RI 9682 

REPORT OF INVESTIGATIONS/2011 

Department of Health and Human Services 

Centers for Disease Control and Prevention 

National Institute for Occupational Safety and Health 
Report of Investigations 9682 

When Do You Take Refuge? 

Decisionmaking During Mine Emergency Escape 

Instructor’s Guide and Lesson Plans 

Carin L. Kosmoski, Ph.D., Katherine A. Margolis, Ph.D., 

Kelly L. McNelis, Ph.D., Michael J. Brnich, Jr., CMSP, Launa Mallet, Ph.D.,
 

Patricia Lenart
 

DEPARTMENT OF HEALTH AND HUMAN SERVICES
 Centers for Disease Control and Prevention
 

National Institute for Occupational Safety and Health
 

Office of Mine Safety and Health Research
 

Pittsburgh, PA • Spokane, WA 

August 2011 
This document is in the public domain and may be freely 

copied or reprinted. 

Disclaimer 

Mention of any company or product does not constitute endorsement by the National 

Institute for Occupational Safety and Health (NIOSH). In addition, citations to Web sites 

external to NIOSH do not constitute NIOSH endorsement of the sponsoring organizations 

or their programs or products. Furthermore, NIOSH is not responsible for the content of 

these Web sites. 

The findings and conclusions in this report are those of the authors and do not necessarily 

represent the views of the National Institute for Occupational Safety and Health. 

Ordering Information 

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contact NIOSH at 

Telephone: 1–800–CDC–INFO (1–800–232–4636)
 

TTY: 1–888–232–6348
 

e-mail: cdcinfo@cdc.gov
 

or visit the NIOSH Web site at www.cdc.gov/niosh. 

For a monthly update on news at NIOSH, subscribe to NIOSH eNews by visiting 

www.cdc.gov/niosh/eNews. 

DHHS (NIOSH) Publication No. 2011–177 

August 2011 

SAFER • HEALTHIER • PEOPLETM 
Contents
 

Overview .......................................................................................................................................... 1
 

Purpose............................................................................................................................................. 1
 

Target Audience .......................................................................................................................... 2
 

Requirements for Teaching This Module....................................................................................... 2
 

Intended Use ............................................................................................................................... 2
 

Installation .................................................................................................................................. 3
 

Computer System Requirements................................................................................................... 3
 

Instructor’s Guide............................................................................................................................ 11
 

Background Information ............................................................................................................ 11
 

Training Room Setup and Equipment.......................................................................................... 11
 

Advance Preparation.................................................................................................................. 12
 

Refuge Alternative Decisionmaking............................................................................................ 13
 

Outline of the Training Program ....................................................................................................... 14
 

Lesson Plan for Training with In-Depth Discussion ........................................................................... 15
 

Introduce the Training................................................................................................................ 15
 

Computer-Based Training Program............................................................................................. 15
 

Group Discussion Session .......................................................................................................... 16
 

Lesson Plan for Training with Abbreviated Discussion ...................................................................... 30
 

Introduce the Training................................................................................................................ 30
 

Computer-Based Training Program............................................................................................. 30
 

Group Discussion Session .......................................................................................................... 30
 

Refuge Alternative Computer-Based Training Evaluation .................................................................. 33
 

References ...................................................................................................................................... 37
 

Appendix: Handouts ........................................................................................................................ 38
 

Mine Map for CBT Exercise ...................................................................................................... 39
 

Lifeline Tactile Signals .............................................................................................................. 40
 
When Do You Take Refuge?
 

Decisionmaking During Mine Emergency Escape
 

Instructor’s Guide and Lesson Plans
 

Carin L. Kosmoski, Ph.D., Katherine A. Margolis, Ph.D., Kelly L. McNelis, Ph.D., 

Michael J. Brnich, Jr., CMSP, Launa Mallet, Ph.D., Patricia Lenart
 

Office of Mine Safety and Health Research
 

National Institute for Occupational Safety and Health Research
 

Overview 

This booklet contains the instructor’s guide and lesson plans that can be used by 

instructors for the ―When Do You Take Refuge? Decisionmaking during Mine 

Emergency Escape‖ training program. This training program was created by a 

multidisciplinary team at the National Institute for Occupational Safety and Health 

(NIOSH) to help trainees practice correct decisionmaking skills during an underground 

mine emergency. The training program consists of three parts. The first part is the 

computer-based training (CBT) program which can be used by groups or individual 

trainees. The CBT program is run on a computer (refer to the Computer System 

Requirements section) and uses a multimedia software application called ToolBook®. 

The training program contains pictures and audio files that simulate the decisions 

involved in mine emergencies. The second part is the instructor’s guide and lesson plans. 

The third part is an optional evaluation form that the instructor can deliver to trainees to 

obtain feedback about the training program and discussion sessions. 

Purpose 

The purpose of the CBT program is to simulate an underground mine emergency and 

require trainees to make choices similar to those that they would have to make in a real 

emergency. This training incorporates recent safety developments in underground coal 

mining technology by including emergency escape options such as refuge alternatives 

located near the working face, outby refuge alternatives, and caches of extra selfcontained self-rescuers (SCSRs). Refuge alternatives are a new technology that is 

unfamiliar to many miners. Some miners may not know when to use a refuge alternative, 

or they may be reluctant to enter a refuge alternative at all. Discussion questions are also 

included in the lesson plan to reinforce the lessons and stimulate thought and discussion 

about emergency escape. In the event of an actual mine emergency, miners may not have 

the option to communicate verbally if they are wearing their SCSRs. Therefore, this 

training will expose trainees to the types of decisions that they may need to make during 

a mine emergency escape and stimulate group discussion about when and why to use a 

1
 
refuge alternative. Having these discussions now will prepare miners for emergency 

situations that may occur later. 

Target Audience 

This material has been designed for underground coal miners at all skill levels. Although 

it was designed for coal miners, it may be used for training miners at all types of 

underground operations that have added refuge alternatives. 

Requirements for Teaching This Module 

If this training is part of a Mine Safety and Health Administration (MSHA) 

required course as per 30 CFR, an approved instructor and/or content expert must 

deliver the training. 

Basic computer skills are required (for example, knowledge of how to utilize a 

keyboard, mouse, and speakers, and how to connect a computer to LCD 

projector). 

If downloading this program from the Internet, the ability to access Internet 

browsers is required. 

Intended Use 

The instructor’s guide and lesson plans provided in this booklet are intended as guides for 

the instructor to use during the training session. The training program and lesson plans 

are flexible and can be utilized by individuals or groups. It is recommended that 

discussion of the topics be included upon completion of the training program. Questions 

are provided in this guide to promote discussion. These discussion questions and teaching 

points are intended for use after the training program. Overall, completing the CBT 

program, discussion section, and evaluation can take 30–90 minutes, depending on the 

time spent on the discussion section. 

In the case of group training, the trainer should permit discussion while trainees take the 

CBT training to allow decisions to be made by group consensus. For individual training, 

the trainer should lead discussion after all individuals have completed the CBT training. 

The instructor of this training program must have knowledge of refuge alternatives 

including information about the specific type of refuge alternative at the individual mine 

for which the training is taking place. This will enable the instructor to answer questions 

about the refuge alternative locations, type, size, contents, and interior. 

2
 
Installation 

The training program must be completed on a PC. The training program can be installed 

using the CD-ROM (included) or it can be accessed and downloaded from the NIOSH 

Mining webpage (http://www.cdc.gov/niosh/mining/products/) and then installed. The 

computer system requirements for installing and running the program are listed below. If 

the program will be downloaded from the NIOSH Mining web page, the computer must 

also have a modern Internet browser such as: 

Microsoft Internet Explorer 

Google Chrome 

Mozilla Firefox 

Computer System Requirements 

To install and run the training program, you will need the following: 

Administrative rights to install software on your PC 

CD-ROM or DVD drive 

A sound card to play the audio files 

Speakers or headphones to hear the audio 

500 MHz processor or greater 

A supported operating system: 

o Windows 7 

o Windows Vista 

o Windows XP 

RAM: Minimum of 512 MB 

Graphics card that is capable of displaying 800 x 600 pixels resolution with 16-bit 

color or greater (1,024 x 768 recommended). 

3
 
Installing the Application 

Depending on the PC, the program may automatically initiate installation (via the 

Autorun.inf file) when the program CD-ROM is inserted in the CD-ROM drive. If 

this occurs, skip to Step 4 below. 

Other computers may display a dialog box (pictured below) when the CD-ROM is 

inserted in the CD-ROM drive. If this occurs, double click on the Run setup.exe 

option and skip to Step 4 below. 

4
 

If neither of the above actions occur, follow the steps listed below to manually 

install the application. 
Manually Installing the Application 

If the program does not automatically install after you have inserted the CD

ROM, use the following instructions to manually start the program: 

­

1. Open My Computer. 

2. Click on the CD-ROM drive as shown below. 

5
 
 

3. Double click the setup.exe executable file. 

4. An InstallShield Wizard dialog box will appear. Click Next > to continue. 

6
 
5. Read the Disclaimer of Liability. Click on the radial button for ―I accept the terms of the 

disclaimer‖ then click Next > to continue. 

6. Click Next > to continue. 

7
 
7. Click Install to continue. 

8. Click Finish. 

8
 
9. Double click the program icon that is now on your computer desktop. 

10. Click on When Do You Take Refuge to launch the training program. 

9
 
11. Use the navigation buttons within the training program to progress through the training 

scenario. 

12. Make sure the speakers are turned on because this program has sound. 

If a problem occurs while attempting to run the training program, please review the 

instructions above before reporting the problem. 

10
 
Instructor’s Guide 

For the Refuge Alternative Computer-Based Training Program 

Background Information 

Refuge alternatives may be portable units that are either made of steel or inflate from a steel skid, or they 

may be hardened rooms that are built into a crosscut. They provide breathable air, water, food, a toilet, and a 

seal from the outside environment for 96 hours. Refuge alternatives are intended to be used as a last resort 

when all escape options have been exhausted. 

This training program includes refuge alternatives that are near the face and also outby the face. 

Training Room Setup and Equipment 

11
 

Trainees should be seated so they have a clear view of a computer screen. 

For training one large group (5 or more people) at a time, the following equipment must be present: 

o one computer 

o LCD projector with audio capabilities 

o large projection screen 

For training multiple small groups (2-4 people per group), the following equipment must be present: 

o one computer for each small group of trainees 

o computer speakers for each group or headphones for each trainee 

For individual training, the following equipment must be present: 

o one computer per trainee 

o headphones for each trainee (if more than one computer is in the room) 

A supply of Training Evaluation forms (enough for all trainees) must be present in the training room 

(this form is available in the back of this booklet). 
 

Advance Preparation 

12
 

Review the ―When Do You Take Refuge?‖ computer-based training program prior to the training 

class. When you take the training program yourself, it will be easier for you to lead a group 

discussion with the trainees after they have completed the training program. This will help you 

understand the decisionmaking challenges the trainees will experience. You will be able to 

emphasize that there are many paths that a miner can take, but only three main outcomes. These 

include: (1) escaping the mine, (2) entering a refuge alternative, and (3) leaving an injured miner in a 

refuge alternative while others escape the mine. 

Review information about the specific refuge alternative(s) that are in the mine where the trainees 

work. Know the location, size, and type of refuge alternative that will be used in the mine for which 

training is taking place. Find out if the refuge alternative can be used as a way station. 

Double check all equipment before the training session. Have the program(s) open and ready to start. 

Make sure that the sound is working properly and that the computer and/or speakers are not muted. 

Review the Discussion Questions section of the lesson plan in this booklet to determine the most 

appropriate discussion questions for the specific mine and group of trainees. 

Make copies of the Refuge Alternative Computer-Based Training Evaluation form (see pages 33–

35). Make enough copies so that every miner who takes part in the training session will be able to 

fill one out. 

Make copies of the Mine Map and Lifeline Tactile Signals handouts (see pages 39–40). Make one 

copy per trainee if conducting individual training and one copy per group if conducting group 

training. 
Refuge Alternative Decisionmaking 

Because every mine emergency is unique, there is not one set of prescriptive guidelines about when to use a 

refuge alternative. Trainees should be reminded that it is always best to try to escape. However, if miners 

cannot escape, a refuge alternative will provide breathable air, water, food, and toilet facilities for up to 96 

hours. When discussing refuge alternative decisionmaking, it is important to discuss both the benefits and 

drawbacks of using a refuge alternative. Trainees will see the following list at the end of the training 

program. You may wish to discuss this information with the trainees. 

Information about Refuge Alternatives 

Rescuers know where the refuge alternatives are located. 

Breathable air will be available for at least 96 hours. 

Supplies will be available - food, water, first aid. 

Potential for communication with the surface is available in the refuge alternative. 

Refuge alternative could be designated as a meeting location during escape. 

Conditions may be uncomfortable—hot, cramped, and stressful. 

Rescuers need acceptable conditions to reach the refuge alternative. 

Refuge alternatives could be damaged by roof falls, fires, or explosions. 

Miners cannot leave or reenter the refuge alternative without expending oxygen and shortening the 

time the refuge alternative can sustain life. 

13
 
Outline of the Training Program
 

1.	 Introduce the ―When Do You Take Refuge? Decisionmaking during Mine Emergency Escape‖

computer-based training (CBT) program. 

2.	 Distribute copies of the mine map. 

3.	 Run the CBT program. 

o	 The time needed to complete the CBT will vary by person. In general, it should take about 

10–20 minutes to complete. 

4.	 Conduct either an in-depth or abbreviated group discussion session. 

o The in-depth discussion session provides a detailed follow-up after the trainees have 

completed the CBT. This discussion will take about 30–60 minutes. See page 16. 

o	 The abbreviated discussion will take about 15 minutes. See page 30. 

o	 Distribute the Lifeline Tactile Signals handout during the discussion. See page 40. 

5.	 Evaluation of Training 

o	 The Refuge Alternative Computer-Based Training Evaluation form is provided to trainees to 

help evaluate the utility of this training; it takes about 5 minutes to complete this form. See 

pages 33–35. Note: The instructor’s answer key for questions 14–18 is shown on the back of 

the second page of the evaluation form (page 36). 

14
 
Lesson Plan for Training with In-Depth Discussion
 

15
 

This lesson plan can be used when presenting the training to one large group or several smaller 

groups. Parts of the lesson plan can be used when the training is given to several individuals at one 

time. 

Ask the trainees the questions in italics. Then, use the Summary Teaching Points included after each 

set of discussion questions to help you sum up the discussion and provide the trainees with advice 

relating to a particular aspect of mine emergency escape. You can decide if you want to discuss all 

of the teaching points, some of the teaching points, or only one of them. You can decide which 

teaching points are most important to cover. You may decide to save some of the teaching points for 

use during a later training session. Included in this discussion guide are real-life examples that relate 

to the teaching points. These can be shared with the trainees to enhance the credibility and realistic 

nature of the teaching points because they relate to actual mine emergency situations that have 

occurred in recent years. 

Introduce the Training 

“We are going to use a computer program to practice making decisions during a mine emergency. 

Select the option that you would choose if this situation occurred in real life. If you want to return to 

the previous slide to make a different decision, you can select the Go Back button at any time.” 

“If you are working in a group, you will need to work together to decide what to do at each step. 

Because you would probably be wearing your SCSR during a real emergency—and would not be 

able to communicate verbally—today’s training is a chance for you to have a discussion with your 

crew and practice making decisions as a group. If you are working alone, make the decisions that 

you think are best.” 

“Remember, escape should always be your first priority. However, the decision about whether to 

continue to escape or seek refuge is not always an easy one. There may be a time when all escape 

options have been exhausted and taking refuge is your last resort.” 

Computer-Based Training Program 

When the trainees begin the CBT program, remind them that they must select a choice by clicking a 

decision box in the lower right of each page to advance to the next page. If trainees are completing 

the training individually or in small groups, they will progress through the CBT at their own rate. If 

you are conducting the training for one large group, make sure to allow enough time for all trainees 

in the room to read each slide and make a decision before going to the next one. This training 

program should take about 10–20 minutes to complete. 
Group Discussion Session 

16
 

The following sections include discussion questions and teaching points for important topics relating 

to emergency escape and the decision of when or when not to use a refuge alternative. These topics 

include: group dynamics, refuge alternative use, communicating important information, SCSR use, 

and alternate escapeways. Each topic includes multiple discussion questions in italics. These 

questions can be asked verbatim to elicit discussion among the trainees. Summary teaching points 

follow each set of related discussion questions. These summary teaching points should be conveyed 

to the trainees to sum up the discussion that has just taken place before moving on to the next set of 

discussion questions. Each discussion guide (i.e., in-depth or abbreviated) concludes with a set of 

summary statements that can be read to conclude the training and highlight the important lessons 

trainees learn from the training. 

Discussion 1 Questions: Group Dynamics. Use the following questions and teaching points to address 

trainees’ abilities and concerns regarding decisionmaking and escaping as a group. 

Part A: Agreement as a group: 

1. “Did everyone in your group agree on the same decisions?” 

2. “Did different people have different opinions about when it is best to use a refuge alternative?” 

o	 Prompt: “If so, what were the opinions and what did you do when there was a difference of 

opinion?” 

3.	 “Do you think people have different opinions when planning their escape during true mine
 

emergencies?”
	

o	 Prompt: “If so, how can they be resolved?” 

Summary Teaching Point: In past mine emergencies, miners often escaped in groups. Escaping in a 

group can be helpful if you are with other miners who are more familiar than you with navigating 

through the mine. However, attempting a group escape can be dangerous if miners go along with 

decisions that are made by other miners when they believe there may be better options. Remember, your 

first priority in a mine emergency should be getting out of the mine. 
Part B: Group versus individual escape 

1. “What are some pros and cons of group escape?” 

o Pros: 

 If the emergency does not require wearing SCSRs, escaping miners can discuss 

options for escape (routes to take, mode of egress, etc.). 

 Escapees can draw on the knowledge of others to decide on the best course of action. 

 Escapees can help each other with the donning and use of SCSRs, navigating 

escapeways, etc. 

 A decisive leader may emerge if the traditional leader cannot take charge. 

o Cons: 

 The group can only travel as fast as the slowest person 

 Groups can spend excessive time deciding on a course of action 

 Groups may want to split up and allow the faster escapees to continue ahead of the 

slower ones. 

2. “What are some pros and cons of individual escape?” 

o Pros: 

 Individual escape permits those who can travel faster to move out and reach safety 

sooner. 

 Those who reach safety sooner can report the locations, if known, of other escaping 

miners. 

o Cons: 

 A lone miner may not have anyone close by who can help if he/she has difficulty 

escaping. 

 A lone miner may not have a multigas meter to assess the mine atmosphere. 

 A lone miner may lack sufficient experience to have good judgment, decisionmaking, 

and/or navigational skills leading to poor choices when escaping. 

3. “What are some situations when escaping alone might be necessary?” 

o Possible Answers: 

 A miner is working separately from a crew and a mine emergency occurs between a 

miner and others underground, and they are unable to reach each other. 

 A miner is separated from the group and cannot find anyone else. 

 A miner is the only person to survive the emergency or the only person physically 

capable of attempting escape. 

 All of the other miners refuse to try to escape and want to enter the refuge alternative. 

Summary Teaching Point: In an emergency, you will have to decide if self-escape or staying with the 

group will give you the best chance of escaping the mine. Keep in mind, though, that it is always best to 

try to escape before using a refuge alternative. 

17
 
Part C: Escape while tethered 

1. “What are some advantages and disadvantages of escaping while tethered?” 

o Advantages: 

 Allows escaping miners to stay close together, even in dense smoke 

 Reduces likelihood miners will become separated 

o Disadvantages: 

 If a miner in the group trips and falls, other miners could be pulled down. 

 Being tethered can cause difficulty when miners have to pass through mandoors, 

cross overcasts, or maneuver through tight clearances. 

2. “What are some techniques that make escaping while tethered easier?” 

o Possible Answers: 

 Adequate distances between miners can be maintained. 

 The tether can be secured to enable miners to easily detach themselves should there 

be a need. 

Real Life Example: There have been past disasters where miners have become separated because 

they did not use a tether or a tether was not yet available. During a mine fire in 2006 at the Aracoma Coal 

Company, Alma No. 1 Mine, a group of 12 miners attempted to escape from their working section by 

mantrip. Before leaving, the foreman told the crew that if they could not travel all the way on the mantrip 

they should move into the Northwest Mains belt entry, which served as the section’s alternate escapeway. 

After travelling about 2,220 feet, the crew abandoned the mantrip because of heavy, dense smoke. The 

miners exited the mantrip, donned their SCSRs in heavy smoke, and began their egress on foot, heading 

toward a crosscut with a mandoor which led to the Northwest Mains belt entry. The crew crossed into the 

belt entry, where the air was clear of smoke. When doing a head count, the foreman noticed that two miners 

were missing. For some unknown reason, the two miners became separated from the rest of the crew. The 

foreman and two other miners went back into the smoke to look for the missing workers but could not 

locate them. The crew continued to travel on foot about 1,900 ft in the belt entry until they were outby the 

fire location and moved back into the primary escapeway. The bodies of the two missing miners were found 

on January 21, 2006 [MSHA 2007]. 

Summary Teaching Point: When escaping through dense smoke, groups of miners should tether 

together to avoid losing individuals. 

18
 
Part D: Leaving a miner behind 

1. “What kinds of situations could occur at your mine where you might need to leave a miner behind?” 

o Possible Answers: 

 A miner is physically unable to escape. 

 A miner has separated from the group and cannot be found. 

 A miner refuses to attempt to escape and wants to deploy the refuge alternative. 

2. “What can you do to help the miner escape before making the decision to leave the miner behind?” 

o Possible Answers: 

 Try to physically assist the miner by supporting the miner as he/she walks. 

 Attempt to convince the miner that escape may be possible, and entering the refuge 

alternative is not the right thing to do at the time. 

3. “What do you need to do if you leave a miner behind?” 

o Possible Answers: 

 Note the time and location you last saw the miner. 

 Leave any available food and water with the miner. 

 Try to get the miner to a refuge alternative. 

 Assist rescue efforts by communicating as soon as possible to the responsible person 

the time and location you last saw the miner. 

Real Life Examples: During a mine fire at Beth Energy Mine No. 33 in western Pennsylvania, an 

escaping miner could not physically continue. The crew of seven men had to make the difficult decision 

whether to split up and leave the disabled miner behind or stay together. The crew decided to split up and 

left the disabled miner behind with two other miners. When the group of four miners reached fresh air, they 

told incoming rescuers where the downed miner and the two other miners were located. With the fire 

extinguished, rescuers immediately redirected air to quickly clear smoke. The three miners were successfully 

rescued [NIOSH 2000]. In this case, there were no refuge alternatives available in the mine. 

Summary Teaching Point: Although it may be a very difficult decision, at some point during a mine 

escape you may have to leave a miner behind for the greater good of the group. If you must leave a 

miner behind, you might be able to leave the miner in a refuge alternative. However, you should only 

seek refuge when escape is no longer an option. 

19
 
Discussion 2 Questions: Refuge Alternative. The following questions can be used to discuss some of the 

pros and cons of using refuge alternatives, which are detailed both in this instructor’s guide and in the

training program. 

Part A: Using refuge alternatives 

1.	 “Did anyone want to go to the refuge alternative?” 

o	 If yes: “Why did you want to go to the refuge alternative?” 

o	 If no: “Why didn’t you want to go to the refuge alternative?” 

2.	 “When would you consider using a refuge alternative at your mine?” 

3.	 “Can the refuge alternatives at your mine be used as a way station?” 

Note to Instructors: Some refuge alternatives may be used as way stations—temporary stop-off points to 

change SCSRs, rehydrate, rest, and try to obtain more information about the situation. Using a refuge 

alternative as a way station means that miners would enter the refuge alternative but exit after a period of 

time. It is important to note that not all refuge alternatives can be used as way stations. Some manufacturers’

refuge alternatives do not contain enough purge air to be used as a way station and later as a refuge 

alternative if miners find they cannot escape the mine. Make sure to check with mine policy and your refuge 

alternative manufacturer to see if the refuge alternatives at your mine can be used as way stations. It is 

important, however, to keep in mind that if miners use a refuge alternative as a way station, it will not only 

delay their escape, but it can reduce their escape options over time. 

4.	 “What is some important information to remember about refuge alternatives?” 

o	 Rescuers know where the alternatives are located. 

o	 Breathable air will be available for at least 96 hours. 

o	 Supplies will be available - food, water, first aid. 

o	 Potential for communication with the surface is available in the refuge alternative. 

o	 Refuge alternative could be designated as a meeting location during escape. 

o	 Conditions may be uncomfortable—hot, cramped, and stressful. 

o	 Rescuers need acceptable conditions to reach the refuge alternative. 

o	 Refuge alternatives could be damaged by roof falls, fires, or explosions. 

o	 Miners cannot leave or reenter alternative without expending oxygen and shortening the time 

the alternative can sustain life. 

Summary Teaching Point: Escaping the mine during an emergency should be your first priority. Only 

enter the refuge alternative as a last resort when all of your escape options have been exhausted. If the 

refuge alternatives at your mine can be used as a way station, you may wish to use it to develop an 

escape plan or change SCSRs. 

20
 
Part B: Types of mine emergencies 

1. “What types of emergency situations could occur at your mine?” 

 Fire 

 Roof or rib fall 

 Explosion 

 Water inundation 

 Gas inundation 

2. “What would you have to do to escape the mine during those emergencies?” 

o Possible Answers: 

 Fire: Navigate through heavy smoke, high carbon monoxide (CO), and possibly heat 

while wearing SCSR; change escape route, manage injured miners, etc. 

 Roof/rib fall: Navigate around and/or over rubble to escape, manage injured miners, 

etc. 

 Explosion: Navigate through heavy smoke and possibly heat while wearing SCSR, 

clear rubble, manage injured miners, deal with disrupted ventilation, oxygen 

deficiency, increased methane, etc. 

 Water inundation: Navigate through rising water, strong water currents, debris in the 

water, and tripping/stumbling hazards; change escape route if water is too deep, seek 

higher ground if escape is not possible. 

 Gas inundation: Escape while wearing an SCSR; take gas readings to monitor the 

quality of the air. 

3. “What are some situations that would require entering a refuge alternative?” 

o Possible Answers: 

 Incapacitating injury to you or a fellow miner 

 All possible escape routes are blocked 

Real Life Example: On January 2, 2006 a methane ignition caused an explosion at the International 

oal Group’s Sago Mine near uckhannon in Upshur ounty, West Virginia. !lthough 16 miners were able to 

escape the mine, 12 miners were unable to escape and barricaded themselves behind a curtain at the face of 

the Two Left section. Approximately 41 hours following the explosion, mine rescuers found the trapped 

miners. Unfortunately, only 1 of the 12 miners was still alive; the others had succumbed to asphyxiation 

[McAteer et al. 2006]. If the Sago mine had been equipped with refuge alternatives and if the miners had 

entered a refuge alternative following the explosion, 11 lives may have been saved, and all 12 of the miners 

may have been rescued and returned home to their families [MSHA 2007]. If you find yourself in a similar 

situation when escape is not possible, entering a refuge alternative if one is available could save your life. 

21
 
Summary Teaching Point: Escaping the mine during an emergency should be your first priority. Make 

sure you know how to deal with any emergency that could occur in your mine in order to make the best 

escape attempt possible. Only enter the refuge alternative as a last resort when all of your escape options 

have been exhausted. 

Discussion 3 Questions: Communicating Information. Use the following questions to discuss the kind of 

information that is important to receive and relay to others when trying to escape a mine emergency. 

Information contained in this section was extracted from the Emergency Communication Triangle [NIOSH 

1999]. 

Part A: Information about the mine emergency 

1.	 “What kind of information were you given about the mine emergency during the training 

simulation?”
	

o	 Possible Answers: 

 There was a fire 

 Everyone should escape 

 The fire was in the personnel and supply haulage entry 

2. “What is important to know when obtaining or providing information about a mine emergency?” 

o	 Possible Answers: 

 Who you are talking to and who you are 

 Where the emergency is located 

 What type of emergency 

 Miners —location(s) and information about anyone who is injured, missing, etc. 

 Event—details about the event including its severity 

 Response—what is being done to manage the emergency 

3.	 “Why is it important to obtain information when trying to escape?” 

o	 Possible Answers: 

 Reduce confusion 

 Increase confidence in decisions 

 Prevent transmission of incorrect information 

 Improve the likelihood of a successful escape 

22
 
Real Life Example: From 1988–1990, three mine fires occurred in underground coal mines in 

western Pennsylvania. These included events at the Beth Energy Mine No. 33, Marianna No. 58 Mine, and 

the Mathies Mine. Although the fires were reported, critical information about the events was not effectively 

communicated to those who needed the information to make decisions during these mine emergencies. At 

other times, those on the receiving end of a warning did not think to ask the right questions. In each case, 

the location of the fire was known at the three mines but did not get communicated to many of those who 

had to evacuate. In some cases, even the nature of the problem was not clearly communicated, resulting in 

some miners evacuating knowing nothing about what was happening. Of the 48 miners interviewed by 

researchers, only 2 knew the location and extent of the fire. Miners delayed donning their SCSRs because 

they did not know how far they had to travel to reach fresh air. Not knowing where the fire was located also 

played a role in travel direction during escape. Most decisions about what direction to travel had to be made 

without miners knowing where the fire was and, therefore, the likely location of the smoke [NIOSH 2000]. 

Summary Teaching Point: It is important to get as much information about the emergency as possible 

so that you can make informed decisions during your escape. It is always best to try to escape; knowing 

the critical information about the emergency can assist you in making the best decisions. 

23
 
Discussion 4 Questions: Using a self-contained self-rescuer (SCSR). Use these questions to discuss 

using SCSRs during a mine emergency. 

Part A: When to don an SCSR 

1.	 “Did you don your SCSR during the emergency?” 

o	 Prompt: “Why or why not?” 

 

2.	 “If you did don your SCSR, at what point did you don it?” 

3.	 “When should you don your SCSR in an emergency such as a mine fire or explosion?” 

o	 Possible Answers: 

 At the first sign of smoke 

 When the oxygen (O2) level drops below 19.5% (oxygen deficiency) 

 When carbon monoxide (CO) is detected 

4.	 “How can CO (carbon monoxide) and oxygen deficiency affect you?” 

o	 Possible Answers: 

 CO can lead to: headache, dizziness, restlessness, paresthesia (tingling), dyspnea 

(breathing difficulty), sweating, malaise (vague feeling of discomfort), increased 

heart rate, high blood pressure, coma, asphyxia, and convulsions 

 Too little oxygen (O2) can cause you to lose consciousness with little or no warning. 

If oxygen levels become low enough, you can even die. 

Summary Teaching Point: It is important to don an SCSR at the first sign of smoke, in the presence of 

CO, or if the oxygen level drops below 19.5%. Miners should not wait until they begin to feel the effects 

of inhaling toxic smoke and gasses to don their SCSRs; it may be too late. 

Part B: Removing an SCSR 

1.	 “Did you remove your SCSR at any point during the exercise?” 

o	 Prompt: “Why or why not?” 

2.	 “Once you have donned an SCSR, what are the only times you should remove the SCSR?” 

o	 Possible Answers: 

 When you exit the mine 

 When you need to transfer to another SCSR to continue your escape 

3.	 “During escape, you may need to communicate with other miners. How would you communicate 

while wearing an SCSR?” 

o	 Possible Answers: 

 Use cap lamp signals 

 Write notes to other miners 

 Use hand signals 

24
 
Real Life Example: On May 20, 2006 an explosion occurred at approximately 1:00 a.m. in the 

Sealed A Left Section of the Kentucky Darby, LLC, Darby Mine No. 1. Two miners were killed from forces of 

the explosion. Four other miners, who were underground working in the B Left Section, heard the explosion 

and attempted to evacuate. The escaping miners encountered thick smoke approximately four crosscuts 

outby the section power center which prompted them to stop and don their SCSRs. As the miners continued 

to escape through smoke, at least two of the miners intermittently removed their SCSR mouthpieces to 

communicate. One miner survived and three died due to carbon monoxide poisoning with smoke and soot 

inhalation [MSHA 2007]. 

Summary Teaching Point: Once you have donned your SCSR, you should not remove it until you are 

out of the mine or you have determined that the air is safe to breathe. Be aware that breathing through an 

SCSR is not the same as breathing normally. Because of their design, you will experience some 

breathing resistance. This resistance will increase the longer the unit is worn. But, as long as you can 

breathe from the apparatus, it is still working. For chemical-oxygen SCSRs, it is important to know how 

to manually activate the unit in the event that the automatic activation malfunctions. Knowing what to 

expect and how an SCSR functions can facilitate your successful use of an SCSR. 

25
 
Discussion 5 Questions: Alternate Escapeways. Use the following questions to discuss the use of different 

escapeways. 

Note to Instructors: This point in the group discussion would be an excellent time to review with 

the trainees the mine’s actual escapeway map.

Part A: Primary and secondary escapeways 

1.	 “How are the primary and secondary escapeways marked in your mine?” 

2.	 “Did you stay in the primary escapeway the entire time during the training simulation?” 

3.	 “If you were escaping from your mine, when would you consider moving from the primary into the 

secondary escapeway?” 

4.	 “If necessary, how would you move from the primary to the secondary escapeway?” 

5.	 “Are there other routes you can take when escaping from your mine besides the primary or 

secondary escapeway?”
	

6.	 “When would you consider using an escape route other than the primary or secondary escapeway?” 

Summary Teaching Point: Remember to consider all escape options. If conditions are too bad in the 

primary escapeway, try the secondary escapeway. Miners may even be able to escape via a route that is 

not a designated escapeway. Remember, don’t spend too much time transitioning from one escapeway 

to another; the most important thing is to continue moving outby. 

Part B: Navigating along escape routes 

1.	 “What are some techniques for navigating through heavy smoke?” 

o	 Possible Answers: 

 Tethering escapees together 

 Using the lifeline and being familiar with the tactile signals 

Note: The Appendix provides a diagram illustrating the various lifeline tactile signals 

for your reference (page 35). 

 Noting air direction 

 Following physical features such as stoppings, water lines, power cables, etc. 

2.	 “How can you determine which direction is outby if the lifeline is inaccessible or if there is not one 

in the escape route you choose to travel?” 

o	 Possible Answers: 

 Look for reflective markings or signage that may indicate which direction is outby 

 Airflow direction: if you are escaping in an intake, you should be walking against the 

airflow; if you are escaping in a return, you should be walking with the airflow. 

 Pipe fittings: learn whether the male or female end of the pipe is on the outby side of 

joints in your mine 

 Examine the markings that have been made on the rib by the continuous miner 

26
 
Real Life Example: Following a series of four explosions at the Willow Creek Mine in Helper, Utah, 

many miners found themselves disoriented and without their hard hats and camp lamps in a smoke and 

dust-filled mine. One miner was able to locate the 6-inch water line in the No. 2 entry and followed it as a 

guide to lead him out of the section. He made it to the mains by following the water line where he was 

picked up by a fellow miner driving a transport vehicle and was driven out of the mine to safety [MSHA 

2001]. 

Summary Teaching Point: Do not let smoke (even heavy smoke) become a barrier to escape. You should 

don your SCSR and use your navigational skills, knowledge of the mine layout, and escapeway aids and 

navigational devices to continue to escape. 

Part C: Using the mantrip 

1. “Did you use the mantrip?” 

o Prompt: “Why or why not?” 

2. “When is it possible to escape using the mantrip?” 

o Possible Answers: 

 When visibility is sufficient to allow the operator to tram the mantrip safely 

 When the haulage route is not blocked by debris 

 When methane levels in the haulage route are not in the explosive range of 5%–15% 

3. “When should the mantrip NOT be used for escape?” 

o Possible Answers: 

 When visibility is such that the operator cannot see far enough to safely operate the 

vehicle 

 If the haulage route is blocked by debris 

 If the methane level along the haulage route is in the explosive range of 5%–15% 

Summary Teaching Point: The mantrip can be the fastest method of escape from the mine. Riding out on 

the mantrip as far as possible, if conditions permit, will save time and reduce physical exertion. 

27
 
Discussion 6 : Training Session Summary Statements. Use these reminders to make sure trainees 

understand that preparation and good decisionmaking are keys to a successful mine escape. These 

statements can also be used as an overall summary of the training if you do not have time to go through all 

of the discussion questions. 

1.	 “Become familiar with the mine map and mine layout, including escapeways and the locations of 

SCSR caches, mine phones, and refuge alternatives. Knowing this information will help you make 

informed decisions during an escape.” 

2. “Make sure you know when and how to don your SCSR and how to transfer over to a new unit.” 

3.	 “Try to get as much information about the emergency as possible so that you can make informed 

decisions while escaping.” 

4. “Change your escape plan as conditions within the mine change.” 

5. “The refuge alternative should be your last option, but it is an option if you are unable to escape. It 

is important to remember some important information about refuge alternative use including: 

Rescuers know where the refuge alternatives are located. 

Breathable air will be available for at least 96 hours. 

Supplies will be available - food, water, first aid. 

Potential for communication with the surface is available in the refuge alternative. 

Refuge alternative could be designated as a meeting location during escape. 

Conditions may be uncomfortable—hot, cramped, and stressful. 

Rescuers need acceptable conditions to reach the refuge alternative. 

Refuge alternatives could be damaged by roof falls, fires, or explosions. 

Miners cannot leave or reenter a refuge alternative without expending oxygen and 

shortening the time the refuge alternative can sustain life. 

28
 
Evaluation of Training Session 

You can distribute the Refuge Alternative Computer-Based Training Evaluation form (on pages 33–

35 and 31) if you would like to evaluate how the training program was received at the specific mine. 

Questions 1–7 assess the specialty areas within which trainees possess experience. Statements 1–6 

determine if trainees think the training was interesting and informative. Statements 7–13 determine 

if trainees learned something new from the training that they can use on the job. Finally, questions 

14–18 determine if trainees remember information that was covered during the training, such as how 

to respond in an emergency situation. You can use the trainees’ responses to all of the statements to 

decide if the training was helpful and if other groups of trainees should receive the same training. 

You can also use their responses to decide if any changes need to be made to the discussion section. 

“Please fill out an evaluation form for this training session and return it to me when you are 

finished. There are no right or wrong answers.” 

29
 
Lesson Plan for Training with Abbreviated Discussion
 

30
 

This lesson plan can be used when presenting the training to one large group or several smaller 

groups. Parts of the lesson plan can be used when the training is given to several individuals at one 

time. 

Ask the trainees the questions in italics. 

Introduce the Training 

“We are going to use a computer program to practice making decisions during a mine emergency. 

Decide on and select the option that you would most likely choose if this situation occurred in real 

life. If you are working in a group, you will need to work together to decide what to do at each step, 

and you can discuss your thoughts and opinions out loud. Because you would probably be wearing 

your SCSR during a real emergency—and would not be able to communicate verbally—this is a 

chance for you to practice discussion and decisionmaking skills as a group. If you are working 

alone, make the decisions that you think are best. If you want to return to the previous slide to make 

a different decision, you can select the Go Back button at any time.” 

Computer-Based Training Program 

Have the trainees begin the training program, and remind them that they must click a choice in the 

decision box in the lower right of each page to advance to the next page. If you are conducting the 

training for one large group, make sure to allow enough time for all trainees to read each slide and 

make a decision before going to the next one. This training program should take about 10–20 

minutes to complete. 

Group Discussion Session 

The following discussion sets include a few essential discussion questions on important topics related to 

emergency escape, including the decision of when to use a refuge alternative. These questions can be asked 

verbatim to elicit discussion among the trainees. This abbreviated discussion guide concludes with a set of 

summary statements that can be read to conclude the training and highlight the important lessons trainees 

should take away from the training. 
Discussion 1: Discussion Questions 

1.	 “Did anyone get a feedback slide?” 

o	 Prompt: “What did the feedback slide say?” 

o	 Prompt: “Did you learn anything from this feedback slide?” 

o	 Prompt: “Do you have any questions or comments about this feedback slide?” 

2.	 “What new information did you learn about when to use refuge alternatives and emergency
 

escape?”
	

3.	 “What questions or concerns do you have about when to use a refuge alternative or emergency 

escape?” 

4.	 “When would you enter a refuge alternative?” 

5.	 “What is some important information to remember about refuge alternatives?” 

o	 Rescuers know where the alternatives are located. 

o	 Breathable air will be available for at least 96 hours. 

o	 Supplies will be available - food, water, first aid. 

o	 Potential for communication with the surface is available in the refuge alternative. 

o	 Refuge alternative could be designated as a meeting location during escape. 

o	 Conditions may be uncomfortable—hot, cramped, and stressful. 

o	 Rescuers need acceptable conditions to reach the refuge alternative. 

o	 Refuge alternatives could be damaged by roof falls, fires, or explosions. 

o	 Miners cannot leave or reenter alternative without expending oxygen and shortening the time 

the alternative can sustain life. 

31
 
Discussion 2: Training Session Summary Statements. Use these reminders to make sure trainees 

understand that preparation and good decisionmaking are keys to a successful mine escape. These 

statements can also be used as an overall summary of the training if you do not have time to go through all 

of the discussion questions. 

1.	 “Become familiar with the mine map and mine layout including escapeways and the locations of 

SCSR caches, mine phones, and refuge alternatives. Knowing this information will help you make 

informed decisions during an escape.” 

2. “Make sure you know when and how to don your SCSR and how to switch over to a new unit.” 

3.	 “Try to get as much information as possible about the emergency so that you can make informed 

decisions while escaping (e.g., where, what, who, response, event details).” 

4. “Change your escape plan as conditions within the mine change.” 

6. “The refuge alternative should be your last option, but it is an option if you are unable to escape. It 

is important to remember some important information about refuge alternative use including: 

Rescuers know where the refuge alternatives are located. 

Breathable air will be available for at least 96 hours. 

Supplies will be available - food, water, first aid. 

Potential for communication with the surface is available in the refuge alternative. 

Refuge alternative could be designated as a meeting location during escape. 

Conditions may be uncomfortable—hot, cramped, and stressful. 

Rescuers need acceptable conditions to reach the refuge alternative. 

Refuge alternatives could be damaged by roof falls, fires, or explosions. 

Miners cannot leave or reenter a refuge alternative without expending oxygen and 

shortening the time the refuge alternative can sustain life. 

Evaluation of Training Session 

You can distribute the Refuge Alternative Computer-Based Training Evaluation form (on pages 33–

35 and 31) if you would like to evaluate how the training program was received at the specific mine. 

Questions 1–7 assess the specialty areas within which trainees possess experience. Statements 1–6 

determine if trainees think the training was interesting and informative. Statements 7–13 determine 

if trainees learned something new from the training that they can use on the job. Finally, questions 

14–18 determine if trainees remember information that was covered during the training, such as how 

to respond in an emergency situation. You can use the trainees’ responses to all of the statements to 

decide if the training was helpful and if other groups of trainees should receive the same training. 

You can also use their responses to decide if any changes need to be made to the discussion section. 

“Please fill out an evaluation form for this training session and return it to me when you are 

finished. There are no right or wrong answers.” 

32
 
Refuge Alternative Computer-Based Training Evaluation
 

Age ______ Sex ______ Total Years Experience Mining ______ 

Total Years Experience at this Mine ______ 

Present Job at this Mine ________________________________________________________ 

Total Years Experience in your present Job ______ 

Please tell us about any specialized training and/or certification you have. 

1. Have you ever worked as a section boss? 

□ No 

□ Yes: How long have you worked as a section boss? ______ years, ______ months 

2. Have you ever worked as a fire boss? 

□ No 

□ Yes: How long have you worked as a fire boss? ______ years, ______ months 

3. Have you ever been a member of a mine rescue team? 

□ No 

□	 Yes: How long have you been a member of a mine rescue team?
 

 ______ years, ______ months
 

4. Have you ever been a member of a mine fire brigade? 

□ No 

□ Yes: How long have you been a member of the fire brigade? ______ years, ______ months 

5. Have you ever been a firefighter outside of the mine? 

□ No 

□ Yes: How long have you been a fire fighter? ______ years, ______ months 

6. Are you a certified emergency medical technician (EMT)? 

□ No 

□ Yes: How long have you been an EMT? ______ years, ______ months 

7. Are you a certified paramedic? 

□ No 

□ Yes: How long have you been a paramedic? ______ years, ______ months 

33
 
Please circle the number which tells how much you agree or disagree with the following statements: 

Statement: Strongly 

Disagree 

Disagree Neither 

Agree nor 

Disagree 

Agree Strongly 

Agree 

1. Overall this training was excellent. 1 2 3 4 5 

2. Overall this training was interesting. 1 2 3 4 5 

3. Overall this training was easy. 1 2 3 4 5 

4. Overall this training was informative. 1 2 3 4 5 

5. Overall this training was useless. 1 2 3 4 5 

6. Overall this training was important. 1 2 3 4 5 

7. This training was relevant to my job. 1 2 3 4 5 

8. I liked the format of this training. 1 2 3 4 5 

9. I feel better prepared to make decisions 

during a mine emergency escape. 

1 2 3 4 5 

10. I know when to use a refuge 

alternative. 

1 2 3 4 5 

11. The scenarios presented in the training 

could happen in real life. 

1 2 3 4 5 

12. I learned something new from the 

training. 

1 2 3 4 5 

13. The training will help me remember 

important points should I have to 

escape a mine emergency. 

1 2 3 4 5 

34
 
The following questions apply to decisionmaking during a mine emergency. Select either yes or no. 

14. It is necessary to use your SCSR at the first sign of smoke. 

YES NO 

□ □

15. In a mine emergency, you should first try to escape. □ □

16. If a group of miners are escaping together, they should tether themselves to each other. □ □

17. Refuge alternatives provide 96 hours of breathable air, water, and food. □ □

18. If a phone rings, you should only pick it up if you have time. □ □

35
 
Answer Key for questions 14–18 

Question 14 YES 

Question 15 YES 

Question 16 YES 

Question 17 YES 

Question 18 NO 

36 
References 

McAteer JD, Bethell TN, Monforton C, Pavlovich JW, Roberts D, Spence B [2006]. The Sago Mine 

disaster: A preliminary report to Governor Joe Manchin III. 

[http://www.wvgov.org/SagoMineDisasterJuly2006FINAL.pdf] 

MSHA [2008]. Flame-resistant conveyor belt, fire prevention and detection, and use of air from the belt 

entry; Final rule. Arlington, VA: U.S. Department of Labor, Mine Safety and Health Administration 

[http://www.dol.gov/federalregister/PdfDisplay.aspx?DocId=21929]. 

MSHA [2007]. Report of investigation, fatal underground coal mine explosion, January 2, 2006. Sago Mine, 

Wolf Run Mining Company, Tallmansville, Upshur County, West Virginia, ID No. 46-08791. Arlington, 

VA: U.S. Department of Labor, Mine Safety and Health Administration, Coal Mine Safety and Health. 

MSHA [2007]. Report of investigation, fatal underground coal mine fire, January 19, 2006. Aracoma Alma 

Mine #1, Aracoma Coal Company, Inc. Stollings, Logan County, West Virginia, ID No. 46-08801. 

Arlington, VA: U.S. Department of Labor, Mine Safety and Health Administration, Coal Mine Safety and 

Health. [http://www.msha.gov/FATALS/2006/Aracoma/aracomareport.asp]. 

MSHA [2007]. Report of investigation, fatal underground coal mine explosion, May 20, 2006, Kentucky 

Darby LLC, Darby Mine No. 1, Holmes Mill, Harlan County, Kentucky, ID No. 15-18185. Arlington, VA: 

U.S. Department of Labor, Mine Safety and Health Administration, Coal Mine Safety and Health. 

MSHA [2001]. Report of investigation, underground coal mine explosions, July 31–August 1, 2000. Willow 

Creek Mine, Plateau Mining Corporation, Helper, Carbon County, Utah. ID No. 42-02113. Arlington, VA: 

U.S. Department of Labor, Mine Safety and Health Administration, Coal Mine Safety and Health. 

NIOSH [2000]. Behavioral and organizational dimensions of underground mine fires. By Vaught C, Brnich 

MJ, Mallett LG, Cole HP, Wiehagen WJ, Conti RS, Kowalski KM, Litton CD. Cincinnati, OH: U.S. 

Department of Health and Human Services, Centers for Disease Control and Prevention, National Institute 

for Occupational Safety and Health, DHHS (NIOSH) Publication No. 2000-126, IC 9450 

[http://www.cdc.gov/niosh/mining/pubs/pubreference/outputid373.htm]. 

[NIOSH 1999]. The emergency communication triangle. By Mallett L, Vaught C, Brnich MJ. Cincinnati, 

OH: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National 

Institute for Occupational Safety and Health, DHHS (NIOSH) Publication No. 99-157 

[http://www.cdc.gov/niosh/mining/pubs/pubreference/outputid612.htm]. 

37
 
Appendix: Handouts
 

38
 
Mine Map for CBT Exercise 20 40 100 120 60 80

3 Left

1 Left

2 Left Sealed

Sealed

Sealed Area 20 Crosscut Number

20

4 Left

Pager Phone Belt Line Belt Drive

Refuge Chamber SCSR Cache Secondary Escapeway Primary Escapeway

4 Left

Belt Drive 11,500 ft

West Mains No. 2

Belt Drive

3,500 ft

West mains No. 3

Belt Drive

West Mains

39
 
Lifeline Tactile Signals 

[MSHA 2008] 

40
 
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DHHS (NIOSH) Publication No. 2011-177 

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