NHTSA campaigns for child safety materials

       The National Highway Traffic Safety Administration (NHTSA, pronounced "NITS-uh") is an agency of the Executive Branch of the U.S. government, part of the Department of Transportation. It describes its mission as "Save lives, prevent injuries, reduce vehicle-related crashes."

       As part of its activities, NHTSA is charged with writing and enforcing Federal Motor Vehicle Safety Standards as well as regulations for motor vehicle theft resistance and fuel economy, as part of the Corporate Average Fuel Economy (CAFE) system. NHTSA also licenses vehicle manufacturers and importers, allows or blocks the import of vehicles and safety-regulated vehicle parts, administers the vehicle identification number (VIN) system, develops the anthropomorphic dummies used in safety testing, as well as the test protocols themselves, and provides vehicle insurance cost information. The agency has asserted preemptive regulatory authority over greenhouse gas emissions, but this has been disputed by such state regulatory agencies as the California Air Resources Board.

       Another of NHTSA's major activities is the creation and maintenance of the data files maintained by the National Center for Statistics and Analysis. In particular, the Fatality Analysis Reporting System (FARS), has become a resource for traffic safety research not only in the United States, but throughout the world. Research contributions using FARS by researchers from many countries appear in many non-U.S. technical publications, and provide a significant database and knowledge bank on the subject. Even with this database, conclusive analysis of crash causes often remains difficult and controversial, with experts debating the veracity and statistical validity of results.

• National Highway Traffic Safety Adminitration official website
• 49 CFR Chapter V (National Highway Traffic Safety Administration)
• National Highway Traffic Safety Administration in the Federal Register
• safercar.gov for official ratings, tips, and recalls
• Regulations regarding vehicle importation into the U.S.
• UNECE vehicle safety regulations
• National Highway Traffic Safety Administration at the Wayback Machine (archived January 16, 2000)
• National Highway Traffic Safety Administration at the Wayback Machine (archived November 12, 1996)

The Safety Dummies from the 1990's

       The following resources were produced for the 1991 awareness campaign for seat buckle safety by the United States NHTSA. Teachers may download and print the materials to use for lesson planning in their classrooms only.

Vince and Larry say: "Buckle up, someone cares." coloring page.

Buckle Up Helper Award from the NHTSA.

1991 Safety Seat Checklist.

 

Buckle Up Kids!

       Children present significant challenges in engineering and producing safe vehicles, because most children are significantly smaller and lighter than most adults. Additionally, children far from being just scaled down adults, still have an undeveloped skeletal system. This means that vehicle restraint systems such as airbags and seat belts, far from being effective, are hazardous if used to restrain young children. In recognition of this, many medical professionals and jurisdictions recommend or require that children under a particular age, height, and/or weight ride in a child seat and/or in the back seat, as applicable.

       Within Europe ECE Regulation R44 dictates that children below 150 cm must travel in a child restraint that is appropriate for their weight. Each country have their own adaptions of this Regulation. For instance, in the United Kingdom, children must travel in a child restraint until they are 135 cm tall or reach 12 years of age, which ever comes soonest. As another example in Austria the driver of passenger vehicles is responsible for people shorter than 150 cm and below 14 years to be seated in an adequate child safety seat. Moreover, it is not allowed for children below the age of 3 to ride in a passenger vehicle without "security system" (which in practice means the vehicle is not equipped with any seat belts or technical systems like Isofix), whereas children between 3 and 14 years have to ride in the back seat.

       Sweden specify that a child or an adult shorter than 140 cm is legally forbidden to ride in a place with an active airbag in front of it.

      The majority of medical professionals and biomechanical engineers agree that children below the age of two year old are much safer if they travel in a rearward facing child restraint.

       Child safety locks and driver-controlled power window lockout controls prevent children from opening doors and windows from inside the vehicle. 

Music at YouTube To Teach Little Ones, "Buckle Up!":

• Do The Buckle Up
• Buckle UP and be safe song for kids

Visit And Read More About Transportation Safety:

• Buckle Up, America
• Safe Ride 4 Kids

Danger Rangers Teach Valuable Life Lessons

       Danger Rangers is a television program that aired on PBS Kids. From September 2011 to September 2012, the show was re-aired on CBS as part of Cookie Jar TV.

       Danger Rangers was originally created with its first pilot in 1999; however, the first Hollywood production was completed in 2003. The show was born from the cause of children's safety and was the first show to successfully put Disney quality productions into a quality curriculum. The Danger Rangers series was the most successfully distributed independent show on PBS Affiliates and was documented to have saved lives.

       Seven animal heroes called the "Danger Rangers," their robot Fallbot, and their artificial intelligence called SAVO teach children about safety through examples, such as environmental hazards and unsafe places.

 The Danger Rangers teach about safety rules.

Click on the video to see more of the 16 episodes

 of Danger Rangers at YouTube.

D.A.R.E. for Kids

       D.A.R.E. Primary is a life skills and drug education program for 9-11-year-olds. The course, consisting of 10 one-hour sessions, aims to provide children with knowledge, skills, and an opportunity to explore attitudes, to help them to make informed decisions, and to develop safe and healthy lifestyles. Topics covered include, tobacco, alcohol, cannabis, volatile substances, bullying, anti-social behavior, and different types of pressure. Children look at normative beliefs about alcohol and tobacco. The sessions are interactive and provide a range of learning opportunities through individual activities, teamwork, discussions, storyboards, and appropriate role play. DARE Primary can be delivered by:

• DARE Officer (Serving or former Police Officer, Police Community Support Officer, or School Officer--- a school liaison officer)
• Teacher and DARE Officer where the Officer attends every other week (called 50/50). It also becomes part of the Health Unit in most schools.
• Teacher delivered (Teachers receive training from DARE)

       Each pupil is provided with a DARE workbook for use during the course. DARE Officers and Teachers (where the Teacher delivered option is chosen) are provided with session guides. An important part of the program is the graduation ceremony which is an opportunity for families and schools to celebrate the children's achievements.

• D.A.R.E. program director in Crestwood Missouri
• Drug Abuse Resistance Education home page
• DARE World
• How to Start a DARE Program in your Community
• International Association of Chiefs of Police, IACP
• 2003 U.S. General Accounting Office letter to Senator Richard J. Durbin
• A Different Look at D.A.R.E.
• UK website
• Training Center Minas Gerais / D.A.R.E. Brazil (PROERD)
• D.A.R.E. Brazil (PROERD)
• Official Keepin' It Real website
• ASU's official Keepin' it REAL website

Rigmarole

Rigmarole.

There is a land where bunnies dance

While foxes play the flute,

Where puppy-dogs in polkas prance,

And bear-cubs swiftly shoot

In sledges o'er the slipp'ry ice,

Which isn't safe, though very nice.

There on their hind-legs kittens walk,

And elephants steal jam,

There lions sit at tea and talk,

As gentle as a lamb,

There rats at school long copies write,

While bears are put to bed at night.

And if you don't believe it, look

At all the pages in my book!

The Rain Regiment

The Rain Regiment

by Mathilda Schirmer

Across the city's many roofs

Comes a sound of heavy hoofs...

The Regiment of Rain

That beats the windowpane;

That floods each country lane;

That tramples the farmers' grain;

That tangles the horse's mane;

That teases the weather vane,

And angers the raging main!

There are none who can refrain

From admiring the Regiment of Rain.

Pillow-Time!

Pillow-Time!

Pillow-time!

Friendly, bright stars

Gleaming out

In the dark sky,

Above quiet trees

A jolly moon

For Company;

And to lure one

Far into sleepy-land,

Thee beguiling

Pillow-time tales

About other children's

Dream adventures.

Why, pillow-time

Is the happiest time

Of all the day!

Autumn

Autumn

by Albert Laighton.

The world puts on its robes of glory now;

The very flowers are tinged with deeper

dyes;

The waves are bluer, and the angels pitch

Their shining tents along the sunset

skies.

Fireman's or woman's badge for playtime.

         Below are fireman's badges that teachers and parents may print, cut and laminate in order to give away to young children for play time after they have been visited by the local fire department. You can adhere special safety pins to the back side of the badges. I found a large pack at Amazon for little ones here. You could probably find them in your local craft store as well if you prefer.

        Individual graphics are included for parents who only need one or two. Four graphics are included on one sheet of badges for easier printing in the classroom. Enjoy!
       Fire Departments feel free to pass out these crafted fireman's badges too, if you would like. They are free from kathy grimm!

A fireman's badge including an "engine house" number.

A fireman's badge including an eagle.

A fireman's badge with a blank ribbon for teachers who wish to include a name.

A fireman's badge including the symbolic tools of the trade.

All four fireman's badges on one png. for those who need to print multiple quantities.

Animal Intelligence

       It is generally known that many animals possess in a greater or less degree the same senses that we ourselves have: sight, hearing, smell, touch, temperature and so on and that many of them experience such emotions as: anger, grief and joy; but it is not by any means so certain that they have even the elements of reason as we understand that term.

       The sense of touch in man is keenest in the finger tips, the lips and the tip of the tongue. In the lower animals the regions of greatest sensitiveness are often different, and in some animals special and very delicate touch organs have been developed; as, for example, the whiskers of the eat and the long hair on the rabbit's lip, by means of which these animals can readily find their way in the densest darkness. The wing of the bat is also very sensitive to touch.

       In man the sense of taste is keen and resides in the taste bulbs which cover the tongue and palate. In birds and reptiles the sense of taste is not very well developed. Insects recognize the difference between sweet and bitter, but do not seem to be affected by other flavors. Many animals show an instinctive dislike for certain foods, but it may be more from the sense of smell than from taste, for the two are very closely allied.

       In some animals the sense of smell is exceedingly acute. The dog can track his master through the crowded street; the deer recognizes the presence of an enemy very quickly. But birds have little sense of smell, and reptiles also are dull in this respect. Fish differ; it is said that the shark is almost entirely dependent on his sense of smell for his food. In insects this sense is most keenly developed.

       Most of the mammals and the birds have a keen sense of hearing. The astonishing manner in which some birds will imitate the songs of other birds testifies to the accuracy of their hearing; but fishes hear little, though it has been proved that they can hear to some extent. Certain insects hear and can distinguish sounds that are pitched higher than the human ear is able to recognize.

       The keenness of vision possessed by birds is most remarkable. The swift, flying high through the air, detects on the ground its minute food. The eagle sees his prey from long distances entirely beyond the range of the human eye. Some animals, such as frogs and toads, have keen vision only at short range, and fish seem to be entirely unable to distinguish prey at any great distance from themselves. It is known that certain insects distinguish between colors.

       That the higher animals have memory is very certain; a puppy, having been stung by a bee, will ever after avoid the insect, and may even flee at the sound of its humming. Dogs are known to have recognized their masters after years of absence, and they have been known to show strong resentment after many years against an individual who mistreated them.

       Animals certainly draw inferences from what they see, but apparently in purely instinctive manner. The best writers seem to doubt whether an animal can put together different facts and establish a conclusion. The extent to which the intelligence of animals goes in this direction, however, is a subject of dispute. Some writers maintain that animals really teach their young; others protest that nothing of the sort is ever done - that the actions of a bird in throwing her young from the nest are purely instinctive, and not with any thought of the young birds' welfare. Many modern writers have taken a different stand and have written exceedingly interesting accounts and imaginative histories of many animals.

• How Smart Are Animals? 
• What makes an animal clever? Research shows intelligence is not just about using tools
• Of all the animals on the Earth, these 15 are the smartest...

A letter about Grandpa's childhood

Dear Children,

       Well, here I am again, writing a letter to Grandpa's Grandchildren. This time I am going to write about horses. Some little girls do not care very much for horses, but all boys love horses and dogs. Long years ago I was a little boy. My Papa had an old-fashioned pair of leather saddlebags. My Father attended to a large herd of cattle, and he salted these cattle every week, and counted them to see if any had got out of the pasture. Sometimes I would ride behind until I would fall asleep, and then he would place me around in front, and hold me on his lap. At one time after he had emptied all the salt out of one side of the saddlebags, he put me in the empty bag and covered me up. Then he rode up in front of our home, and Mother came out to see her little boy; but no little boy could be found. It was a hot summer day, and I began to feel about as warm as a setting hen. Mother was scared; yes, excited at the loss of her first-born little boy. I could see the tears streaming from her eyes, as I peeped through a small crack in the old saddlebags.

       Mother was crying and, at the same time, telling Father that he was cruel to punish her in that way. I couldn't stand it a minute longer; young as I was, I felt that a little fellow like me could have no better friend than Mother. Papa saw that I had poked my head out of the bag and was turning the horse around, so Mother could not see me; but the old Dollie mare seemed to almost understand the trick, and in turning around, made more of a turn than Papa expected, and I was brought squarely around in full view, and there I was right in full sight of Mama, sitting down in the old saddlebags, with my little black head just above the cover. Papa lifted me up, and I didn't wait to be helped any farther, but just jumped into Mother's arms. The next day Father was mowing the yard, and I was wearing my first pants. Down at the back end of the yard was a small pond of water, with a mud bottom. My Papa waded into it to show me that the water was not deep, and in this way got me to try my new breeches. I waded out and back again a few times until the water became very muddy. Finally, I fell down in the middle of the pond, and went clear under, and how much farther, I could not tell. I was not old enough to swim, but I was a wriggler, and I wriggled out, but Oh! such a sight. I was the color of mud, and my new pants! Both Father and Mother gathered me up, and I was put through some kind of a fresh-water scrubbing, and that night Mother sat up until a late hour, making me a new pair of pantaloons. I started out in this letter to write you something about horses, but I got to thinking of some things that happened to me when I was a little boy.

       I believe I am getting to be like some preachers, who always take a text, but never preach from it.

Love, Grandpa.

Story of A Mouse

       A very neat little Mouse once lived in the same house with an ill-natured old Cat. When this little Mouse left his bed in the morning, he always washed and brushed himself with great care, taking particular pains with his long tail, which he kept very sleek and pretty.

       One morning the untidy Cat had not been able to find her brush and comb, not having put them in their proper place the day before; and when the Mouse ran past her, she snapped his pretty tail quite off because she felt so cross. The little Mouse turned and said, " Please, Mrs, Cat, give me back my long tail!"

       Mrs. Cat answered, " I will give you your long tail if you will bring me a saucer of milk; I always like milk better than tails." The little Mouse had no milk in his pantry, but he took his tin pail and went to the Cow, saying -

       "Please, Mrs. Cow, give me some milk, and I will give Mrs. Cat some milk, and Mrs. Cat will give back my long tail."

       The Cow said, " I will give you some milk, but I must first have some hay." The little Mouse then took his wheelbarrow, and going to the farmer, said -

       "Please, Mr. Farmer, give me some hay, and I will give Mrs. Cow some hay; Mrs. Cow will give me some milk, and I will give Mrs. Cat some milk, and Mrs. Cat will give back my long tail."

       The farmer said, "I would be glad to give you some hay, but my barn door is locked; if you will go to the locksmith, and get me a key, I will unlock my barn, and give you all the hay you can carry on your little wheelbarrow."

       Then the little Mouse took his pocket-book, and went to the locksmith, saying, "Please, Mr. Locksmith, give me a key, and I will give the farmer a key, and the farmer will give me some hay, and I will give Mrs. Cow some hay, and Mrs. Cow will give me some milk, and I will give Mrs. Cat some milk, and Mrs. Cat will then give me back my long tail."

       The locksmith said, "I must have a file with which to make a key; if you will get me a file, I will make the key with great pleasure,"

       So the little Mouse took his satchel, and went to the blacksmith, and asked him, saying - "Please, Mr. Blacksmith, give me a file, and I will give Mr. Locksmith a file, and Mr. Locksmith will give me a key, and I will give the farmer a key, and the farmer will give me some hay, and I will give Mrs. Cow some hay, and Mrs. Cow will give me some milk, and I will give Mrs. Cat some milk, and Mrs. Cat will give me back my long tail." The blacksmith answered, "I need some coal to build a fire before I can make a file. If you will go to the miner, and get me some coal, I will be glad to make a file for you." So the Mouse took his little cart, and went down, down into the dark earth, until he saw a man, with a lantern on his hat, and when he spoke to the man, the man said, "Well done, little Mousie, how did you get so far without a light?"

       Mousie answered that he was quite used to playing in the dark, and now he must work night and day to get his tail again; and then he said-

       "Please, Mr. Miner, give me some coal, and I will give the blacksmith some coal, the blacksmith will give me a file, I will give the locksmith a file, the locksmith will give me a key, I will give the farmer a key, and the farmer will give me some hay, and I will give Mrs. Cow some hay, and Mrs. Cow will give me some milk, and I will give Mrs. Cat some milk, and Mrs. Cat will give me back my long tail."

       Then the miner filled the little cart with coal; and the Mouse trudged up to the blacksmith, who gave him the file, which he put in his little satchel, and then ran as fast as his feet would carry him to the locksmith, who gave him a key, which he put in his pocket-book, and carried to the farmer, who unlocked the barn door, and gave him all the hay he could pile upon his wheelbarrow. Mousie took the hay to Mrs. Cow, who filled his little tin pail with milk, which the Mouse carried to the cat, saying, "Now, Mrs. Cat, please give me back my long tail."

       Mrs. Cat said, " So I will, my dear; but where have I put it?"

       Then this untidy Cat called all the people in the house, saying, "Where could I have put that tail!" "Oh! now I think I know - I believe it is in the upper bureau drawer." But the tail was not in the upper bureau drawer, and the poor Mousie who had worked so hard was nearly ready to cry, and the milk was getting cold. Then Mrs. Cat said, "I must have put it in this closet," and she ran to the closet, pulling down dresses and boxes; but there was no tail there, and the little Mouse had to wink very

hard not to let the tears fall, and the milk was getting blue, when Mrs. Cat shouted, " Of course I put it in the second drawer" ;but she tumbled all the things out of the drawer and found no tail; then the little Mouse had to sing "Yankee Doodle" to keep from crying, and the milk was in danger of getting sour.

       Mrs. Cat now clapped her paws, and said, " Why, I know where it is - I ought to have thought before - I put it here in this lower drawer, in this very box, wrapped up so neatly in pink tissue paper. Yes; hurrah! here it is!" And the Mousie took his pretty, long tail, and ran home as fast as he could to get some glue to stick it on again; and Mrs. Cat ate her milk, thinking she would try hereafter to put things in their places.