Search

This document is divided into two parts. Part 1, entitled "Undergraduate Preparation in Safety Education," contains in outline form statements on the following topics: basic curricula in safety education (including suggested competencies); faculty for basic programs; students in basic programs (including admission criteria); resources and facilities for basic programs; and evaluation, program review, and planning. Part 2 is a report on school health education and contains two divisions: Recommended Standards for the Accreditation of Teachers of Health Education and Competencies of the Health Educator. This last division breaks the competencies into headings of environmental health, mental health, tobacco, alcohol and other drugs, nutrition, communicable and noncommunicable diseases, human sexuality, dental health, physical fitness, consumer health, community health, accident prevention, and philosophy of health and health education. (JA)

The scope and content of this traffic records course are outlined in a chart (Course Structure) and tabulation (Overview of Course Content). General course objectives follow the overview. These define for the instructor the broad objectives, module by module, which the course is designed to reach. The last part of this section gives a detailed picture of the course content, again module by module. The 12 modules (traffic records in perspective, concepts of an integrated traffic records system, crash data subsystem, driver data subsystem, vehicle data subsystem, roadway data subsystem, emergency services data subsystem, traffic law enforcement and adjudication data subsystem, educational services data subsystem, safety program management data subsystem, evaluative research in the highway safety program, and recapitulation and conclusion) are explained fully in regard to time, objectives, references used, facilities and equipment needed, classroom and study aids. A lengthy topic outline and teaching procedures for each of the 12 modules concludes the document. Appended are 24 pages of classroom aids. (BP)

This course in Traffic Records will introduce the student to the basic concepts of an integrated State Traffic Records System. The course is built around the Design Manual for State Traffic Records Systems. The pertinent parts of the design manual have not been reproduced with this study guide but are referenced in the introductory pages for each of the training modules. The course consists of 12 modules, each self-contained but each building on the other. Modules 1 and 2 introduce the student to the basic concepts, the next eight modules provide the student with an opportunity to explore the various important aspects of State traffic records. In Module 11 the student is given an introduction to the techniques of evaluative research, and in Module 12 the material covered is reviewed. (Author/BP)

The manual provides almost all necessary materials for the successful implementation of a Highway Safety Workshop, designed around a developmental sequence which is basic to the success of the workshop. The major activities of the workshop center around three exercises-the first for small group discussion consisting of questions relating to aspects of traffic safety, the second suggesting countermeasures, and the third concerning a systems approach to highway safety. A film and two presentations separate the exercises. For each session resource materials (abstracts of related literature), notes for trainers, and a bibliography are provided. (SA)

The manual contains all the reference manterials to be used by participants in the Highway Safety Workshop. The materials comprise questions and topics for discussion, abstracts of literature related to these topics, and a bibliography. (SA)

The guide is one of a series of 10 units composing an orientation to the world of work course designed especially for disadvantaged and handicapped students in the ninth and tenth grades. It is designed to provide basic and remedial instruction in personal development, math, and language skills while providing information and skills basic or common to employment in all occupations. Topics treated in the course are (1) accidents and injuries at work, (2) dressing for safety, (3) on-the-job housekeeping for safety, (4) lifting, carrying, moving, (5) safe use of tools, machinery, and other equipment, (6) electrical safety, (7) fire prevention, (8) chemicals, gas, and poisons, (9) health practices for safety, (10) first aid and procedures for handling accidents, and (11) off-the-job safety. Lesson plans present major and supporting concepts and specify performance objectives. Suggested resources are correlated to teaching-learning-evaluation strategies, which are subdivided to meet the separate needs of the disadvantaged and the handicapped. A resource section specifies sources and costs of audiovisual aids. The final section offers student materials which include a variety of supportive classroom materials. (MW)

Intended to serve as a resource guide to assist trade, industrial, and technical teachers in maintaining an effective and efficient safety program, the document does not contain information concerning the many specific operations of the various trades. The materials serve as a background for teachers as they develop their own units of instruction on safety. The first section deals with shop and lab safety, presenting specific information related to industrial color coding, fire safety and fire extinguishers, and electrical safety. Safety responsibilities are outlined as they relate to administrators, teachers, and students. Included are a description of safety inspections, sample accident report forms, a list of instructional techniques, and a section on teacher liability. Safety resource listings make up the body of the document, offering a 25-page bibliography of articles, books, catalogs, documents, films, and other instructional aids. A list of addresses of producers and publishers concludes the resource guide. (MW)

The policy statement outlines New York State standards regarding: (1) the driver's education program; (2) vehicles in the program; (3) administration, supervision, and organization of summer school programs; (4) teachers in the program; and (5) pupils in the program. A glossary defines terms and instructional objectives. Program policies pertaining to application approval, minimum time requirements, scheduling, educational television, textbooks, resource materials, simulation, motorcycle safety education, and other program considerations are dealt with. Specifics regarding summer programs include program approval, program duration, and time requirements. Policies related to teacher approval, teaching requirements, and a teacher preparation program are delineated. The concluding section specifies student qualifications regarding age, parental approval, pupils in the American Field Service Program, handicapped pupils, and reciprocity. (MW)

The purpose of the project, "Revision and Update of Traffic Safety Manpower Training Program Development Guide," was to develop the HIGHWAY TRAFFIC SAFETY MANPOWER FUNCTIONS GUIDE. This document provides an organizational schema illustrating the functions essential to be performed and the interrelationship of these functions to carry out highway traffic safety programs. The purpose of this publication is to assist administrators, managers, and educators through a new approach for describing and classifying manpower functions being performed to enhance highway traffic safety programs. The classification is based upon eleven functional areas consisting of a cluster of 45 functions aimed at achieving a common goal in highway traffic safety. Each function consists of a group of specific actions performed by one or more individuals to achieve five highway safety objectives. Descriptions were derived from selected case studies for each function with support information from the literature and NHTSA program specialists. A bibliography classified by functional areas is reported. (Author)

The Center for Vocational and Technical Education conducted a project entitled "Revision and Update of Traffic Safety Manpower Training Program Development Guide." The purpose of the project was to develop a guide entitled HIGHWAY TRAFFIC SAFETY MANPOWER FUNCTIONS GUIDE that provided an organizational schema illustrating the functions essential to be performed and the interrelationship of these functions to carry out highway traffic safety programs. A review of literature and a bibliography are reported. The data collection procedure involved conducting on-site interviews with persons performing the identified traffic safety functions. Major conclusions reached regarding the project were: (1) Non-environmental traffic safety program objectives can be achieved through an adequate supply of competent manpower performing the identified functions. (2) Functions required in one functional area are similar or identical to functions within other areas, thus with minimum training, individuals could perform in several functional areas. (3) There is a variety of traffic safety related functions being performed in numerous agencies and organizations under a variety of job titles. (Author)

The manual presents 869 instructional objectives for trainable mentally retarded students. Objectives are grouped into three content areas: social competency (self care and personal development skills), basic skills competency (including sensory motor, communication and number skills), and occupational competency (vocational adjustment, domestic service, commercial service and construction). In addition to the behavioral description, the objectives include an evaluation checklist which allows assessment and monitoring of student performance on each objective. It is explained that these checklists help to diagnose specific performance difficulties and assist the teacher in developing individual instructional approaches. The document is accompanied by a foldout chart listing all the objectives in the three categories. (CL)

These participant and administrator manuals are designed for a seminar on alcohol and safety. This seminar is intended to be a small-group, intensive planning session dealing with the problems of handling people charged with drinking-driving offenses. The participants should be enforcement, judicial, presentence, prosecution, probation, rehabilitation, or other treatment personnel, with a group maximum of 20 people. All participants should be engaged professionally on a daily basis with drinking-driver cases. The purpose of the seminar is to encourage participants to act as more effective members of the whole alcohol-safety system. Another purpose is to break down misunderstandings and hostilities between traffic-law and treatment personnel. The seminar provides information about alcoholism, alcohol safety, and problem drinkers, but it is not intended for the well-trained probation officer or psychologist. The technical and professional skills needed for job performance are assumed; in fact, a strength of the seminar is the structure interchange of ideas and information among a group of experienced professionals. (Author/PC)

The handbook is intended to be utilized by health occupations teachers as supplementary instructional materials for a unit on safety. The document contains general safety rules applicable to hospitals and other health care institutions. Outlined are general rules for fire safety and office and clerical safety and more specific rules for the epidemiology programs, radiology and nuclear medicine safety, nursing safety, laboratory safety, surgery safety, dietary safety, maintenance safety, and housekeeping safety. (BP)

The fire prevention education bulletin helps schools continue their work to make the home, school, and community safe places in which to live and to help children and young people live in safe ways without developing undue fears. Briefly discussed are the goals of a fire prevention program, who should be concerned with fire prevention education, where the school's responsibility lies, and what approach should be used in the development of a school fire prevention program. Suggested learnings are given for the K-3 program in such areas as the home, school, neighborhood, and community and are integrated with the science and social studies curriculum. The suggested learnings for grades four through six center on fire prevention in our country and in selected regions of the world and are integrated with the science and social studies curriculum. Grades seven through twelve suggested learnings concentrate on various scientific concepts and are integrated with other specific curriculum areas. The document concludes with a discussion of fire drill guidelines for the school and home, a home fire drill inspection blank, and how to evaluate a fire prevention program. Appended to the document are information on various kinds of fire extinguishers and New York State's fire drill and fire prevention education laws. (Author/BP)

The training manual serves as the text for the Coast Guard's boating safety 32-hour course and for the D-8 Qualification Code Recertification Course. The manual is designed for self-study or for use with an instructor-led course. Each chapter concludes with a quiz to be used as a review of chaper content. Opening chapters review the use of the manual, jurisdiction, and motorboat laws and the Federal Boat Act of 1971. Succeeding chapters treat the following specific topics: the boarding manual; numbering, registration, documentation, and licensing; legal requirements; rules of the road; negligent and grossly negligent operation; correction of an especially hazardous condition; motorboat examination techniques; preparation of CG-4100 and warnings; arrest; State boating safety programs; U. S. Coast Guard Auxiliary; boating accidents; marine events and regattas; water pollution; first aid; instructor training; and leadership. A glossary concludes the volume. (NH)

The product of two teacher-coordinator workshops, the guide represents the cooperative efforts of the teacher participants and provides supplementary instructional materials for secondary school multioccupational cooperative programs. The first section of the guide is intended for use in large group classroom instruction and deals with the goals, objectives, suggested activities, and suggested resources for six instructional areas: safety, communications, human relations, work ethics, resource and time management. Detailed classroom materials, games, checklists, activities, diagrams, and forms are provided. Section 2 offers task listings and duties for 20 selected jobs: produce clerk; grocery clerk; professional salesperson; marker/stockman; receiving clerk; credit interviewer; display helper; office clerk, checker (cashier); bank teller; newspaper advertising man; medical x-ray technologist assistant; yard foreman (lumber); nurses aide; carpenter (factory constructed homes); food service--chef; busboy or floor girl; salesperson (clothing store); auto parts counter man; and service station attendant. These task listings are applicable for use with small group and individualized instructional areas. (MW)

Presented is a social living curriculum for educable retarded secondary students. Outlined are procedures for teaching the following eight units: self concept and social attitudes, leisure time, communications, safety and first aid, health and physical fitness, citizenship participation, money and financing, vocational and occupational needs, drug abuse, human development, and marriage and the family. Examples of specific topics covered include prevention of kitchen accidents (safety and first aid) and weight control (health and physical fitness). (CL)

GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Health Education--including a) personality development, b) disease control, c) tobacco, d) alcohol, e) drug education, f) consumer health education, g) physical fitness and conditioning, h) environmental health, i) health careers, j) safety and first aid, and k) driver education. ORGANIZATION AND PHYSICAL APPEARANCE: The first section presents a program description and general goals; the second section lists program objectives; and the third section describes objectives, suggested activities, references, and student evaluation for each subject area. OBJECTIVES AND ACTIVITIES: General program objectives are listed in the first section. Behavioral objectives and suggested activities are described for each subject area in sections two and three. INSTRUCTIONAL MATERIALS: References are listed for each subject area. STUDENT ASSESSMENT: None indicated. OPTIONS: None listed. (PB)

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Health Education--including a) interpersonal relationships, b) health habits, c) safety and first aid, d) nutrition, e) body systems and functions, f) dental health, g) consumer health, h) drugs, i) mental health, j) environmental and public health. ORGANIZATION AND PHYSICAL APPEARANCE: The first section presents a program description and general goals; the second section lists program objectives; and the third section describes objectives, suggested activities, references, and student evaluation for each subject area. OBJECTIVES AND ACTIVITIES: General program objectives are listed in the first section. Behavioral objectives and suggested activities are described for each subject area in sections two and three. INSTRUCTIONAL MATERIALS: References are listed for each subject area. STUDENT ASSESSMENT: None indicated. OPTIONS: None listed. (PB)

The guide contains 11 sections, each consisting of one or more units of instruction in commercial carpentry. The sections cover the following: introduction (orientation, safety, and applying for a job), leadership, related information (lumber, measuring, and fasteners), power and hand tools, blueprint reading, site preparation and layout, forming, framing, exterior finish, interior wall finish, and interior trim. Each unit is based on behavioral objectives stated in two forms: terminal objectives stating the subject matter to be covered, and specific objectives stating the necessary student performance. Suggested teacher and student activities, information sheets providing the essential content, reference lists, and tests with answers are included for each unit. Many of the units also contain transparency masters, student handout sheets, job sheets designed to teach skills, and assignment sheets (with answers) providing paper and pencil activities. Illustrations are numerous throughout the guide. Progress sheets after each section can be used by students and teacher to record test results and acceptable performance of skills outlined in the job sheets. (Author/MS)

This curriculum guide attempts to help the early childhood teacher show children how to incorporate safety precautions into daily life. Good safety practices can prevent the death or injury of young children by automobile, truck, bus, pedestrian, bicycle, and tricycle accidents. The guide focuses on student involvement in the learning process and includes sections on pedestrian safety, vehicle safety, and pedestrian and vehicle safety evaluation procedures. The sections are subdivided into cluster concepts, with related behavioral objectives and learning episodes. Included in each section are learning activities, arranged in order of difficulty, which relate safety rules and precautions to the children's own lifestyles in order to help them evaluate and make decisions concerning potentially hazardous situations. The last section offers further suggestions for implementation of objectives and concepts. (ED)

Addressed to young persons and adults, this booklet delineates the duties and rights applicable to bicyclists as drivers of vehicles. The following topics are discussed: Rules of the road, defensive bicycling techniques, the bicycle as a machine, registration and theft prevention, walking the bike, bike routes, and recreational and group rides. Diagrams and illustrations are included. (TA)

Based on health education needs of Navajo children as established by the Navajo Area health and physical education committees, this curriculum guideline for health and physical education is delineated into three phases reflecting emphasis of instructional techniques (introductory, exploration/extended learning, widened learning) and three levels reflecting approximate grade levels at which skills, concepts, and activities are initiated. Levels encompass grades K-8. Major headings under goals and objectives are personal and community health (cleanliness), systems (digestive, circulatory, respiratory, reproductive, nervous), community health (dental care, immunizations, physicals, hospital/medical personnel, health careers), safety, first aid, physical education, human growth and development, mental health, consumer health education, and alcohol, narcotics, tobacco. For the numerous secondary goals and objectives under each major heading, skills, concepts, and activities are listed, along with material and resources (books, films, pamphlets, filmstrips). The guideline provides sample unit plans for each major topic and tests to be used for evaluation. Appendices contain a unit of instruction on the ear and material on planning a physical education curriculum, including rationale, yearly plan, activities by grade level, and equipment. The publication also gives Navajo Area Health Curriculum Committee recommendations. (RS)

Prepared under the auspices of the National Business Council for Consumer Affairs by its Sub-Council on Product Safety, this report is part of a program to advise the federal government on voluntary activities by the business community which would help consumers. Contents include analysis, conclusions and recommendations relating to manufacturers, retailers, voluntary standards organizations, product testing laboratories, trade associations, and government under the topics of (1) The Manufacturer's Role, (2) Product Safety Standards, (3) The Retailer's Role; and (4) Public Safety Awareness. Particular emphasis is given to those private sector activities which relate to effective operation of the new Consumer Product Safety Commission established by the Consumer Product Safety Act enacted by the Congress late in 1972. The text of the act is provided in the appendix. The 14 recommendations presented throughout this report relate to those actions concerning product safety which ought to be considered by all parts of the economy, particularly the corporate sector. (WL)