan/Header}} | | {{Lesson plan/Header}} |
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| == Scope == | | == Scope == |
| {{prompt|What is included in this lesson, what's not and why.}} | | {{prompt|What is included in this lesson, what's not and why.}} |
- | : SAR Fundamentals Manual:
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- | :* Ch.17 "Search"
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- | :* Ch.19 "Clue Consciousness"
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- | : Basic SAR Skills Manual:
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- | :* Ch.15 "Search Tactics and Resources"
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- | :* Ch.16 "Search Principles & Techniques (How to Search)"
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- |
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- | This section is intended for the presentation "Search Principles and
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- | Techniques" for the SAR Alberta SAR Fundamentals course. This
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- | corresponds with Chapter 16 of the FOG SAR manual. Excluded are
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- | sections 6 "Personal Body Management" (covered under travel skills)
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- | and section 7 "Bivouacs" (covered under survival skills). Chapter 17
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- | of the SAR Fundamentals Manual includes search types which is excluded
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- | (covered under "Search Tactics").
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| == Prerequisites == | | == Prerequisites == |
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| == Objectives == | | == Objectives == |
| At the conclusion of this lesson the participants: | | At the conclusion of this lesson the participants: |
- | # will be able to describe what a clue is | + | # will be able to ... |
- | # will be able to describe what affects the quality of searching
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- | # know how long searchers are effective
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- | # describe typical clues to be sought
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- | # describe where and how to look for clues
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- | # know appropriate pace to use
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- | # describe considerations for night searching
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- | # describe approaches to clue handling
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| == Time Plan == | | == Time Plan == |
- | Total Time: 45 minutes | + | Total Time: ?? minutes |
- | * 2013-02: 44 min
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| {{lesson slides start}} | | {{lesson slides start}} |
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| Present Objectives | | Present Objectives |
| + | {{lesson slide|00:03|}} |
| + | instructional points in normal font |
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- | {{lesson slide|00:03|2 min}}
| + | ''aids, exercises, activities in italic'' |
- | * finding subject as quickly as possible
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- | * to have the subject reached as soon as possible
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- | * clues may lead to redirection of other field teams
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- | * Search for clues '''and''' the subject. There are more clues than subjects. [3]
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- | * The searcher is a clue seeker [1]
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- | | + | |
- | {{lesson slide|00:05|2 min}}
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- | Clues we're looking for
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- | * present location of subject [1]
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- | * past locations of subject [1]
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- | * direction of travel [1]
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- | * destination, intent of subject [1]
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- | * subject was not here
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- | * the subject: the ultimate clue
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- | | + | |
- | {{lesson slide|00:07|5 min}}
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- | Effective Clue Seeking
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- | * clue seeking is a skill [1]
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- | ** must be learned, practiced [1]
| + | |
- | ** value of experience [1]
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- | * quality of searching
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- | ** quality of briefing [1]
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- | ** training and experience of searchers [1]
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- | ** motivation of searchers [1]
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- | ** size, terrain, of search segment [1]
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- | ** weather [1]
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- | ** lighting [1]
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- | ** boredom [1]
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- | ** fatigue & body management [1]
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- | ** mental visual vigilance [1]
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- | *** most efficient 1st hour [1]
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- | *** drops sharply after 4 hours [1]
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- | *** take a break after 4 hours [1]
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- | | + | |
- | {{lesson slide|00:12|3 min}}
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- | Observation
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- | * observation is the skill of looking for clues [1]
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- | * if not done well, search effort is ineffective [1]
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- | * acquired skill, requires training, much practice [1]
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- | * the ability to "see" not just "look" [1]
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- | * why things are seen [1]
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- | ** what attracts the eye
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- | ** contrast with the background
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- | ** movement [1]
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- | ** shape [1]
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- | ** shadow [1]
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- | ** silhouette [1]
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- | ** spacing [1]
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- | ** position [1]
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- | ** texture [1]
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- | ** colour [1]
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- | ** scale [1]
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- | ** noise [1]
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- | ** shine [1]
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- | | + | |
- | {{lesson slide|00:15|2 min}}
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- | Plan your search
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- | * briefing [1]
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- | ** shoe prints, items carried [1]
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- | * consider subjects suspected intentions [1]
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- | ** e.g. fishing -> fishing activities [1]
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- | * be able to describe subject to the public [1]
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- | | + | |
- | {{lesson slide|00:17|4 min}}
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- | Where to cast your eyes
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- | * Use the search cube, up, down, l/r, and behind. [3]
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- | * squat, kneel, look around from ground level [1]
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- | Where to check
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- | * Always check the obvious. [3]
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- | * never assume [1]
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- | ** check behind, around or in what you can not see through [1]
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- | | + | |
- | {{lesson slide|00:21|5 min}}
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- | Things to keep doing
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- | * use all senses: looks, listen, smell, touch [1]
| + | |
- | * make sound
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- | ** use sound (whistles) [1]
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- | ** Yell and make noise. Call the victims name. Remember to listen for a response. [3]
| + | |
- | * talk to non-searchers you meet [1]
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- | * imagine what subject might do in this place [1]
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- | ** look for what might attract subject [1]
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- | | + | |
- | {{lesson slide|00:26|3 min}}
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- | keep mental focus
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- | * be constantly looking
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- | * be expectant to find clue/subject [1]
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- | * Maintain an aggressive attitude. [3]
| + | |
- | * avoid distractions [1]
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- | ** think about searching, not distractions e.g. weather [1]
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- | ** dress to be comfortable, not distracted [1]
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- | ** do not chat unnecessarily [1]
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- | * maintain positive mental attitude [1]
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- | | + | |
- | {{lesson slide|00:29|8 min}}
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- | ''lead as discussion'' | + | |
- | | + | |
- | Use all your senses
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- | * smell
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- | ** locate sources [1]
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- | * feel
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- | ** what are you treading on?
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- | * sight
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- | ** things that are out of place [1]
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- | *** trampled grass, broken limbs, twigs, slide marks on hills, footprints. [1]
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- | ** discarded items [1]
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- | ** odd shapes [1]
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- | ** things associated with subject's activity [1]
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- | *** e.g. shell cases for hunters [1]
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- | ** subject's attempts to signal
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- | *** flashes, calls
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- | ** signs of fire: smoke, light, smell, ashes [1]
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- | ** animal reacting to subject [1]
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- | *** birds circling [1]
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- | * listening
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- | ** calls, moans, whistles [1]
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- | ** listen for 30 seconds after calling [1]
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- | ** movement [1]
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- | ** animals
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- | *** animal silence [1]
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- | *** squirrels chittering
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- | ** monitor emergency channels: CB9, FRS 1 or 9 [1]
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- | | + | |
- | {{lesson slide|00:37|4 min}}
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- | '''clue handling''' [1]
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- | * should be included in briefing [1]
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- | * Protect evidence. [3]
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- | * evaluation of clues
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- | ** trap: forming opinion, seeking only clues that support opinion [1]
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- | ** do not immediately form opinion on value of clue [1]
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- | ** subject profile helps to distinguish clues generated by subject from unrelated clues [1]
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- | ** Overhead team responsible for assessing clue
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- | * call in
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- | * record
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- | ** time tagged [1]
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- | ** exact location
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- | ** Record absolutely everything. [3]
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- | * bag
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- | * bring in
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- | | + | |
- | {{lesson slide|00:41|2 min}}
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- | '''Type 1'''
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- | * focus: Speed
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- | * most common initial search type
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- | * high probability areas, high subject risk areas
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- | * 2 or 3 in team
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- | * trail sweep
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- | * look left, right, ahead
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- | * no purposeful wandering
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- | * no slowing down to search edges
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- | * maintain pace that will complete assignment
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- | ** fast walk, perhaps jog
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- | * looking for dead obvious
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- | * sound sweep
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- | ** calling, but don't stop when listening
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- | * low POD
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- | | + | |
- | {{lesson slide|00:43|3 min}}
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- | '''Type 2'''
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- | * focus: Efficent use of resources
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- | * typical groups of 3 to 6
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- | * critical separation
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- | ** e.g. 10m
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- | ** North Umbrian Rain Dance (will be shown in practical portion)
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- | * purposeful wandering
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- | * walking pace
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- | * generally used after Type 1 searches are complete
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- | * POD's 30 - 80%
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- | * sound sweep
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- | ** pause periodically, e.g. every 3 minutes
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- | ** blast, pause to listen
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- | {{lesson slide|00:46|2 min}}
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- | '''Type 3'''
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- | * focus on thoroughness
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- | * high POD near 100%
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- | * groups of 10-20
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- | * SAR workers leading spontaneous volunteers
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- | * slow, inefficient
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- | * step by step slow walk
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- | * no calling
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- | {{lesson slide|00:48|3 min}}
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- | '''Type 4'''
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- | * focus: fine detail
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- | * typically evidence search
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- | * hands & kness or elbow to elbow
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- | * very slow movement
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- | * no calling
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- | | + | |
- | {{lesson slide|00:51|2 min}}
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- | '''Widely-Spaced Sound Sweep'''
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- | * pairs spread out approx 200m
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- | * group leader directing pairs over radio
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- | * blast whistles simultaneously
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- | * count down over radio
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- | * all listen
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- | * if hear, point
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- | * move on approx 200m before next blast
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- | {{lesson slide|00:53|2 min}}
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- | walking and searching [1]
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- | * appropriate speed
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- | ** balance thoroughness with amount of terrain covered
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- | ** beginner searchers tend to go too fast (adrenaline?)
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- | ** intermediate searchers tend to go too slow for Type 1
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- | ** adjust speed for terrain, weather, searcher experience, ability, fatigue [1]
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- | * if necessary, tell other searchers to hold up so you can check something out [1]
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- | | + | |
- | {{lesson slide|00:55|3 min}}
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- | '''night searching'''
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- | * same techniques [1]
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- | * more care [1]
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- | * slower pace [1]
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- | * risk: tunnel vision on route finding
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- | ** look up, around, back [1]
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- | ** slow down
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- | ** keep evaluating 3 zones for clues and hazards [1]
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- | *** knees down [1]
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- | *** knees to chest [1]
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- | *** head up [1]
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- | * sound often travels further at night [1]
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- | * peripheral vision is better at low light [1]
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- | * 20 -- 30 minutes to fully regain night vision [1]
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- | ** At night never shine your light in someone's eyes. [3]
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- | ** use red lights to read maps, notes [1]
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- | {{lesson slide|00:58|2 min}}
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- | Review Objectives
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- | Questions
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| {{lesson slides end}} | | {{lesson slides end}} |
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| == Aids == | | == Aids == |
| {{prompt|What materials are needed or useful in presenting this lesson.}} | | {{prompt|What materials are needed or useful in presenting this lesson.}} |
- | * [[/Restricted|non-publishable material]]
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- | * {{subpage|Review}}
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- | * {{link|Image:Members:2013-02-27 19 44 36u-scan.pdf}}
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| == Question bank == | | == Question bank == |
| {{prompt|List of questions suitable for an review/exam of this section.}} | | {{prompt|List of questions suitable for an review/exam of this section.}} |
- | See [[../Question bank|Question bank]] | + | See {{subpage|Question bank}} |
| | | |
| == Frequently Asked Questions == | | == Frequently Asked Questions == |
| {{prompt|What are some of the questions that students typically ask. Include the answers.}} | | {{prompt|What are some of the questions that students typically ask. Include the answers.}} |
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- | How to handle evidence.
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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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- | 2005-02-26 Wuth presentation at SAR Fundamentals Course.
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- | * Ran short.
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- | * Felt disjointed. Missed page 2 & returned to it later.
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| == License == | | == License == |
| {{prompt|What can others do with this lesson?}} | | {{prompt|What can others do with this lesson?}} |
| | | |
- | Copyright © 2005-2013, Brett Wuth. | + | 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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| {{prompt|If you need to cite sources, do so here.}} | | {{prompt|If you need to cite sources, do so here.}} |
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- | [1] SAR Skills Handbook: FOG SAR, Field Operating Guide To Search and Rescue, Richard Smith et al., © ERI Canada et al., 2003, first edition, ISBN 0-9734135-0-6, Chapter 16 | + | [1] |
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- | [2] 'SAR Skills V1.ppt' part of the course materials CD associated with SAR Skills Handbook[1], slides 364-407
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- | [3] some material from Chris Jorgensen developed for this section, provided personally.
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- | [4] Search and Rescue Fundamentals: Basic Skills and Knowledge to Perform Wilderness, Inland, Search and Rescue, D. Cooper et al., 3rd Edition, revised., © 1996 Emergency Response Institute, Inc. et al., ISBN 0-913724-37-8, chapter 17
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- | [5] Instructor's Outline for Search and Rescue Fundamentals, “Draft Only for Provisional Use”, Donald C. Cooper, Emergency Response Institute, © 1990, First Edition.
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| == Notes == | | == Notes == |
| {{prompt|Any additional notes, etc.}} | | {{prompt|Any additional notes, etc.}} |