Safety Core Curriculum

[LTCinSWR]

This is one of my issues with CAP safety programs - they should be CAP-specific and related, or at least aviation and ES specific / related.
Child abductions, texting while driving, abuse of the elderly (for or against?), driving while impaired, all lanes and examples of
things seen regularly in CAP safety publications and where CAP has no related organizational experience to be speaking on the matters.

Do what the ORM suggests might be a gap.
Isn't part of operational readiness having as many trained people available as possible? I remember years ago when the Base Commander at Ellington AFB in Houston was killed riding a motorcycle in the commute from base to home. That can definitely affect operational readiness.

[Eclipse]

Do what the ORM suggests might be a gap.
Isn't part of operational readiness having as many trained people available as possible? I remember years ago when the Base Commander at Ellington AFB in Houston was killed riding a motorcycle in the commute from base to home. That can definitely affect operational readiness.

You can't argue that, but it's not an area CAP has any way to influence.
What's the unit MSO going to do?  Have a brief about rider safety?  Or maybe the
handout the ubiquitous "Start Seeing Motorcycles" stickers?

And the credibility risk is pretty high - nothing worse then someone lecturing about a subject they 1/2-read
on the internet 15 minutes before meeting to people with direct expertise on the subject.

[LTCinSWR]

And the credibility risk is pretty high - nothing worse then someone lecturing about a subject they 1/2-read
on the internet 15 minutes before meeting to people with direct expertise on the subject.

Credibility=integrity. Maybe because I have taught for quite awhile, the biggest lesson I have learned is there is always someone in the class who knows more than you. Do adequate prep (negating the 15 minute half-read you describe) - the 5Ps* are golden - make your presentation, read the audience and draw in the 'hidden expert' to clarify, refute or reinforce. This way, you facilitate, rather than direct the teaching. This also mitigates the 'hidden sniper' in the class by drawing them into the open. Learning comes from that collegiality and interaction.

* In this case, the '5Ps' are Prior Preparedness Prevents Poor Presentation

[James Shaw]

Credibility=integrity. Maybe because I have taught for quite awhile, the biggest lesson I have learned is there is always someone in the class who knows more than you. Do adequate prep (negating the 15 minute half-read you describe) - the 5Ps* are golden - make your presentation, read the audience and draw in the 'hidden expert' to clarify, refute or reinforce. This way, you facilitate, rather than direct the teaching. This also mitigates the 'hidden sniper' in the class by drawing them into the open. Learning comes from that collegiality and interaction.

* In this case, the '5Ps' are Prior Preparedness Prevents Poor Presentation

I also have found that the Academic Knowledge that we share may have a different practical application and that even as an Instructor we should sometimes Listen to more and speak less.

To me that is where the true learning process is.

[CadetSnuffy]

Yes, although right now it would be more appropriate to do an ice safety course. I almost slipped on the sidewalk today.