Outdoor News, September 2018Outdoor News Volume 36 No 1, September 2018 Contents 3From the Editor...

Outdoor NewsJournal of the Outdoor Educators’ Association of South Australia

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Volume 36 No 1, September 2018

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Outdoor News Volume 36 No 1, September 2018 2Contents

Beyond Limits

Outdoor NewsVolume 36 No 1, September 2018

OEASA Directory 2018 – 2019Chair: Micha JensenVice Chair: Mike MeredithTreasurer: Phil NobleAssistant Treasurer: Andrew StaceSecretary: Chris DetmarAssistant Secretary: Nick GloverEditor and webmaster: Peter CarterBronze sponsors

ContentsFrom the Editor · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·3

From the Chairman · · · · · · · · · · · · · · · · · · · · · · · · · ·4

State Outdoor Conference 22–23 November 2018 · · · · ·5

The Presentation Dinner: Major Awards · · · · · · · · · · · ·6

A challenging morning on the water · · · · · · · · · · · · ·10

Extending the reach · · · · · · · · · · · · · · · · · · · · · · · ·11

Safety Alert: High Ropes Adventure Courses · · · · · · ·12

Protection of the eyes from UV radiation · · · · · · · · · ·14

Good signage in national parks can save lives. Here’s how to do it right · · · · · · · · · · · · · · · · · · ·17

YATS* · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·18

Out and about... · · · · · · · · · · · · · · · · · · · · · · · · · · ·19

The back page · · · · · · · · · · · · · · · · · · · · · · · · · · · ·21

Committee: Alicia Anson, Allie Brinkworth David Edwards, Michael Foot Chris Hodgson, Luke Janson Scott Polley, Ray Prideaux Lisa Sachse, Rob Stillwell Dave Walker

The front page picAt the entrance to Witjira National Park in the far north of South Australia

Credit: Micha Jensen

ContactsSecretary: Chris Detmar

PO Box 669 Goolwa 5214 [email protected] 0415 501 695

Outdoor News: Peter Carter [email protected]

Website:

https://unitingvenuessa.org.au/beyond-limitshttps://www.adelaidecanoeworks.com.au/https://www.snowys.com.au/http://soc.com.au/https://www.canoeadventure.com.au/http://www.griffinwines.com/http://www.oeasa.on.net/


From the EditorPeter Carter

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zkaYes, this edition is late, a consequence of material not arriving by the due date.

Please note: deadline for the next edition is Friday 28 September.Several members have commented favourably on the new format of Outdoor News. Certainly Phil is happy at not having to organise printing and then do the mailout.Lead item this time has citations for the major awards at this year’s Presentation Dinner. Congratulations go to all award recipients, and to the organisers.Wayne Hooper gives an account of things going wrong on West Lakes, a reminder to be always prepared with towline and first aid kit. On the subject of towlines, I’ve been experimenting agan, as you can read on a later page.From Queensland we have a Safety Alert following a recent incident on a high ropes course, concluding with a number of recommendations.One of the publications that come my way is Seekajak, the magazine of the German Salzwasser Union, a sea kayak club. One item in the June issue was ‘Schutz der Augen vor UV-Strahlung’. Fortunately Google Translate produces a usable, if stilted, English version, which you can read on page page 14. To quote the writer’s closing advice: ‘Better we take precautions’.

I first saw rock stacking on a boulder beach on the Tasman Peninsula in January 1979 when Frank Goodman began stacking granite rocks over lunch. I thought it was just an idiosyncracy but it turns out that it’s common in the UK. It’s one of the topics in ‘Out and about...’, which has a number of excerpts from the web on rock stacking, Australian schools after Gonksi 2.0, learning styles and safetyism. I wonder how many ‘fragile’ risk-averse students have spent time in the outdoors in activities that many would see as hazardous. It would be interesting to compare former Outdoor Education students with those who have not had that experience.

It seems electricians, and presumably other tradespeople, are not outdoors people even though they may work outside. Recent electrical work on the house took its toll in the garden of local natives: a Goodenia and a Myoporum did not survive trampling. Other Myoporums and the Austral Trefoil are recovering. So much for not treading on live vegetation...

Remember: Friday 28 September.

The Outdoor Educators’ Association of South AustraliaAims1 To promote the development of Outdoor

Education in South Australia2 To represent Outdoor Educators on issues

and matters concerning the use of the outdoors

3 To maintain the professional development of personnel working in the area of Outdoor Education

4 To maintain, support and develop the role of Outdoor Educators in South Australia

5 To promote the professional interchange of information between members and other related organisations through conferences, meetings, seminars and publications

6 To promote a philosophy of environmental awareness, preservation, conservation and positive attitudes towards the use of the outdoor environment

7 To act in an advisory capacity to community, government and non-government agencies

The Outdoor Educators’ Association of South Australia supports these national ethical guidelines for outdoor educators:

• The Outdoor Educator will fulfil his or her duty of care

• The Outdoor Educator will provide a support-ive and appropriate learning environment

• The Outdoor Educator will develop his or her professionalism

• The Outdoor Educator will ensure his or her practice is culturally and environmentally sensitive


From the ChairmanMicha Jensen

Hello all, I hope this belated version of Outdoor News finds you well and enjoying the sunshine.I have been lucky enough to take some time out and explore some of Australia with the family I hope you have also been able to enjoy some ‘down’ time in the outdoors. We were lucky enough to pack up our truck and head north for a few weeks and explore some of the Northern Territory and outback SA. For us it was our first real experience at 4WD camping and certainly we are still getting used to having a fridge and a tent big enough to stand up in. We certainly live in an extremely diverse country with spectacular natural beauty as we were reminded swimming in 36-degree water at beautiful Dalhousie springs. Ahh the serenity!Term 2 disappeared as fast as it arrived and term 3 is equally whizzing by at lightspeed. A real highlight for me last term was the Annual Presentation Dinner held on 15 June at the Unley town hall. It was a fantastic evening showcasing and acknowledging those who have excelled in the outdoors in the last 12 months and thanking and acknowledging those who have been involved in outdoor education for a lifetime. It was great to see so many new faces and certainly our attendance this year was one of the largest for the last few years. It was an enjoyable evening and I felt that the room was filled with a great

energy and excitement. Congratulations to those award recipients on their outstanding achievements and contribution to the outdoors. These types of events don’t happen without lots of hard work behind the scenes and the dinner this year was no different. A big thank you to those on the committee who assisted; Phil Noble, Chris Detmar, Mike Meredith, Rob Stilwell and Allie Brinkworth. A very big public thank you again to Ben Sharpe and his team for a wonderful selection of delicious food yet again this year. I must also acknowledge the MC for the evening Stephen Hausler who did a great job with short notice. I would also like to personally thank all the sponsors who contributed to the auction on the night. As an association we are very fortunate to have been so well supported this year and it has been great to see a wide variety of sponsors jumping at the opportunity to assist OEASA. Term 3 is again a busy one for all no doubt, as we wave goodbye to the winter weather and welcome spring. OEASA is also busy this term with Professional development opportunities at Ngaut Ngaut on 8 September and preparations are well underway

for the State Conference in November 22–23. I’m sure many of you will be keen attendees but equally we are also very keen to enlist presenters so if you have an idea or some knowledge you would like to share with others please fill in the presenter expression of interest form. We would love to hear from you.

Enjoy the rest of the term and enjoy this edition of Outdoor News!


OEASA Calendar

Committee meetings

5:30 pm at PAC ‘Red Centre’ Gym McBride room

Friday 2 November (T4 Wk 3, end of year drinks)

Outdoor Seminar Series ‘Learning through the Outdoors’

Friday 7 –Sat 8 September, Ngaut Ngaut

SAREA Personal and Rescue Assessment20, 21 OctoberTeam Paddle Challenge3, 4 November

Sea Skills11, 18, 25 November

SAREA Group Management Assessment24, 25 NovemberPAQS Group AssessmentSunday 10 February 2019

Outdoors OctoberOctober: any time. Share your outdoor

learning activities with the communityGreat Aussie CampoutSaturday 6 October (TBC)

ACA to coordinateFlatwater Supervisor, Guide, Instructor7, 15, 20 OctoberIntroduction to Sea Skills14, 21, 28 October

OEASA is pleased to present the 2018 State Outdoor Conference at the Education Development Centre Hindmarsh over 22–23 November. Running over the Thursday evening and Friday it is hoped the conference will offer a wide variety of presentations on Education, Recreation and Adventure in the great outdoors. The three strands of education, recreation and adventure are planned to run throughout each session offering everyone who attends something of interest with a choice in each session. Presentations should reflect the diversity of the outdoor community and offer insight into activities, programs and research within these three strands thus “Still Sharing Good Practice”.

Presenting at the 2018 State Outdoor ConferenceExpressions of interest are sought from individuals, groups or organisations to present at the 2018 State Conference. Teachers,

Educators, Recreation leaders, Outdoor facilitators, Adventurers and others involved in the outdoor community are asked to consider presenting at the conference. If you have an outdoor program, theme, area of expertise, research or activity that you could share with others then we would be interested in hearing from you.

The three general strands of the conference are Education, Recreation and Adventure. Within these major strands are opportunities to present on many areas of interest e.g. environmental, indigenous, special programs, methodology, youth at risk, fitness and health, adventure tourism, adventure therapy, land use conflicts, leadership programs, ecology, ecological footprints, interest group forums, Risk Management, Outdoor equipment, outdoor activities, research findings etc. Please use the Presenters expression of interest form

State Outdoor Conference 22–23 November 2018and submit by 30 of September to one of the following:OEASA Secretary: [email protected] Meredith: mike.meredith506@schools.

sa.edu.au

SponsorshipWe are looking for potential low key sponsors who could help out with components of the conference so if any organisations or individuals are interested in being involved please speak to one of the OEASA committee members or contacts mentioned on this flyer. Your participation and assistance would be greatly appreciated.For information about the conference please contact:Mike Meredith: 0409 678 498 or mike.

[email protected] Detmar (OEASA Secretary): 0415 501

695 or [email protected]


Tertiary Award: Darien PennoThe tertiary awardee for 2018 based primarily on Grade Point Average (GPA) is Darien Penno. Darien came from Cornerstone College to study Human Movement in 2015. A keen mountain biker and outdoor enthusiast, he chose the program to enable him to pursue his passion for the outdoors and a career in teaching. During his degree Darien achieved an overall GPA of 6.04: with outstanding results in Sociology, Maths and Outdoor Education. Darien is currently undertaking his Master of Teaching at UniSA while working at the Scout Outdoor Centre and completing awards in kayaking and bushwalking.

Kris Mosher Award: Nature Play SAKris Mosher was an extremely well respected Earth and Environmental Educator who inspired many of us to think globally and act locally. Her message was that to value ourselves we needed to value the Earth. Tragically, Kris died prematurely of breast cancer but not before leaving a deep legacy on her students and those of us that she mentored when involved in Bushwalking Leadership, Earth Education and the Outdoor Educators’ Association of South Australia. OEASA is pleased to honour her work with an award in

her name for outstanding efforts in Earth and or Environmental Education.

‘Nature Deficit Disorder’ is a phrase coined by the American investigative journalist Richard Love to describe urban lifestyles that are becoming increasingly screen focussed and indoors. His book Last Child in the Woods was a result of spending 10 years reporting and speaking to researchers, parents and children

about the change in US lifestyles away from indoors and the sanitizing of play including outdoor play. His investigation found this lack of outdoors impacted on mental and physical wellbeing, community, academic learning, creativity, immunity and care for the environment. Mark Tremblay, Canada’s pre-eminent population health expert responsible for initiating the physical activity and nutrition report cards that have now been replicated in Australia and other countries was clear in his assessment of the role of outdoors and health. ‘Outdoors is Health’ was his catchcry.In response to this concern, Nature Play SA started in 2014 thanks to funding from the South Australian Government to mirror similar organisations established on other states. Nature Play is now working towards self-sufficiency through membership, events and consultancy designed to transform thinking and practice about the critical role that time outside, in natural settings plays in developing healthy children. The organisation supports schools, families and organisations to increase the amount of vitamin N for Nature in our lives. Nature Play has a staff of eight with celebrated sports person Sarah Sutter appointed as CEO. Events run by Nature Play include Adelaide and Regional

The Presentation Dinner: Major Awards

Dinner Sponsors: Gold Silver Bronze

Darien Penno



based workshops such as the implementation of Outdoor Learning advice through the National Curriculum and in August they are planning a Nature for Vulnerable and Disadvantaged Children Conference. Nature Play has had over 7000 people involved in events, and through professional development and natural play space design consultancy, impacted on thousands more of our young people: particularly kindergartens and Primary Schools.

OEASA Life membership: Phil Noble

Scott Polley

OEASA was formalised in 1980 to form a professional association for outdoor educators, and later outdoor education organisations, to network, share good practice and professional development.In that time OEASA has awarded 10 Life memberships to Rob Easter, Rosie Brink (deceased), Peter Kellett, Rob Hogan, Liz Liebing, Wayne Hooper, Libby Roberston, Mike Meredith, Scott Polley and Bob West. Life membership is awarded to those that have contributed significantly to the organisation and Outdoor Education in South Australia.I would like to formally announce that a submission was received for Life Membership and was voted in favour of unanimously by the OEASA committee. OEASA’s new Life Member is Phil Noble.Phil graduated from UniSA in 2002 with a Bachelor of Applied Science in Human Movement specialising in Outdoor Education and a Bachelor of Education after moving to Adelaide from Clare. Phil was a talented sportsperson excelling in Australian Rules and Rugby Union, only discovering a passion for Outdoor Education through his university

studies achieving Credits and Distinctions for all his OE courses. Tough but tender, he was always positive, energetic, organised and was, dare I say it, loved and respected by staff and peers alike. We always knew whichever School employed Phil was going to be lucky: a point made to the then Deputy Principal of PAC. Phil duly started at PAC in 2002 working at the School’s Scott’s Creek campsite at Morgan that provided enriching outdoor experiences for PAC boys from R–10 as well as for other

Maria Taylor, for Nature Play

Bronze

Phil Noble



Green

Jamabro Wines

schools. In 2007 he was appointed Director when his superior departed to establish Wambana, a residential Year 9 program at the School. Phil stayed at Scotts Creek until the end of 2010 with his achievements at Scott’s Creek including gaining campsite accreditation with ACA, raising standards in Occupational Health and Safety, various building developments, establishing a Year 5 Father/Son Program and later an expedition to New Zealand and Papua New Guinea’s Kokoda Track.Throughout his time there Phil demonstrated a strong commitment to the local community, including volunteering to work with local community groups and the Brenda Park Wetlands Rehabilitation group. In 2011 Phil moved to Adelaide and in to the main school campus where he now lives, employed as Assistant Director of Boarding with his wife, three children and two dogs. Phil became the driving force for the re-establishment and operation of the college’s Senior Outdoor education course in 2011 and has worked tirelessly to grow and expand the subject to now offer students an outdoor pathway through to Year 12 and beyond. Phil has also been involved in the development and operation of the Princes Adventure Club offering students Co-curricular outdoor

opportunities. He is now the Coordinator of Outdoor Education at the School and somehow does this all while being Sports Coordinator for PAC’s Football program.While at the boarding house Phil has been instrumental in providing a strong outdoor activity engagement program for the boarders including SCUBA, rock climbing, surfing and kayaking, to name a few.Despite the hectic schedule of parenting, teaching, co-ordinating, volunteering and boarding house duties Phil has engaged in many professional development activities including becoming a Bushwalking Leadership SA Advisor and Assessor, Australian Canoeing Flatwater Assessor, gaining a Certificate IV in Training and Assessing, a first aid trainer and has provided tremendous support for other OE teachers at the SACE 1 and 2 Outdoor Education clarifying forums.Phil has been a member of OEASA since his student days and in 2004 he volunteered to become OEASA’s Treasurer. His attention to detail and love for spreadsheets and mail merges has greatly contributed to OEASA being in a sound financial position. Later Phil agreed to be treasurer for the National organisation, Outdoor Education Australia, and continues to hold both positions.

Phil is an outstanding role model to his students, the teachers and leaders he mentors. The OEASA committee is in awe of his capacity to do so much and yet still retain his good humour and outstanding energy.Phil has already received a recognition award from OEASA for Outstanding Service in 2016 and subsequently awarded by CEASA at the world teacher’s day celebration and is now honoured with Life Membership of OEASA.

Mark Kelly: OEASA Service to Outdoor Education 2018

Rob Stillwell

Mark Kelly has been a stalwart of the Scotch College Outdoor Education program since 1986. From his beginnings as a keen adventurer with personal trips Bike Packing in France, exploring the Hunza Valley in Pakistan and being immersed in the Indian culture, just to name a few, he has spent the last 30 years helping students gain the skills, environmental awareness and inquisitively to create their own adventures. Over 600 days running programs on Goose Island and 1400 + nights in a tent speaks volumes to the amount of time he’s spent educating students and peers about natural environments and how we journey through them.



Mark successfully organised and ran a range of programs throughout South Australia, Victoria and New Zealand but Goose Island off the coast of the Yorke Peninsula was always a special place to return to. Here he is a master of finding great teaching moments and engaging Scotch students and the community to be a part of the Island’s stewardship. Never afraid to do the ‘dirty’ jobs he is still role model and leader amongst the Goose community. Mark is conservationist at heart and his dedication to a range of environments has seen them thrive under more natural conditions.

As with many Outdoor Educators Mark has many strings to his bow. He ran a team sailing program at Scotch, led expeditions to New Zealand, ski trips to the Australian Alps, introduced and develop the SACE Stage 1 and 2 curriculum at Scotch and coached student football teams. Mark’s engaging nature is one of his key strengths. The stories he has passed on will continue to act as great learning moments for years to come. His ability to engage teaching staff in running activities is

Blue

Mark Kelly

Access Canoes

also at the core of the Scotch program and a key driver for staff/student relationships.Even after so many nights in a tent Mark continues to head back to Goose each year. Although in Mark’s own words he is sometimes ‘unavailable’, his knowledge of the Islands environment and workings is invaluable and we hope he continues to venture there for many years to come.

Rob Stillwell is Head of Outdoor Education, Scotch College

Mark Kelly off Goose Island


Wayne Hooper

Earlier this year a country school was involved in a Level 2 SACE Physical Education practical Kayak course at the Aquatic Reserve West Lakes over three days. There were 10 students, two experienced kayak Instructors and the teacher from the school who was also a competent paddler.One of the students presented with intermittent heart irregularities which were being monitored by doctors. She had no difficulties in the first session. Weather conditions were not in any way challenging.The plan for the morning of the second day was to reinforce the skills learnt in the first session. This was to be followed by paddling to the footbridge on the western arm of West Lakes, adjacent to The Bartley Hotel on Bartley Crescent, a short paddle from the put-in point, to play games before returning to the Aquatic Reserve for lunch.As we paddled into the Western arm of West Lakes the girl with the heart problems (casualty A) indicated that she was struggling and Instructor 1 towed her to the bank where she was helped out of her kayak and climbed a ladder to the bank where she was supervised by the teacher who was familiar with her situation and was able to monitor her response. Her kayak was secured to the ladder with an Instructor’s towline.The group reformed and were involved in games which culminated in modified Canoe

Polo using the bridge uprights as basic goals. During the game one of the students when reaching for the ball started to capsize and attempted to save himself by grabbing the deck of a nearby kayak. This resulted in a dislocated shoulder and the boy in the water. He was transported to the bank by wrapping one arm and his legs around the bow of Instructor 2’s kayak, a technique which is commonly taught in Instructor inductions. He (casualty B) was able to scramble on to the bank where an ambulance was called. While we waited we used our first aid kit to put his arm in a sling. It is ironic that it we had planned to instruct the assisted rescue after lunch.

Meanwhile casualty A was given some medication to comfort her while we waited for the ambulance. Instructor 1 paddled back to the reserve to get a car to transport casualty A, who was not able to paddle as her condition did not improve. The teacher phoned the school and the parent of casualty B who agreed to meet the group at the hospital. The teacher and casualty A with two kayaks on the roof of the car travelled back to Aquatic Reserve in Instructor 1’s car. Instructor 2 then paddled back with the remainder of the group towing the one remaining empty Kayak.What were the learnings from this?1. Even though one might have instructed

many times in a relatively benign, familiar environment, leaders must be prepared for unplanned emergencies.

2. It is important that leaders are aware of any prior medical conditions and how to deal with them.

3. It is important that the Instructors have the contact details of the school and parents or caregivers with them at all times.

4. A mobile phone or other communication device is necessary. In this case each Instructor had a mobile phone which was essential to coordinate the responses. The teacher used one of these phones to communicate with the school and parents or caregivers.

5. First aid kits and personal medication is mandatory. The fact that each Instructor had a first aid kit simplified logistics.

6. Transport at base is highly desirable, and the ability to carry kayaks on the car was useful.

A challenging morning on the waterAquatic Reserve

Footbridge

A challenging morning on the water


7. Instructors need to have access to a towline.8. Knowing easy access and exit points is

important in getting injured and/or sick students off the water. Even the relatively safe areas of West Lakes posed issues when we were in an area with sea walls and ladder exits.

9. Honest and prompt communication with the school and the parent can foster support and understanding when an incident occurs. Followup the next day was appreciated.

10. It is important not to compromise on leader : participant ratios.

It is of interest that the students completed the course the next week although casualty B was unable to attend as he was still recovering. A separate session was organised for this student to complete his assessment when his shoulder had recovered.

Extending the reach

Peter Carter

There are times when one’s arms are too short: some sort of pole is needed. On boats that usually takes the form of a boat hook, and the best I’ve seen is the wRino, . Expensive, and too big and cumbersome for canoe or kayak.When I was occasionally driving rescue boats at sprint regattas I made myself something

similar by cutting a hook from an old paddle blade, attached to an old paddle shaft. Workable from a tinnie, but still too big.Latest version is much smaller, using a section of old fishing rod with a hook cut from the piece of deck I cut out to fit a hatch to one of the Prijon Juniors. Just over a metre long, it fits neatly on deck, and makes reaching into the mangroves to retrieve rubbish much easier.

Why should humans have all the comforts? It’s real, and there is an Australian connection:

http://www.wrino.com/http://www.catcamp.co/


WorkCover Queensland has recently released a safety alert following an incident on a ropes course in May 2018

PurposeThe purpose of this alert is to highlight the risk of strangulation when participating in high ropes adventure courses. In May 2018, a participant on a high ropes adventure course was strangled in a non-fatal incident when two lanyards (cows-tails) attached to a sit harness and overhead line became taut on either side of the participant’s neck. In 2015, a similar non-fatal incident occurred at another Queensland high ropes course.

BackgroundA participant and instructor supervising were moving through elements of a high ropes adventure course. The participant was wearing a sit harness with a D-ring on the front of that harness. Attached to that D-ring were two lanyards of the same length. These secured the participant to the safety line above the obstacle through two independent karabiners (climbing clips). These two points of contact were maintained throughout each section of the course.The use of adventure ropes courses with high and low elements provides opportunities to experience personal or team based challenges and includes inherent risk. To participate in a high ropes course requires the use of specific equipment, along with processes that require direct supervision from qualified instructors

and additional support from ‘spotters’ (Note: spotters must be appropriately briefed adults). The use of direct supervision and spotters allows for immediate action to be taken should a participant require assistance or rescue while navigating a course.

Action required• Review lanyard arrangement to minimise

risk of strangulation or other hazards including the following:– The lanyards and connecting hardware

has adequate load ratings for persons using the equipment.

– There is sufficient gap between the two lanyards when loaded to ensure entrapment and pressure on the neck or head between the lanyards does not occur. Devices that physically keep the two lanyards apart can be used to ensure this.

– Each leg of the twin lanyard arrangement is constructed from a single rope or piece

Safety Alert: High Ropes Adventure Courses

Figure 1: Example of two sets of lanyards similar to those in use at the time of the incident.

Figure 2: Twin tail lanyards constructed from a single strand of material with different length legs

Contributing factorsOn this occasion, the use of twin lanyards of equal length (refer to Figure 1) contributed to the strangulation of a participant on a high ropes course. The participant fell from the element and their head slipped forwards between the two lanyards.The participant was unable to free himself and his weight caused the two lanyards to become taut on either side of his neck, applying pressure and causing strangulation.The supervising instructor became aware that the participant was unable to pull himself back onto the course and performed a rescue using a belay system.

A challenging morning on the water


Gear For Going Places!

••••••

•

••••

Wilderness Equipment i-Shadow Tent

of webbing so that there are no loops in which the user can be caught. The lanyards shown in Figure 1 are constructed from a webbing loop that increases the risk of entrapment.

– Ensure all components used to construct the lanyard arrangement are used in accordance with the component manufacturer’s instructions. The lanyards shown in Figure 1 are constructed from knotted webbing. The webbing manufacturer’s instructions state ‘Do not tie knots in sling webbing’. Knots are likely to reduce the strength of the webbing and increase the risk of failure (Note: some manufacturers of tubular webbing allow knots).

– Consider using lanyards of different lengths and ensure the length of the loose lanyard is not excessive to create an additional hazard (refer to Figure 2).

• Review supervision ratio to ensure participants are adequately monitored while they are on the rope course.

• Ensure an adequate rescue kit is readily available that is suitable for unassisted abseil, and/or haul and lower rescue techniques.

• Review and practice emergency procedures to ensure that supervisors are adequately trained to reach, assist and recover participants in a timely manner.

Further informationSee Safety Alert on the WorkCover Queensland website: .Further information can be obtained from the following:Queensland Adventure Activity Standards

Challenge Ropes Course:

AS2316.2.1: Artificial climbing structures and challenge courses, Flying foxes and challenge

ropes courses—Construction and safety requirements:

AS2316.2.2: Artificial climbing structures and challenge courses,

Flying foxes and challenge ropes courses—Operation requirements:

AS3533 series, Amusement rides and devices:

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Bernd Kirchhof

Exposure* to UV rays threatens the sea kayak paddler, the electric welder and snowwalker. High sun and southern latitudes increase UV exposure. Water reflects up to 25% of UV rays, snow up to 90%. This load adds to the direct UV radiation. In the snow and in cloudless skies, the limit dose of 50 J/m2 is already reached after 2 hours, on the beach after 6–8 hours. A full day’s UV exposure on the sea inevitably leads to discomfort.Pain sets in with a latency of 6–12 hours and lasts for 1–3 days. Typically, the pain begins in the night following the exposure. The next morning is uncomfortable due to foreign body sensation, impaired vision (snow blindness), spasmodic eyelid closure and tears (Figure 1).The ocular surface absorbs the energy of the UV light (UV-B, 280 to 320 nm, Figure 2, next page). This releases toxic oxygen radicals. As a result, cells, proteins and the genetic material of the epithelial layer disintegrate. The cells swell, tear and lose their transparency. The numerous pain receptors of the cornea explain the significant foreign body sensation.Since we can not perceive ultraviolet radiation immediately**, we are not warned. It is therefore important to know and to prevent the danger.The simplest way to protect yourself from UV damage to the eyes is to wear glasses. It does not depend on the tint. Even a little tinted sunglasses can completely block out UV rays. The clear windshield of laminated glass in a car, for example, does not let any UV light to pass through. Suitable glasses are marked by the inscription UV-400***. If discomfort still occurs, then the most likely reason is for UV rays to hit

the back of the lens from the side, from where they are reflected into the eye (Figure 3).On the other hand one can protect oneself by wraparound spectacle lenses, which cover the eyes also laterally, by wide spectacle bars or a separate side protection, as we know from the glacier glasses. The Inuit

Protection of the eyes from UV radiation

* Medical: keratitis photoelektrika

** The wave spectrum of visible light is outside the UV range, namely between 400 and 800 nm.

*** This designation means that the glasses absorb UV rays up to a wavelength of 400 nanometers.

Fig. 1: Right: Iris and the pupil are not discernible due to the tortuous corneal epithelium Smaller defects in the epithelium appear dark (arrow).Left: In comparison, the normal view of the iris with intact cornea.From Bosnar et al., A sunshine on holidays.

Fig. 3 The visible light (yellow arrows) fills the eye through the lens. The ultraviolet light (violet arrows) from ahead is blocked off. From diagonally backwards, however, UV rays are reflected from the back of the glasses into the eye. From Behar-Cohen, Eye-sunprotection.



protected themselves from side-by-side UV rays by placing their bone goggles directly on the edge of the eye socket (Figure 4).Contact lens wearers may refrain from wearing glasses when using special UV-opaque contact lens materials. These soft contact lenses have a large diameter, so that the regenerative margins of the cornea are protected.Once UV damage has occurred, the most important measure is to prevent further UV exposure. A dark environment is perceived as soothing because the swollen cornea scatters the light and creates glare. The following medicines only alleviate and prevent complications. They do not accelerate the healing process. In one to three days, the destroyed corneal epithelium is replaced by new epithelium from the edge.Normal blinking means mechanical stress for the damaged corneal epithelium. That explains the eyelid cramp. For examination, the ophthalmologist

Fig. 2: Only the ultraviolet light with a wavelength of 280 to 300 nm (UV-B) can transfer its harmful energy to the surface of the cornea. From Willman, Ultraviolet Keratitis.

Fig. 4 Inuk with bone goggles. The viewing slits limit the passage of visible light, such as UV rays. The close fit of the goggles on the head prevents the lateral entry of UV light. From https://en.wikipedia.org/wiki/Photokeratitis#cite_note-gpn-3



applies anesthetic drops to the cornea (eg Novesine® 0.4%). The pain is immediately reduced. Unfortunately, the eye drops additionally damage the corneal surface, so they should not be used repeatedly. The analgesic effect lasts only about 15 minutes.A tear substitute (e.g. hyaluronic acid) can be dripped into the eye several times during the day with the aim of alleviating the foreign body sensation. At night, the drops are replaced by an antibiotic eye ointment (e.g. Erythromycin ointment). This protects the cornea from the ingress of bacteria. In rare, advanced cases, it is necessary to protect the cornea with a special contact lens, a dressing lens, so that the epithelium can regenerate underneath. Painkillers are also recommended (eg Paracetamol).The pain can be reduced, but never completely eliminated. Better we take precautions.

Author:Dr. med. Bernd KirchhofEmail: [email protected] Mitglied 2560

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macpac.com.auNature Play SA: , Kris Mosher Award winner 2018Above right: The presentation dinner

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Pascal Scherrer and Betty Weiler

Every time we hear of the tragic death of a visitor in one of Australia’s spectacular national parks, there is cause for reflection on how we communicate safety messages in nature.

Our study, published in the Journal of Outdoor Recreation and Tourism, reviewed some of the signs in national parks in Queensland and Victoria; we also interviewed rangers and park managers.

Outdoor recreation inherently comes with risk but there are ways to reduce it without wrapping people up in cotton wool.

One of the simplest ways is to critically examine the way we design safety signs to ensure that visitors actually read them, connect with the message, and accept that this warning does really apply to them.Our findings help to show why and how particular signs are effective at communicating safety messages—and what not to do.To be effective a sign should, among other things:

be easy to noticebe easy to understanduse colours that stand out from the

backgroundinclude languages other than Englishinclude graphics and the traditional “no” symbol of a red circle with a line through itavoid crowding too many messages into one spot.From :

Good signage in national parks can save lives. Here’s how to do it rightPascal Scherrer is Senior Lecturer, School

of Business and Tourism, Southern Cross University

Betty Weiler is Professor, School of Business and Tourism, Southern Cross University

https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483https://theconversation.com/good-signage-in-national-parks-can-save-lives-heres-how-to-do-it-right-93483


YATS*

Peter Carter

The ideal spot for a towline connection is just aft of amidships. For many kayakers a waist-belt system is very close to that, but as a sea kayaker I prefer connection to the boat, not the body.

The current standard sea kayak system connects via a snapshackle to the deckline. That means it’s offset to one side or the other, but with a directionally stable kayak no great problem.

With a boat like the Jackson Karma RG sudden jerks on the towline are likely to pull the boat off course so a central towpoint is better. A solution is to connect the towline to another line across the aft deck with a quick-release system each end.

Snapshackles are expensive, c$60 each, but R clips are < $3 each. (A straight pin would work but the R clip is less likely to drop out of its own accord.) The cross-deck strop, of 6 mm ski rope, has a loop spliced, not knotted, in each end. The R clip has a retaining cord and a readily grabbed ‘handle’ of some kind, in this case a short length of 8 mm rope with a knot.

The images show how it goes together. Pull either R clip and the towline itself slides off the strop, releasing the tow. Set it up before you launch.* Yet another towline system

R clip. Deburr the ends

Loop in strop around hardpoint and held with R clip

Towline Cross-deck strop

Cross section of connection


Out and about...

Michael Cox, BBC Scotland reporter

Making a pretty pile of rocks on a beach seems like a nice way to spend a sunny afternoon. But there is some backlash against the art of stone stacking.Humans have been making their mark through rock cairns and monuments for centuries. Now critics say building new ones spoils pristine environments and could be a threat to wildlife. Supporters say the health benefits far outweigh any damage. ‘Everybody’s doing it’John Hourston, founder of the Blue Planet Society, believes it’s a worrying trend. “People are doing it with no education of the environment so they don’t know what site they’re in - whether the site has any wildlife significance or historic significance,” he says.

Health benefitsJames Craig Page believes in the meditative qualities of balancing stones For James, the

benefits to mental health far outweigh any harm that is being done to the environment. “We’ve done workshops with schools and have found that children who have trouble focusing in the classroom absolutely take to the stone balancing,” he says.“A lot of parents and teachers alike have said they are absolutely flabbergasted at these children spending more than 30 seconds focused on anything.”John Hourston thinks the key message is that people should be aware of the impact they’re having. “The first rule of the environment is leave no trace,” he said. “If we educated people to understand that philosophy I think then people would have second thoughts about making a personal statement with a rock stack.”From BBC News:

Beaches ‘spoiled’: Should rock stacking be banned?

Greg Ashman

Despite its managerial and bureaucratic presentation, and despite the instrumental appeal to an uncertain future jobs market, the Gonski 2.0 review’s recommendations are the latest incarnation of a century or more of evidence-free approaches to teaching and learning; an enduring tradition that is central to any understanding

of the forces shaping education today. Given the historic failure of this tradition—sometimes described as ‘progressive education’—we can predict with near certainty the likely effect of these recommendations: they will accelerate the decline of Australia’s schools.From:

The Tragedy of Australian Education

The problem with learning styles

Fortunately, cognitive science has identified a number of methods to enhance knowledge acquisition, and these techniques have fairly universal benefit. Students are more successful when they space out their study sessions over time, experience the material in multiple modalities, test themselves on the material as part of their study practices, and elaborate on material to make meaningful connections rather than engaging in activities that involve simple repetition of information (e.g., making flashcards or recopying notes). These effective strategies were identified decades ago and have convincing and significant empirical support. Why then, do we persist in our belief that learning styles matter, and ignore these tried and true techniques?The popularity of the learning styles mythology may stem in part from the appeal of finding out what “type of person” you are, along with the desire to be treated as an individual within the education system. In contrast, the notion that universal strategies may enhance learning for all belies the idea that we are unique, individual learners. In addition, most empirically-supported techniques involve planning (e.g., scheduling study sessions over a series of days) and significant effort (e.g., taking practice tests in advance of a classroom assessment), and let’s face it, we don’t want to work that hard.From:

https://www.bbc.com/news/uk-scotland-45146681https://www.bbc.com/news/uk-scotland-45146681https://quillette.com/2018/06/11/tragedy-australian-education/https://quillette.com/2018/06/11/tragedy-australian-education/https://www.scientificamerican.com/article/the-problem-with-learning-styles/https://www.scientificamerican.com/article/the-problem-with-learning-styles/

Out and about...


Is Safetyism Destroying a Generation?Matthew Lesh

A review of The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure by Greg Lukianoff and Jonathan Haidt, Penguin Press (September 4, 2018) 352 pages.In recent years behaviours on university campuses have created widespread unease. Safe spaces, trigger warnings, and speech codes. Demands for speakers to be disinvited. Words construed as violence and liberalism described as ‘white supremacy’. Students walking on eggshells, too scared to speak their minds. Controversial speakers violently rebuked — from conservative provocateurs such as Milo Yiannopoulos to serious sociologists such as Charles Murray, to left-leaning academics such as Bret Weinstein.Historically, campus censorship was enacted by zealous university administrators. Students were radicals who pushed the boundaries of acceptability, like during the Free Speech Movement at UC Berkeley in the 1960s. Today, however, students work in tandem with administrators to make their campus ‘safe’ from threatening ideas.Read the rest at

The fragility of the young

Greg Lukianoff, president and CEO of the Foundation for Individual Rights in Education (FIRE) and Jonathan Haidt, a social psychologist at New York University, have written a new book: The Coddling of the American Mind: How Good Intentions and Bad Ideas are Setting Up a Generation for Failure. It’s now given a good review in the the New York Times.

An excerpt of the review:Lukianoff and Haidt offer a variety of compelling explanations for the rise of the “safetyism” culture that so dominates elite colleges and, increasingly, much journalistic discourse along the lines of The Nation’s editorial note. One of the most intriguing ideas they present is the Australian psychologist Nick Haslam’s notion of “concept creep.” Haslam found that since the 1980s key concepts in clinical and social psychology, including abuse, bullying, trauma and prejudice, have expanded both “downward” and “outward” to apply to less severe circumstances and to take in novel phenomena. “By the early 2000s,” Lukianoff and Haidt write, “the concept of ‘trauma’ within parts of the therapeutic community had crept down so far that it included anything ‘experienced by an individual as physically or emotionally harmful.’”...Lukianoff and Haidt notice something unprecedented and a lot more frightening: a generation, including its most privileged and educated members—especially these

members — that has been politically and socially “stunted” by a false and deepening belief in its own fragility. This is a generation engaged in a meritocratic “arms race” of epic proportions, that has racked up the most hours of homework (and screen time) in history but also the fewest ever of something so simple as unsupervised outdoor play. If that sounds trivial, it shouldn’t. “When adult-supervised activities crowd out free play, children are less likely to develop the art of association,” Lukianoff and Haidt write, along with other social skills central to the making of good citizens capable of healthy compromise. Worse, the consequences of a generation unable or disinclined to engage with ideas and interlocutors that make them uncomfortable are dire for society, and open the door—accessible from both the left and the right—to various forms of authoritarianism....is that if we are going to beat back the regressive populism, mendacity and hyperpolarization in which we are currently mired, we are going to need an educated citizenry fluent in a wise and universal liberalism. This liberalism will neither play down nor fetishize identity grievances, but look instead for a common and generous language to build on who we are more broadly, and to conceive more boldly what we might be able to accomplish in concert... If the American university is not the space to cultivate this strong and supple liberalism, then we are in deep and lasting trouble.

https://quillette.com/2018/09/02/is-safetyism-destroying-a-generation/https://quillette.com/2018/09/02/is-safetyism-destroying-a-generation/https://quillette.com/2018/09/02/is-safetyism-destroying-a-generation/


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From the EditorFrom the ChairmanState Outdoor Conference 22–23 November 2018The Presentation Dinner: Major AwardsA challenging morning on the waterExtending the reachSafety Alert: High Ropes Adventure CoursesProtection of the eyes from UV radiationGood signage in national parks can save lives. Here’s how to do it rightYATS*Out and about...The back page

Outdoor News, September 2018Outdoor News Volume 36 No 1, September 2018 Contents 3From the Editor...

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Transcript of Outdoor News, September 2018Outdoor News Volume 36 No 1, September 2018 Contents 3From the Editor...