FM 4-25.12 UNIT FIELD SANITATION TEAM (January 2002) - page 4

 

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FM 4-25.12 UNIT FIELD SANITATION TEAM (January 2002) - page 4

 

 

FM 4-25.12
D. The Food Service Thermometer.
NOTE: Inform student that bimetallic dial thermometers are available and can be ordered from unit supply
(NSN 6685-00-444-6500).
WARNING: Warn students that thermometers containing mercury can not be used and should never come
in contact with food or food-contact surfaces.
1.
Using the food service thermometer. Proper use of the thermometer ensures the most
accurate reading.
(a) Wash your hands prior to handling the thermometer.
(b) Sanitize the thermometer with alcohol or a chlorine solution.
(c) Push the stem into the thickest part of the food, wait for the needle to stop moving.
(d) Note the reading.
2.
Calibration of the food service thermometer.
(a) Ice point method.
(b) Boiling point method.
III
SUMMARY (2 minutes).
A. Review of the Main Points.
1.
Sanitary practices in food handling.
2.
Measures taken to prevent foodborne illness.
3.
The food service thermometer.
B. Closing Statement. As an FST member, your knowledge of food service sanitation principles
and procedures will ensure that the soldiers in your unit are healthy and combat-ready. To do this, you
must recognize proper food handling and storage procedures, as these are essential to the well-being of the
soldier in the field. It is also important to remember that when you are called upon to inspect a field food
service operation, your philosophy should be one of assistance. You are there to help the food service
personnel understand the importance of applying good sanitation and hygiene practices and to inform them
that following these simple rules can prevent the outbreak of foodborne illness.
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FM 4-25.12
LESSON 6—WASTE DISPOSAL IN THE FIELD
(3 hours)
COURSES PRESENTED TO: Field Sanitation Team Members
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-12.25, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS: None.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS:
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference, 3 hours.
I.
INTRODUCTION (3 minutes).
A. Opening Statement. Provide a motivational opening appropriate to your student population
such as the following. Directing waste disposal in the field is a very important task. It is one that has
bearing on your many other duties, including the control of arthropods and rats in the unit area. Solid and
liquid wastes produced under field conditions can amount to as much as a whopping one hundred pounds
per soldier per day. You can well imagine how quickly one hundred pounds of waste per soldier per day,
when not properly disposed of, can accumulate and become the breeding grounds for all types of pests. The
unit commander is responsible for proper waste disposal in his unit area. However, he will be looking to
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FM 4-25.12
you, the field sanitation team member, to supervise the construction and operation of the necessary waste
facilities.
B. Objectives.
1.
Terminal Learning Objective. Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, direct waste disposal in the field IAW
FM 21-10 and FM 4-25.12.
2.
Enabling Learning Objectives. Inform the students of the enabling learning objectives
for this lesson.
(a) Select the best latrine for your unit’s situation.
(b) Select the best liquid waste disposal method for your unit’s situation.
(c) Select the best garbage and rubbish disposal method for your unit’s situation.
II.
EXPLANATION (145 minutes).
A. Waste Disposal in the Field. When we talk about waste disposal we need to look at three
categories. Any of these, when not properly disposed of can become a breeding ground for disease-
carrying insects and animals.
1.
Human waste.
2.
Liquid waste.
3.
Rubbish.
B. Human Waste Disposal. Human waste disposal facilities are a must when talking about proper
disposal of human waste in the field. There are two categories of human waste disposal facilities: latrines
and urinals. The type of human waste disposal facility selected for use is dependent upon how long the unit
will remain in one place. The primary human waste disposal type is chemical toilet. When chemical toilets
are not available, improvised facilities are used. Usually, the longer the stay, the more sophisticated the
facility. However, there are other considerations too, such as the tactical situation, weather and ground
conditions, and local environmental laws.
WARNING: Army units MUST follow all local, state, federal, and international environmental standards
during operations. This information is presented so units can develop their own waste disposal capabilities.
C. Latrines.
1.
Planning considerations.
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FM 4-25.12
2.
Location.
3.
Privacy.
NOTE: In cold climates, you may consider heating the enclosure.
4.
Handwashing devices.
5.
Cleanliness.
QUESTION: What planning considerations must be taken into account when locating a latrine?
ANSWER: Latrines must be located at least 100 yards downwind of the unit’s food service facility, at least
100 feet from the unit’s ground water source, and at least 30 yards from the edge of the unit area.
QUESTION: How often should unit latrines be sanitized?
ANSWER: Daily.
6.
Quantity.
7.
Closure.
NOTE: Unit designations should only be included on the closure sign in nonoperational areas?
D. Types of Latrines.
1.
Individual brief relief bags.
2.
Chemical toilets.
3.
Improvised latrines.
(a) Cat-hole.
(b) Straddle trench.
(c) Deep pit.
(d) Burn-out.
(e) Pail.
QUESTION: When is an individual brief relief bag or cat-hole latrine used?
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FM 4-25.12
ANSWER: When the unit is on the move.
QUESTION: How many straddle trench latrines are required for a unit with 75 male soldiers and 25 female
soldiers?
ANSWER: Five. Each 4-foot trench accommodates 2 soldiers.
DISCUSSION: Each trench should be dug at least 2 feet apart. Separate facilities should be built for male
and female soldiers.
QUESTION: How deep should a deep pit latrine be dug for a stay of 4 weeks?
ANSWER: Five feet.
DISCUSSION: The pit should be dug one foot in depth for every week the unit is in the field PLUS one
foot for cover when it’s time to close the latrine.
QUESTION: Which latrine is used when a chemical toilet is not available and environmental conditions
make it impossible to dig, in heavily populated areas, or when the tactical situation prohibits burning?
ANSWER: The pail latrine.
E. Urinals (for use when chemical toilets are not available).
1.
General guidelines for the urine soakage pit.
NOTE: If the latrine is located some distance from the sleeping area, a large can or pail may be placed at a
convenient spot to be used as a urinal during the night. In the morning, empty the can into the urine
disposal facility and wash it with soap and water before reusing it.
2.
Urine soakage pit construction.
3.
Pipe urinals.
4.
Urine troughs.
QUESTION: What three devices are used for urine disposal?
ANSWER: Soakage pit, pipe urinal, and urine trough.
F. Liquid Waste Disposal.
1.
There are two main types of grease traps commonly used in the field. They are the baffle
grease trap and the barrel filter grease trap.
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FM 4-25.12
(a) Baffle grease trap. The baffle grease trap is the most effective way to remove
grease from kitchen waste. It is constructed from a barrel or a watertight box.
(1)
Inside the barrel or box is a wooden baffle that divides it into two chambers.
(2)
To begin, both chambers must be filled with cool water.
(b) Barrel filter grease trap.
(1)
The barrel filter grease trap must be positioned in one of two ways for it to be
effective. One is to place trap directly over the soakage pit. The other is to place the barrel on a platform
with a trough that leads to the pit.
(2)
Like all of our field sanitation devices, the barrel filter grease trap requires
some maintenance to operate efficiently.
QUESTION: What device do all liquid waste disposal devices have in common?
ANSWER: Grease trap.
QUESTION: Where should the barrel filter grease trap be placed for maximum effectiveness?
ANSWER: Directly over the soakage pit OR on a platform with a trough that leads to the soakage pit.
2.
Soakage pits.
To close a soakage pit you should first mound it over with one foot of compacted soil.
The compacted soil will keep insects and vermin from entering and exiting the pit. Then post a sign on the
mound that states the type of pit and the date it was closed.
3.
Soakage trenches.
(a) To construct a soakage trench dig a pit two feet square and one foot deep. One-foot
wide trenches are then dug, radiating outward from the pit in each direction. These trenches vary in depth
from one foot at the pit to one and a half feet at the outer edges. Line the bottom with the same nonporous
material as the soakage pit.
(b) Remember that you will need two soakage trenches for every two hundred persons
and each one would require a grease trap.
4.
Evaporation beds.
(a) To begin, scrape the topsoil from the area and mound it around to form the outside
edges of the bed. Then, with a spade, turn the dirt over within the bed to a depth of between 10 and fifteen
inches. With a rake, mound the loosened dirt into a series of horizontal or vertical ridges that are
approximately six inches high. These ridges will help to distribute the water evenly within the bed.
A-44
FM 4-25.12
(b) Evaporation beds actually operate on a process of evaporation, percolation and
oxidation. To operate the bed, simply flood the bed with liquid waste until the wastewater is close to the top
of the ridges within the bed. In other words, flood the bed to a depth of approximately six inches. The
liquid should be allowed too sufficiently dry to permit respading and reforming on the mounds. While this
is happening, other beds are flooded on successive days and the same sequence of events is followed. It is
important to give special attention to the proper rotation, maintenance, and usage of these beds. If these
beds are used properly, they create no insect hazard and only a slight odor.
QUESTION: What are the dimensions of a soakage pit?
ANSWER: Four feet by four feet.
QUESTION: What environmental conditions are best suited to the use of an evaporation bed?
ANSWER: Hot, dry climates where the soil is heavy clay.
G. The third type of waste disposal you’ll need to concern yourself with is the disposal of garbage
and rubbish.
1.
Garbage refers to the food waste that occurs during food preparation, cooking and
serving. Garbage is classified as either dry or wet.
2.
Rubbish is the nonfood waste that usually comes from kitchens. Rubbish is classified as
either combustible or noncombustible.
QUESTION: Have the students classify the following items as either garbage or rubbish: Empty food cans,
cheese, milk, paper towels, bread, empty bottles, empty food boxes, orange juice.
ANSWER: Empty food cans (rubbish), cheese (garbage), milk (garbage), paper towels (rubbish), bread
(garbage), empty bottles (rubbish), empty food boxes (rubbish), orange juice (garbage).
QUESTION: Have the students classify the same items as either wet or dry garbage and combustible and
noncombustible rubbish.
ANSWER: Empty food cans (noncombustible rubbish), cheese (dry garbage), milk (wet garbage), paper
towels (combustible rubbish), bread (dry garbage), empty bottles (noncombustible rubbish), empty food
boxes (combustible rubbish), orange juice (wet garbage).
(a) Burial method.
NOTE: When using either method, be sure to compact the rubbish before disposing of it. Doing so will
help to prevent infestation by insects and rodents.
(1)
Burial pits.
(a) Operational considerations.
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FM 4-25.12
NOTE: Compacting the earth is very important. Doing so prevents flies and rodents from entering or
exiting the pit.
(b) Placement of the pit.
(2)
Continuous trenches.
(a) Operational considerations.
(b) Placement of the trench.
QUESTION: When would you use a burial pit?
ANSWER: When the unit is on the move.
QUESTION: What are the proper dimensions for the continuous trench?
ANSWER: Dimensions for the continuous trench are two feet wide and four feet deep. The length will
vary depending upon the length of time the trench is in use.
3.
Incineration method.
NOTE: Although a significant amount of time is spent discussing incineration and the various types of
incinerators, students should be aware that burial is almost always the best method for disposing of garbage
and rubbish. Therefore, burial should be used whenever possible.
(a) Remove noncombustible rubbish.
(b) Remove wet garbage.
(1)
Pour the liquids through a grease trap and into the soakage pit.
(2)
Incinerate the solids remaining in the strainer.
(c) Barrel incinerator.
(1)
Punch several holes near the bottom of the barrel and insert grates inside the
barrel, several inches above the holes.
(2)
Support the barrel above the ground using stones, bricks, or dirt-filled cans.
Be sure to leave enough space underneath it to allow a fire to be built.
(3)
Put the combustible rubbish on the top grate and ignite it.
(d) Cross trench and stack incinerator.
A-46
FM 4-25.12
(1)
Construct two trenches that cross at right angles.
(2)
Build a grate from scrap iron and lay it over the intersection of the trenches.
(3)
Create a stack from an old drum with both ends removed OR with one end
removed and holes drilled liberally in the other end to emit air.
(4)
Build a fire on top of the grate.
(e) Inclined plane incinerator.
(1)
Telescope two 55-gallon drums with both ends removed.
(2)
Insert a sheet metal plane through the telescoped drums. Make sure the plane
extends two feet beyond the upper end of the drum. This will serve as your loading platform.
(3)
Position the drums, with the plane in place, on an inclined surface.
(4)
Put a grate at the lower end of the drums. The fire should be started under
the grate. Either a wood or fuel oil fire is okay.
(5)
When the incinerator is hot, place the garbage on the loading platform. As
the garbage becomes dry, push it through the drums in small amounts. Final burning takes place on the grate.
QUESTION: Which incinerator would you pick for the disposal of garbage for a company-sized unit?
ANSWER: The inclined plane incinerator.
QUESTION: Which incinerator should not be used to dispose of wet garbage?
ANSWER: Barrel incinerator.
QUESTION: What needs to be removed from the field waste before it can be incinerated?
ANSWER: Noncombustible rubbish and the liquid from the wet garbage.
III.
SUMMARY (2 minutes).
A. Review of the Main Points.
1.
Choosing the best latrine for your unit’s situation.
2.
Choosing the best liquid waste disposal method for your unit’s situation.
3.
Choosing the best garbage and rubbish disposal method for your unit’s situation.
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FM 4-25.12
B. Closing Statement. Proper waste disposal in the field is essential in the prevention of the
spread of disease. Solid and liquid wastes produced under field conditions can be as much as one hundred
pounds per soldier per day. The unit commander is responsible for proper waste disposal in his unit area.
However, he will be looking to you, the field sanitation team member, to supervise the construction and
operation of the necessary waste facilities. Directing waste disposal in the field is a very important task. It
is one that has direct bearing on your many other duties, including the control of arthropods and rats in the
unit area. You can well imagine how quickly one hundred pounds of waste per person per day, when not
properly disposed of, can accumulate and become the breeding ground for all types of pests.
LESSON 7—ARTHROPODS AND DISEASE
(2 hours)
COURSES PRESENTED TO: Field Sanitation Team Members.
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-25.12, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS: None.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS: None.
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference, 2 hours.
A-48
FM 4-25.12
I.
INTRODUCTION (3 minutes).
A. Opening Statement. Provide a motivational opening appropriate to your student population
such as the following. You may ask yourself why the Army, with all of its high-tech weapons systems,
concerns itself with something as small as a mosquito or a spider. The reason is that history is full of
examples of armies that were decimated by arthropodborne disease. In fact, worldwide, one out of every
seventeen people die from malaria—a disease passed on by mosquitos. Think about that number for a
minute. That means that if your unit deploys to a malaria-prone area, they will be at very high risk unless
they take the necessary precautions. It’s up to you to make sure the soldiers in your unit are aware of and
realize the medical threat and to train your soldiers in the proper precautionary measures to protect
themselves both in peacetime and wartime operations.
B. Objectives.
1.
Terminal Learning Objective. Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, communicate the impact of arthropods
on military operations IAW FM 21-10 and FM 4-25.12.
2.
Enabling Learning Objectives. Inform the students of the enabling learning objectives
for this lesson.
(a) Identify the six arthropods important to military operations.
(b) Identify the ways arthropods affect human health.
(c) Name the arthropodborne diseases and their vectors.
(d) Select the habitats for each of the six arthropods important to military operations.
II.
EXPLANATION (115 minutes).
A. Definitions. Present the students with the following definitions.
1.
Arthropods.
2.
Vector.
B. Arthropods Important to Military Operations.
1.
Mosquitos.
(a) Life cycle.
(b) Habitat.
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FM 4-25.12
2.
Filth flies.
(a) Life cycle.
(b) Habitat.
QUESTION: In what type of habitat would you expect to find mosquitos?
ANSWER: Areas of standing water.
QUESTION: What is the average life span of the filth fly?
ANSWER: About six weeks.
3.
Fleas.
(a) Life cycle.
(b) Habitat.
4.
Lice.
(a) Life cycle.
(b) Habitat.
QUESTION: How many stages are there in the life cycle of the louse? What are they?
ANSWER: Three—egg, nymph, and adult.
QUESTION: In what habitat would you expect to find the flea?
ANSWER: Although humans carry fleas, large populations of fleas can usually be found around animal
beds, burrows, and nests.
5.
Cockroaches.
(a) Life cycle.
(b) Habitat.
6.
Ticks and mites.
(a) Life cycle.
(b) Habitat.
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FM 4-25.12
QUESTION: What three criteria does the habitat of the cockroach usually have?
ANSWER: Water; shelter, such as cracks or crevices; and food, such as garbage or spillage.
QUESTION: In what habitat will you find ticks and mites?
ANSWER: Ticks and mites are generally found in areas of tall grass or underbrush in close proximity to
mammal resting places and watering holes.
C. How Arthropods Affect Human Health. Now that you know the six arthropods most important
to military operations, let’s take a look at how they affect human health.
1.
Direct injury.
(a) Bites.
(b) Envenomation.
(c) Entomophobia.
NOTE: While this condition is not usually prevalent among soldiers, it can occur so it needs to be
mentioned.
(d) Accidental injury.
(e) Myiasis.
(f)
Allergies.
QUESTION: Name three examples of direct injury.
ANSWER: Students are correct if they answer with any two of the following: bites, envenomization,
entomophobia, accidental injury, myiasis, or allergies.
NOTE: Repeat the question until all forms of direct injury have been discussed OR present the remaining
forms of direct injury before moving on to the next question.
QUESTION: What form of direct injury may also be used as a medical procedure?
ANSWER: Myiasis.
DISCUSSION: In some cases, fly larvae are put intentionally on a wound to feed on the dead tissue and
promote the growth of new, healthy tissue.
D. How Disease is Spread.
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FM 4-25.12
1.
Passive or mechanical transmission.
(a) Example 1. Filth flies carry bacteria or other disease-causing organisms on their
mouthparts and feet from infected human feces.
(b) Example 2. Cockroaches provide a similar “taxi service” by carrying disease
organisms on their legs, feet, and mouthparts.
2.
Active or biological transmission. In this method of transmission the disease-causing
agent undergoes some change in the body of the arthropod.
(a) Inoculation.
(b) Regurgitation.
NOTE: The bacteria that causes bubonic plague multiplies rapidly in the flea’s gut and blocks it like
stopping up a drain. When the flea attempts to eat, it can not ingest the host’s blood due to the blockage.
The flea ends up regurgitating the bacteria into the host.
(c) Fecal contamination.
NOTE: The kissing bug bites the host causing a wound. It then takes a few steps forward and defecates
into the wound.
(d) Crushing the vector.
NOTE: The bacteria that cause epidemic typhus live and multiply in the body of the body louse.
E. Arthropodborne Diseases and Their Vectors. There are several arthropodborne illnesses that
are significant to military operations. Now that you are familiar with how diseases are spread, we’ll look at
some of the diseases that are most significant to Army operations.
1.
Malaria.
2.
Yellow fever.
3.
Dengue fever.
NOTE: This disease is characterized by fever, headache, extreme pain in the joints and muscles, and a rash.
4.
Encephalitis.
NOTE: Symptoms of this disease may include headache, fever, and extreme drowsiness. The disease may
leave lasting effects such as deafness, epilepsy, or an altered mental capacity, known as dementia.
5.
Sandfly fever.
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FM 4-25.12
6.
Leishmaniasis.
7.
Epidemic typhus.
8.
Bubonic plague.
QUESTION: What are the two methods of disease transmission?
ANSWER: Passive and active OR mechanical and biological.
QUESTION: Name the four diseases transmitted by the mosquito.
ANSWER: Malaria, yellow fever, dengue fever, and encephalitis.
QUESTION: What arthropods are responsible for the spread of epidemic typhus?
ANSWER: The body louse.
QUESTION: What disease is transmitted to humans by the rat flea?
ANSWER: Bubonic plague.
DISCUSSION: Any one of the arthropods that are parasitic to the rodent may spread bubonic plague, but
the most important is the rat flea.
III.
SUMMARY (2 minutes).
A. Review of the Main Points.
1.
The six arthropods important to military operations.
2.
The ways arthropods affect human health.
3.
The arthropodborne diseases and their vectors.
4.
The habitats for each of the six arthropods important to military operations.
B. Closing Statement. As you have learned, arthropods can affect a soldier’s health in many
ways. Many people have the tendency to overlook the impact that arthropods can have on military
operations, even though history is full of examples in which their impact can be devastating. An important
part of your job is to inform your unit about the impact that arthropods can have on military operations and
the ways in which unnecessary exposure to them can be avoided.
A-53
FM 4-25.12
LESSON 8—MANAGEMENT OF ARTHROPODS THROUGH INDIVIDUAL
PREVENTIVE MEDICINE MEASURES
(2 HOURS)
COURSES PRESENTED TO: Field Sanitation Team Members.
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-25.12, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS: None.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS: None.
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference, 2 hours.
I.
INTRODUCTION (3 minutes).
A. Opening Statement: Provide a motivational opening appropriate to your student population
such as the following. Manpower is the Army’s most valuable asset. Everything possible must be done to
conserve this asset. During recent wars, more deaths and illnesses have resulted from disease than from
enemy action. Throughout the world, diseases carried by mosquitos, ticks, lice, and other arthropods
threaten soldiers’ health and combat effectiveness. Use of the Department of Defense, or DOD, Arthropod
Repellent System is just one of the preventative systems in place that can help reduce or eliminate
arthropodborne disease in the field.
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FM 4-25.12
B. Objectives.
1.
Terminal Learning Objective: Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, direct the use of the DOD arthropods
repellent system IAW FM 21-10 and FM 4-25.12.
2.
Enabling Learning Objectives: Inform the students of the enabling learning objectives
for this lesson.
(a) Identify the components of the DOD Arthropod Repellent System.
(b) Select, in order, the steps required to treat uniforms using the IDAA kit.
(c) Recognize the correct procedure to treat uniforms using the 0.5 percent aerosol can
method.
(d) Recognize the correct procedure to treat uniforms using the 2-gallon sprayer.
(e) Recognize the correct procedure to treat skin using DEET.
(f)
Recognize proper wear of the uniform in the field setting.
(g) Identify the measures taken to protect “at risk” soldiers from arthropodborne illness.
II.
EXPLANATION (85 minutes).
NOTE: Inform students that the DOD arthropod repellent system is made up of three separate components;
permethrin on the uniform, DEET on the skin, and the proper wear of the BDU. When used in conjunction
with one another these components provide excellent protection against a wide variety of arthropods and
arthropodborne diseases.
A. First Component: permethrin on the uniform.
1.
Individual Dynamic Absorption Application (IDAA) kit.
(a) The IDDA kit contains enough material to treat one BDU.
(b) The procedures for treating the BDU jacket.
(1)
Step 1. Lay the jacket flat and fold the sleeves across the front.
(2)
Step 2. Pour 3/4 canteen cup of clean water into the plastic bag marked with
an A.
(3)
Step 3. Put on the disposable plastic gloves and empty the contents of one
bottle of permethrin into the bag, drop the empty bottle and cap into the bag, and gently shake mix.
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FM 4-25.12
(4)
Step 4. Place the rolled jacket into the bag and zip lock.
(5)
Step 5. Gently shake the bag twice and then let it rest for at least three hours.
(c) The procedures for treating the BDU trousers. These instructions can be found on
the back of the bag marked B.
(1)
Step 1. Lay the trousers flat. Fold them leg to leg then roll them tightly. Tie
the roll in the middle with the string provided in the kit.
(2)
Step 2. Pour 3/4 canteen cup of water into the bag marked with a B.
(3)
Step 3. Put on the disposable plastic gloves and empty the contents of one
bottle of permethrin into the bag, gently drop the empty bottle and cap into the bag, and gently shake the
mix.
(4)
Step 4. Put the BDU trousers into the bag and zip lock.
(5)
Step 5. Gently shake the bag twice and then let it rest for at least three hours.
(d) When the three hours have passed, put on the disposable plastic gloves and remove
the jacket and trousers from the plastic bags. The BDU should then be hung in the shade for an additional
three hours until it has had time to dry. Finally, consolidate all kit materials into one plastic bag and dispose
of them in accordance with your unit’s SOP.
NOTE: Hanging the uniform in the sunlight will decrease the effectiveness of the permethrin. Machine
dryers, when available, may also be used to dry the uniform.
(e) Mark the inside of the uniform Permethrin Treated and the date. This method of
treatment is good for the life of the uniform, however, it should be replaced if the uniform is ever dry
cleaned.
QUESTION: Look at the steps for treating your uniform using the IDAA kit. What is their proper order?
ANSWER: B, D, C, E, and A.
How long should the trousers be allowed to soak in the permethrin?
ANSWER: Three hours.
QUESTION: Where can you find the instructions for treating the BDU jacket?
ANSWER: On the plastic bag marked with an A.
2.
Aerosol can (0.5 percent). This method can treat one uniform and is effective for up to six
weeks or six launderings. These instructions can be found on the label on the back of the can.
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FM 4-25.12
(a) Select a site outside that is protected from the wind.
(b) Place the BDU flat on the ground.
(c) Shake the can well before spraying.
(d) Hang the uniform and bed net in the shade for three hours or until dry.
QUESTION: How long is the 0.5 percent aerosol can treatment effective?
ANSWER: Six weeks or six launderings.
3.
Applying permethrin using the 2-gallon sprayer.
(a) After you gather the safety equipment, lay the uniform flat on the ground in an area
protected from the wind.
(b) Put on the gloves, goggles, and respirator.
(c) Add one gallon of clean water to the sprayer tank. Holding the permethrin bottle away
from you, open it and empty the contents into the tank. Add the second gallon of clean water.
(d) Close the sprayer.
(e) Using a fan nozzle, spray the uniforms from about twelve to eighteen inches away.
(f)
Hang the uniform in the shade for about three hours, or until dry.
QUESTION: Why is using the 2-gallon sprayer the least preferred method of treating the BDU?
ANSWER: It is time intensive and it requires trained personnel to operate the sprayer.
QUESTION: What safety equipment is required by the person operating the sprayer?
ANSWER: Gloves, goggles, and a properly fitted respirator.
(g) The 2-gallon sprayer can also be used to treat bed nets and tentage.
(1) To treat the bed net, spray both sides then allow the netting to dry completely. Re-
treat it every six months or six launderings.
(2) To treat tentage and liners, treat the entryways, inside surface, ceiling, walls, and
floor.
B. Second Component: DEET on the skin. DEET repels mosquitos, biting flies, chiggers, deer
flies, fleas, and stable flies. In tropical areas DEET repels terrestrial leeches. DEET is preferred over
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commercial products because the long-term effects of commercial products on your health have not been
evaluated. In addition, when compared to commercial products, DEET was found to be more effective.
NOTE: Before using a commercial insect repellent, be sure to check with preventive medicine personnel.
1.
Squeeze 2.5 milliliters of DEET into the palm of your hand.
2.
Rub your hands together lightly, then apply a thin layer over your forearms, face, neck
and ears. Be sure to apply DEET to ALL exposed skin.
NOTE: Be sure to apply DEET repellent to your skin before putting on your camouflage grease paint.
3.
Wash your hands after applying DEET to avoid accidental contact with eyes or other
sensitive areas.
NOTE: DEET is effective for up to twelve hours under normal training conditions. If training or deployed
in a warm, humid climate where you might sweat a lot, you should reapply DEET more often to ensure
proper protection. This also applies if you are working or training in the rain.
QUESTION: How far under the hemline of your uniform should DEET be applied?
ANSWER: Be sure to apply DEET two to three inches underneath the edges of your uniform for best
protection.
QUESTION: Where should DEET be applied?
ANSWER: To all exposed skin: forearms, face, neck, and ears.
C. Third Component: proper wear of BDU.
1.
Regardless of the season, during tactical field training exercises and deployment sleeves
should be worn down and buttoned at wrist. Keep every button on the BDU jacket buttoned.
(a) Wearing your sleeves down and keeping the button buttoned protects you from
insect bites and poisonous plants.
(b) Wearing your sleeves down protects you from the harmful effects of the sun.
NOTE: DEET can not be applied to skin that is irritated or infected as a result of sunburn thus increasing
your vulnerability to insects.
2.
The T-shirt should be worn tucked into your BDU trousers at all times.
NOTE: If your situation requires tactical low crawling or lying on the ground in a defensive posture, you should
apply a thin layer of DEET to your abdomen around your belt line to further protect you from insects.
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3.
Keep the BDU trousers bloused loosely inside your boots.
4.
The BDU should fit loosely and should not be starched.
(a) Tight uniforms make it easier for biting insects to reach your skin.
(b) Tight uniforms decrease the body’s ability to cool itself.
(c) Starch keeps the fabric from “breathing.”
5.
When required, wear a head net to protect your face and neck from biting insects.
NOTE: Local command policy and medical intelligence reports will dictate the need for head nets.
QUESTION: What deficiencies can you see in the wear of the uniform on the soldier on the right?
ANSWER: No BDU jacket, T-shirt not tucked in.
D. Protecting Soldiers “At Risk.”
1.
If possible, billets should be screened.
2.
Use bed nets treated with permethrin while at rest.
NOTE: Inspect bed nets periodically for rips and tears. Repair small rips with a sewing kit. Bed nets with
large rips should be turned in to your supply section for replacement.
3.
Apply DEET to all exposed skin.
(a) DEET should be applied to the areas of the skin that may come in contact with the
insect netting while resting in your cot.
(b) DEET should be applied to all areas of exposed skin when not in uniform, even if
you are running a quick errand or placing a quick phone call.
(c) Reapply DEET more often if you are participating in an activity that causes you to
get wet or sweat.
NOTE: The highest incidence of arthropodborne illness occurs when soldiers are not in their BDU.
4.
Avoid areas where high populations of insects are prevalent.
QUESTION: What measures can be taken to decrease a soldier’s risk of arthropodborne illness while at
rest or play.
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ANSWER: When possible, billets should be screened; use bed nets treated with permethrin while at rest;
avoid areas of high populations of insects; apply DEET to all exposed skin.
III.
SUMMARY (2 minutes).
A. Review of the Main Points.
1.
The components of the DOD Arthropod Repellent System.
2.
The steps required to treat uniforms using the IDAA kit.
3.
The correct procedure to treat your uniform using the 0.5 percent aerosol can.
4.
The correct procedure to treat uniforms using the 2-gallon sprayer.
5.
The correct procedure to treat your skin using DEET.
6.
The proper wear of the uniform in the field setting.
7.
The measures taken to protect “at risk” soldiers from arthropodborne illness.
B. Closing Statement. Remember that manpower is the Army’s most valuable asset. During this
lesson you learned about the DOD Arthropod Repellent System—a system that the Army has in place to
protect this asset. Knowing the components of this system and implementing the procedures to use these
products are the first steps in the management of arthropods through individual PMM.
LESSON 9—MANAGEMENT OF ARTHROPODS THROUGH NONCHEMICAL
(SANITATION) AND CHEMICAL PRACTICES
(3 hours)
COURSES PRESENTED TO: Field Sanitation Team Members.
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-25.12, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
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STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS: 2-gallon sprayer and one set of replacement parts needed
for the demonstration.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS: None.
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference/demonstration, 3 hours.
INTRODUCTION (3 minutes).
A. Opening Statement: Provide a motivational opening appropriate to your student population
such as the following. In many of our lessons we have talked about the importance of good sanitation
and personal hygiene practices and how they help control the spread of disease. You’ve been introduced to
the arthropods that are important to the military. You are also familiar with the individual preventive
medicine measures soldiers can take to protect themselves from them. Now, let’s look at some of the
measures that can be taken at the unit level to control arthropods and help prevent the spread of
arthropodborne illness.
B. Objectives.
1.
Terminal Learning Objective. Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, direct the use of nonchemical and
chemical processes to control arthropods IAW FM 21-10 and FM 4-25.12.
2.
Enabling Learning Objectives. Inform the students of the enabling learning objectives
for this lesson.
(a) Identify nonchemical (sanitation) methods of controlling arthropods.
(b) Identify properties of pesticides.
(c) Identify the factors to consider when assessing the risk associated with the use of
pesticides.
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(d) Identify safety precautions associated with the use of pesticides.
(e) Describe disposal methods for pesticides and their containers.
(f)
Select, in order, the steps required to prepare the 2-gallon sprayer for use.
(g) Select, in order, the steps required to operate the 2-gallon sprayer.
(h) List the measures taken to maintain the 2-gallon sprayer.
II.
EXPLANATION (135 minutes).
A. Sanitation Practices. Many people feel on a large scale, such as the unit level, that the best
way to control bugs is to hose them down with chemical pesticides. Unfortunately, this is often done
without considering what caused the problem in the first place; improper sanitation practices. Consider a
pile of opened garbage. You can spray and spray, but unless you eliminate this breeding ground for flies,
you’re still going to have a problem. Let’s look, now, at some ways we can manage arthropods using good
sanitation practices instead of chemicals.
1.
Eliminate arthropod habitats.
QUESTION: What habitat must be eliminated to control mosquitos?
ANSWER: Areas of standing water such as fighting positions that are no longer being used; containers that
hold water such as old cans or tires; ruts in the unit area.
QUESTION: Eliminating areas of tall grass and weeds can help to control what arthropod(s)?
ANSWER: Ticks and mites.
QUESTION: What arthropod would you expect to find in crowded, unsanitary conditions?
ANSWER: Lice.
QUESTION: What three things, when present together, attract cockroaches?
ANSWER: Shelter, such as cracks or crevices; water, and food.
2.
Control rodents in the unit area.
3.
Use proper waste disposal procedures.
(a) Garbage containers should be tightly covered and the garbage should be disposed of
in approved sites.
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(b) Latrine facilities should be properly constructed and fly-proofed.
(c) Garbage and waste disposal devices should be filled in and properly closed out
when full or abandoned.
(d) Keep kitchen and food service facilities clean and free of debris that would provide
food, water, and shelter.
4.
Avoid animal nesting areas.
B. Chemical Practices. There will more than likely be a time when even the best sanitation efforts
fall short of controlling arthropods in your unit area. When this is the case, you can augment your efforts
with the use of pesticides. AUGMENT is the operative word here—chemicals are not meant to take the
place of the individual or unit-level preventive medicine measures we have discussed.
1.
Properties of pesticides.
(a) Pesticides are toxic.
(b) Pesticides and solvents.
(c) Pesticide absorption into the skin.
WARNING: Because of their toxic properties, all pesticides should be considered potentially hazardous.
You can find the hazard and risk information on the pesticide label. ALWAYS read the label instructions
for use, protective clothing requirements, and safety precautions prior to using a pesticide. In all cases,
THE LABEL IS THE LAW.
QUESTION: Name two sanitation measures you can take to control arthropods in your unit area.
ANSWER: Eliminate arthropod habitats, control rodents, dispose of all waste properly, and avoid animal
nesting/feeding areas.
QUESTION: How should chemical practices to control arthropods be used?
ANSWER: In conjunction with good sanitation practices.
DISCUSSION: Chemical practices should never replace good sanitation practices. Instead, a chemical
routine should be used to augment good sanitation practices.
2.
Estimate the hazard.
(a) What are the toxic effects if the pesticide is accidentally inhaled or ingested?
(b) What is the concentration of the toxic substance I will be handling while mixing the
pesticide? While applying it?
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(c) How much pesticide needs to be applied in order to achieve the desired results?
(d) How often do I need to apply the pesticide?
(e) What environmental conditions exist at the time of application? Am I indoors or
outdoors? Is there proper ventilation? Is there a breeze? What temperature is best and safest for the
application of this chemical?
NOTE: It is important to remember that the hazard for any pesticide is negligible, as long as you use it
correctly.
3.
Safety precautions.
(a) Pesticides should not be stored or used near an open flame.
(b) Do not mix pesticides.
(c) Dispose of any unused pesticide properly.
(1)
The easiest way to dispose of pesticides is to avoid having any to dispose of.
(2)
When a pesticide cannot be used for its intended purpose or when a pesticide
is no longer authorized for use, any unused quantity should be returned to the manufacturer through the
Defense Marketing and Utilization Office (DRMO).
(d) Dispose of the empty pesticide container properly.
(1)
First, fill the pesticide container with water.
(2)
Pour the rinse water into the 2-gallon sprayer along with the water used to
dilute the pesticide being applied.
(3)
Repeat steps 1 and 2 two more times.
QUESTION: These questions are all questions you should ask yourself in order to determine what
information?
ANSWER: The estimated hazard of a pesticide.
4.
Using the 2-gallon sprayer.
(a) Sprayer components.
(1) Instruction manual. Your sprayer comes with an instructional manual that you
must retain and follow for proper operation and maintenance.
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FM 4-25.12
(2) Three sets of spare parts.
(3) Pressure gauge.
(b) Preparing to use the sprayer.
(1) Mix the pesticide you are going to use.
(2) Select the appropriate nozzle.
(3) Use the solid stream nozzle to spray cracks and crevices. This type of nozzle is
most appropriate if cockroaches are suspected.
(4) Use the hollow cone nozzle to treat large areas where light coverage is desired.
(5) Use the solid cone nozzle to treat large areas where heavy coverage is desired.
This type of nozzle is especially effective in weedy, heavily vegetated areas and is often used when ticks and
mites are suspected.
(6) Use the flat fan nozzle for even coverage of pesticide on a flat surface, such as a
wall. You would also use this type of nozzle to spray a dumpster for fly control.
QUESTION: What nozzle should you use if you want heavy coverage over a large area?
ANSWER: Solid, or full, cone nozzle.
QUESTION: In what situation is the solid stream nozzle most appropriate.
ANSWER: To spray into cracks and crevices when cockroaches are suspected.
(7) Pressurize the sprayer to 40 psi. Unlock the pump handle by turning it ninety
degrees to the left. If this is the first time you are using the sprayer for the day, you can increase the
efficiency of the pump and make it easier to operate by putting a few drops of lubricating oil on the pump
rod.
(Note: This is the only lubrication the sprayer requires.)
(c) Sprayer operation. Operate the sprayer by squeezing the operating lever on the wand
and moving the wand back and forth to create an even spray.
NOTE: It’s a good idea to practice your spraying technique using water to simulate the pesticide until you
are able to cover the designated surface evenly and without run-off.
CAUTION: Use all of the pesticide in the sprayer on the job, whenever possible. NEVER pour excess
pesticide down the drain or onto the ground.
(d) Sprayer maintenance. Just like any other piece of equipment, a certain amount of
maintenance is required to keep the sprayer operating efficiently. Sprayer maintenance is an operator
responsibility.
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(1) Rinse the sprayer after each use. Triple-rinse the sprayer and spray the rinse water
over the treated area or store it in an approved, properly labeled container for future use.
(2) Wipe the outside of the sprayer. After rinsing, wipe the outside of the sprayer to
prevent pesticide from crystallizing. The crystals will corrode metal, jam the valves, deteriorate the gaskets
and cause the nozzle to malfunction.
NOTE: Any time the sprayer fails to function properly, thoroughly clean the tank and the strainers in
water. Remove the nozzle strainer and the in-line strainer from the wand handle.
(3) Replace worn parts. Parts that may need replacement include the hose, the leather
piston cup and the pump cylinder valve.
QUESTION: What do you pressurize the sprayer to prior to spraying the pesticide?
ANSWER: 40 psi.
QUESTION: Who is responsible for maintaining the 2-gallon sprayer?
ANSWER: The operator.
DEMONSTRATION: Demonstrate for the students the proper procedures for replacing the hose, the
leather piston cup and the pump cylinder valve. Refer to the manufacturer’s instruction manual that comes
with the sprayer for the steps involved in replacing these parts.
III.
SUMMARY (2 minutes).
A. Review the Main Points.
1.
The nonchemical (sanitation) methods of controlling arthropods.
2.
Properties of pesticides.
3.
The factors to consider when assessing the risk associated with the use of pesticides.
4.
Safety precautions associated with the use of pesticides.
5.
Disposal methods for pesticides and their containers.
6.
The steps required to prepare the 2-gallon sprayer for use.
7.
The steps required to operate the 2-gallon sprayer.
8.
The measures taken to maintain the 2-gallon sprayer.
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B. Closing Statement: I hope you have seen that relatively simple but consistent sanitation
practices can go a long way toward keeping arthropods at an acceptable level in your unit area. If
necessary, these measures may be augmented with the use of pesticides, but remember that these are toxic
chemicals and must be used in accordance with the label instructions. When used to apply pesticides, the 2-
gallon sprayer can be a valuable tool. As a member of the Field Sanitation Team you are authorized to
operate the 2-gallon sprayer. However, don’t forget the importance of maintenance—it is an operator
responsibility. Finally, always remember to read and follow ALL label instructions. When conflicting data
is encountered remember, THE LABEL IS THE LAW.
LESSON 10—RODENT MANAGEMENT
(2 hours)
COURSES PRESENTED TO: Field Sanitation Team Members.
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-25.12, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS: Snap, nonpoisonous bait (i.e. peanut butter) for use in
demonstration.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS: None.
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference/demonstration, 2 hours.
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FM 4-25.12
I.
INTRODUCTION (3 minutes).
A. Opening Statement: Provide a motivational opening appropriate to your student population
such as the following. Throughout history, rodents have played an important role in human affairs.
Rodents are carriers of several diseases, and are a host for many more. One of these deadly diseases is
plague. This disease alone caused the death of approximately one fourth of the population of Europe during
the middle ages. Plague still occurs today, even in the US. In addition to disease transmission, rodents
cause millions of dollars of damage to crops and foods each year in the US alone. This lesson covers rodent
characteristics as well as the intimate relationship of rodents to human disease, rodent management, and
dead rodent disposal.
B. Objectives.
1.
Terminal Learning Objective: Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, direct rodent management IAW FM
21-10 and FM 4-25.12.
2.
Enabling Learning Objectives: Inform the students of the enabling learning objectives
for this lesson.
(a) Describe the general characteristics of rodents.
(b) Identify the habitat, life cycle, food preferences, and physical characteristics of the
3 species of rodent important to military operations.
(c) Name the human diseases associated with rodents.
(d) Identify the measures used to control rodents.
(e) Identify the processes and procedures associated with the disposal of dead rodents.
II.
EXPLANATION (90 minutes).
A. Rodent Characteristics.
1.
Norway rat.
(a) Characteristics.
(b) Habitat.
(c) Food.
(d) Life cycle.
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2.
Roof rat.
(a) Characteristics.
(b) Habitat.
(c) Food.
(d) Life cycle.
3.
House mouse.
(a) Characteristics.
(b) Habitat.
(c) Food.
(d) Life cycle.
QUESTION: What three rodents are of particular importance to the military. Why?
ANSWER: The Norway rat, the roof rat, and the house mouse. They are important because these species
have closely associated themselves with humans.
QUESTION: Which of the rodents that we discussed is the largest? The smallest?
ANSWER: The Norway rat is the largest (16 ounces), the house mouse is the smallest (1/2—3/4 ounce).
NOTE: Continue to query the students about the important and distinguishing characteristics of these three
rodents. Continue with the lesson when you feel the students can identify these rodents and their
characteristics.
B. Diseases Carried by Rodents.
1.
Leptospirosis.
2.
Salmonellosis.
3.
Hantavirus.
4.
Rat bite fever.
QUESTION: What rodentborne disease is caused by inhaling dried fecal or urine particles?
ANSWER: Hantavirus.
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QUESTION: How is Salmonellosis contracted?
ANSWER: By eating food that is contaminated with the disease organism.
C. Diseases Spread by Rodents. Not only do rats and mice carry harmful organisms that cause
disease in man, but the are also the host for fleas and mites, known as ectoparasites, which also carry
diseases.
1.
Plague.
2.
Murine typhus.
3.
Rickettsial pox.
QUESTION: How is plague spread to humans?
ANSWER: By the bite of an infected flea or from human to human.
D. Rodent Management.
1.
Rodent survey.
2.
Eliminating food sources.
(a) Eliminate access to garbage by using tight-fitting lids and disposing of garbage
regularly in approved sites.
(b) Store all food in a tightly covered, metal, rodent-proof container. Although plastic
bags may reduce the odors that attract rodents to your area, they are not rodent-proof.
(c) Clean up any food spills that may occur.
3.
Eliminating water sources.
(a) Drain run-off puddles that develop in low spots.
(b) Remove any items from the unit area that may hold water, such as old tires and
cans.
(c) Keep stored water in bottles or five-gallon cans that close tightly.
(d) Store cases of bottled water off the ground on pallets.
(e) In areas with indoor plumbing, check to ensure that there are no leaky pipes.
Repair any leaks found as soon as possible.
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4.
Eliminating shelter.
(a) Keep the unit area free of unnecessary debris, building material, and trash to limit
the areas where rats and mice can hide or nest.
(b) Minimize the amount of vegetation around buildings and tentage.
(c) Keep your living areas free from clutter.
QUESTION: Why is the rodent survey important?
ANSWER: For early detection.
QUESTION: What sanitation (nonchemical) measures can be taken to manage the rodent population in
your unit area?
ANSWER: Eliminate sources of food, water, and shelter.
NOTE: Before continuing with the lesson, discuss the specific methods of rodent management (for
example, eliminating access to garbage). Continue when the students have a thorough understanding of the
nonchemical measures discussed above.
5.
Rodent traps.
(a) Snap traps.
(1)
Location.
(2)
Number of traps.
(3)
Bait.
WARNING: DO NOT use poisonous baits on snap traps that are placed in food storage or preparation facilities.
DEMONSTRATION: Demonstrate to the students how to set and bait a snap trap. Be sure to caution them
against getting their fingers in the way of the hammer once the trap has been set.
(b) Bait stations.
WARNING: These chemicals should never be used in food areas and should not be stored with or near
food items. Rodent baits, known as rodenticides, may be confused for food and eaten by humans.
(1)
Type of bait.
(2)
How it works.
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(3)
Design of bait station.
(4)
Effective placement.
NOTE: If you notice that the rodents are not accepting the bait from within the bait station, notify
Preventive Medicine personnel.
QUESTION: What type of bait is typically used in the bait station? What does this imply?
ANSWER: A multiple dose anticoagulant. This means the rodent must receive multiple doses (feed
multiple times over a period of days) with no more than 48 hours between doses. When used properly, the
bait will cause the rodent to hemorrhage.
E. Dead Rodent Removal.
1.
First, spread insect repellent on your hands, sleeves, and the front of your uniform.
2.
Use long-handled tongs or a shovel to pick up the dead animal. Place the carcass in a
plastic bag or in a metal container with a tight-fitting lid.
3.
Finally, burn or bury the remains IAW your unit’s tactical situation and local environ-
mental restrictions.
QUESTION: Why put insect repellent on before handling dead rodents?
ANSWER: You can’t assume that just because the animal is dead that the parasites living on it are dead,
too. Insect repellent protects you from the bites of any parasites still living on the carcass.
QUESTION: Should you burn or bury the dead rodents?
ANSWER: The method of disposal should be carried out in accordance with the unit’s tactical situation and
local environmental restrictions.
III.
SUMMARY (2 minutes).
A. Review the Main Points.
1.
The general characteristics of rodents.
2.
The habitat, life cycle, food preferences, and physical characteristics of the 3 species of
rodent important to military operations.
3.
The human diseases associated with rodents.
4.
The measures used to control rodents.
5.
The processes and procedures associated with the disposal of dead rodents.
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B. Closing Statement: During this lesson you were introduced to the general characteristics of
rodents, and the specific characteristics and biology of the Norway and roof rats as well as the house mouse.
You also learned about the relationship between rodents and human disease and the management of rodent
populations in your unit area. As you can see, in field sanitation everything is linked in some way;
practicing poor field sanitation techniques is an invitation to rodents and increases the likelihood that the
soldiers in your unit will contract rodentborne disease.
LESSON 11—PREVENTING HEAT INJURY
(2 hours)
COURSES PRESENTED TO: Field Sanitation Team Members.
PLACE: Classroom.
REFERENCES:
FM 21-10, FIELD HYGIENE AND SANITATION, 21 June 2000.
FM 4-25.12, UNIT FIELD SANITATION TEAM.
RELATED SOLDIERS MANUAL/MOS TASKS: None.
STUDY ASSIGNMENT: None.
STUDENT UNIFORM AND EQUIPMENT: Uniform of the day.
TOOLS, EQUIPMENT, AND MATERIALS:
1 WBGT Index Calculator
for every
2 candidates,
1 WBGT kit for demonstration.
PERSONNEL: One instructor.
INSTRUCTIONAL AIDS: None.
TROOP REQUIREMENTS: None.
TRANSPORTATION REQUIREMENTS: None.
RISK ASSESSMENT: Low.
SAFETY REQUIREMENT: None.
METHODS OF INSTRUCTION: Conference/demonstration, 2 hours.
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FM 4-25.12
I.
INTRODUCTION (3 minutes).
A. Opening Statement: Provide a motivational opening appropriate to your student population
such as the following. As soldiers, we are often required to deploy from areas that are temperate to areas
that are either extremely hot or extremely cold. Although we can not control the climate in which we must
work, there are many things that can be done to prevent the harmful effects the climate has on our bodies.
This lesson focuses what you, as a member of the field sanitation team, can do to direct the measures to
prevent heat injury to the soldiers in your unit.
B. Objectives.
1.
Terminal Learning Objective: Inform the students of the terminal learning objective for
this lesson: Given classroom instruction, FM 21-10 and FM 4-25.12, direct heat injury prevention practices
IAW FM 21-10 and FM 4-25.12.
2.
Enabling Learning Objectives: Inform the students of the enabling learning objectives
for this lesson.
(a) Define the three types of heat injury.
(b) Select the factors that influence heat injury.
(c) Select the measures to prevent heat injuries.
(d) Compute the WBGT Index.
II.
EXPLANATION (90 minutes).
A. Three Types of Heat Injuries.
1.
Heat cramps.
(a) Cramps normally involve the muscles of the arms, legs, and abdomen.
(b) Cramps may be severe enough to render a soldier ineffective.
(c) Cramping may be accompanied by symptoms of heat exhaustion (abnormal body
temperature).
2.
Heat exhaustion.
(a) Classic symptoms include profuse sweating, trembling, weakness, lack of coordi-
nation, and anything from a slight sensory clouding to a momentary loss of consciousness.
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FM 4-25.12
(b) Additional symptoms may include headache, tingling in the hands and feet, paleness,
difficulty breathing, irregular heartbeat, loss of appetite, nausea, and vomiting.
(c) The skin is cool and moist from the evaporation of sweat, the pulse rate is rapid,
blood pressure may be low, body temperature may be lower than normal.
3.
Heat stroke.
WARNING: Heat stroke is a medical emergency. There is a high death rate associated with heat stroke.
The condition of a person suffering from heat stroke will deteriorate rapidly. Therefore, treatment should
begin immediately.
(a) Early signs of heat stroke include headache, dizziness, delirium (mental confusion),
weakness, nausea, vomiting, and excessive warmth.
(b) Classic sign of heat stroke is hot, red, dry skin, although sweating may be present.
NOTE: Notice that these symptoms are very similar to heat exhaustion. Therefore, care must be taken to
treat the victim immediately to avoid having heat exhaustion develop into heat stroke.
(c) Most significant sign is a body temperature over 106° Fahrenheit or 41° Celsius.
(d) After one attack of heat stroke, the individual remains very susceptible to repeated
heat injuries. Therefore, these individuals should avoid subsequent exposure to hot weather conditions.
QUESTION: What are 3 signs of heat stroke?
ANSWER: Correct answer will include any 3 of the following: hot, red, dry skin; sweating; body
temperature over 106°F; mental confusion: weakness: nausea; vomiting, excessive; warmth; headache; or
dizziness.
QUESTION: What factor increases a soldiers likelihood of repeated heat injury?
ANSWER: History of previous heat injury.
QUESTION: What heat injury is characterized by painful muscle cramps?
ANSWER: Heat cramps.
B. Factors that Influence Heat Injury.
1.
Acclimatization.
(a) Soldiers who grow up in cool climates but are deployed to a warm or hot climate
for training are more susceptible to heat injury. Their bodies do not handle the heat stress well.
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FM 4-25.12
(b) Soldiers who serve in hot climates but are then stationed in a cool geographical
region, such as Germany, lose their acclimatization to heat in about one month.
2.
Being overweight or unfit.
3.
Fatigue levels.
4.
Foods and alcohol.
5.
Medications.
(a) Cold medications, antihistamines and antidiarrheal medicines all contain drying
agents that reduce the amount of water in the body. With less water available, you can’t sweat as much.
Therefore, your body’s ability to cool itself is reduced.
(b) Some drugs may cause a slight fever. Fever increases the amount of heat to be
dissipated by the body. Some of the immunizations received by soldiers induce a temporary fever. Care
should be taken if you must be exposed to heat when you have a fever.
6.
Clothing.
QUESTION: What should you remember about the influencing factor known as fatigue?
ANSWER: Fatigue impairs the body’s ability to lost heat. It takes more energy to lose heat, so a fatigued
individual will not be able to cool off as efficiently as a rested individual.
QUESTION: What side effects can some drugs and medications have on the body?
ANSWER: Dehydrating effects or fever.
QUESTION: What is acclimatization?
ANSWER: Acclimatization refers to how well adapted a soldier is to his environment.
C. Preventing Heat Injuries.
1.
Replace water lost through perspiration.
(a) To replace the water lost, you need to make sure that soldiers are being encouraged
to drink small amounts of water frequently, and given time to do it, throughout the work period.
(b) Use the chart found in FM 21-10 and FM 4-25.12 to determine the amount of water
to have on hand while soldiers are working in the heat.
NOTE: Have soldiers review the water needs chart in FM 21-10 and FM 4-25.12. Discuss the contents of
the chart before moving on in the lesson.
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FM 4-25.12
CAUTION: Soldiers need to be provided adequate water at all times. The belief that our bodies can be
taught to adjust to decreased water intake is incorrect. When water is in short supply, limiting physical
activity to the early morning or late evening hours when the heat load is less and sweating is reduced can
save a substantial amount.
2.
Replace salt lost through perspiration.
NOTE: There may be operations where a doctor determines that even more salt is required in the diet. In
those rare instances, guidance will come down to the units through their medics, physician assistants, and
doctors. This decision is NOT an FST member decision.
3.
Allow for periods of acclimatization.
(a) The body’s acclimatization to heat begins with the first exposure and it’s usually
well developed by the end of the first week. However, soldiers who are unusually susceptible to heat will
require additional time to become fully acclimatized.
(b) Once acclimatized to heat, a soldier will retain adaptation for about one week after
leaving the hot environment, but if he’s not exposed to work in high temperatures the acclimatization will
decrease at a variable rate. Most acclimatization is completely lost within one month.
4.
Maintain good general health.
5.
Establish work/rest schedules. As the heat load increases, work/rest schedules should be
established. Table 3-1 in FM 21-10 gives an example of suggested work/rest periods. Leaders should also
be encouraged to take advantage of cooler hours to accomplish a portion of the work.
6.
Protection from the environment.
NOTE: There are other ways to protect soldiers from the environment that are often overlooked. For
example, simply marching over grass instead of a paved surface will protect a soldier from the heat
reflected off of the hard surface.
7.
Education.
(a) Soldiers should be informed of the potentially serious results of heat injury, the
general nature of these conditions, and how they can be prevented.
(b) Leaders should be trained to identify conditions under which heat injuries are most
likely to occur. They should be able to recognize the earliest sign of heat injury and take action to prevent
the development of serious cases.
(c) All personnel should also be trained and efficient in the common soldiers’ task of
providing first aid to heat injured soldiers.
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FM 4-25.12
(d) Medical personnel should assist commanders in the development of local programs
for heat injury prevention.
QUESTION: How long should a soldier be allowed to acclimatize?
ANSWER: Fourteen days.
D. The Wet Bulb Globe Temperature (WBGT) Index.
1.
Purpose and general use of the WBGT.
(a) The amount of heat stress on the body is measured by the WBGT index.
(b) Physical activity recommendations and fluid replacement guidelines for the various
heat categories can be found in FM 21-10 and FM 4-25.12.
(c) Compute the WBGT index on site, where the soldiers are working.
(d) Peak conditions usually occur between 1200 and 1600 hours. Local and regional
conditions may warrant modification of the work schedule during these peak hours.
2.
The WBGT kit.
(a) Wet bulb thermometer.
(b) Black globe thermometer.
(c) Dry bulb thermometer.
DEMONSTRATION: Using the WBGT kit demonstrate its use.
3.
Compute the WBGT index.
(a) Prepare the kit for operation.
(1)
Open the kit and lift out the thermometer assembly. Check the assembly for
deficiencies or damage.
(2)
Wet the cotton wick and fill the plastic flask of the wet bulb thermometer with
distilled water.
(3)
Attach the tripod and position the kit approximately four feet off the ground.
(4)
Let the tripod sit undisturbed for at least ten minutes to allow the thermometers
to stabilize.
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FM 4-25.12
(b) Take the readings. After the thermometers have stabilized, observe and record the
readings from each of the three thermometers.
NOTE: The WBGT index can be calculated by using method (c) OR( d) below.
DEMONSTRATION: Ask the students to follow along as you demonstrate the use of the WBGT Index
Calculator. Give the students one or two scenarios and ask them to compute the WBGT Index based upon
those scenarios.
(c) Use the WBGT index calculator to determine the WBGT index.
(1)
Locate the dry bulb temperature on the dry bulb thermometer scale.
(2)
Holding the wet bulb scale, slide the dry bulb scale until the wet bulb
temperature is directly under the dry bulb temperature.
(3)
Locate the black globe temperature on the bottom scale. Read the WBGT
index from its scale directly above the black globe temperature.
(d) Use mathematical formulas to determine the WBGT index.
(1)
Multiply the wet bulb temperature by 0.7.
(2)
Multiply the black globe temperature by 0.2.
(3)
Multiply the dry bulb temperature by 0.1.
(4)
Add the products of the three calculations. The sum is the WBGT index.
(e) Find the heat category associated with the WBGT index you have calculated.
NOTE: Provide the students with the opportunity to determine the WBGT index from the WBGT as well as
using the calculations. Continue the lesson when you feel the students have mastered both techniques.
NOTE: Review the actions and precautions associated with each of the heat indices. Query the students
and continue the discussion until the students understand the concepts associated with heat categories and
their relationship to the WBGT index.
III
SUMMARY (2 minutes).
A. Review the Main Points.
1.
The three types of heat injury.
2.
The factors that influence heat injury.
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