**COMMUNITY EMERGENCY RESPONSE TEAM**

**SESSION V:**

** LIGHT SEARCH AND RESCUE OPERATIONS**

**EMERGENCY MANAGEMENT INSTITUTE**

**NATIONAL EMERGENCY TRAINING CENTER**

** SESSION V**

** LIGHT SEARCH AND RESCUE OPERATIONS**

** TIME: 2 hours 30 minutes**

**OBJECTIVES** At the conclusion of this session, the participants will
be able to:

1\. Identify planning and size-up requirements for potential search and
rescue situations.

2\. Describe the most common techniques for searching a structure.

3\. Use safe techniques for debris removal and victim extrication.

4\. Describe ways to protect rescuers during search and rescue.

**SCOPE** § Introduction And Session Overview

§ Planning

§ Search And Rescue Size-Up

§ Conducting Search Operations

§ Conducting Rescue Operations

§ Session Summary

+--------------+------------------------------------------------------+
| **TRAINING** | The lead instructor will begin this session by       |
|              | welcoming the participants to Session V: Light       |
| **METHODS**  | Search And Rescue Operations, and will introduce the |
|              | instructors for the session. The instructor will     |
|              | then present a brief overview of this session,       |
|              | including making the distinction between search and  |
|              | rescue, the goals of search and rescue, search and   |
|              | rescue priorities, and the steps involved in         |
|              | effective search and rescue.                         |
+--------------+------------------------------------------------------+

Next, the instructor will explain the importance of pre-disaster
planning to identify types of occupancies that may be affected, and the
resources (personnel, tools, and equipment) that may be required for
search and rescue operations in those types of occupancies. Participants
will complete a preplanning exercise using a locally prepared disaster
scenario.

+-------------------------+-------------------------------------------+
| **TRAINING**            | Next, the instructor will review the      |
|                         | size-up process as it applies to search   |
| **METHODS** (Continued) | and rescue. At this time, the instructor  |
|                         | will emphasize the most dangerous         |
|                         | construction-related hazards and identify |
|                         | any particularly dangerous structures in  |
|                         | the community. The instructor will        |
|                         | emphasize the importance of rescuer       |
|                         | safety in all size-up decisions.          |
|                         | Participants will complete size-up        |
|                         | exercises using either the scenarios      |
|                         | provided or locally prepared scenarios.   |
+-------------------------+-------------------------------------------+

The next topic of this session will deal with search techniques for
locating potential victims. The instructor will identify the types of
voids that may be created through structural collapse and the methods
that searchers can use for locating victims and docu-menting their
positions.

Finally, the instructor will describe rescue techniques and methods for
lifting, debris removal, and finally, victim removal. The instructors
will demonstrate leveraging and cribbing. The instructors will also
demonstrate using lifts and drags as victim removal techniques, and the
participants will practice those techniques under instructor
observation. At the end of this section, the group will participate in a
simulation involving both debris removal and victim removal.

**REFERENCES*** Community Emergency Response Team *Instructor Guide

* Community Emergency Response Team* Participant Handbook

Visuals 5.1 through 5.23

**EQUIPMENT** In addition to the equipment listed at the front of this
Instructor Guide, you will need the following equipment for this
session:

• 1 mannequin.

• 1 blanket.

• 2 poles that can be used for an improvised stretcher.

• 2 jackets.

• Large, flat object (e.g., table) and pieces of wood for
leveraging/cribbing

**PREPARATION** For the exercises in this session on **Planning** and
**Gathering Facts**, scenarios have already been developed. Copies of
the scenarios appear in the Participant Handbook, and are included in
this Guide at the end of the materials for this session. You should feel
free to alter these scenarios to reflect the community\'s needs.

The exercise in this session on **Search And Rescue Size-up** requires
the preparation of scenarios that are realistic for your community. Be
sure to prepare the scenarios in advance of the session and have copies
for each participant. Include the following types of information in the
scenarios:

• Type of event

• Intensity/severity/duration

• Occupancy affected

• Current/forecast weather conditions

• Time of day and week

• Other factors that may affect search and rescue operations

**Water Rescues.** Water rescues are not covered in any depth in this
session. If water rescues are likely to be required in your local area
because of the potential for flooding, develop additional information
and exercises for this topic for presentation during this session.

  ----------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
  **PREPARATION (Continued)**   **Probable Damage.** Information that is provided about assessment of probable damage in relation to types of construction focuses primarily on earthquake damage. If other types of disasters (e.g., tornadoes, hurricanes, or floods) are likely to occur in your area, obtain and add information about probable impact on various types of construction.
  ----------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

**NOTES** Remember as you work through this session with the group to
stress the role of the CERT in search and rescue. The participants
*must* come away from the training with an understanding of their
limitations, and the attitude that their safety is paramount even above
that of the victims.

A suggested time plan for this unit is as follows:

Introduction And Session Overview 5 minutes

Planning 30 minutes

Exercise: Planning

Search And Rescue Size-Up 45 minutes

Exercise: Gathering Facts

Exercise: Search And Rescue Size-Up

Conducting Search Operations 20 minutes

Conducting Rescue Operations 45 minutes

Exercise: Leveraging, Cribbing, And

Victim Removal

Session Summary 5 minutes

** Total Time: 2 hours 30 minutes**

+-------+-------+-------+-------+-------+-------+-------+-------+-------+
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+-------+-------+-------+-------+-------+-------+-------+-------+-------+
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+-------+-------+-------+-------+-------+-------+-------+-------+-------+
| *V    | §     |       |       |       |       |       |       |       |
| isual | Ex    |       |       |       |       |       |       |       |
| 5.3*  | plain |       |       |       |       |       |       |       |
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|       | time. |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
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|       | f     |       |       |       |       |       |       |       |
|       | irst. |       |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
| *V    | §     |       |       |       |       |       |       |       |
| isual | Ex    |       |       |       |       |       |       |       |
| 5.4*  | plain |       |       |       |       |       |       |       |
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|       | sa    |       |       |       |       |       |       |       |
|       | fety. |       |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
|       | **IN  |       |       |       |       |       |       |       |
|       | TRODU |       |       |       |       |       |       |       |
|       | CTION |       |       |       |       |       |       |       |
|       | AND   |       |       |       |       |       |       |       |
|       | SE    |       |       |       |       |       |       |       |
|       | SSION |       |       |       |       |       |       |       |
|       | OVERV |       |       |       |       |       |       |       |
|       | IEW** |       |       |       |       |       |       |       |
|       | (     |       |       |       |       |       |       |       |
|       | Conti |       |       |       |       |       |       |       |
|       | nued) |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | §     |       |       |       |       |       |       |       |
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|       | pants |       |       |       |       |       |       |       |
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|       | this  |       |       |       |       |       |       |       |
|       | se    |       |       |       |       |       |       |       |
|       | ssion |       |       |       |       |       |       |       |
|       | will  |       |       |       |       |       |       |       |
|       | focus |       |       |       |       |       |       |       |
|       | on    |       |       |       |       |       |       |       |
|       | the   |       |       |       |       |       |       |       |
|       | compo |       |       |       |       |       |       |       |
|       | nents |       |       |       |       |       |       |       |
|       | of an |       |       |       |       |       |       |       |
|       | effe  |       |       |       |       |       |       |       |
|       | ctive |       |       |       |       |       |       |       |
|       | s     |       |       |       |       |       |       |       |
|       | earch |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | r     |       |       |       |       |       |       |       |
|       | escue |       |       |       |       |       |       |       |
|       | o     |       |       |       |       |       |       |       |
|       | perat |       |       |       |       |       |       |       |
|       | ion-- |       |       |       |       |       |       |       |
|       | -plan |       |       |       |       |       |       |       |
|       | ning, |       |       |       |       |       |       |       |
|       | siz   |       |       |       |       |       |       |       |
|       | e-up, |       |       |       |       |       |       |       |
|       | se    |       |       |       |       |       |       |       |
|       | arch, |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | re    |       |       |       |       |       |       |       |
|       | scue- |       |       |       |       |       |       |       |
|       | --and |       |       |       |       |       |       |       |
|       | the   |       |       |       |       |       |       |       |
|       | me    |       |       |       |       |       |       |       |
|       | thods |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | techn |       |       |       |       |       |       |       |
|       | iques |       |       |       |       |       |       |       |
|       | that  |       |       |       |       |       |       |       |
|       | res   |       |       |       |       |       |       |       |
|       | cuers |       |       |       |       |       |       |       |
|       | can   |       |       |       |       |       |       |       |
|       | use   |       |       |       |       |       |       |       |
|       | to    |       |       |       |       |       |       |       |
|       | l     |       |       |       |       |       |       |       |
|       | ocate |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | s     |       |       |       |       |       |       |       |
|       | afely |       |       |       |       |       |       |       |
|       | r     |       |       |       |       |       |       |       |
|       | emove |       |       |       |       |       |       |       |
|       | vic   |       |       |       |       |       |       |       |
|       | tims. |       |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
|       | **SE  | *V    | §     | **    | § Ask |       |       |       |
|       | SSION | isual | Tell  | ?**   | if    |       |       |       |
|       | OB    | 5.5*  | the   | *     | a     |       |       |       |
|       | JECTI |       | pa    | Discu | nyone |       |       |       |
|       | VES** |       | rtici | ssion | has   |       |       |       |
|       |       |       | pants | quest | any   |       |       |       |
|       |       |       | that  | ion.* | ques  |       |       |       |
|       |       |       | at    |       | tions |       |       |       |
|       |       |       | the   |       | about |       |       |       |
|       |       |       | end   |       | what  |       |       |       |
|       |       |       | of    |       | will  |       |       |       |
|       |       |       | this  |       | be    |       |       |       |
|       |       |       | ses   |       | co    |       |       |       |
|       |       |       | sion, |       | vered |       |       |       |
|       |       |       | they  |       | in    |       |       |       |
|       |       |       | will  |       | this  |       |       |       |
|       |       |       | be    |       | ses   |       |       |       |
|       |       |       | able  |       | sion. |       |       |       |
|       |       |       | to:   |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       |       |       | •     |       |       |       |       |       |
|       |       |       | Ide   |       |       |       |       |       |
|       |       |       | ntify |       |       |       |       |       |
|       |       |       | pla   |       |       |       |       |       |
|       |       |       | nning |       |       |       |       |       |
|       |       |       | and   |       |       |       |       |       |
|       |       |       | si    |       |       |       |       |       |
|       |       |       | ze-up |       |       |       |       |       |
|       |       |       | re    |       |       |       |       |       |
|       |       |       | quire |       |       |       |       |       |
|       |       |       | ments |       |       |       |       |       |
|       |       |       | for   |       |       |       |       |       |
|       |       |       | pote  |       |       |       |       |       |
|       |       |       | ntial |       |       |       |       |       |
|       |       |       | s     |       |       |       |       |       |
|       |       |       | earch |       |       |       |       |       |
|       |       |       | and   |       |       |       |       |       |
|       |       |       | r     |       |       |       |       |       |
|       |       |       | escue |       |       |       |       |       |
|       |       |       | s     |       |       |       |       |       |
|       |       |       | ituat |       |       |       |       |       |
|       |       |       | ions. |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       |       |       | •     |       |       |       |       |       |
|       |       |       | Des   |       |       |       |       |       |
|       |       |       | cribe |       |       |       |       |       |
|       |       |       | the   |       |       |       |       |       |
|       |       |       | most  |       |       |       |       |       |
|       |       |       | c     |       |       |       |       |       |
|       |       |       | ommon |       |       |       |       |       |
|       |       |       | techn |       |       |       |       |       |
|       |       |       | iques |       |       |       |       |       |
|       |       |       | for   |       |       |       |       |       |
|       |       |       | sear  |       |       |       |       |       |
|       |       |       | ching |       |       |       |       |       |
|       |       |       | a     |       |       |       |       |       |
|       |       |       | struc |       |       |       |       |       |
|       |       |       | ture. |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       |       |       | • Use |       |       |       |       |       |
|       |       |       | safe  |       |       |       |       |       |
|       |       |       | techn |       |       |       |       |       |
|       |       |       | iques |       |       |       |       |       |
|       |       |       | for   |       |       |       |       |       |
|       |       |       | d     |       |       |       |       |       |
|       |       |       | ebris |       |       |       |       |       |
|       |       |       | re    |       |       |       |       |       |
|       |       |       | moval |       |       |       |       |       |
|       |       |       | and   |       |       |       |       |       |
|       |       |       | v     |       |       |       |       |       |
|       |       |       | ictim |       |       |       |       |       |
|       |       |       | ex    |       |       |       |       |       |
|       |       |       | trica |       |       |       |       |       |
|       |       |       | tion. |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       |       |       | •     |       |       |       |       |       |
|       |       |       | Des   |       |       |       |       |       |
|       |       |       | cribe |       |       |       |       |       |
|       |       |       | ways  |       |       |       |       |       |
|       |       |       | to    |       |       |       |       |       |
|       |       |       | pr    |       |       |       |       |       |
|       |       |       | otect |       |       |       |       |       |
|       |       |       | res   |       |       |       |       |       |
|       |       |       | cuers |       |       |       |       |       |
|       |       |       | d     |       |       |       |       |       |
|       |       |       | uring |       |       |       |       |       |
|       |       |       | s     |       |       |       |       |       |
|       |       |       | earch |       |       |       |       |       |
|       |       |       | and   |       |       |       |       |       |
|       |       |       | re    |       |       |       |       |       |
|       |       |       | scue. |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       |       |       | **SU  |       |       |       |       |       |
|       |       |       | MMARY |       |       |       |       |       |
|       |       |       | AND   |       |       |       |       |       |
|       |       |       | TR    |       |       |       |       |       |
|       |       |       | ANSIT |       |       |       |       |       |
|       |       |       | ION** |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
|       | *     | **    |       |       |       |       |       |       |
|       | Total | PLANN |       |       |       |       |       |       |
|       | To    | ING** |       |       |       |       |       |       |
|       | pic:* |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | *30   |       |       |       |       |       |       |       |
|       | min   |       |       |       |       |       |       |       |
|       | utes* |       |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
| *V    | §     |       |       |       |       |       |       |       |
| isual | Intr  |       |       |       |       |       |       |       |
| 5.6*  | oduce |       |       |       |       |       |       |       |
|       | this  |       |       |       |       |       |       |       |
|       | se    |       |       |       |       |       |       |       |
|       | ction |       |       |       |       |       |       |       |
|       | by    |       |       |       |       |       |       |       |
|       | te    |       |       |       |       |       |       |       |
|       | lling |       |       |       |       |       |       |       |
|       | the   |       |       |       |       |       |       |       |
|       | pa    |       |       |       |       |       |       |       |
|       | rtici |       |       |       |       |       |       |       |
|       | pants |       |       |       |       |       |       |       |
|       | that  |       |       |       |       |       |       |       |
|       | pla   |       |       |       |       |       |       |       |
|       | nning |       |       |       |       |       |       |       |
|       | invo  |       |       |       |       |       |       |       |
|       | lves: |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | •     |       |       |       |       |       |       |       |
|       | Asse  |       |       |       |       |       |       |       |
|       | ssing |       |       |       |       |       |       |       |
|       | pro   |       |       |       |       |       |       |       |
|       | bable |       |       |       |       |       |       |       |
|       | needs |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | r     |       |       |       |       |       |       |       |
|       | isks. |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | •     |       |       |       |       |       |       |       |
|       | Asse  |       |       |       |       |       |       |       |
|       | ssing |       |       |       |       |       |       |       |
|       | resou |       |       |       |       |       |       |       |
|       | rces. |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | •     |       |       |       |       |       |       |       |
|       | Devel |       |       |       |       |       |       |       |
|       | oping |       |       |       |       |       |       |       |
|       | an    |       |       |       |       |       |       |       |
|       | a     |       |       |       |       |       |       |       |
|       | ction |       |       |       |       |       |       |       |
|       | plan  |       |       |       |       |       |       |       |
|       | that  |       |       |       |       |       |       |       |
|       | cons  |       |       |       |       |       |       |       |
|       | iders |       |       |       |       |       |       |       |
|       | the   |       |       |       |       |       |       |       |
|       | n     |       |       |       |       |       |       |       |
|       | eeds, |       |       |       |       |       |       |       |
|       | r     |       |       |       |       |       |       |       |
|       | isks, |       |       |       |       |       |       |       |
|       | and   |       |       |       |       |       |       |       |
|       | resou |       |       |       |       |       |       |       |
|       | rces. |       |       |       |       |       |       |       |
|       |       |       |       |       |       |       |       |       |
|       | *     |       |       |       |       |       |       |       |
|       | *ASSE |       |       |       |       |       |       |       |
|       | SSING |       |       |       |       |       |       |       |
|       | NEEDS |       |       |       |       |       |       |       |
|       | AND   |       |       |       |       |       |       |       |
|       | RI    |       |       |       |       |       |       |       |
|       | SKS** |       |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+
|       | *P    | §     |       |       |       |       |       |       |
|       | artic | Point |       |       |       |       |       |       |
|       | ipant | out   |       |       |       |       |       |       |
|       | Hand- | that  |       |       |       |       |       |       |
|       | book, | needs |       |       |       |       |       |       |
|       | page  | and   |       |       |       |       |       |       |
|       | PH    | risks |       |       |       |       |       |       |
|       | V-6.* | are   |       |       |       |       |       |       |
|       |       | deter |       |       |       |       |       |       |
|       |       | mined |       |       |       |       |       |       |
|       |       | to    |       |       |       |       |       |       |
|       |       | some  |       |       |       |       |       |       |
|       |       | e     |       |       |       |       |       |       |
|       |       | xtent |       |       |       |       |       |       |
|       |       | by    |       |       |       |       |       |       |
|       |       | the   |       |       |       |       |       |       |
|       |       | types |       |       |       |       |       |       |
|       |       | of    |       |       |       |       |       |       |
|       |       | o     |       |       |       |       |       |       |
|       |       | ccupa |       |       |       |       |       |       |
|       |       | ncies |       |       |       |       |       |       |
|       |       | in    |       |       |       |       |       |       |
|       |       | the   |       |       |       |       |       |       |
|       |       | local |       |       |       |       |       |       |
|       |       | area. |       |       |       |       |       |       |
+-------+-------+-------+-------+-------+-------+-------+-------+-------+

+----------+----------+----------+----------+----------+----------+
| *        | §        |          | **A      | *Visual  | § Tell   |
| Identify | E        |          | SSESSING | 5.7*     | the      |
| some of  | mphasize |          | NEEDS    |          | group    |
| the      | that the |          | AND      | *Provide | that     |
| d        | term     |          | RISKS**  | locally  | part of  |
| ifferent | *occu    |          | (Co      | relevant | search   |
| occ      | pancies* |          | ntinued) | examples | and      |
| upancies | does not |          |          | of these | rescue   |
| in the   | nec      |          |          | que      | planning |
| local    | essarily |          |          | stions.* | involves |
| area.*   | mean     |          |          |          | ide      |
|          | houses.  |          |          |          | ntifying |
|          | It also  |          |          |          | the      |
|          | refers   |          |          |          | d        |
|          | to       |          |          |          | ifferent |
|          | anyplace |          |          |          | types of |
|          | where    |          |          |          | occ      |
|          | people   |          |          |          | upancies |
|          | might be |          |          |          | in the   |
|          | during a |          |          |          | local    |
|          | d        |          |          |          | area and |
|          | isaster: |          |          |          | asking:  |
|          |          |          |          |          |          |
|          | •        |          |          |          | • What   |
|          | Apa      |          |          |          | does     |
|          | rtments, |          |          |          | this     |
|          | condo    |          |          |          | mean in  |
|          | miniums, |          |          |          | terms of |
|          | and      |          |          |          | po       |
|          | mobile   |          |          |          | pulation |
|          | homes.   |          |          |          | density? |
|          |          |          |          |          |          |
|          | •        |          |          |          | • What   |
|          | Ind      |          |          |          | does it  |
|          | ustrial, |          |          |          | mean for |
|          | com      |          |          |          | the      |
|          | mercial, |          |          |          | kinds of |
|          | or       |          |          |          | rescue   |
|          | office   |          |          |          | efforts  |
|          | space.   |          |          |          | that may |
|          |          |          |          |          | be       |
|          | •        |          |          |          | r        |
|          | Schools. |          |          |          | equired? |
|          |          |          |          |          |          |
|          | • Places |          |          |          | • What   |
|          | of       |          |          |          | are the  |
|          | worship. |          |          |          | impl     |
|          |          |          |          |          | ications |
|          | •        |          |          |          | for      |
|          | H        |          |          |          | rescuer  |
|          | ospitals |          |          |          | safety?  |
|          | and      |          |          |          |          |
|          | nursing  |          |          |          | § Stress |
|          | homes.   |          |          |          | that     |
|          |          |          |          |          | careful  |
|          | •        |          |          |          | exa      |
|          | A        |          |          |          | mination |
|          | irports. |          |          |          | of the   |
|          |          |          |          |          | types of |
|          |          |          |          |          | occ      |
|          |          |          |          |          | upancies |
|          |          |          |          |          | that may |
|          |          |          |          |          | be       |
|          |          |          |          |          | involved |
|          |          |          |          |          | in a     |
|          |          |          |          |          | disaster |
|          |          |          |          |          | will     |
|          |          |          |          |          | provide  |
|          |          |          |          |          | valuable |
|          |          |          |          |          | inf      |
|          |          |          |          |          | ormation |
|          |          |          |          |          | about:   |
|          |          |          |          |          |          |
|          |          |          |          |          | • The    |
|          |          |          |          |          | r        |
|          |          |          |          |          | esources |
|          |          |          |          |          | that may |
|          |          |          |          |          | be       |
|          |          |          |          |          | r        |
|          |          |          |          |          | equired. |
|          |          |          |          |          |          |
|          |          |          |          |          | • The    |
|          |          |          |          |          | amount   |
|          |          |          |          |          | of time  |
|          |          |          |          |          | that may |
|          |          |          |          |          | be       |
|          |          |          |          |          | a        |
|          |          |          |          |          | vailable |
|          |          |          |          |          | for      |
|          |          |          |          |          | search   |
|          |          |          |          |          | and      |
|          |          |          |          |          | rescue   |
|          |          |          |          |          | ope      |
|          |          |          |          |          | rations. |
|          |          |          |          |          |          |
|          |          |          |          |          | **A      |
|          |          |          |          |          | SSESSING |
|          |          |          |          |          | RES      |
|          |          |          |          |          | OURCES** |
|          |          |          |          |          |          |
|          |          |          |          |          | §        |
|          |          |          |          |          | Explain  |
|          |          |          |          |          | to the   |
|          |          |          |          |          | part     |
|          |          |          |          |          | icipants |
|          |          |          |          |          | that the |
|          |          |          |          |          | *first*  |
|          |          |          |          |          | step in  |
|          |          |          |          |          | search   |
|          |          |          |          |          | and      |
|          |          |          |          |          | rescue   |
|          |          |          |          |          | op       |
|          |          |          |          |          | erations |
|          |          |          |          |          | is to    |
|          |          |          |          |          | identify |
|          |          |          |          |          | local    |
|          |          |          |          |          | r        |
|          |          |          |          |          | esources |
|          |          |          |          |          | *before* |
|          |          |          |          |          | the      |
|          |          |          |          |          | d        |
|          |          |          |          |          | isaster. |
+----------+----------+----------+----------+----------+----------+
| *Visual  | § Tell   |          |          |          |          |
| 5.8*     | the      |          |          |          |          |
|          | group    |          |          |          |          |
|          | that     |          |          |          |          |
|          | search   |          |          |          |          |
|          | and      |          |          |          |          |
|          | rescue   |          |          |          |          |
|          | r        |          |          |          |          |
|          | esources |          |          |          |          |
|          | include: |          |          |          |          |
|          |          |          |          |          |          |
|          | •        |          |          |          |          |
|          | P        |          |          |          |          |
|          | ersonnel |          |          |          |          |
|          |          |          |          |          |          |
|          | •        |          |          |          |          |
|          | E        |          |          |          |          |
|          | quipment |          |          |          |          |
|          |          |          |          |          |          |
|          | • Tools  |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | **A      |          |          |          |          |
|          | SSESSING |          |          |          |          |
|          | RES      |          |          |          |          |
|          | OURCES** |          |          |          |          |
|          | (Co      |          |          |          |          |
|          | ntinued) |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Par     | § Refer  |          |          |          |
|          | ticipant | the      |          |          |          |
|          | Ha       | part     |          |          |          |
|          | nd-book, | icipants |          |          |          |
|          | page PH  | to their |          |          |          |
|          | *        | Par      |          |          |          |
|          |          | ticipant |          |          |          |
|          | *V-8.*   | Ha       |          |          |          |
|          |          | ndbooks, |          |          |          |
|          |          | where    |          |          |          |
|          |          | they     |          |          |          |
|          |          | will     |          |          |          |
|          |          | find     |          |          |          |
|          |          | q        |          |          |          |
|          |          | uestions |          |          |          |
|          |          | to guide |          |          |          |
|          |          | their    |          |          |          |
|          |          | resource |          |          |          |
|          |          | planning |          |          |          |
|          |          | efforts. |          |          |          |
|          |          |          |          |          |          |
|          |          | §        |          |          |          |
|          |          | Explain  |          |          |          |
|          |          | that     |          |          |          |
|          |          | some of  |          |          |          |
|          |          | the      |          |          |          |
|          |          | q        |          |          |          |
|          |          | uestions |          |          |          |
|          |          | that     |          |          |          |
|          |          | CERT     |          |          |          |
|          |          | planners |          |          |          |
|          |          | should   |          |          |          |
|          |          | ask      |          |          |          |
|          |          | about    |          |          |          |
|          |          | r        |          |          |          |
|          |          | esources |          |          |          |
|          |          | include: |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Visual  | •*       |          |          |          |          |
| 5.9*     | Per      |          |          |          |          |
|          | sonnel:* |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Who   |          |          |          |          |
|          | lives    |          |          |          |          |
|          | and/or   |          |          |          |          |
|          | works in |          |          |          |          |
|          | the      |          |          |          |          |
|          | area?    |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | During   |          |          |          |          |
|          | which    |          |          |          |          |
|          | hours    |          |          |          |          |
|          | are      |          |          |          |          |
|          | these    |          |          |          |          |
|          | people   |          |          |          |          |
|          | most     |          |          |          |          |
|          | likely   |          |          |          |          |
|          | to be    |          |          |          |          |
|          | av       |          |          |          |          |
|          | ailable? |          |          |          |          |
|          |          |          |          |          |          |
|          | \- What  |          |          |          |          |
|          | skills   |          |          |          |          |
|          | or       |          |          |          |          |
|          | hobbies  |          |          |          |          |
|          | do they  |          |          |          |          |
|          | have     |          |          |          |          |
|          | that     |          |          |          |          |
|          | might be |          |          |          |          |
|          | useful   |          |          |          |          |
|          | in       |          |          |          |          |
|          | search   |          |          |          |          |
|          | and      |          |          |          |          |
|          | rescue   |          |          |          |          |
|          | ope      |          |          |          |          |
|          | rations? |          |          |          |          |
|          |          |          |          |          |          |
|          | \- What  |          |          |          |          |
|          | might be |          |          |          |          |
|          | the most |          |          |          |          |
|          | e        |          |          |          |          |
|          | ffective |          |          |          |          |
|          | means of |          |          |          |          |
|          | mo       |          |          |          |          |
|          | bilizing |          |          |          |          |
|          | their    |          |          |          |          |
|          | efforts? |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Equ      |          |          |          |          |
|          | ipment:* |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Give    | \- What  |          | **A      |          |          |
| the      | e        |          | SSESSING |          |          |
| part     | quipment |          | RES      |          |          |
| icipants | is       |          | OURCES** |          |          |
| examples | a        |          | (Co      |          |          |
| of       | vailable |          | ntinued) |          |          |
| e        | locally  |          |          |          |          |
| quipment | that     |          | § Point  |          |          |
| and      | might be |          | out that |          |          |
| tools    | useful   |          | con      |          |          |
| they     | for      |          | sidering |          |          |
| might    | search   |          | each of  |          |          |
| need, to | and      |          | these    |          |          |
| get them | rescue?  |          | q        |          |          |
| started  |          |          | uestions |          |          |
| thinking | \- Where |          | during   |          |          |
| about    | is it    |          | planning |          |          |
| avai     | located? |          | will     |          |          |
| lability |          |          | fa       |          |          |
| of       | \- How   |          | cilitate |          |          |
| res      | can it   |          | actual   |          |          |
| ources.* | be       |          | search   |          |          |
|          | a        |          | and      |          |          |
|          | ccessed? |          | rescue   |          |          |
|          |          |          | efforts. |          |          |
|          | \- On    |          |          |          |          |
|          | which    |          |          |          |          |
|          | st       |          |          |          |          |
|          | ructures |          |          |          |          |
|          | (or      |          |          |          |          |
|          | types of |          |          |          |          |
|          | str      |          |          |          |          |
|          | uctures) |          |          |          |          |
|          | might it |          |          |          |          |
|          | be most  |          |          |          |          |
|          | ef       |          |          |          |          |
|          | fective? |          |          |          |          |
|          |          |          |          |          |          |
|          | •*       |          |          |          |          |
|          | Tools:*  |          |          |          |          |
|          |          |          |          |          |          |
|          | \- What  |          |          |          |          |
|          | tools    |          |          |          |          |
|          | are      |          |          |          |          |
|          | a        |          |          |          |          |
|          | vailable |          |          |          |          |
|          | that     |          |          |          |          |
|          | might be |          |          |          |          |
|          | useful   |          |          |          |          |
|          | for      |          |          |          |          |
|          | lifting, |          |          |          |          |
|          | moving,  |          |          |          |          |
|          | or       |          |          |          |          |
|          | cutting  |          |          |          |          |
|          | disaster |          |          |          |          |
|          | debris?  |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Total   | **E      |          |          |          |
|          | Ex       | XERCISE: |          |          |          |
|          | ercise:* | PL       |          |          |          |
|          |          | ANNING** |          |          |          |
|          | *15      |          |          |          |          |
|          | minutes* | [In      |          |          |          |
|          |          | structor |          |          |          |
|          |          | No       |          |          |          |
|          |          | te]{.und |          |          |          |
|          |          | erline}: |          |          |          |
|          |          | This     |          |          |          |
|          |          | exercise |          |          |          |
|          |          | is an    |          |          |          |
|          |          | int      |          |          |          |
|          |          | eractive |          |          |          |
|          |          | planning |          |          |          |
|          |          | activity |          |          |          |
|          |          | to give  |          |          |          |
|          |          | the      |          |          |          |
|          |          | part     |          |          |          |
|          |          | icipants |          |          |          |
|          |          | an       |          |          |          |
|          |          | opp      |          |          |          |
|          |          | ortunity |          |          |          |
|          |          | to       |          |          |          |
|          |          | consider |          |          |          |
|          |          | some of  |          |          |          |
|          |          | the      |          |          |          |
|          |          | planning |          |          |          |
|          |          | ac       |          |          |          |
|          |          | tivities |          |          |          |
|          |          | required |          |          |          |
|          |          | for CERT |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | ope      |          |          |          |
|          |          | rations. |          |          |          |
|          |          | Use the  |          |          |          |
|          |          | f        |          |          |          |
|          |          | ollowing |          |          |          |
|          |          | steps to |          |          |          |
|          |          | fa       |          |          |          |
|          |          | cilitate |          |          |          |
|          |          | this     |          |          |          |
|          |          | e        |          |          |          |
|          |          | xercise: |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Par     | 1\.      |          |          |          |
|          | ticipant | Refer    |          |          |          |
|          | H        | the      |          |          |          |
|          | andbook, | part     |          |          |          |
|          | page PH  | icipants |          |          |          |
|          | V-41.*   | to       |          |          |          |
|          |          | Scenario |          |          |          |
|          |          | V-1,     |          |          |          |
|          |          | located  |          |          |          |
|          |          | at the   |          |          |          |
|          |          | back of  |          |          |          |
|          |          | Module V |          |          |          |
|          |          | in the   |          |          |          |
|          |          | Par      |          |          |          |
|          |          | ticipant |          |          |          |
|          |          | H        |          |          |          |
|          |          | andbook. |          |          |          |
|          |          |          |          |          |          |
|          |          | 2\. Ask  |          |          |          |
|          |          | the      |          |          |          |
|          |          | group to |          |          |          |
|          |          | br       |          |          |          |
|          |          | ainstorm |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | pr       |          |          |          |
|          |          | iorities |          |          |          |
|          |          | for the  |          |          |          |
|          |          | s        |          |          |          |
|          |          | cenario, |          |          |          |
|          |          | in       |          |          |          |
|          |          | cluding: |          |          |          |
|          |          |          |          |          |          |
|          |          | • What   |          |          |          |
|          |          | kinds of |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | op       |          |          |          |
|          |          | erations |          |          |          |
|          |          | are      |          |          |          |
|          |          | p        |          |          |          |
|          |          | robable? |          |          |          |
|          |          |          |          |          |          |
|          |          | • What,  |          |          |          |
|          |          | if any,  |          |          |          |
|          |          | are the  |          |          |          |
|          |          | con      |          |          |          |
|          |          | straints |          |          |          |
|          |          | that     |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | p        |          |          |          |
|          |          | ersonnel |          |          |          |
|          |          | may face |          |          |          |
|          |          | in this  |          |          |          |
|          |          | s        |          |          |          |
|          |          | cenario? |          |          |          |
|          |          |          |          |          |          |
|          |          | • Can    |          |          |          |
|          |          | these    |          |          |          |
|          |          | con      |          |          |          |
|          |          | straints |          |          |          |
|          |          | be       |          |          |          |
|          |          | overcome |          |          |          |
|          |          | within   |          |          |          |
|          |          | the      |          |          |          |
|          |          | est      |          |          |          |
|          |          | ablished |          |          |          |
|          |          | mission  |          |          |          |
|          |          | for      |          |          |          |
|          |          | CERTs?   |          |          |          |
|          |          | If so,   |          |          |          |
|          |          | how?     |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *This    |          |          |          |          |          |
| scenario |          |          |          |          |          |
| is an    |          |          |          |          |          |
| example; |          |          |          |          |          |
| you      |          |          |          |          |          |
| should   |          |          |          |          |          |
| feel     |          |          |          |          |          |
| free to  |          |          |          |          |          |
| change   |          |          |          |          |          |
| the      |          |          |          |          |          |
| scenario |          |          |          |          |          |
| to meet  |          |          |          |          |          |
| the      |          |          |          |          |          |
| comm     |          |          |          |          |          |
| unity\'s |          |          |          |          |          |
| needs.*  |          |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          |          |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Record  | 3\.      |          |          |          |
|          | partic   | Record   |          |          |          |
|          | ipants\' | the      |          |          |          |
|          | r        | group\'s |          |          |          |
|          | esponses | r        |          |          |          |
|          | on       | esponses |          |          |          |
|          | fli      | on a     |          |          |          |
|          | pchart.* | fl       |          |          |          |
|          |          | ipchart. |          |          |          |
|          |          |          |          |          |          |
|          |          | 4\.      |          |          |          |
|          |          | Discuss  |          |          |          |
|          |          | the      |          |          |          |
|          |          | group\'s |          |          |          |
|          |          | r        |          |          |          |
|          |          | esponses |          |          |          |
|          |          | and      |          |          |          |
|          |          | provide  |          |          |          |
|          |          | feedback |          |          |          |
|          |          | on how   |          |          |          |
|          |          | their    |          |          |          |
|          |          | planning |          |          |          |
|          |          | might be |          |          |          |
|          |          | i        |          |          |          |
|          |          | mproved. |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *        | ** ?**   | § Ask    |          |          |
|          | *SUMMARY | *Di      | the      |          |          |
|          | AND      | scussion | group if |          |          |
|          | TRAN     | qu       | anyone   |          |          |
|          | SITION** | estion.* | has any  |          |          |
|          |          |          | q        |          |          |
|          |          |          | uestions |          |          |
|          |          |          | about    |          |          |
|          |          |          | the      |          |          |
|          |          |          | search   |          |          |
|          |          |          | and      |          |          |
|          |          |          | rescue   |          |          |
|          |          |          | planning |          |          |
|          |          |          | factors. |          |          |
|          |          |          |          |          |          |
|          |          |          | §        |          |          |
|          |          |          | Explain  |          |          |
|          |          |          | that the |          |          |
|          |          |          | next     |          |          |
|          |          |          | section  |          |          |
|          |          |          | will     |          |          |
|          |          |          | deal     |          |          |
|          |          |          | with     |          |          |
|          |          |          | search   |          |          |
|          |          |          | and      |          |          |
|          |          |          | rescue   |          |          |
|          |          |          | size-up. |          |          |
+----------+----------+----------+----------+----------+----------+

**YOUR NOTES:**

+-----------+-----------+-----------+---+-----------+-----------+
|           | *Total    | **SEARCH  |   | *Pa       | § Tell    |
|           | Topic:*   | AND       |   | rticipant | the group |
|           |           | RESCUE    |   | H         | that      |
|           | *40       | SIZE-UP** |   | and-book, | search    |
|           | minutes*  |           |   | page PH * | and       |
|           |           | § Remind  |   |           | rescue    |
|           |           | the       |   | *V-9.*    | size-up   |
|           |           | par       |   |           | is a      |
|           |           | ticipants |   |           | s         |
|           |           | that,     |   |           | even-step |
|           |           | like      |   |           | process.  |
|           |           | every     |   |           | Refer the |
|           |           | other     |   |           | par       |
|           |           | CERT      |   |           | ticipants |
|           |           | o         |   |           | to their  |
|           |           | peration, |   |           | Pa        |
|           |           | search    |   |           | rticipant |
|           |           | and       |   |           | H         |
|           |           | rescue    |   |           | andbooks, |
|           |           | requires  |   |           | and       |
|           |           | size-up   |   |           | review    |
|           |           | at the    |   |           | the steps |
|           |           | beginning |   |           | as        |
|           |           | of the    |   |           | n         |
|           |           | operation |   |           | ecessary. |
|           |           | and       |   |           | Tell the  |
|           |           | con       |   |           | group     |
|           |           | tinuously |   |           | that this |
|           |           | as long   |   |           | section   |
|           |           | as the    |   |           | will      |
|           |           | operation |   |           | focus on  |
|           |           | c         |   |           | the       |
|           |           | ontinues. |   |           | pr        |
|           |           |           |   |           | eliminary |
|           |           |           |   |           | tasks of  |
|           |           |           |   |           | gathering |
|           |           |           |   |           | facts and |
|           |           |           |   |           | assessing |
|           |           |           |   |           | damage to |
|           |           |           |   |           | the       |
|           |           |           |   |           | building. |
+-----------+-----------+-----------+---+-----------+-----------+
| *Visual   | **STEP 1: |           |   |           |           |
| 5.10*     | GATHER    |           |   |           |           |
|           | FACTS**   |           |   |           |           |
| *Pa       |           |           |   |           |           |
| rticipant | § Tell    |           |   |           |           |
| H         | the group |           |   |           |           |
| and-book, | that the  |           |   |           |           |
| page PH   | facts of  |           |   |           |           |
| V-10.*    | the       |           |   |           |           |
|           | situation |           |   |           |           |
| *Provide  | must      |           |   |           |           |
| and       | guide     |           |   |           |           |
| discuss   | their     |           |   |           |           |
| locally   | search    |           |   |           |           |
| relevant  | and       |           |   |           |           |
| examples  | rescue    |           |   |           |           |
| of        | efforts.  |           |   |           |           |
| planning  | Refer the |           |   |           |           |
| factors,  | par       |           |   |           |           |
| to        | ticipants |           |   |           |           |
| develop   | to their  |           |   |           |           |
| an        | Pa        |           |   |           |           |
| unde      | rticipant |           |   |           |           |
| rstanding | H         |           |   |           |           |
| of the    | andbooks. |           |   |           |           |
| effects   | When      |           |   |           |           |
| of each   | gathering |           |   |           |           |
| factor.*  | facts,    |           |   |           |           |
|           | they need |           |   |           |           |
|           | to        |           |   |           |           |
|           | consider: |           |   |           |           |
|           |           |           |   |           |           |
|           | •* The    |           |   |           |           |
|           | time of   |           |   |           |           |
|           | the event |           |   |           |           |
|           | and day   |           |   |           |           |
|           | of the    |           |   |           |           |
|           | week.*    |           |   |           |           |
|           |           |           |   |           |           |
|           | At night, |           |   |           |           |
|           | more      |           |   |           |           |
|           | people    |           |   |           |           |
|           | will be   |           |   |           |           |
|           | in their  |           |   |           |           |
|           | homes, so |           |   |           |           |
|           | the       |           |   |           |           |
|           | greatest  |           |   |           |           |
|           | need for  |           |   |           |           |
|           | search    |           |   |           |           |
|           | and       |           |   |           |           |
|           | rescue    |           |   |           |           |
|           | will be   |           |   |           |           |
|           | in        |           |   |           |           |
|           | re        |           |   |           |           |
|           | sidential |           |   |           |           |
|           | settings. |           |   |           |           |
|           | Co        |           |   |           |           |
|           | nversely, |           |   |           |           |
|           | during    |           |   |           |           |
|           | the day   |           |   |           |           |
|           | people    |           |   |           |           |
|           | will be   |           |   |           |           |
|           | at work,  |           |   |           |           |
|           | so the    |           |   |           |           |
|           | need will |           |   |           |           |
|           | be in     |           |   |           |           |
|           | c         |           |   |           |           |
|           | ommercial |           |   |           |           |
|           | b         |           |   |           |           |
|           | uildings. |           |   |           |           |
|           |           |           |   |           |           |
|           | Some      |           |   |           |           |
|           | emergency |           |   |           |           |
|           | services  |           |   |           |           |
|           | are not   |           |   |           |           |
|           | avail     |           |   |           |           |
|           | able---or |           |   |           |           |
|           | not       |           |   |           |           |
|           | available |           |   |           |           |
|           | in the    |           |   |           |           |
|           | same      |           |   |           |           |
|           | numbers   |           |   |           |           |
|           | ---during |           |   |           |           |
|           | the       |           |   |           |           |
|           | evenings  |           |   |           |           |
|           | or on     |           |   |           |           |
|           | weekends. |           |   |           |           |
|           | Search    |           |   |           |           |
|           | and       |           |   |           |           |
|           | rescue    |           |   |           |           |
|           | o         |           |   |           |           |
|           | perations |           |   |           |           |
|           | may also  |           |   |           |           |
|           | be        |           |   |           |           |
|           | affected  |           |   |           |           |
|           | by where  |           |   |           |           |
|           | people    |           |   |           |           |
|           | are       |           |   |           |           |
|           | located   |           |   |           |           |
|           | in their  |           |   |           |           |
|           | homes and |           |   |           |           |
|           | the       |           |   |           |           |
|           | amount of |           |   |           |           |
|           | daylight  |           |   |           |           |
|           | a         |           |   |           |           |
|           | vailable. |           |   |           |           |
|           |           |           |   |           |           |
|           | •* The    |           |   |           |           |
|           | type of   |           |   |           |           |
|           | oc        |           |   |           |           |
|           | cupancy.* |           |   |           |           |
|           | The       |           |   |           |           |
|           | purpose   |           |   |           |           |
|           | for which |           |   |           |           |
|           | the       |           |   |           |           |
|           | structure |           |   |           |           |
|           | was       |           |   |           |           |
|           | designed  |           |   |           |           |
|           | may       |           |   |           |           |
|           | indicate  |           |   |           |           |
|           | the       |           |   |           |           |
|           | likely    |           |   |           |           |
|           | number of |           |   |           |           |
|           | victims,  |           |   |           |           |
|           | and their |           |   |           |           |
|           | location. |           |   |           |           |
+-----------+-----------+-----------+---+-----------+-----------+
|           | **STEP 1: |           |   |           |           |
|           | GATHER    |           |   |           |           |
|           | FACTS**   |           |   |           |           |
|           | (C        |           |   |           |           |
|           | ontinued) |           |   |           |           |
+-----------+-----------+-----------+---+-----------+-----------+
| *Mention  | •*        |           |   |           |           |
| that the  | Con       |           |   |           |           |
| amount of | struction |           |   |           |           |
| damage    | type.*    |           |   |           |           |
| likely to | Some      |           |   |           |           |
| be found  | types of  |           |   |           |           |
| in        | con       |           |   |           |           |
| different | struction |           |   |           |           |
| types of  | are more  |           |   |           |           |
| con       | su        |           |   |           |           |
| struction | sceptible |           |   |           |           |
| will be   | to damage |           |   |           |           |
| covered   | than      |           |   |           |           |
| in a few  | others.   |           |   |           |           |
| minutes.* |           |           |   |           |           |
|           | •*        |           |   |           |           |
|           | Weather.* |           |   |           |           |
|           | Severe    |           |   |           |           |
|           | weather   |           |   |           |           |
|           | will have |           |   |           |           |
|           | an effect |           |   |           |           |
|           | on        |           |   |           |           |
|           | victims   |           |   |           |           |
|           | and       |           |   |           |           |
|           | rescuers  |           |   |           |           |
|           | alike and |           |   |           |           |
|           | will      |           |   |           |           |
|           | certainly |           |   |           |           |
|           | hamper    |           |   |           |           |
|           | rescue    |           |   |           |           |
|           | efforts.  |           |   |           |           |
|           | Forecasts |           |   |           |           |
|           | of severe |           |   |           |           |
|           | weather   |           |   |           |           |
|           | should be |           |   |           |           |
|           | c         |           |   |           |           |
|           | onsidered |           |   |           |           |
|           | as a      |           |   |           |           |
|           | limiting  |           |   |           |           |
|           | factor on |           |   |           |           |
|           | the time  |           |   |           |           |
|           | period    |           |   |           |           |
|           | during    |           |   |           |           |
|           | which     |           |   |           |           |
|           | search    |           |   |           |           |
|           | and       |           |   |           |           |
|           | rescue    |           |   |           |           |
|           | can       |           |   |           |           |
|           | occur.    |           |   |           |           |
|           |           |           |   |           |           |
|           | •*        |           |   |           |           |
|           | Hazards.* |           |   |           |           |
|           | Knowledge |           |   |           |           |
|           | of other  |           |   |           |           |
|           | potential |           |   |           |           |
|           | hazards   |           |   |           |           |
|           | in the    |           |   |           |           |
|           | general   |           |   |           |           |
|           | and       |           |   |           |           |
|           | immediate |           |   |           |           |
|           | areas is  |           |   |           |           |
|           | important |           |   |           |           |
|           | to search |           |   |           |           |
|           | and       |           |   |           |           |
|           | rescue    |           |   |           |           |
|           | efforts.  |           |   |           |           |
|           | Time lost |           |   |           |           |
|           | trying to |           |   |           |           |
|           | locate    |           |   |           |           |
|           | and shut  |           |   |           |           |
|           | off       |           |   |           |           |
|           | u         |           |   |           |           |
|           | tilities, |           |   |           |           |
|           | for       |           |   |           |           |
|           | example,  |           |   |           |           |
|           | can have  |           |   |           |           |
|           | a big     |           |   |           |           |
|           | impact in |           |   |           |           |
|           | terms of  |           |   |           |           |
|           | loss of   |           |   |           |           |
|           | life.     |           |   |           |           |
+-----------+-----------+-----------+---+-----------+-----------+
|           | § Stress  |           |   |           |           |
|           | the need  |           |   |           |           |
|           | for       |           |   |           |           |
|           | accurate  |           |   |           |           |
|           | fact-     |           |   |           |           |
|           | gathering |           |   |           |           |
|           | before    |           |   |           |           |
|           | a         |           |   |           |           |
|           | ttempting |           |   |           |           |
|           | to assess |           |   |           |           |
|           | damage.   |           |   |           |           |
+-----------+-----------+-----------+---+-----------+-----------+

**YOUR NOTES:**

+----------------+----------------+----------------+----------------+
|                | *Total         | **EXERCISE:    |                |
|                | Exercise:*     | GATHERING      |                |
|                |                | FACTS**        |                |
|                | *15 minutes*   |                |                |
|                |                | [Instructor    |                |
|                |                | Note           |                |
|                |                | ]{.underline}: |                |
|                |                | This exercise  |                |
|                |                | is an          |                |
|                |                | interactive    |                |
|                |                | activity to    |                |
|                |                | give the       |                |
|                |                | participants   |                |
|                |                | the            |                |
|                |                | opportunity to |                |
|                |                | consider some  |                |
|                |                | of the facts   |                |
|                |                | that CERT      |                |
|                |                | search and     |                |
|                |                | rescue teams   |                |
|                |                | will need to   |                |
|                |                | gather during  |                |
|                |                | size-up. Use   |                |
|                |                | the following  |                |
|                |                | steps to       |                |
|                |                | facilitate     |                |
|                |                | this exercise: |                |
+----------------+----------------+----------------+----------------+
|                |                |                |                |
+----------------+----------------+----------------+----------------+
| *Participant   | 1\. Refer the  | *Record        | 4\. Record the |
| Handbook, page | participants   | participants\' | group\'s       |
| PH V-42.*      | to Scenario    | responses on   | responses on a |
|                | V-2 at the end | flipchart.*    | flipchart.     |
| *This scenario | of Module V in |                |                |
| is an example; | the            | ** ?**         | 5\. Discuss    |
| you should     | Participant    | *Discussion    | the group\'s   |
| feel free to   | Handbook.      | question.*     | responses and  |
| change the     |                |                | provide        |
| scenario to    | 2\. Explain    |                | feedback on    |
| fit the        | that Scenario  |                | how their      |
| community\'s   | V-2 is a       |                | planning might |
| needs.*        | continuation   |                | be improved.   |
|                | of Scenario    |                |                |
|                | V-1.           |                |                |
|                |                |                |                |
|                | 3\. Ask the    |                |                |
|                | group to       |                |                |
|                | brainstorm the |                |                |
|                | following      |                |                |
|                | questions:     |                |                |
|                |                |                |                |
|                | • What does    |                |                |
|                | this scenario  |                |                |
|                | tell you about |                |                |
|                | the facts that |                |                |
|                | must be        |                |                |
|                | gathered?      |                |                |
|                |                |                |                |
|                | • What impact  |                |                |
|                | could these    |                |                |
|                | facts have on  |                |                |
|                | search and     |                |                |
|                | rescue         |                |                |
|                | operations?    |                |                |
+----------------+----------------+----------------+----------------+

**YOUR NOTES:**

+----------+----------+----------+----------+----------+----------+
|          | **STEP   |          |          |          |          |
|          | 2:       |          |          |          |          |
|          | ASSESS   |          |          |          |          |
|          | DAMAGE   |          |          |          |          |
|          | TO THE   |          |          |          |          |
|          | BU       |          |          |          |          |
|          | ILDING** |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Par     | § Point  |          |          |          |
|          | ticipant | out that |          |          |          |
|          | Ha       | there    |          |          |          |
|          | nd-book, | are no   |          |          |          |
|          | page PH  | hard and |          |          |          |
|          | *        | fast     |          |          |          |
|          |          | rules    |          |          |          |
|          | *V-11.*  | for      |          |          |          |
|          |          | a        |          |          |          |
|          |          | ssessing |          |          |          |
|          |          | damage.  |          |          |          |
|          |          | Em       |          |          |          |
|          |          | phasize, |          |          |          |
|          |          | however, |          |          |          |
|          |          | that the |          |          |          |
|          |          | CERT     |          |          |          |
|          |          | mission  |          |          |          |
|          |          | changes  |          |          |          |
|          |          | d        |          |          |          |
|          |          | epending |          |          |          |
|          |          | on the   |          |          |          |
|          |          | amount   |          |          |          |
|          |          | of       |          |          |          |
|          |          | st       |          |          |          |
|          |          | ructural |          |          |          |
|          |          | damage   |          |          |          |
|          |          | (refer   |          |          |          |
|          |          | the      |          |          |          |
|          |          | part     |          |          |          |
|          |          | icipants |          |          |          |
|          |          | to their |          |          |          |
|          |          | Par      |          |          |          |
|          |          | ticipant |          |          |          |
|          |          | Han      |          |          |          |
|          |          | dbooks): |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Visual  | •* If    |          |          |          |          |
| 5.11*    | damage   |          |          |          |          |
|          | is       |          |          |          |          |
|          | light*   |          |          |          |          |
|          | (sup     |          |          |          |          |
|          | erficial |          |          |          |          |
|          | or       |          |          |          |          |
|          | cosmetic |          |          |          |          |
|          | damage)  |          |          |          |          |
|          | . . .    |          |          |          |          |
|          |          |          |          |          |          |
|          | . . .    |          |          |          |          |
|          | Then the |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | mission  |          |          |          |          |
|          | is to    |          |          |          |          |
|          | locate,  |          |          |          |          |
|          | triage,  |          |          |          |          |
|          | and      |          |          |          |          |
|          | pr       |          |          |          |          |
|          | ioritize |          |          |          |          |
|          | removal  |          |          |          |          |
|          | of       |          |          |          |          |
|          | victims. |          |          |          |          |
|          |          |          |          |          |          |
|          | •* If    |          |          |          |          |
|          | damage   |          |          |          |          |
|          | is       |          |          |          |          |
|          | m        |          |          |          |          |
|          | oderate* |          |          |          |          |
|          | (ques    |          |          |          |          |
|          | tionable |          |          |          |          |
|          | st       |          |          |          |          |
|          | ructural |          |          |          |          |
|          | st       |          |          |          |          |
|          | ability, |          |          |          |          |
|          | fr       |          |          |          |          |
|          | actures, |          |          |          |          |
|          | tilting, |          |          |          |          |
|          | fo       |          |          |          |          |
|          | undation |          |          |          |          |
|          | movement |          |          |          |          |
|          | or       |          |          |          |          |
|          | displ    |          |          |          |          |
|          | acement) |          |          |          |          |
|          | . . .    |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Slides  | . . .    |          |          |          |          |
| showing  | Then the |          |          |          |          |
| light,   | CERT     |          |          |          |          |
| m        | mission  |          |          |          |          |
| oderate, | is to    |          |          |          |          |
| and      | locate,  |          |          |          |          |
| heavy    | st       |          |          |          |          |
| damage   | abilize, |          |          |          |          |
| from     | and      |          |          |          |          |
| Session  | imm      |          |          |          |          |
| I may    | ediately |          |          |          |          |
| also be  | evacuate |          |          |          |          |
| used     | victims  |          |          |          |          |
| here for | to a     |          |          |          |          |
| illu     | safe     |          |          |          |          |
| stration | area     |          |          |          |          |
| pu       | while    |          |          |          |          |
| rposes.* | [mi      |          |          |          |          |
|          | nimizing |          |          |          |          |
|          | the      |          |          |          |          |
|          | number   |          |          |          |          |
|          | of       |          |          |          |          |
|          | rescuers |          |          |          |          |
|          | inside   |          |          |          |          |
|          | the      |          |          |          |          |
|          | structu  |          |          |          |          |
|          | re]{.und |          |          |          |          |
|          | erline}. |          |          |          |          |
|          |          |          |          |          |          |
|          | •* If    |          |          |          |          |
|          | damage   |          |          |          |          |
|          | is       |          |          |          |          |
|          | heavy*   |          |          |          |          |
|          | (obvious |          |          |          |          |
|          | st       |          |          |          |          |
|          | ructural |          |          |          |          |
|          | ins      |          |          |          |          |
|          | tability |          |          |          |          |
|          | with     |          |          |          |          |
|          | partial  |          |          |          |          |
|          | or total |          |          |          |          |
|          | wall     |          |          |          |          |
|          | collapse |          |          |          |          |
|          | or       |          |          |          |          |
|          | ceiling  |          |          |          |          |
|          | failure) |          |          |          |          |
|          | . . .    |          |          |          |          |
|          |          |          |          |          |          |
|          | . . .    |          |          |          |          |
|          | Then the |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | mission  |          |          |          |          |
|          | is to    |          |          |          |          |
|          | secure   |          |          |          |          |
|          | the      |          |          |          |          |
|          | building |          |          |          |          |
|          | p        |          |          |          |          |
|          | erimeter |          |          |          |          |
|          | and      |          |          |          |          |
|          | control  |          |          |          |          |
|          | access   |          |          |          |          |
|          | into the |          |          |          |          |
|          | s        |          |          |          |          |
|          | tructure |          |          |          |          |
|          | by       |          |          |          |          |
|          | u        |          |          |          |          |
|          | ntrained |          |          |          |          |
|          | pe       |          |          |          |          |
|          | rsonnel. |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Mention | § Warn   |          |          |          |          |
| that in  | the      |          |          |          |          |
| the next | part     |          |          |          |          |
| session  | icipants |          |          |          |          |
| the      | that     |          |          |          |          |
| part     | they     |          |          |          |          |
| icipants | must not |          |          |          |          |
| will     | enter a  |          |          |          |          |
| learn    | building |          |          |          |          |
| more     | with     |          |          |          |          |
| about    | heavy    |          |          |          |          |
| for      | damage   |          |          |          |          |
| mulating | *under   |          |          |          |          |
| rescue   | any      |          |          |          |          |
| st       | circums  |          |          |          |          |
| rategies | tances.* |          |          |          |          |
| based on |          |          |          |          |          |
| damage   | § Warn   |          |          |          |          |
| asse     | that the |          |          |          |          |
| ssment.* | part     |          |          |          |          |
|          | icipants |          |          |          |          |
|          | must     |          |          |          |          |
|          | look at  |          |          |          |          |
|          | a        |          |          |          |          |
|          | building |          |          |          |          |
|          | from all |          |          |          |          |
|          | sides by |          |          |          |          |
|          | doing a  |          |          |          |          |
|          | \"lap    |          |          |          |          |
|          | a        |          |          |          |          |
|          | round.\" |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | **STEP   |          |          |          |          |
|          | 2:       |          |          |          |          |
|          | ASSESS   |          |          |          |          |
|          | DAMAGE   |          |          |          |          |
|          | TO THE   |          |          |          |          |
|          | BU       |          |          |          |          |
|          | ILDING** |          |          |          |          |
|          | (Co      |          |          |          |          |
|          | ntinued) |          |          |          |          |
|          |          |          |          |          |          |
|          | [In      |          |          |          |          |
|          | structor |          |          |          |          |
|          | No       |          |          |          |          |
|          | te]{.und |          |          |          |          |
|          | erline}: |          |          |          |          |
|          | The      |          |          |          |          |
|          | f        |          |          |          |          |
|          | ollowing |          |          |          |          |
|          | inf      |          |          |          |          |
|          | ormation |          |          |          |          |
|          | on       |          |          |          |          |
|          | probable |          |          |          |          |
|          | damage   |          |          |          |          |
|          | relates  |          |          |          |          |
|          | to       |          |          |          |          |
|          | eart     |          |          |          |          |
|          | hquakes. |          |          |          |          |
|          | If other |          |          |          |          |
|          | types of |          |          |          |          |
|          | d        |          |          |          |          |
|          | isasters |          |          |          |          |
|          | (e.g.,   |          |          |          |          |
|          | to       |          |          |          |          |
|          | rnadoes, |          |          |          |          |
|          | hur      |          |          |          |          |
|          | ricanes, |          |          |          |          |
|          | or       |          |          |          |          |
|          | floods   |          |          |          |          |
|          | are      |          |          |          |          |
|          | likely   |          |          |          |          |
|          | in your  |          |          |          |          |
|          | area,    |          |          |          |          |
|          | add      |          |          |          |          |
|          | inf      |          |          |          |          |
|          | ormation |          |          |          |          |
|          | about    |          |          |          |          |
|          | the      |          |          |          |          |
|          | probable |          |          |          |          |
|          | impact   |          |          |          |          |
|          | on       |          |          |          |          |
|          | various  |          |          |          |          |
|          | types of |          |          |          |          |
|          | const    |          |          |          |          |
|          | ruction. |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Par     | § Tell   |          |          |          |
|          | ticipant | the      |          |          |          |
|          | Ha       | group    |          |          |          |
|          | nd-book, | that     |          |          |          |
|          | page PH  | af       |          |          |          |
|          | *        | ter---or |          |          |          |
|          |          | in       |          |          |          |
|          | *V-12.*  | con      |          |          |          |
|          |          | junction |          |          |          |
|          |          | with---  |          |          |          |
|          |          | the      |          |          |          |
|          |          | damage   |          |          |          |
|          |          | ass      |          |          |          |
|          |          | essment, |          |          |          |
|          |          | CERT     |          |          |          |
|          |          | p        |          |          |          |
|          |          | ersonnel |          |          |          |
|          |          | must     |          |          |          |
|          |          | consider |          |          |          |
|          |          | probable |          |          |          |
|          |          | amounts  |          |          |          |
|          |          | of       |          |          |          |
|          |          | damage   |          |          |          |
|          |          | based on |          |          |          |
|          |          | the type |          |          |          |
|          |          | and age  |          |          |          |
|          |          | of       |          |          |          |
|          |          | const    |          |          |          |
|          |          | ruction. |          |          |          |
|          |          | Explain  |          |          |          |
|          |          | that     |          |          |          |
|          |          | exp      |          |          |          |
|          |          | erienced |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | p        |          |          |          |
|          |          | ersonnel |          |          |          |
|          |          | can      |          |          |          |
|          |          | d        |          |          |          |
|          |          | etermine |          |          |          |
|          |          | probable |          |          |          |
|          |          | damage   |          |          |          |
|          |          | to a     |          |          |          |
|          |          | s        |          |          |          |
|          |          | tructure |          |          |          |
|          |          | based on |          |          |          |
|          |          | the      |          |          |          |
|          |          | event    |          |          |          |
|          |          | and the  |          |          |          |
|          |          | types of |          |          |          |
|          |          | st       |          |          |          |
|          |          | ructures |          |          |          |
|          |          | i        |          |          |          |
|          |          | nvolved. |          |          |          |
|          |          | Refer    |          |          |          |
|          |          | the      |          |          |          |
|          |          | part     |          |          |          |
|          |          | icipants |          |          |          |
|          |          | to their |          |          |          |
|          |          | Par      |          |          |          |
|          |          | ticipant |          |          |          |
|          |          | Ha       |          |          |          |
|          |          | ndbooks. |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Th      | [        |          | **STEP   | *Point   | **       |
| roughout | Probable |          | 2:       | out any  | WARNING: |
| this     | Damage   |          | ASSESS   | st       | Warn the |
| section, | from     |          | DAMAGE   | ructures | part     |
| mention  | Earthqua |          | TO THE   | in the   | icipants |
| neigh    | kes]{.un |          | BU       | c        | that     |
| borhoods | derline} |          | ILDING** | ommunity | these    |
| co       |          |          | (Co      | that     | st       |
| ntaining | •* For   |          | ntinued) | have     | ructures |
| these    | singl    |          |          | these    | are      |
| types of | e-family |          | •* For   | c        | e        |
| st       | d        |          | pre-1933 | haracter | xtremely |
| ructures | wellings |          | unre     | istics.* | u        |
| or       | that     |          | inforced |          | nstable. |
| specific | ar       |          | brick    |          | CERT     |
| st       | e/were:* |          | that is  |          | search   |
| ructures |          |          | con      |          | and      |
| if they  | \- [Wood |          | structed |          | rescue   |
| are      | fra      |          | from     |          | teams    |
| p        | me]{.und |          | lime or  |          | must     |
| rominent | erline}: |          | sand     |          | treat    |
| in the   | Expect   |          | mortar,  |          | these    |
| com      | light    |          | has      |          | st       |
| munity.* | damage,  |          | bricks   |          | ructures |
|          | usually  |          | turned   |          | as       |
|          | to       |          | on edge  |          | r        |
|          | masonry  |          | every    |          | eceiving |
|          | and      |          | 5-7      |          | heavy    |
|          | ut       |          | rows,    |          | damag    |
|          | ilities. |          | and/or   |          | e---even |
|          |          |          | has      |          | if       |
|          | \-       |          | rei      |          | damage   |
|          | [Built   |          | nforcing |          | appears  |
|          | before   |          | plates:* |          | to be    |
|          | 19       |          | Expect   |          | less     |
|          | 33]{.und |          | heavy    |          | s        |
|          | erline}: |          | damage.  |          | evere.** |
|          | Expect   |          | Look for |          |          |
|          | moderate |          | heavy    |          | •* For   |
|          | damage:  |          | damage   |          | tilt-up  |
|          | some     |          | to       |          | str      |
|          | fo       |          | arched   |          | uctures, |
|          | undation |          | and/or   |          | such as  |
|          | m        |          | recessed |          | large    |
|          | ovement, |          | windows  |          | wa       |
|          | utility  |          | and      |          | rehouses |
|          | damage,  |          | doors.   |          | and      |
|          | and      |          | The      |          | plants   |
|          | possibly |          | walls    |          | built on |
|          | porch    |          | are      |          | concrete |
|          | c        |          | subject  |          | slabs    |
|          | ollapse. |          | to       |          | with     |
|          |          |          | collapse |          | walls    |
|          | \-       |          | first,   |          | inset    |
|          | [Built   |          | then the |          | 6-8      |
|          | on a     |          | roof.    |          | inches:* |
|          | hillsi   |          |          |          | Expect   |
|          | de]{.und |          |          |          | heavy    |
|          | erline}: |          |          |          | damage.  |
|          | Expect   |          |          |          | The      |
|          | ground   |          |          |          | lig      |
|          | failure, |          |          |          | htweight |
|          | and      |          |          |          | roof     |
|          | consider |          |          |          | cons     |
|          | the      |          |          |          | truction |
|          | damage   |          |          |          | in these |
|          | severe.  |          |          |          | st       |
|          | These    |          |          |          | ructures |
|          | st       |          |          |          | makes    |
|          | ructures |          |          |          | them     |
|          | may have |          |          |          | subject  |
|          | unique   |          |          |          | to       |
|          | hazards. |          |          |          | c        |
|          |          |          |          |          | ollapse. |
|          | •* For   |          |          |          |          |
|          | multipl  |          |          |          | •* For   |
|          | e-family |          |          |          | h        |
|          | dwe      |          |          |          | igh-rise |
|          | llings:* |          |          |          | constr   |
|          | Expect   |          |          |          | uction:* |
|          | moderate |          |          |          | Expect   |
|          | damage:  |          |          |          | damage   |
|          | soft     |          |          |          | to be    |
|          | first    |          |          |          | light.   |
|          | floor    |          |          |          | Because  |
|          | and some |          |          |          | these    |
|          | utility  |          |          |          | st       |
|          | damage.  |          |          |          | ructures |
|          |          |          |          |          | are      |
|          |          |          |          |          | rei      |
|          |          |          |          |          | nforced, |
|          |          |          |          |          | main     |
|          |          |          |          |          | damage   |
|          |          |          |          |          | will be  |
|          |          |          |          |          | due to   |
|          |          |          |          |          | broken   |
|          |          |          |          |          | glass,   |
|          |          |          |          |          | content  |
|          |          |          |          |          | m        |
|          |          |          |          |          | ovement, |
|          |          |          |          |          | and      |
|          |          |          |          |          | b        |
|          |          |          |          |          | reakaway |
|          |          |          |          |          | of       |
|          |          |          |          |          | exterior |
|          |          |          |          |          | trim     |
|          |          |          |          |          | and/or   |
|          |          |          |          |          | facia.   |
+----------+----------+----------+----------+----------+----------+

**YOUR NOTES:**

+----------------------+----------------------+----------------------+
| *Participant         | **REMAINING SIZE-UP  |                      |
| Handbook, page PH    | STEPS**              |                      |
| V-13.*               |                      |                      |
|                      | § Next, briefly      |                      |
| *Develop a scenario  | review with the      |                      |
| based on a structure | participants the     |                      |
| in your local area   | remaining steps      |                      |
| and have the         | involved in search   |                      |
| participants as a    | and rescue size-up:  |                      |
| group discuss the    |                      |                      |
| steps that should be | • [Step 3: Identify  |                      |
| taken before and     | Res                  |                      |
| during a rescue      | ources]{.underline}: |                      |
| attempt.*            | Identify personnel,  |                      |
|                      | equipment, and tools |                      |
|                      | available to assist  |                      |
|                      | in rescue efforts.   |                      |
|                      |                      |                      |
|                      | • [Step 4: Establish |                      |
|                      | Rescue               |                      |
|                      | Prio                 |                      |
|                      | rities]{.underline}: |                      |
|                      | Evaluate the         |                      |
|                      | situation at hand to |                      |
|                      | determine what       |                      |
|                      | should be done, and  |                      |
|                      | in what order.       |                      |
|                      |                      |                      |
|                      | • [Step 5: Develop   |                      |
|                      | Rescue               |                      |
|                      | Plan]{.underline}:   |                      |
|                      | Decide specifically  |                      |
|                      | how the team will    |                      |
|                      | complete the tasks   |                      |
|                      | to which they have   |                      |
|                      | assigned the highest |                      |
|                      | priority.            |                      |
|                      |                      |                      |
|                      | • [Step 6: Conduct   |                      |
|                      | The                  |                      |
|                      | Rescue]{.underline}: |                      |
|                      | Put the plan into    |                      |
|                      | action.              |                      |
|                      |                      |                      |
|                      | • [Step 7: Evaluate  |                      |
|                      | Pr                   |                      |
|                      | ogress]{.underline}: |                      |
|                      | Continually monitor  |                      |
|                      | the situation to     |                      |
|                      | ensure rescuer       |                      |
|                      | safety and           |                      |
|                      | effectiveness of the |                      |
|                      | plan.                |                      |
|                      |                      |                      |
|                      | [Instructor          |                      |
|                      | Note]{.underline}:   |                      |
|                      | Stress to the group  |                      |
|                      | that this last step  |                      |
|                      | is the most          |                      |
|                      | important from a     |                      |
|                      | safety stand-point.  |                      |
+----------------------+----------------------+----------------------+
| *Visual 5.12*        | **SAFETY             |                      |
|                      | CONSIDERATIONS**     |                      |
|                      |                      |                      |
|                      | § Tell the group     |                      |
|                      | that regardless of   |                      |
|                      | the severity of      |                      |
|                      | structural damage,   |                      |
|                      | rescuer safety must  |                      |
|                      | be the primary       |                      |
|                      | concern.             |                      |
|                      |                      |                      |
|                      | § The two most       |                      |
|                      | frequent causes of   |                      |
|                      | rescuer deaths are:  |                      |
|                      |                      |                      |
|                      | • Disorientation.    |                      |
|                      |                      |                      |
|                      | • Secondary          |                      |
|                      | collapse.            |                      |
+----------------------+----------------------+----------------------+
|                      | *Participant         | § Refer the          |
|                      | Hand-book, page PH * | participants to      |
|                      |                      | their Participant    |
|                      | *V-14.*              | Handbooks. Caution   |
|                      |                      | the participants     |
|                      |                      | that they must       |
|                      |                      | follow these         |
|                      |                      | guidelines during    |
|                      |                      | all search and       |
|                      |                      | rescue operations:   |
|                      |                      |                      |
|                      |                      | • Use a buddy        |
|                      |                      | system. Always work  |
|                      |                      | in pairs, with a     |
|                      |                      | third person acting  |
|                      |                      | as a runner.         |
|                      |                      |                      |
|                      |                      | • Be alert for       |
|                      |                      | hazards (for         |
|                      |                      | example, power       |
|                      |                      | lines, leaking       |
|                      |                      | natural gas,         |
|                      |                      | hazardous materials, |
|                      |                      | sharp objects).      |
|                      |                      |                      |
|                      |                      | Caution the group    |
|                      |                      | that if they are     |
|                      |                      | considering a search |
|                      |                      | in an area where     |
|                      |                      | water is present,    |
|                      |                      | they must determine  |
|                      |                      | whether the water    |
|                      |                      | level is constant,   |
|                      |                      | increasing, or       |
|                      |                      | decreasing. *Never*  |
|                      |                      | enter an area in     |
|                      |                      | which the water      |
|                      |                      | level is rising.     |
|                      |                      | Check the depth with |
|                      |                      | a probe before       |
|                      |                      | stepping into the    |
|                      |                      | water. Probe before  |
|                      |                      | each step to check   |
|                      |                      | depth and identify   |
|                      |                      | underwater objects   |
|                      |                      | that may trip or     |
|                      |                      | entrap you. Do *not* |
|                      |                      | enter a water        |
|                      |                      | environment unless   |
|                      |                      | you are certain that |
|                      |                      | it is safe.          |
+----------------------+----------------------+----------------------+
|                      | **SAFETY             |                      |
|                      | CONSIDERATIONS**     |                      |
|                      | (Continued)          |                      |
|                      |                      |                      |
|                      | • Use safety         |                      |
|                      | equipment. Wearing   |                      |
|                      | gloves will protect  |                      |
|                      | a rescuer\'s most    |                      |
|                      | valuable tool---his  |                      |
|                      | or her hands. Tell   |                      |
|                      | the group that the   |                      |
|                      | primary cause of     |                      |
|                      | rescuer problems     |                      |
|                      | after working in a   |                      |
|                      | structural collapse  |                      |
|                      | is breathing dust,   |                      |
|                      | so a dust mask is    |                      |
|                      | essential. However,  |                      |
|                      | warn the group that  |                      |
|                      | a dust mask will     |                      |
|                      | *not* filter out     |                      |
|                      | harmful materials.   |                      |
|                      |                      |                      |
|                      | • Have back-up teams |                      |
|                      | available. This      |                      |
|                      | allows rotating of   |                      |
|                      | teams, prevents      |                      |
|                      | fatigue, and ensures |                      |
|                      | help if a team gets  |                      |
|                      | into trouble. Have   |                      |
|                      | teams drink fluids   |                      |
|                      | and eat to keep      |                      |
|                      | themselves fresh.    |                      |
|                      |                      |                      |
|                      | § Remind the group   |                      |
|                      | that successful      |                      |
|                      | search and rescue    |                      |
|                      | depends on teamwork. |                      |
+----------------------+----------------------+----------------------+
| *Total Exercise:*    | **EXERCISE: SEARCH   |                      |
|                      | AND RESCUE SIZE-UP** |                      |
| * 15 minutes*        |                      |                      |
|                      | [Instructor          |                      |
| *You are encouraged  | Note]{.underline}:   |                      |
| to have slides of    | This exercise is an  |                      |
| local buildings to   | interactive activity |                      |
| heighten the reality | to give the          |                      |
| of the scenario.*    | participants an      |                      |
|                      | opportunity to       |                      |
|                      | practice some of the |                      |
|                      | thinking processes   |                      |
|                      | involved in planning |                      |
|                      | and search and       |                      |
|                      | rescue size-up. The  |                      |
|                      | brainstorming        |                      |
|                      | required will help   |                      |
|                      | the participants to  |                      |
|                      | begin to assess      |                      |
|                      | their neighborhoods  |                      |
|                      | in terms of building |                      |
|                      | structures,          |                      |
|                      | hazardous materials, |                      |
|                      | safety precautions   |                      |
|                      | that need to be      |                      |
|                      | taken, etc. The      |                      |
|                      | exercise will be     |                      |
|                      | based on several     |                      |
|                      | different types of   |                      |
|                      | [local]{.underline}  |                      |
|                      | occupancies (one for |                      |
|                      | each small group)    |                      |
|                      | for the most         |                      |
|                      | probable type of     |                      |
|                      | disaster the         |                      |
|                      | community will face. |                      |
|                      | Use the following    |                      |
|                      | steps to facilitate  |                      |
|                      | this exercise:       |                      |
+----------------------+----------------------+----------------------+
|                      |                      |                      |
+----------------------+----------------------+----------------------+
|                      |                      |                      |
+----------------------+----------------------+----------------------+
|                      | *Divide participants | 1\. Divide the       |
|                      | into small groups.*  | participants into    |
|                      |                      | groups of four or    |
|                      |                      | five.                |
+----------------------+----------------------+----------------------+
|                      | **EXERCISE: SEARCH   |                      |
|                      | AND RESCUE SIZE-UP** |                      |
|                      | (Continued)          |                      |
+----------------------+----------------------+----------------------+
|                      | *Provide a local     | 2\. Provide each     |
|                      | scenario. Show       | group with a         |
|                      | slides, if           | scenario describing  |
|                      | possible.*           | a local occupancy in |
|                      |                      | a disaster event     |
|                      |                      | that is realistic    |
|                      |                      | for the community.   |
+----------------------+----------------------+----------------------+
|                      | *Participants record | 3\. Ask the groups   |
|                      | responses on         | to designate a       |
|                      | flipchart. *         | recorder and, given  |
|                      |                      | the disaster and the |
|                      |                      | specific building,   |
|                      |                      | answer the following |
|                      |                      | questions:           |
|                      |                      |                      |
|                      |                      | • What are the       |
|                      |                      | pertinent facts that |
|                      |                      | must be gathered?    |
|                      |                      |                      |
|                      |                      | • What kind of       |
|                      |                      | prediction can you   |
|                      |                      | make regarding       |
|                      |                      | damage, based on the |
|                      |                      | disaster and the     |
|                      |                      | building             |
|                      |                      | construction?        |
|                      |                      |                      |
|                      |                      | • What probable      |
|                      |                      | search and rescue    |
|                      |                      | problems can you     |
|                      |                      | identify?            |
|                      |                      |                      |
|                      |                      | • What specific      |
|                      |                      | safety               |
|                      |                      | considerations can   |
|                      |                      | you identify?        |
|                      |                      |                      |
|                      |                      | 4\. Ask each group   |
|                      |                      | to select a          |
|                      |                      | spokesperson to      |
|                      |                      | present the group\'s |
|                      |                      | response.            |
|                      |                      |                      |
|                      |                      | 5\. Discuss each     |
|                      |                      | group\'s responses   |
|                      |                      | and provide feedback |
|                      |                      | about how their      |
|                      |                      | search and rescue    |
|                      |                      | size-up might be     |
|                      |                      | improved.            |
+----------------------+----------------------+----------------------+

**YOUR NOTES:**

+----------------+----------------+----------------+----------------+
|                | **EVACUATION** |                |                |
+----------------+----------------+----------------+----------------+
| *Visual 5.13*  | § Tell the     | *Participant   | § Provide the  |
|                | participants   | Handbook, page | following      |
|                | that as a      | PH V-15.*      | steps as       |
|                | result of      |                | guidelines in  |
|                | size-up it may | *Visual 5.14*  | the event that |
|                | be determined  |                | an evacuation  |
|                | that           |                | becomes        |
|                | evacuation is  |                | necessary.     |
|                | necessary.     |                | Refer the      |
|                | Evacuation is  |                | participants   |
|                | the organized  |                | to their       |
|                | withdrawal     |                | Participant    |
|                | from an area   |                | Handbooks.     |
|                | for purposes   |                |                |
|                | of protecting  |                | • [Step 1:     |
|                | the safety of  |                | Determine the  |
|                | the area\'s    |                | need           |
|                | inhabitants.   |                | ]{.underline}. |
|                |                |                | Determine      |
|                | § Explain that |                | whether there  |
|                | evacuation may |                | is a need for  |
|                | be conducted   |                | total or       |
|                | as part of the |                | partial        |
|                | search and     |                | evacuation.    |
|                | rescue         |                |                |
|                | operation.     |                | • [Step 2:     |
|                |                |                | Identify a     |
|                |                |                | relocation     |
|                |                |                | area           |
|                |                |                | ]{.underline}. |
|                |                |                | Select an area |
|                |                |                | that is free   |
|                |                |                | of hazards and |
|                |                |                | easily         |
|                |                |                | accessible. If |
|                |                |                | possible,      |
|                |                |                | relocate to a  |
|                |                |                | pre-designated |
|                |                |                | shelter.       |
|                |                |                |                |
|                |                |                | • [Step 3:     |
|                |                |                | Communicate    |
|                |                |                | ]{.underline}. |
|                |                |                | Communicate to |
|                |                |                | everyone       |
|                |                |                | involved the   |
|                |                |                | need to        |
|                |                |                | evacuate and   |
|                |                |                | the locations  |
|                |                |                | of the         |
|                |                |                | shelters.      |
|                |                |                |                |
|                |                |                | • [Step 4:     |
|                |                |                | Predesignate   |
|                |                |                | routes         |
|                |                |                | ]{.underline}. |
|                |                |                | Designate      |
|                |                |                | routes from    |
|                |                |                | the area to be |
|                |                |                | evacuated to   |
|                |                |                | the area of    |
|                |                |                | relocation.    |
|                |                |                | Consider       |
|                |                |                | alternatives.  |
|                |                |                |                |
|                |                |                | • [Step 5:     |
|                |                |                | Report the     |
|                |                |                | evacuation     |
|                |                |                | ]{.underline}. |
|                |                |                | Be sure to     |
|                |                |                | inform         |
|                |                |                | emergency      |
|                |                |                | management     |
|                |                |                | personnel that |
|                |                |                | the evacuation |
|                |                |                | is taking      |
|                |                |                | place.         |
|                |                |                |                |
|                |                |                | Remind the     |
|                |                |                | group that     |
|                |                |                | following      |
|                |                |                | these          |
|                |                |                | guidelines     |
|                |                |                | will make the  |
|                |                |                | evacuation     |
|                |                |                | more orderly   |
|                |                |                | and prevent    |
|                |                |                | duplication of |
|                |                |                | effort and     |
|                |                |                | additional     |
|                |                |                | risk.          |
+----------------+----------------+----------------+----------------+
|                | **SUMMARY AND  |                |                |
|                | TRANSITION**   |                |                |
+----------------+----------------+----------------+----------------+
| ** ?**         | § Ask the      |                |                |
| *Discussion    | group if       |                |                |
| question.*     | anyone has any |                |                |
|                | questions      |                |                |
|                | about anything |                |                |
|                | covered to     |                |                |
|                | this point in  |                |                |
|                | the session.   |                |                |
|                |                |                |                |
|                | § Explain that |                |                |
|                | the next       |                |                |
|                | section will   |                |                |
|                | deal with how  |                |                |
|                | to conduct     |                |                |
|                | search         |                |                |
|                | operations.    |                |                |
+----------------+----------------+----------------+----------------+

**YOUR NOTES:**

<table>
<tbody>
<tr class="odd">
<td></td>
<td><p><em>Total Topic:</em></p>
<p><em>20 minutes</em></p></td>
<td><p><strong>CONDUCTING SEARCH OPERATIONS</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><p><em>Visual 5.15</em></p>
<p><em>Participant Handbook, page PH V-16.</em></p></td>
<td><p>§ Introduce this section by telling the participants that once
the decision is made to initiate search operations, CERT members must
inspect the area assigned by the CERT Area Team Leader for victims.
Explain that the search operation involves two processes:</p>
<p>• Locating potential victims.</p>
<p>• Employing search techniques appropriate to the operation.</p>
<p>§ Explain that by using these processes, search operations will be
more efficient, thorough, and safe. They will also facilitate later
rescue operations. Explain also that, although the processes are
related, this section will address them one at a time.</p></td>
<td></td>
<td><p><strong>LOCATING POTENTIAL VICTIMS</strong></p>
<p>§ Tell the participants that the first step in locating potential
victims is to conduct a "mini-size-up" to gather more precise
information about damage and to develop priorities and plans.</p></td>
<td><p><em>Provide examples of how to use the information gathered to
find out more information about areas of entrapment.</em></p></td>
<td><p>§ Explain by saying that the data gathered will provide more
information about areas of entrapment—or <em>voids.</em></p></td>
<td></td>
<td><p><strong>LOCATING POTENTIAL VICTIMS</strong> (Continued)</p></td>
<td><p><em>Participant Hand-book, page PH V-17.</em></p>
<p><em>If you wish, use a visual demonstration to illustrate the various
effects of a building collapse. Lincoln Logs or building blocks are
suggested.</em></p></td>
<td><p>§ Point out that there are several types of voids (refer the
participants to their Participant Handbooks for illustrations of each
type of void):</p>
<p>•<em> Pancake voids</em> are most common in pre-1933 buildings. They
are created by weakening or destruction of load-bearing walls, allowing
floors to collapse onto each other. Pancake voids are the most difficult
and time-consuming to search.</p>
<p>•<em> Lean-to voids</em> are created when a collapsed wall or floor
is resting against an outside wall. A victim trapped in a lean-to void
has the greatest chance of being alive.</p>
<p>•<em> "V" voids</em> are created by a "V" collapse of a floor or wall
(the middle collapses and the ends lean against the outside wall).</p>
<p>•<em> Individual voids</em> are spaces into which the victim may have
crawled for protection, such as under a desk or in a bathtub.</p></td>
<td></td>
<td><p>§ Tell the group that after identifying the possible areas of
entrapment, CERT members must:</p>
<p>• Determine the potential number of victims.</p>
<p>• Identify the most probable areas of entrapment.</p>
<p>§ Point out that some of this information may be known through
planning, but CERT members may need to get some information by talking
to bystanders or those who are familiar with the structure.</p></td>
<td></td>
<td><p><strong>LOCATING POTENTIAL VICTIMS</strong> (Continued)</p>
<p>§ Questions that CERT members should ask when talking with these
individuals include:</p>
<p>• How many people live (or work) in the building?</p>
<p>• Where would they be at this time?</p>
<p>• What is the building layout?</p>
<p>• What have you seen or heard?</p>
<p>• Has anyone come out?</p>
<p>• What are the normal exit routes from the building?</p>
<p>§ Caution the group that bystanders may be confused by the event.
They may tend to exaggerate potential numbers or may not even remember
the event accurately. Tell the group to gather as much information as
they can, though, because it will be useful for planning search
priorities and implementing the search.</p></td>
<td></td>
<td><p><strong>SEARCH METHODOLOGY</strong></p></td>
</tr>
<tr class="odd">
<td><p><em>Visual 5.16</em></p></td>
<td><p>§ Introduce this section by telling the group that an effective
search methodology:</p>
<p>• Is systematic and thorough.</p>
<p>• Avoids unnecessary duplication of effort.</p>
<p>• Documents search results.</p></td>
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<tr class="even">
<td></td>
<td><p><strong>SEARCH METHODOLOGY</strong> (Continued)</p></td>
<td></td>
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<tr class="odd">
<td><p><em>Visual 5.17</em></p>
<p><em>Participant Hand-book, page PH V-19.</em></p></td>
<td><p>§ Tell the group that experienced search and rescue personnel
have found these search methods to be effective:</p>
<p>•<em> Begin the search by calling out to victims.</em> Shout
something like, "If anyone can hear my voice, come here." If any victims
respond, give them further directions such as "Stay here" or "Wait
outside" (depending on the condition of the building). Ask victims who
respond for any information they may have about the building or others
who may be trapped.</p>
<p>•<em> Use a systematic search pattern.</em> Ensure that all areas of
the building are covered. Exam-ples of systematic search patterns to use
include:</p>
<p>- Bottom-up/top-down.</p>
<p>- Right wall/left wall.</p></td>
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<tr class="even">
<td><p><em>Visual 5.18</em></p></td>
<td><p>•<em> Stop frequently to listen.</em> Listen for tapping,
movement, or voices.</p>
<p>•<em> Triangulate.</em> Triangulation enables rescuers to view a
single location from several perspec-tives. Three rescuers, guided by
victim sounds, form a triangle around the area and direct flashlights
into the area. The light shining from different directions will
eliminate shadows that could otherwise hide victims.</p></td>
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<tr class="odd">
<td></td>
<td><p><strong>SEARCH METHODOLOGY</strong> (Continued)</p>
<p>•<em> Mark searched areas.</em> Make a single diagonal slash on or
next to the door just before entering a structure. Make an opposite
slash (creating an "X") when all occupants have been removed and search
and rescue efforts have been completed. The "X" signals other potential
searchers that the area has already been searched. This method:</p>
<p>- Prevents duplication of effort.</p>
<p>- Indicates rescuer location.</p>
<p>•<em> Document results.</em> Keep complete records both of removed
victims and of victims who remain trapped or are dead. Report this
information to emergency services personnel when they reach the
CERT.</p></td>
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</tr>
<tr class="even">
<td><p><em>Demonstrate search methods.</em></p></td>
<td><p><u>Instructor Note</u>: Following this review of search methods,
the instructor(s) should demonstrate how to conduct a search in a room,
including search patterns (e.g., right wall/left wall) and marking
doors. The demonstration can be done in any room; tables, chairs, and
other items can be used to simulate debris.</p></td>
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<tr class="odd">
<td></td>
<td><p><strong>SUMMARY AND TRANSITION</strong></p></td>
<td></td>
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<tr class="even">
<td><p><strong> ?</strong> <em>Discussion question.</em></p></td>
<td><p>§ Ask the participants if anyone has any questions about the
procedures for planning and conducting search operations or the methods
involved in an effective search.</p>
<p>§ Tell the participants that the next section will deal with
conducting rescue operations.</p></td>
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<td></td>
<td><p><em>Total Topic:</em></p>
<p><em>45 minutes</em></p></td>
<td><p><strong>CONDUCTING RESCUE OPERATIONS</strong></p></td>
<td></td>
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<tr class="even">
<td><p><em>Visual 5.19</em></p>
<p><em>Participant Handbook, page PH V-23.</em></p></td>
<td><p>§ Introduce this section by telling the participants that rescues
involve three primary functions:</p>
<p>•<em> Creating a safe rescue environment</em> by lifting objects out
of the way, using tools to move objects, shoring up walls, and removing
debris.</p>
<p>•<em> Triaging or stabilizing victims.</em></p>
<p>•<em> Removing victims</em> in a moderately damaged building. Call in
the medical team in a lightly damaged building.</p>
<p>§ Explain that each of these topics will be addressed separately.</p>
<p><strong>CREATING A SAFE ENVIRONMENT</strong></p></td>
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</tr>
<tr class="odd">
<td><p><em>Visual 5.20</em></p></td>
<td><p>§ Tell the participants that there are three goals for all rescue
operations:</p>
<p>• To maintain rescuer safety.</p>
<p>• To triage in lightly damaged buildings.</p>
<p>• To stabilize and evacuate victims as quickly as possible from
moderately damaged buildings while minimizing additional injury.</p>
<p>§ Emphasize that none of these goals can be achieved without creating
as safe an environment as possible before attempting rescue. There are,
therefore, certain precautions that rescuers must take to minimize
risk:</p></td>
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</tr>
<tr class="even">
<td></td>
<td><p><strong>CREATING A SAFE ENVIRONMENT </strong>(Continued)</p></td>
<td></td>
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</tr>
<tr class="odd">
<td><p><em>Visual 5.21</em></p></td>
<td><p>•<em> Know your limitations.</em> Many volunteers have been
injured or killed during rescue operations because they did not pay
attention to their own physical and mental limitations. CERT rescuers
should take the time to eat, drink fluids, rest, and relax so that they
can return with a clear mind and improved energy.</p>
<p>•<em> Follow safety procedures.</em> CERT members should always use
the proper safety equipment required for the situation and follow
established procedures, including:</p>
<p>- Working in pairs.</p>
<p>- Never entering an unstable structure.</p>
<p>- Lifting by bending the knees, keeping the back straight, and
pushing up with the legs.</p>
<p>- Carrying the load close to the body.</p>
<p>- Lifting and carrying no more than is reasonable.</p></td>
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</tr>
<tr class="even">
<td></td>
<td><p><em>Participant Hand-book, page PH </em></p>
<p><em>V-24.</em></p></td>
<td><p>(Refer the participants to their Participant Handbooks for an
illustration of proper body position for lifting.)</p></td>
<td></td>
<td><p><em>Participant Hand-book, page PH </em></p>
<p><em>V-25.</em></p></td>
<td><p>§ Tell the participants that they may encounter situations in
which debris needs to be moved in order to free victims. In these
situations, CERT rescuers should consider leveraging and cribbing to
move and stabilize the debris until the rescue is complete.</p></td>
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<tr class="odd">
<td></td>
<td><p><strong>CREATING A SAFE ENVIRONMENT</strong> (Continued)</p></td>
<td><p><em>Demonstrate leveraging and cribbing for the
group.</em></p></td>
<td><p>•<em> Leveraging</em> is accomplished by wedging a lever under
the object that needs to be moved, with a stationary object underneath
it to act as a fulcrum. When the lever is forced down over the fulcrum,
the far end of the lever will lift the object.</p>
<p>• A <em>crib</em> is a framework of wooden or metal bars used for
support or strengthening. <em>Box cribbing </em>means arranging pairs of
wood pieces alternately to form a stable rectangle.</p></td>
<td><p><em>Participant Handbook, page PH V-43 through V- 45.</em></p>
<p><em>These materials are also included in this Guide for your
reference, starting on page IG V-47.</em></p></td>
<td><p>Refer the participants to the section titled "Additional
Materials" in their Participant Handbooks for a description of a
leveraging and cribbing operation and an illustration of procedures for
box cribbing.</p>
<p>§ Explain that leveraging and cribbing are used together by
alternately lifting the object and placing cribbing materials underneath
the lifted edge to stabilize it. Safety is number 1: "Lift an inch; crib
an inch."</p>
<p>§ Caution that leveraging and cribbing should be gradual—both for
stability and to make the job easier. It may also be necessary to use
leveraging and cribbing at more than one location (e.g., front and back)
to ensure stability.</p>
<p>§ Warn the participants that when they are able to achieve sufficient
lift, they should remove the victim and reverse the leveraging and
cribbing procedure to lower the object. Tell them to <em>never leave an
unsafe condition.</em></p></td>
<td></td>
<td><p><strong>CREATING A SAFE ENVIRONMENT </strong> (Continued)</p>
<p>§ Tell the group that when they must remove debris in order to locate
victims, they should set up a human chain and pass the debris from one
person to the next. Caution them, however, to set up the chain in a
position that will not interfere with rescue operations. Also, remind
them to wear leather gloves to protect their hands.</p></td>
<td></td>
<td><p><strong>SUMMARY AND TRANSITION</strong></p>
<p>§ Ask the participants if anyone has any questions about conducting
rescue operations.</p></td>
<td><p><strong> ?</strong> <em>Discussion question.</em></p></td>
<td><p>§ Ask the group several "What would you do</p>
<p>if . . ." questions to ensure that they understand the material. When
asking the questions, set up a brief scenario and ask what the
participants would do in that situation.</p>
<p>§ Once it is clear that the participants understand the concepts of
conducting rescue operations, tell them that the next topic will be
removing victims.</p></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**YOUR NOTES:**

+----------------+----------------+----------------+----------------+
|                | *Participant   | **REMOVING     |                |
|                | Hand-book,     | VICTIMS**      |                |
|                | page PH *      |                |                |
|                |                |                |                |
|                | *V-26.*        |                |                |
+----------------+----------------+----------------+----------------+
| *Visual 5.22*  | § Introduce    |                |                |
|                | this section   |                |                |
|                | by explaining  |                |                |
|                | that there are |                |                |
|                | two basic      |                |                |
|                | types of       |                |                |
|                | removal:       |                |                |
|                |                |                |                |
|                | • Self-removal |                |                |
|                | or assist.     |                |                |
|                |                |                |                |
|                | • Lifts and    |                |                |
|                | drags.         |                |                |
|                |                |                |                |
|                | § Explain that |                |                |
|                | it is usually  |                |                |
|                | best to allow  |                |                |
|                | an ambulatory  |                |                |
|                | victim to      |                |                |
|                | extricate      |                |                |
|                | himself or     |                |                |
|                | herself.       |                |                |
|                | Caution the    |                |                |
|                | group,         |                |                |
|                | however, that  |                |                |
|                | sometimes      |                |                |
|                | ambulatory     |                |                |
|                | victims are    |                |                |
|                | not as strong  |                |                |
|                | and uninjured  |                |                |
|                | as they think  |                |                |
|                | they are. Once |                |                |
|                | free from      |                |                |
|                | entrapment,    |                |                |
|                | victims may    |                |                |
|                | need           |                |                |
|                | assistance to  |                |                |
|                | exit the       |                |                |
|                | structure.     |                |                |
+----------------+----------------+----------------+----------------+
| *Visual 5.23*  | § Warn the     |                |                |
|                | participants   |                |                |
|                | to use good    |                |                |
|                | judgment when  |                |                |
|                | deciding which |                |                |
|                | of the other   |                |                |
|                | types of       |                |                |
|                | removal to     |                |                |
|                | use. The type  |                |                |
|                | of extrication |                |                |
|                | method         |                |                |
|                | selected       |                |                |
|                | should depend  |                |                |
|                | on the:        |                |                |
|                |                |                |                |
|                | • Number of    |                |                |
|                | rescuers       |                |                |
|                | available.     |                |                |
|                |                |                |                |
|                | • Strength and |                |                |
|                | ability of the |                |                |
|                | rescuers.      |                |                |
|                |                |                |                |
|                | • Condition of |                |                |
|                | the victim.    |                |                |
|                |                |                |                |
|                | • General      |                |                |
|                | stability of   |                |                |
|                | the immediate  |                |                |
|                | environment.   |                |                |
|                |                |                |                |
|                | § Explain that |                |                |
|                | the            |                |                |
|                | participants   |                |                |
|                | will learn the |                |                |
|                | basic types of |                |                |
|                | victim removal |                |                |
|                | and will have  |                |                |
|                | the            |                |                |
|                | opportunity to |                |                |
|                | practice some  |                |                |
|                | of the         |                |                |
|                | techniques.    |                |                |
+----------------+----------------+----------------+----------------+
|                | **REMOVING     |                |                |
|                | VICTIMS**      |                |                |
|                | (Continued)    |                |                |
+----------------+----------------+----------------+----------------+
| *Review the    | § Caution      |                |                |
| symptoms of    | participants   |                |                |
| head and spine | that, if       |                |                |
| injury if      | safety and     |                |                |
| necessary.*    | time permit,   |                |                |
|                | they should    |                |                |
|                | not use lifts  |                |                |
|                | and drags to   |                |                |
|                | remove victims |                |                |
|                | when closed    |                |                |
|                | head or spine  |                |                |
|                | injury is      |                |                |
|                | suspected. In  |                |                |
|                | such cases,    |                |                |
|                | the spine must |                |                |
|                | be stabilized  |                |                |
|                | using a        |                |                |
|                | backboard.     |                |                |
|                | Doors, tables, |                |                |
|                | and similar    |                |                |
|                | materials can  |                |                |
|                | be used as     |                |                |
|                | improvised     |                |                |
|                | backboards.    |                |                |
|                | Stress that    |                |                |
|                | the backboard  |                |                |
|                | must be able   |                |                |
|                | to carry the   |                |                |
|                | person, and    |                |                |
|                | that proper    |                |                |
|                | lifting        |                |                |
|                | techniques     |                |                |
|                | must be used.  |                |                |
|                | When moving    |                |                |
|                | victims,       |                |                |
|                | rescuers must  |                |                |
|                | use teamwork   |                |                |
|                | and            |                |                |
|                | communication, |                |                |
|                | and keep the   |                |                |
|                | victim\'s      |                |                |
|                | spine in a     |                |                |
|                | straight line. |                |                |
|                | Remember,      |                |                |
|                | rescuer safety |                |                |
|                | and the        |                |                |
|                | condition of   |                |                |
|                | the building   |                |                |
|                | will dictate   |                |                |
|                | the approach.  |                |                |
+----------------+----------------+----------------+----------------+
|                |                |                |                |
+----------------+----------------+----------------+----------------+
| *Demonstrate   | § Point out    |                |                |
| this carry     | that there are |                |                |
| using a        | several types  |                |                |
| participant    | of lifts and   |                |                |
| volunteer as   | carries. For   |                |                |
| the victim.    | example, if    |                |                |
| Then have all  | some           |                |                |
| participants   | participants   |                |                |
| who are        | are physically |                |                |
| physically     | able, they may |                |                |
| able pair up   | use the        |                |                |
| and practice   | one-person arm |                |                |
| the carry      | carry to lift  |                |                |
| themselves.*   | and carry the  |                |                |
|                | victim         |                |                |
|                | themselves by: |                |                |
|                |                |                |                |
|                | • Reaching     |                |                |
|                | around the     |                |                |
|                | victim\'s back |                |                |
|                | and under the  |                |                |
|                | knees.         |                |                |
|                |                |                |                |
|                | • Lifting the  |                |                |
|                | victim while   |                |                |
|                | keeping the    |                |                |
|                | rescuer\'s     |                |                |
|                | back straight  |                |                |
|                | and lifting    |                |                |
|                | with the legs. |                |                |
+----------------+----------------+----------------+----------------+
| *Demonstrate   | § Tell the     |                |                |
| this lift      | participants   |                |                |
| using two      | that another   |                |                |
| instructors.   | way for a      |                |                |
| Then have the  | single rescuer |                |                |
| participant    | to lift a      |                |                |
| pairs practice | victim safely  |                |                |
| the lift.*     | is by using    |                |                |
|                | the one-person |                |                |
|                | pack-strap     |                |                |
|                | carry. Using   |                |                |
|                | this method,   |                |                |
|                | the rescuer    |                |                |
|                | should:        |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 1              |                |                |
|                | ]{.underline}: |                |                |
|                | Stand with his |                |                |
|                | or her back to |                |                |
|                | the victim.    |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 2              |                |                |
|                | ]{.underline}: |                |                |
|                | Place the      |                |                |
|                | victim\'s arms |                |                |
|                | over the       |                |                |
|                | rescuer\'s     |                |                |
|                | shoulders and  |                |                |
|                | grab the hands |                |                |
|                | in front of    |                |                |
|                | the rescuer\'s |                |                |
|                | chest.         |                |                |
+----------------+----------------+----------------+----------------+
|                | **REMOVING     |                |                |
|                | VICTIMS**      |                |                |
|                | (Continued)    |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 3              |                |                |
|                | ]{.underline}: |                |                |
|                | Hoist the      |                |                |
|                | victim by      |                |                |
|                | bending        |                |                |
|                | forward        |                |                |
|                | slightly,      |                |                |
|                | until his or   |                |                |
|                | her feet just  |                |                |
|                | clear the      |                |                |
|                | floor.         |                |                |
+----------------+----------------+----------------+----------------+
| *Demonstrate   | § Explain that |                |                |
| this lift      | victim removal |                |                |
| using a        | is easier when |                |                |
| participant    | multiple       |                |                |
| volunteer as   | rescuers are   |                |                |
| the victim.    | available.     |                |                |
| Allow all      | With two       |                |                |
| participants   | rescuers, a    |                |                |
| who are        | victim may be  |                |                |
| physically     | removed using  |                |                |
| able to        | a two-person   |                |                |
| practice the   | lift---also    |                |                |
| lift: divide   | called the     |                |                |
| the            | \"Georgia      |                |                |
| participants   | Street         |                |                |
| into groups of | Carry\":       |                |                |
| three (two     |                |                |                |
| rescuers and   | • [Rescuer     |                |                |
| one victim),   | 1              |                |                |
| and rotate     | ]{.underline}: |                |                |
| roles so that  | Squat at the   |                |                |
| each person    | victim\'s head |                |                |
| has a chance   | and grasp the  |                |                |
| to try the two | victim from    |                |                |
| rescuer        | behind around  |                |                |
| positions.*    | the            |                |                |
|                | midsection.    |                |                |
|                | Reach under    |                |                |
|                | the arms and   |                |                |
|                | grasp the      |                |                |
|                | victim\'s      |                |                |
|                | forearms.      |                |                |
|                |                |                |                |
|                | • [Rescuer     |                |                |
|                | 2              |                |                |
|                | ]{.underline}: |                |                |
|                | Squat between  |                |                |
|                | the victim\'s  |                |                |
|                | knees, facing  |                |                |
|                | either toward  |                |                |
|                | or away from   |                |                |
|                | the victim.    |                |                |
|                | Grasp the      |                |                |
|                | outside of the |                |                |
|                | victim\'s legs |                |                |
|                | at the knees.  |                |                |
|                |                |                |                |
|                | • [Both        |                |                |
|                | rescuers       |                |                |
|                | ]{.underline}: |                |                |
|                | Rise to a      |                |                |
|                | standing       |                |                |
|                | position,      |                |                |
|                | keeping backs  |                |                |
|                | straight and   |                |                |
|                | lifting with   |                |                |
|                | the legs. Walk |                |                |
|                | the victim to  |                |                |
|                | safety.        |                |                |
+----------------+----------------+----------------+----------------+
|                | *Participant   | Refer the      |                |
|                | Hand-*         | participants   |                |
|                |                | to their       |                |
|                | *book, page    | Participant    |                |
|                | PH*            | Handbooks for  |                |
|                |                | an             |                |
|                | *V-29.*        | illustration   |                |
|                |                | of this        |                |
|                |                | two-person     |                |
|                |                | lift.          |                |
+----------------+----------------+----------------+----------------+
|                | **REMOVING     | *Demonstrate   | § Demonstrate  |
|                | VICTIMS**      | this carry     | that two       |
|                | (Continued)    | using two      | rescuers can   |
|                |                | instructors as | also remove a  |
|                |                | rescuers and a | victim by      |
|                |                | volunteer      | seating him or |
|                |                | participant as | her on a       |
|                |                | a victim. Then | chair:         |
|                |                | have all       |                |
|                |                | participants   | • [Rescuer     |
|                |                | who are        | 1              |
|                |                | physically     | ]{.underline}: |
|                |                | able practice  | Facing the     |
|                |                | the carry,     | back of the    |
|                |                | working in the | chair, grasp   |
|                |                | same           | the back       |
|                |                | three-person   | uprights.      |
|                |                | groups.*       |                |
|                |                |                | • [Rescuer     |
|                |                |                | 2              |
|                |                |                | ]{.underline}: |
|                |                |                | Facing away    |
|                |                |                | from the       |
|                |                |                | victim, reach  |
|                |                |                | back and grasp |
|                |                |                | the two front  |
|                |                |                | legs of the    |
|                |                |                | chair.         |
|                |                |                |                |
|                |                |                | • [Both        |
|                |                |                | rescuers       |
|                |                |                | ]{.underline}: |
|                |                |                | Tilt the chair |
|                |                |                | back, lift,    |
|                |                |                | and walk out.  |
+----------------+----------------+----------------+----------------+
| *Ask           | § Tell the     |                |                |
| participants   | participants   |                |                |
| to volunteer   | that they can  |                |                |
| to demonstrate | use the        |                |                |
| the blanket    | blanket carry  |                |                |
| carry. Make    | for victims    |                |                |
| sure all       | who cannot be  |                |                |
| participants   | removed by     |                |                |
| have an        | other means.   |                |                |
| opportunity to | Caution the    |                |                |
| practice using | participants   |                |                |
| the carry.*    | that the       |                |                |
|                | blanket carry  |                |                |
|                | requires at    |                |                |
|                | least six      |                |                |
|                | rescuers to    |                |                |
|                | ensure         |                |                |
|                | stability for  |                |                |
|                | the victim and |                |                |
|                | that one       |                |                |
|                | rescuer must   |                |                |
|                | be designated  |                |                |
|                | the lead       |                |                |
|                | person:        |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 1              |                |                |
|                | ]{.underline}: |                |                |
|                | Lay a blanket  |                |                |
|                | next to the    |                |                |
|                | victim.        |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 2              |                |                |
|                | ]{.underline}: |                |                |
|                | Tuck the       |                |                |
|                | blanket under  |                |                |
|                | the victim,    |                |                |
|                | and roll the   |                |                |
|                | victim into    |                |                |
|                | the center of  |                |                |
|                | the blanket.   |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 3              |                |                |
|                | ]{.underline}: |                |                |
|                | With three     |                |                |
|                | rescuers       |                |                |
|                | squatting on   |                |                |
|                | each side and  |                |                |
|                | grasping a     |                |                |
|                | \"handle,\"    |                |                |
|                | the lead       |                |                |
|                | person checks  |                |                |
|                | the team for   |                |                |
|                | even weight    |                |                |
|                | distribution   |                |                |
|                | and correct    |                |                |
|                | lifting        |                |                |
|                | position.      |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 4              |                |                |
|                | ]{.underline}: |                |                |
|                | The lead       |                |                |
|                | person calls   |                |                |
|                | out, \"Ready   |                |                |
|                | to lift on the |                |                |
|                | count of       |                |                |
|                | three: one,    |                |                |
|                | two, three,    |                |                |
|                | *lift.*\"      |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 5              |                |                |
|                | ]{.underline}: |                |                |
|                | The team lifts |                |                |
|                | and stands in  |                |                |
|                | unison---      |                |                |
|                | keeping the    |                |                |
|                | victim         |                |                |
|                | level---and    |                |                |
|                | carries the    |                |                |
|                | victim feet    |                |                |
|                | first.         |                |                |
+----------------+----------------+----------------+----------------+
|                | **REMOVING     |                |                |
|                | VICTIMS**      |                |                |
|                | (Continued)    |                |                |
|                |                |                |                |
|                | Point out that |                |                |
|                | the team must  |                |                |
|                | also lower the |                |                |
|                | victim         |                |                |
|                | together,      |                |                |
|                | using the      |                |                |
|                | following      |                |                |
|                | steps:         |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 1              |                |                |
|                | ]{.underline}: |                |                |
|                | The lead       |                |                |
|                | person calls   |                |                |
|                | out, \"Ready   |                |                |
|                | to lower on    |                |                |
|                | the count of   |                |                |
|                | three: one,    |                |                |
|                | two, three,    |                |                |
|                | *lower.*\"     |                |                |
|                |                |                |                |
|                | • [Step        |                |                |
|                | 2              |                |                |
|                | ]{.underline}: |                |                |
|                | The team       |                |                |
|                | lowers the     |                |                |
|                | victim in      |                |                |
|                | unison,        |                |                |
|                | exercising     |                |                |
|                | caution to     |                |                |
|                | keep the       |                |                |
|                | victim level.  |                |                |
+----------------+----------------+----------------+----------------+
| *Demonstrate   | § Explain that |                |                |
| how to make an | a variety of   |                |                |
| improvised     | ma             |                |                |
| stretcher      | terials---such |                |                |
| using two      | as blankets or |                |                |
| poles and two  | clothing---can |                |                |
| jackets.*      | be used as     |                |                |
|                | improvised     |                |                |
|                | stretchers.    |                |                |
+----------------+----------------+----------------+----------------+
|                | *Participant   | § Point out    |                |
|                | Hand-book,     | that rescuers  |                |
|                | page PH *      | can also drag  |                |
|                |                | a victim out   |                |
|                | *V-32.*        | of a confined  |                |
|                |                | area by        |                |
|                |                | grasping       |                |
|                |                | either under   |                |
|                |                | the arms or by |                |
|                |                | the feet and   |                |
|                |                | pulling across |                |
|                |                | the floor.     |                |
|                |                | (Refer the     |                |
|                |                | participants   |                |
|                |                | to their       |                |
|                |                | Participant    |                |
|                |                | Handbooks for  |                |
|                |                | an             |                |
|                |                | illustration.) |                |
|                |                | Caution the    |                |
|                |                | participants,  |                |
|                |                | however, that  |                |
|                |                | unless there   |                |
|                |                | is no other    |                |
|                |                | way to remove  |                |
|                |                | the victim and |                |
|                |                | the victim\'s  |                |
|                |                | removal is     |                |
|                |                | time critical, |                |
|                |                | they should    |                |
|                |                | not use this   |                |
|                |                | drag when      |                |
|                |                | debris may     |                |
|                |                | cause          |                |
|                |                | additional     |                |
|                |                | injury.        |                |
|                |                |                |                |
|                |                | § Explain also |                |
|                |                | that when need |                |
|                |                | be, one        |                |
|                |                | rescuer can    |                |
|                |                | use the        |                |
|                |                | blanket drag   |                |
|                |                | by following   |                |
|                |                | these steps:   |                |
|                |                |                |                |
|                |                | • [Step        |                |
|                |                | 1              |                |
|                |                | ]{.underline}: |                |
|                |                | Wrap the       |                |
|                |                | victim in a    |                |
|                |                | blanket.       |                |
|                |                |                |                |
|                |                | • [Step        |                |
|                |                | 2              |                |
|                |                | ]{.underline}: |                |
|                |                | Squat down and |                |
|                |                | grasp an edge  |                |
|                |                | of the         |                |
|                |                | blanket.       |                |
|                |                |                |                |
|                |                | • [Step        |                |
|                |                | 3              |                |
|                |                | ]{.underline}: |                |
|                |                | Drag the       |                |
|                |                | victim across  |                |
|                |                | the floor.     |                |
+----------------+----------------+----------------+----------------+
|                | **SUMMARY AND  | ** ?**         | § Ask the      |
|                | TRANSITION**   | *Discussion    | participants   |
|                |                | question.*     | if anyone has  |
|                |                |                | any questions  |
|                |                |                | about rescue   |
|                |                |                | operations or  |
|                |                |                | victim         |
|                |                |                | removal.       |
|                |                |                |                |
|                |                |                | § Explain that |
|                |                |                | the            |
|                |                |                | participants   |
|                |                |                | will now have  |
|                |                |                | an opportunity |
|                |                |                | to practice    |
|                |                |                | some of the    |
|                |                |                | victim removal |
|                |                |                | techniques.    |
+----------------+----------------+----------------+----------------+

**YOUR NOTES:**

+----------+----------+----------+----------+----------+----------+
|          | *Total   | **E      |          | *Divide  | 1\.      |
|          | Ex       | XERCISE: |          | part     | Divide   |
|          | ercise:* | REMOVING |          | icipants | the      |
|          |          | V        |          | into     | part     |
|          | *20      | ICTIMS** |          | groups.* | icipants |
|          | minutes* |          |          |          | into     |
|          |          | [In      |          |          | groups   |
|          |          | structor |          |          | of six.  |
|          |          | No       |          |          | Ask two  |
|          |          | te]{.und |          |          | members  |
|          |          | erline}: |          |          | of each  |
|          |          | This     |          |          | group to |
|          |          | exercise |          |          | be       |
|          |          | will     |          |          | victims  |
|          |          | provide  |          |          | first.   |
|          |          | the      |          |          |          |
|          |          | part     |          |          | 2\.      |
|          |          | icipants |          |          | Arrange  |
|          |          | with an  |          |          | the      |
|          |          | opp      |          |          | victims  |
|          |          | ortunity |          |          | at the   |
|          |          | to       |          |          | collapse |
|          |          | practice |          |          | site(s), |
|          |          | the      |          |          | using    |
|          |          | removal  |          |          | desks,   |
|          |          | of       |          |          | shelves, |
|          |          | victims  |          |          | etc., to |
|          |          | from a   |          |          | r        |
|          |          | collapse |          |          | epresent |
|          |          | si       |          |          | debris.  |
|          |          | tuation, |          |          | Place    |
|          |          | using    |          |          | other    |
|          |          | lev      |          |          | items    |
|          |          | eraging/ |          |          | hap      |
|          |          | cribbing |          |          | hazardly |
|          |          | and      |          |          | around   |
|          |          | drags    |          |          | the      |
|          |          | and      |          |          | victims. |
|          |          | carries. |          |          | Make     |
|          |          | The      |          |          | sure     |
|          |          | part     |          |          | that     |
|          |          | icipants |          |          | there    |
|          |          | will be  |          |          | are      |
|          |          | divided  |          |          | items    |
|          |          | into     |          |          | a        |
|          |          | groups   |          |          | vailable |
|          |          | and      |          |          | that can |
|          |          | assigned |          |          | serve as |
|          |          | to do a  |          |          | levers   |
|          |          | room     |          |          | (e.g., 2 |
|          |          | search,  |          |          | x 4\'s)  |
|          |          | locate   |          |          | and      |
|          |          | victims, |          |          | f        |
|          |          | and      |          |          | ulcrums. |
|          |          | remove   |          |          |          |
|          |          | the      |          |          |          |
|          |          | victims. |          |          |          |
|          |          | By using |          |          |          |
|          |          | two or   |          |          |          |
|          |          | three    |          |          |          |
|          |          | rooms    |          |          |          |
|          |          | simultan |          |          |          |
|          |          | e-ously, |          |          |          |
|          |          | so that  |          |          |          |
|          |          | there    |          |          |          |
|          |          | are      |          |          |          |
|          |          | several  |          |          |          |
|          |          | \"r      |          |          |          |
|          |          | escues\" |          |          |          |
|          |          | o        |          |          |          |
|          |          | ccurring |          |          |          |
|          |          | at once, |          |          |          |
|          |          | a more   |          |          |          |
|          |          | r        |          |          |          |
|          |          | ealistic |          |          |          |
|          |          | scenario |          |          |          |
|          |          | can be   |          |          |          |
|          |          | created. |          |          |          |
|          |          | Use the  |          |          |          |
|          |          | f        |          |          |          |
|          |          | ollowing |          |          |          |
|          |          | steps to |          |          |          |
|          |          | fa       |          |          |          |
|          |          | cilitate |          |          |          |
|          |          | this     |          |          |          |
|          |          | e        |          |          |          |
|          |          | xercise: |          |          |          |
+----------+----------+----------+----------+----------+----------+
| *Ins     | 3\.      | ** ?**   | 5\.      |          |          |
| tructors | Instruct | *Di      | Discuss  |          |          |
| should   | the      | scussion | the      |          |          |
| observe  | groups   | qu       | exercise |          |          |
| each     | to enter | estion.* | with the |          |          |
| group    | their    |          | entire   |          |          |
| and      | re       |          | group,   |          |          |
| correct  | spective |          | focusing |          |          |
| errors   | \"       |          | on any   |          |          |
| that     | collapse |          | dif      |          |          |
| they     | site\"   |          | ferences |          |          |
| see.*    | rooms,   |          | between  |          |          |
|          | do a     |          | the      |          |          |
|          | room     |          | teams\'  |          |          |
|          | search,  |          | te       |          |          |
|          | locate   |          | chniques |          |          |
|          | the      |          | and      |          |          |
|          | victims  |          | expe     |          |          |
|          | and use  |          | riences. |          |          |
|          | le       |          |          |          |          |
|          | veraging |          |          |          |          |
|          | and      |          |          |          |          |
|          | cribbing |          |          |          |          |
|          | pr       |          |          |          |          |
|          | ocedures |          |          |          |          |
|          | to free  |          |          |          |          |
|          | them,    |          |          |          |          |
|          | and use  |          |          |          |          |
|          | app      |          |          |          |          |
|          | ropriate |          |          |          |          |
|          | lifts    |          |          |          |          |
|          | and      |          |          |          |          |
|          | drags to |          |          |          |          |
|          | remove   |          |          |          |          |
|          | the      |          |          |          |          |
|          | victims  |          |          |          |          |
|          | from the |          |          |          |          |
|          | room     |          |          |          |          |
|          | (and, if |          |          |          |          |
|          | p        |          |          |          |          |
|          | ossible, |          |          |          |          |
|          | from the |          |          |          |          |
|          | bu       |          |          |          |          |
|          | ilding). |          |          |          |          |
|          |          |          |          |          |          |
|          | 4\. Have |          |          |          |          |
|          | the      |          |          |          |          |
|          | teams    |          |          |          |          |
|          | rotate   |          |          |          |          |
|          | roles so |          |          |          |          |
|          | that     |          |          |          |          |
|          | there    |          |          |          |          |
|          | are two  |          |          |          |          |
|          | new      |          |          |          |          |
|          | victims. |          |          |          |          |
|          | R        |          |          |          |          |
|          | earrange |          |          |          |          |
|          | the      |          |          |          |          |
|          | victims  |          |          |          |          |
|          | and      |          |          |          |          |
|          | \"d      |          |          |          |          |
|          | ebris,\" |          |          |          |          |
|          | and      |          |          |          |          |
|          | repeat   |          |          |          |          |
|          | the      |          |          |          |          |
|          | exercise |          |          |          |          |
|          | until    |          |          |          |          |
|          | each     |          |          |          |          |
|          | par      |          |          |          |          |
|          | ticipant |          |          |          |          |
|          | has had  |          |          |          |          |
|          | an       |          |          |          |          |
|          | opp      |          |          |          |          |
|          | ortunity |          |          |          |          |
|          | to       |          |          |          |          |
|          | practice |          |          |          |          |
|          | being a  |          |          |          |          |
|          | rescuer. |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Total   | *        |          |          |          |
|          | Topic:*  | *SESSION |          |          |          |
|          |          | S        |          |          |          |
|          | *5       | UMMARY** |          |          |          |
|          | minutes* |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *Present | §        |          |          |          |
|          | key      | S        |          |          |          |
|          | points.* | ummarize |          |          |          |
|          |          | the key  |          |          |          |
|          |          | points   |          |          |          |
|          |          | in this  |          |          |          |
|          |          | session: |          |          |          |
|          |          |          |          |          |          |
|          |          | • Search |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | are two  |          |          |          |
|          |          | d        |          |          |          |
|          |          | ifferent |          |          |          |
|          |          | ac       |          |          |          |
|          |          | tivities |          |          |          |
|          |          | that     |          |          |          |
|          |          | must be  |          |          |          |
|          |          | planned  |          |          |          |
|          |          | c        |          |          |          |
|          |          | arefully |          |          |          |
|          |          | and      |          |          |          |
|          |          | p        |          |          |          |
|          |          | racticed |          |          |          |
|          |          | in       |          |          |          |
|          |          | advance. |          |          |          |
|          |          | The      |          |          |          |
|          |          | decision |          |          |          |
|          |          | to       |          |          |          |
|          |          | attempt  |          |          |          |
|          |          | a rescue |          |          |          |
|          |          | should   |          |          |          |
|          |          | be based |          |          |          |
|          |          | on:      |          |          |          |
|          |          |          |          |          |          |
|          |          | \- The   |          |          |          |
|          |          | risks    |          |          |          |
|          |          | i        |          |          |          |
|          |          | nvolved. |          |          |          |
|          |          |          |          |          |          |
|          |          | \-       |          |          |          |
|          |          | Ach      |          |          |          |
|          |          | ievement |          |          |          |
|          |          | of the   |          |          |          |
|          |          | overall  |          |          |          |
|          |          | goal of  |          |          |          |
|          |          | doing    |          |          |          |
|          |          | the      |          |          |          |
|          |          | greatest |          |          |          |
|          |          | good for |          |          |          |
|          |          | the      |          |          |          |
|          |          | greatest |          |          |          |
|          |          | number.  |          |          |          |
|          |          |          |          |          |          |
|          |          | • The    |          |          |          |
|          |          | ob       |          |          |          |
|          |          | jectives |          |          |          |
|          |          | of       |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | are to:  |          |          |          |
|          |          |          |          |          |          |
|          |          | \-       |          |          |          |
|          |          | Maintain |          |          |          |
|          |          | rescuer  |          |          |          |
|          |          | safety   |          |          |          |
|          |          | at all   |          |          |          |
|          |          | times.   |          |          |          |
|          |          |          |          |          |          |
|          |          | \-       |          |          |          |
|          |          | Rescue   |          |          |          |
|          |          | the      |          |          |          |
|          |          | greatest |          |          |          |
|          |          | number   |          |          |          |
|          |          | of       |          |          |          |
|          |          | people   |          |          |          |
|          |          | in the   |          |          |          |
|          |          | shortest |          |          |          |
|          |          | amount   |          |          |          |
|          |          | of time. |          |          |          |
|          |          |          |          |          |          |
|          |          | \-       |          |          |          |
|          |          | Rescue   |          |          |          |
|          |          | the      |          |          |          |
|          |          | lightly  |          |          |          |
|          |          | trapped  |          |          |          |
|          |          | victims  |          |          |          |
|          |          | first.   |          |          |          |
|          |          |          |          |          |          |
|          |          | • Remind |          |          |          |
|          |          | the      |          |          |          |
|          |          | part     |          |          |          |
|          |          | icipants |          |          |          |
|          |          | that     |          |          |          |
|          |          | CERTs    |          |          |          |
|          |          | are      |          |          |          |
|          |          | re       |          |          |          |
|          |          | stricted |          |          |          |
|          |          | to       |          |          |          |
|          |          | *light   |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue*. |          |          |          |
|          |          | Their    |          |          |          |
|          |          | mission  |          |          |          |
|          |          | when     |          |          |          |
|          |          | dealing  |          |          |          |
|          |          | with     |          |          |          |
|          |          | heavily  |          |          |          |
|          |          | damaged  |          |          |          |
|          |          | st       |          |          |          |
|          |          | ructures |          |          |          |
|          |          | or       |          |          |          |
|          |          | si       |          |          |          |
|          |          | tuations |          |          |          |
|          |          | that are |          |          |          |
|          |          | clearly  |          |          |          |
|          |          | unsafe   |          |          |          |
|          |          | (e.g.,   |          |          |          |
|          |          | rising   |          |          |          |
|          |          | or       |          |          |          |
|          |          | swiftl   |          |          |          |
|          |          | y-moving |          |          |          |
|          |          | water)   |          |          |          |
|          |          | is to:   |          |          |          |
|          |          |          |          |          |          |
|          |          | \-       |          |          |          |
|          |          | Isolate  |          |          |          |
|          |          | the      |          |          |          |
|          |          | area.    |          |          |          |
|          |          |          |          |          |          |
|          |          | \- Warn  |          |          |          |
|          |          | others.  |          |          |          |
|          |          |          |          |          |          |
|          |          | • Search |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | size-up  |          |          |          |
|          |          | follows  |          |          |          |
|          |          | the same |          |          |          |
|          |          | process  |          |          |          |
|          |          | as does  |          |          |          |
|          |          | size-up  |          |          |          |
|          |          | for      |          |          |          |
|          |          | other    |          |          |          |
|          |          | CERT     |          |          |          |
|          |          | ope      |          |          |          |
|          |          | rations. |          |          |          |
|          |          | Size-up  |          |          |          |
|          |          | c        |          |          |          |
|          |          | ontinues |          |          |          |
|          |          | th       |          |          |          |
|          |          | roughout |          |          |          |
|          |          | search   |          |          |          |
|          |          | and      |          |          |          |
|          |          | rescue   |          |          |          |
|          |          | efforts  |          |          |          |
|          |          | and      |          |          |          |
|          |          | provides |          |          |          |
|          |          | inf      |          |          |          |
|          |          | ormation |          |          |          |
|          |          | about    |          |          |          |
|          |          | how to   |          |          |          |
|          |          | proceed. |          |          |          |
|          |          | Should   |          |          |          |
|          |          | size-up  |          |          |          |
|          |          | indicate |          |          |          |
|          |          | that     |          |          |          |
|          |          | ev       |          |          |          |
|          |          | acuation |          |          |          |
|          |          | is       |          |          |          |
|          |          | ne       |          |          |          |
|          |          | cessary, |          |          |          |
|          |          | the CERT |          |          |          |
|          |          | mission  |          |          |          |
|          |          | is to    |          |          |          |
|          |          | ensure   |          |          |          |
|          |          | safety   |          |          |          |
|          |          | and      |          |          |          |
|          |          | orga     |          |          |          |
|          |          | nization |          |          |          |
|          |          | during   |          |          |          |
|          |          | the      |          |          |          |
|          |          | eva      |          |          |          |
|          |          | cuation. |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          |          |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *        |          |          |          |          |
|          | *SESSION |          |          |          |          |
|          | S        |          |          |          |          |
|          | UMMARY** |          |          |          |          |
|          | (Co      |          |          |          |          |
|          | ntinued) |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | • Once   |          |          |          |          |
|          | the      |          |          |          |          |
|          | decision |          |          |          |          |
|          | to begin |          |          |          |          |
|          | search   |          |          |          |          |
|          | op       |          |          |          |          |
|          | erations |          |          |          |          |
|          | is made, |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | s        |          |          |          |          |
|          | earchers |          |          |          |          |
|          | must:    |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Locate   |          |          |          |          |
|          | p        |          |          |          |          |
|          | otential |          |          |          |          |
|          | victims. |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Employ   |          |          |          |          |
|          | app      |          |          |          |          |
|          | ropriate |          |          |          |          |
|          | search   |          |          |          |          |
|          | tec      |          |          |          |          |
|          | hniques. |          |          |          |          |
|          |          |          |          |          |          |
|          | Locating |          |          |          |          |
|          | victims  |          |          |          |          |
|          | means    |          |          |          |          |
|          | co       |          |          |          |          |
|          | mpleting |          |          |          |          |
|          | a        |          |          |          |          |
|          | \"mini-s |          |          |          |          |
|          | ize-up\" |          |          |          |          |
|          | to       |          |          |          |          |
|          | identify |          |          |          |          |
|          | areas of |          |          |          |          |
|          | ent      |          |          |          |          |
|          | rapment, |          |          |          |          |
|          | then     |          |          |          |          |
|          | co       |          |          |          |          |
|          | nducting |          |          |          |          |
|          | a search |          |          |          |          |
|          | that:    |          |          |          |          |
|          |          |          |          |          |          |
|          | \- Is    |          |          |          |          |
|          | sy       |          |          |          |          |
|          | stematic |          |          |          |          |
|          | and      |          |          |          |          |
|          | t        |          |          |          |          |
|          | horough. |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Avoids   |          |          |          |          |
|          | unn      |          |          |          |          |
|          | ecessary |          |          |          |          |
|          | dup      |          |          |          |          |
|          | lication |          |          |          |          |
|          | of       |          |          |          |          |
|          | effort.  |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | D        |          |          |          |          |
|          | ocuments |          |          |          |          |
|          | results. |          |          |          |          |
|          |          |          |          |          |          |
|          | • Rescue |          |          |          |          |
|          | involves |          |          |          |          |
|          | three    |          |          |          |          |
|          | main     |          |          |          |          |
|          | fu       |          |          |          |          |
|          | nctions: |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Creating |          |          |          |          |
|          | a safe   |          |          |          |          |
|          | envi     |          |          |          |          |
|          | ronment. |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Triaging |          |          |          |          |
|          | or       |          |          |          |          |
|          | sta      |          |          |          |          |
|          | bilizing |          |          |          |          |
|          | victims. |          |          |          |          |
|          |          |          |          |          |          |
|          | \-       |          |          |          |          |
|          | Removing |          |          |          |          |
|          | victims. |          |          |          |          |
|          |          |          |          |          |          |
|          | • Rescue |          |          |          |          |
|          | op       |          |          |          |          |
|          | erations |          |          |          |          |
|          | hinge on |          |          |          |          |
|          | mai      |          |          |          |          |
|          | ntaining |          |          |          |          |
|          | rescuer  |          |          |          |          |
|          | safety,  |          |          |          |          |
|          | which    |          |          |          |          |
|          | requires |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | members  |          |          |          |          |
|          | to       |          |          |          |          |
|          | r        |          |          |          |          |
|          | ecognize |          |          |          |          |
|          | their    |          |          |          |          |
|          | own      |          |          |          |          |
|          | limi     |          |          |          |          |
|          | tations. |          |          |          |          |
|          | CERT     |          |          |          |          |
|          | members  |          |          |          |          |
|          | should   |          |          |          |          |
|          | *never*  |          |          |          |          |
|          | attempt  |          |          |          |          |
|          | anything |          |          |          |          |
|          | that     |          |          |          |          |
|          | exceeds  |          |          |          |          |
|          | their    |          |          |          |          |
|          | lim      |          |          |          |          |
|          | itations |          |          |          |          |
|          | *at that |          |          |          |          |
|          | point in |          |          |          |          |
|          | time.*   |          |          |          |          |
|          |          |          |          |          |          |
|          | •        |          |          |          |          |
|          | Le       |          |          |          |          |
|          | veraging |          |          |          |          |
|          | and      |          |          |          |          |
|          | cribbing |          |          |          |          |
|          | may be   |          |          |          |          |
|          | used to  |          |          |          |          |
|          | remove   |          |          |          |          |
|          | debris   |          |          |          |          |
|          | and give |          |          |          |          |
|          | access   |          |          |          |          |
|          | to       |          |          |          |          |
|          | trapped  |          |          |          |          |
|          | victims. |          |          |          |          |
+----------+----------+----------+----------+----------+----------+
|          | *        | ** ?**   | § Ask    |          |          |
|          | *SESSION | *Di      | the      |          |          |
|          | S        | scussion | part     |          |          |
|          | UMMARY** | qu       | icipants |          |          |
|          | (Co      | estion.* | if       |          |          |
|          | ntinued) |          | anyone   |          |          |
|          |          |          | has any  |          |          |
|          | •        |          | q        |          |          |
|          | Victims  |          | uestions |          |          |
|          | can be   |          | about    |          |          |
|          | removed  |          | anything |          |          |
|          | in a     |          | covered  |          |          |
|          | number   |          | in this  |          |          |
|          | of ways, |          | session. |          |          |
|          | d        |          |          |          |          |
|          | epending |          | § Ask    |          |          |
|          | on their |          | the      |          |          |
|          | co       |          | group to |          |          |
|          | ndition, |          | read and |          |          |
|          | the      |          | become   |          |          |
|          | number   |          | familiar |          |          |
|          | of       |          | with     |          |          |
|          | rescuers |          | Chapter  |          |          |
|          | av       |          | VI:      |          |          |
|          | ailable, |          | Disaster |          |          |
|          | the      |          | Ps       |          |          |
|          | strength |          | ychology |          |          |
|          | and      |          | And Team |          |          |
|          | ability  |          | Orga     |          |          |
|          | of the   |          | nization |          |          |
|          | r        |          | before   |          |          |
|          | escuers, |          | the next |          |          |
|          | and the  |          | session. |          |          |
|          | s        |          |          |          |          |
|          | tability |          | § Thank  |          |          |
|          | of the   |          | the      |          |          |
|          | envi     |          | part     |          |          |
|          | ronment. |          | icipants |          |          |
|          | Remind   |          | for      |          |          |
|          | the      |          | a        |          |          |
|          | part     |          | ttending |          |          |
|          | icipants |          | the      |          |          |
|          | of the   |          | session. |          |          |
|          | lifts    |          | Remind   |          |          |
|          | and      |          | them of  |          |          |
|          | drags    |          | the time |          |          |
|          | that     |          | and      |          |          |
|          | they     |          | location |          |          |
|          | found    |          | of the   |          |          |
|          | easier   |          | next     |          |          |
|          | to       |          | session, |          |          |
|          | ac       |          | if       |          |          |
|          | complish |          | ne       |          |          |
|          | and      |          | cessary. |          |          |
|          | suggest  |          |          |          |          |
|          | that     |          |          |          |          |
|          | they use |          |          |          |          |
|          | those    |          |          |          |          |
|          | drags    |          |          |          |          |
|          | and      |          |          |          |          |
|          | carries  |          |          |          |          |
|          | when     |          |          |          |          |
|          | circu    |          |          |          |          |
|          | mstances |          |          |          |          |
|          | permit.  |          |          |          |          |
|          |          |          |          |          |          |
|          | • If     |          |          |          |          |
|          | building |          |          |          |          |
|          | c        |          |          |          |          |
|          | ondition |          |          |          |          |
|          | allows,  |          |          |          |          |
|          | victims  |          |          |          |          |
|          | with     |          |          |          |          |
|          | s        |          |          |          |          |
|          | uspected |          |          |          |          |
|          | head or  |          |          |          |          |
|          | spine    |          |          |          |          |
|          | injury   |          |          |          |          |
|          | should   |          |          |          |          |
|          | be       |          |          |          |          |
|          | st       |          |          |          |          |
|          | abilized |          |          |          |          |
|          | on some  |          |          |          |          |
|          | type of  |          |          |          |          |
|          | b        |          |          |          |          |
|          | ackboard |          |          |          |          |
|          | before   |          |          |          |          |
|          | being    |          |          |          |          |
|          | removed. |          |          |          |          |
|          | If       |          |          |          |          |
|          | possible |          |          |          |          |
|          | these    |          |          |          |          |
|          | removals |          |          |          |          |
|          | should   |          |          |          |          |
|          | be       |          |          |          |          |
|          | deferred |          |          |          |          |
|          | to       |          |          |          |          |
|          | trained  |          |          |          |          |
|          | EMS      |          |          |          |          |
|          | pe       |          |          |          |          |
|          | rsonnel. |          |          |          |          |
+----------+----------+----------+----------+----------+----------+

**YOUR NOTES:**

**COMMUNITY EMERGENCY RESPONSE TEAM**

** ADDITIONAL MATERIALS**

** SESSION V**

**EMERGENCY MANAGEMENT INSTITUTE**

**NATIONAL EMERGENCY TRAINING CENTER**

***Scenario V-1***

At 10:00 on Tuesday, August 9, an earthquake (magnitude 5.9) shook
Memphis, Tennessee. During the quake, the electricity in your
neighborhood went out. On the way to the staging area at the local high
school, you notice considerable damage, including several broken water
mains, building collapses, and what looks like heavy structural damage
in a local strip shopping center. When you arrive at your staging area,
you can see that the west wing of the elementary school has partially
collapsed.

Discuss the scenario with the group to answer the following questions:

• What does this scenario tell you about the probable density for the
affected area?

• What kinds of search and rescue operations are probable?

• What, if any, are the constraints that search and rescue personnel may
face in this scenario?

• Can these constraints be overcome within the established CERT mission?
If so, how?

***Scenario V-2***

After reaching the staging area, you check in with the Logistics Team
Leader, who assigns you to search and rescue team 2. Although CERT teams
cannot venture into the section of the school building that has
collapsed, search and rescue team 2 will be searching part of the east
wing of the building to determine if there are victims in that area.
Because your child once attended the school, you know that the building
is heated by natural gas. You also remember that a storage shed for the
school district\'s tractors is located about 50 feet outside the east
wing of the school.

Discuss the scenario with the group to answer the following questions:

• What does this scenario tell you about the facts that must be
gathered?

• What impact could these facts have on search and rescue operations?

***Leveraging/Cribbing Operation***

1\. Conduct a size-up of the scene: gather facts, identify hazards, and
establish priorities.

2\. Have one person in charge and formulate a plan of action based upon
the information you have received. Identify [how]{.underline} and
[where]{.underline} to lift and crib.

3\. Gather necessary materials for lifting/cribbing operations: lever,
fulcrum, cribbing blocks, spacers/wedges.

4\. Use cribbing materials to stabilize the object prior to lifting.
(Set the foundation of the box crib.)

5\. Distribute crib materials as necessary to be readily accessible
during the lifting operation.

6\. Prepare to lift the object: assemble the lever and fulcrum at the
previously identified location.

7\. Have someone available to handle the victim.

8\. Initiate the lift, using the lever and fulcrum for mechanical
advantage.

9\. As the object is lifted, add cribbing as needed; build on the
foundation of the box crib.

10\. When the object is adequately supported, remove the lever and
fulcrum. The victim may then be removed.

11\. Reinitiate the lift and begin removing cribbing materials,
reversing the process by which the crib was built.

12\. Progressively lower the object to the ground.

13\. Reassemble the lifting/cribbing supplies to be available for
additional operations.

***Arrangement For Leveraging/Cribbing Operation***

***Box Cribbing***