Patent Publication Number: US-11043137-B2

Title: Device and method for simulating a transportation emergency

Description:
RELATED APPLICATIONS 
     This application is a divisional of U.S. application Ser. No. 14/454,103, filed Aug. 7, 2014. 
    
    
     TECHNICAL FIELD 
     The present patent application relates to transportation device teaching or training tools, and, more particularly, to devices, methods, and kits for teaching and practicing transportation device rescue techniques. 
     BACKGROUND 
     Emergency situations regularly result from high speed collisions between vehicles, especially motor vehicles, and other vehicles and stationary objects. In a significant number of severe motor vehicle accidents, occupants who need immediate medical attention become trapped within a damaged vehicle. Often, the occupants cannot be extricated by emergency personnel without the assistance of specialized vehicle extraction equipment. 
     In other situations, conventional entry methods may be blocked, obscured, or otherwise anomalously oriented as compared to the vehicle&#39;s normal operating orientation, for example, if vehicle is turned on its side, but emergency personnel may nonetheless access the occupants. First responders such as Emergency Medical Services (EMS) personnel, firefighters, and police officers are often the first people at the scene, so it is critical that these individuals are well-trained in the art of vehicle extrication in a wide range of potential transportation-related emergency scenarios. Occupant survival may hinge on the skill and preparedness of the first responder. 
     Conventional training techniques do not adequately prepare first responders for the tasks they may face at the scene of a vehicle emergency. One common technique is for the instructor to position a manikin (or another person) in a chair in a classroom, where the instructor will instruct a trainee and any onlookers to pretend that the manikin is a victim in need of medical attention that is trapped in a vehicle. The trainee will then use the rescue techniques learned in the class on the manikin with the imaginary emergency scenario in mind. This method is flawed in several respects. To start, it heavily relies on the imaginative powers of the trainees to visualize the context of the simulated environment, and may be ineffective if the trainees do not take the exercise seriously. Also, the exercise does not provide a realistic training scenario because there are no physical obstacles such as a vehicle frame, a steering column, a dashboard, and the like that the trainee would invariably encounter in a real-world rescue situation. Still further, the method provides limited ability to alter the positioning of the simulated victim beyond an upright, level orientation. 
     Another conventional training technique is to use an actual vehicle for the exercises, such as a car from a junk yard, that is modified for training purposes. This technique is more realistic because the trainee is working within the confines of a motor vehicle and must therefore overcome physical obstacles to perform the rescue exercise. But there are also many drawbacks. Like the chair method, the use of an actual vehicle limits the opportunity to alter the orientation of the victim because an actual vehicle is too heavy to turn on its side or top, and even if it were repositioned, it may lack sufficient stability in the repositioned state to safely conduct the training. The sheer size of the vehicle also necessitates an outdoor or garage environment, which is inconvenient if the class is normally held in a classroom. Further, while the trainee actually performing the simulated rescue may have a valuable learning experience, training with an actual vehicle is of little benefit to onlookers because the car frame will obscure their view. This aspect also impairs the instructor&#39;s ability to train in the actual vehicle, because the instructor&#39;s view may also be obscured, thus limiting the instructor&#39;s capacity to provide meaningful feedback to the trainee. 
     It is common for training courses to use a mix of these techniques, where the primary learning takes place in the classroom with a chair simulation, but the class has one or a few opportunities to practice the techniques introduced and practiced in the classroom with an actual vehicle. Still, even the combination of these methods does not sufficiently prepare trainees, because training time with the actual vehicle (the more realistic training tool) is limited, and depending on class size and access to the vehicle, there may not be sufficient time allotted for each trainee to have a training session in the vehicle, let alone multiple sessions. 
     Accordingly, those skilled in the art continue to seek improved devices and techniques to simulate transportation related emergency situations in the classroom environment to train and prepare EMS personnel and other first responders. 
     SUMMARY 
     Devices for simulating a transportation emergency are disclosed. The devices have a base with a framework of interconnected supports extending therefrom as a skeletal portion of a simulated transportation device and defining a chamber configured to receive a human or a medical-training manikin. Within the chamber a seat for receiving the human or the medical-training manikin is disposed. The framework defines one or more openings representative of access openings into the simulated transportation device such that a first responder in-training can receive instructions on how to assist a victim positioned in the simulated transportation device. The framework also defined one or more open frames representative of structural features of the simulated transportation device that block access to the victim such that realistic training occurs. Herein, the devices include the improvement of a telescoping steering column having a steering wheel, wherein lengthening the telescoping steering column positions the steering wheel closer to or against the chest of the human or the medical-training manikin thereby simulating a collision that pushed the steering column toward the human or the medical-training manikin. 
     In another embodiment, the devices include the improvement of a foot pedal assembly pivotally mounted to the framework and positionable in a normal operating position and in one or more accident simulation positions. The foot pedal assembly includes a fastener connectable to the framework to secure the foot pedal assembly in the normal operating position or one of the accident simulation positions. 
     In another embodiment, the devices include the improvement of a side impact strip selectively positionable in any one of a plurality of positions across one of the openings representative of an access opening. In one embodiment, the access opening defines a door opening into the simulated transportation device and one of the plurality of positions is generally centered in the access opening thereby simulating blocked access to the human or the medical-training manikin. 
     In another embodiment, the devices include the improvement of a series of brackets through which a length of seatbelt material is threaded and is secured to itself proximate the floor of the device and proximate the roof or general shoulder position of a seat. The seatbelt material being of a length of about 8-12 feet and being replaceable or repositionable after being cut to remove a human or the medical-training manikin. 
     In another aspect, a prying simulator is disclosed, which may be connected to the framework of the device or freestanding. The prying simulator includes a housing having a front face defining a horizontal slit bisecting a vertical slit and a rod fixed within the housing in a horizontal orientation at a position offset from the horizontal slit to define a gap for receiving an end of a pry tool. In one embodiment, the horizontal slit bisects the vertical slit above a mid-transverse plane thereof and is longer than the vertical slit. 
     Other aspects of the disclosed devices and methods will become apparent from the following description, the accompanying drawings, and the appended claims. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         FIG. 1  is a side plan view of a device for simulating a transportation emergency. 
         FIG. 2  is a side view of a device for simulating a transportation emergency with a manikin positioned therein. 
         FIG. 3  is front plan view of the device of  FIG. 1 . 
         FIG. 4  is a top plan view of the device of  FIG. 1 . 
         FIG. 5  is a side view of a modular section of the device of  FIG. 1 . 
         FIG. 6  is a perspective view of one section of the device for simulating a transportation emergency within an elevator. 
         FIG. 7  is a front perspective view of a breaking-glass simulator with the lid thereof in an open position. 
         FIG. 8  is a top perspective view of the breaking-glass simulator of  FIG. 7 . 
         FIG. 9  is a front perspective view of the breaking-glass simulator of  FIG. 7  positioned on a waste glass receptacle. 
         FIG. 10  is a front perspective view of a prying simulator connectable to the frame of the device of  FIG. 1 . 
     
    
    
     DETAILED DESCRIPTION 
     The following detailed description will illustrate the general principles of the invention, examples of which are additionally illustrated in the accompanying drawings. In the drawings, like reference numbers indicate identical or functionally similar elements. 
     Referring to  FIGS. 1-4 , a vehicle emergency training device, generally designated  10 , is shown. The device  10  has a body  12  formed of a framework  14  of interconnected horizontal and vertical supports  16 ,  18  that define a base  20  and a skeleton or skeletal portion  22  of the body  12 . Collectively, the framework  14  defines an interior chamber  24  of the body  12  that is shaped to simulate the interior cavity and/or cabin of a transportation device such as a car, a truck, a bus, a train, an aircraft, a watercraft, a ski lift, a trolley, and the like, or at least a portion thereof. The interior chamber  24  of the body  12  may include a seat  26  therein configured to receive a human or a medical-training manikin  28 , shown in  FIG. 2 . The interior chamber  24  may also include other props  29  such as a steering column  30  and a steering wheel  32 , seat belts  68 , and a foot petal unit  102  to further mimic the interior cavity of the transportation device being simulated. 
     As best seen in  FIGS. 3 and 4 , the framework  14  may be an open structure, where the gaps between the supports  16 ,  18  define one or more openings  34 , representative of doors, windows, or other features of the simulated transportation device. The gaps between supports  16 ,  18  may further define one or more open frames  38  that are not representative of any specific features of the simulated transportation device, but rather supply additional portals through which an observer outside the device  10  may view the contents of the interior chamber  24 . The base  20  may be an open frame  38  that optionally contains a floor  21 , shown in  FIG. 6 . One or all of the openings/open frames  34 ,  38  may be covered by panes/panels  40 , which may be transparent, to block or obstruct access to the interior chamber  24  from outside the device  10 , or the openings/open frames  34 ,  38  may remain open. 
     Still referring to  FIGS. 1-4 , the framework  14  may be any of a variety of shapes and sizes. In one embodiment, the framework  14  is essentially a hollow rectangular prism or cube, where each of the base  20 , a top  36 , a front  42 , a back  44 , and two sides  46 ,  48  (in  FIG. 3 , “passenger” side  46  and “driver&#39;s” side  48 ) are openings/open frames  34 ,  38  bounded by supports  16 ,  18 . In the depicted embodiment, the framework  14  is generally a rectangular prism, except that the front  42  includes an angled portion  50  that defines an opening  34  to receive a simulated or actual windshield  52 . Alternately, the framework  14  may take any other shape, regular or irregular, so long as the selected design does not interfere with the functionality of the body  12  as a simulated transportation device. For instance, the framework  14  may be structured to closely mimic the exterior of the simulated transportation device or a portion thereof. The structural components of the framework  14  may be curved or angled, and need not be limited to straight, horizontal and vertical supports  16 ,  18 . 
     The framework  14  may be constructed of any of a variety of materials. The structural components may be beams of metal such as aluminum, iron, steel, or any other metal of sufficient strength, which may be hollow, to allow the framework  14  to support the weight of the body  12 , plus one or more human users. Alternately, the framework  14  may be constructed of wood, plastic, PVC, acrylic, or any other sufficiently strong material. The use of materials with a high strength-to-weight ratio, such as aluminum, may be preferable to maximize the support strength of the training device  10  while minimizing weight and preserving mobility and ease of transport. As will be discussed in more detail below, the structural components of the framework  14  may be permanently attached together by any known method, or the structural components may be removably detachable for repeated assembly and disassembly. 
     The simulated transportation device  10  has an upright orientation where the base  20  defined a bottom thereof relative to the surface the device is seated on and one or more non-upright orientations where a portion of the framework  14  defines a bottom relative to the surface the device is seated on. The upright orientation, shown in  FIGS. 1-2 , may simulate the conventional positioning of the simulated transportation device  10  during normal operating conditions. The non-upright orientation(s) represent emergency scenarios where the simulated transportation device  10  has rolled or flipped on its top or one of its sides. To enhance stability in the non-upright orientation(s), any of the top  36 , the front  42 , the back  44 , side  48 , side  48 , or other surface of the framework  14  may be substantially planar in shape to better support the device  10 . In one embodiment, the outer portions of the framework  14  intended to serve as potential bottoms include sections of rubber or other materials with relatively high coefficients of friction to provide added stability in the non-upright orientation(s). The framework  14  may further include additional support rods permanently or releasably attached thereto (not shown) to provide supplementary support for the training device  10  in the upright and/or non-upright orientation(s). In one embodiment, the training device  10  is light enough, for example less than about 350 pounds or less than 300 pounds or less than 250 pounds, such that the device  10  is readily manually repositionable between the upright and the non-upright orientation(s) by one individual or a few individuals. 
     The base  20  of the framework  14  may include a plurality of wheels  54  or rollers to enhance the mobility of the training device  10 , facilitating convenient transport by one or a few individuals. The wheels  54  may be attached directly to the base  20 , or the wheels  54  may be attached to legs  56 , and the legs  56  may be attached to the base  20 . One or more of the wheels  54  may include a brake (not shown) for enhanced safety to restrict the movement of the training device  10  when in use. The wheels  54  may be mounted on rotatable carriers  55  to permit swiveling of the wheels  54  for a greater range of motion during transport. 
     In one embodiment, the legs  56  are adjustable to various heights, such that when the legs  56  are set at equal heights, the body  12  (in the upright configuration) is generally level relative to the ground/support surface, but when the legs  56  are set at different heights, the body  12  is tilted at an angle relative to the ground/support surface. For example, with reference to  FIGS. 2 and 3 , if the legs  56  seen in  FIG. 1  were raised by two feet (corresponding to the left leg  56  of  FIG. 3 ), but the legs  56  opposite the depicted legs  56  (corresponding to the right leg  56  of  FIG. 3  and not seen due to perspective of  FIG. 2 ) remained unadjusted, then the entire body  12  would be tilted toward the “driver&#39;s” side  48 , and the central legs  56  shown in  FIG. 3  would be elevated off the ground/support surface. 
     Thus, by variously adjusting the heights of one or more legs  56 , many different tilt angles of the body  12  can be achieved to simulate a variety of emergency scenarios of the simulated transportation device while maintaining the training device  10  in the upright orientation. Further, the base  20  of the framework  14  may include the legs  56  for the tilting functionality even without the wheels  54 . The legs  56  may function by any mechanism of length adjustment known in the art, including but not limited to a system of telescopic tubes with a plurality of holes drilled therein to define different height settings, coupled with a bar to retain the tubes at the desired height setting (not shown). The legs  56  may be adjustable to any maximum height, with any number of intermediate height settings less than the maximum height, but the maximum tilt angle should be less than about 45 degrees to ensure stability of the device  10  in the tilted stated. Further, it should be understood that other aspects of the framework  14 , such as the supports  16 ,  18 , may include extendable tilting mechanisms analogous to the legs  56  for use in the non-upright orientation(s). The training device  10  may also include counterbalance mechanisms (not shown) such as supplementary support bars or weights to further enhance stability in the tilted orientations, or the device  10  may be tied to an external structure for added support. 
     As earlier described, some or all of the openings/open frames  34 ,  38  of the framework  14  may include panels  40  therein or thereon. The panels  40  complement the framework  14  to more fully encapsulate the interior chamber  24  of the body  12 , thus contributing to a more realistic simulation environment by restricting the trainee&#39;s ability to extend his/her body through the openings/open frames  34 ,  38  and forcing the trainee to perform rescue techniques within the relatively confined space of the interior chamber  24 , just as the trainee would likely face in an actual emergency scenario. 
     In one embodiment, the base  20 , the top  36 , the back  44 , and the front  42  have panels  40 , but the sides  46 ,  48  do not. The sides  46 ,  48  may include hinged panels (not shown) to represent doors of the simulated transportation device. As shown in  FIG. 1 , one option to simulate an obstruction at the sides, such as a crushed in or jammed door, is to selectively position a side impact strip  110  in one of several pre-selected positions  112 , which may be defined by holes for receiving a fasteners or posts, hook and loop material, snaps, or other fasteners for attaching the side impact strip to the framework  14 , where the side impact strip blocks access to the manikin. In  FIG. 1 , fasteners  114  couples the side impact strip  110  to the framework. One or more of the pre-selected positions  112  may represent the position of the post of a vehicle that separates a front door from a back door to provide extraction training by simulating various size door openings. 
     The panels  40  may be permanently attached to the framework  14 , for instance with welds, rivets, and the like, or the panels  40  may be removably detachable from the framework  14 , for instance with a system of threaded bolts and nuts, magnetic attachments, a system of latches, hook and loop material, ties, and/or snaps, and the like. It should be appreciated that any mechanism of permanent or removable attachment may be used to attach the panels  40  to the framework  14  without departing from the scope of this disclosure, and that different panels  40  within the same training device  10  may be attached with different mechanisms. The panels  40  may attach to the framework  14  along the outer surface of the open frames  34 ,  38 , the interior cavity surface of the open frames  34 ,  38 , or at intermediate point within the width of the open frames  34 ,  38 . In one embodiment, the panels  40  attach to inset portions of the open frames  34 ,  38  with depths approximately equal to the thickness of the panels  40 , such that when the panels  40  are installed on the framework  14 , the outer surfaces of the open frames  34 ,  38  and the outer surfaces of the panels  40  form generally smooth sides of the training device  10 . 
     The panels  40  may be solid pieces of material that block the passage of light, such as pieces of sheet metal, wood, plywood, cardboard, opaque plastic, and the like, or the panels  40  may be formed in whole or in part with transparent or translucent material such as Lexan®, plexiglass, safety glass, translucent plastic, and the like. The windshield  52  may be formed in the same way and of the same materials as the panels  40 . Different panels  40  within the same training device  10  may have different construction in terms of both transparency and materials. In one embodiment, as seen in  FIG. 3 , the panels  40  have a “picture frame” construction, where a windowpane  58  of a first, translucent material is bounded about its perimeter by a border  60  of a second, more durable material, thus preserving the “see-through” functionality of a transparent panel  40  while simultaneously enhancing the durability of the panel  40  at its edges. 
     The more openings/open frames  34 ,  38  of the training device  10  that have transparent/translucent panels  40  (or remain uncovered), the better outside observers may perceive training exercises being conducted in the interior chamber  24  of the body  12 . Thus, an instructor may initiate a training exercise for a trainee, and then observe the trainee&#39;s completion of the task from any of a variety of angles by moving around the training device  10  and watching through the various openings/open frames  34 ,  38 . The instructor may then provide meaningful, detailed, real-time feedback to the trainee. Further, other class participants may similarly observe the trainee to learn from the trainee&#39;s actions during the exercise. 
     To further enhance the effectiveness of the training device  10  as a learning tool, the interior chamber  24  of the body  12  may be configured to visually mimic the interior cavity and/or cabin of a transportation device or a portion thereof. For example, to simulate a passenger car, the body  12  may be alternately sized to contain a single seat  26  (the driver&#39;s seat only) or two seats  26  (front driver and passenger seats), or even more seats (back seats). The number and orientation of the seats  26  depends on the type of the subject transportation device, the target size of the training device  10 , and the desired level of realism. As seen in  FIG. 1 , the seat  26  may be an actual seat taken from the subject transportation device, including characteristic aspects such as a headrest  62 , back support  64 , cushion  66 , and safety belt  68 , but the seat  26  may alternately be a desk chair, a box, and the like (not shown) that is placed within the body  12  to represent a vehicle seat. The seat  26  may be securely attached (permanently or removably) to the framework  14  of the body so that the seat  26  remains in position whether the training device  10  is in the upright orientation (including tilted orientations) or the non-upright orientation. The medical-training manikin  28  (or a human) may be secured to the seat using the safety belt  68 . 
     The manikin  28  may include mechanical or electrical features (not shown) designed to simulate an emergency victim&#39;s vital signs or other characteristics to enhance the training experience by providing real-time feedback to the user related to the effectiveness of the simulated rescue attempt. For example, if the user makes a choice that would aggravate the victim&#39;s injuries, the manikin may provide feedback by way of a video monitor (which may be attached to the framework  14  of the training device  10 ), sound effects, or other signals to indicate the likely consequences of the trainee&#39;s rescue activities in an actual emergency situation. 
     The interior chamber  24  of the body  12  may include any number of props  29  to further enhance the realism of the training device  10  by adding common obstacles likely to exist in an actual emergency situation involving the simulated transportation device, or to otherwise enhance the look and feel of the simulation. The steering column  30  and the steering wheel  32  of the embodiments of  FIGS. 1-4  are two such props  29 , but any number of other props  29  may also be included in addition to or instead of the steering column  30  and steering wheel  32 , such as a simulated rearview mirror, a foot pedal unit  102 , seatbelts  68 , a dashboard, a glove compartment, a central console between the seats  26 , air bag  27 , a child car seat, a breaking-glass simulator  76  ( FIGS. 7-9 ; discussed below), a prying simulator  130  ( FIG. 10 ; discussed below) and the like. Each prop  29  may be securely attached (permanently or removably) to the framework  14  or other aspects of the interior chamber  24  of the body  12  so that the prop  29  remains in position whether the training device  10  is in the upright orientation (including tilted orientations) or the non-upright orientation. Additional props  29  may be included that are intentionally not secured to the framework  14  to represent articles such as packages, books, coats, and the like that may be present in the simulated transportation device and would likely shift in position in an actual emergency situation. 
     The air bag  27  ( FIGS. 1 and 6 ) is shown in the steering wheel  32 , but there may be additional air bags in other locations within the body  12 , including the passenger side dash or side panels within the body  12  if present. The air bags may be inflatable and deflatable by any means for inflating and deflating air bladders, including any type of manual or electric pump, such that the air bag is repeatably deployable for multiple simulation events. 
     The steering wheel  32  as shown in  FIG. 1  is attached to a telescoping steering column  30  that provides a plurality of positions for lengthening the steering column, which places the steering wheel closer or further from the driver or a manikin in the driver&#39;s seat. The ability to lengthen the steering column  30  is advantageous because it allows the simulation of an accident that has pushed the steering column toward the driver or a manikin. As shown in  FIG. 1 , the telescoping steering column  30  includes a sleeve  240  connected to the steering wheel  32  and a post  242  connected to the framework  14 . In an assembled state, the sleeve  240  is seated on the post  242  and is fastened thereto by a fastener  244  to position the telescoping steering column in any selected position along the length of the post  242 . In an alternate embodiment, not shown, the post may be attached to the steering wheel  32  and the sleeve may be attached to the framework  14 . 
     Whichever of the post  242  or the sleeve  240  is attached to the framework  14 , is pivotally connected to the framework  14  and is movable between a plurality of positions changing the angle of the steering column  30  relative to the driver&#39;s seat. To secure the steering column  30  in one of the plurality of positions, the framework  14  may include a positioning member  246  proximate the post  242  or the sleeve  240  depending upon which one is attached to the framework  14  and includes a fastener  248  and/or holes  250  (for receiving a fastener) to secure the post  242  or the sleeve  240  to the positioning member  246  thereby defining the angle relative to the driver&#39;s seat. 
     The foot petal unit  102  shown in  FIGS. 1 and 3  is pivotally mounted to the framework  14  and is positionable in a normal operating position and in one or more accident simulation positions. The foot pedal unit  102  includes one or more pedals  260  (gas, brake, clutch pedals) mounted on a support strip  262  pivotally attached to the framework  14 . The support strip  262  may extend across the entire space between parallel, vertical supports  18  as seen in  FIG. 3  defining the driver&#39;s section  70   b  or may extend partially across the space there between. As seen in  FIG. 3 , when the support strip  262  extends across the entire space, a first end  264  may include a pivot  265  connected to one of the vertical supports  18  and the second end  266  may include a fastener  267  for connecting the support strip  262  to the framework  14  in the normal operating position or one of the accident simulation positions. The fastener  267  may be a screw, bolt, clamp, or the like. In one embodiment, the fastener  267  is a spring-loaded pull pin that stays connected to the support strip  262  and seats in a whole in the vertical support  18  that is adjacent thereto. 
     The normal operating position is one in which the foot pedals are oriented at an angle relative to the floor of the training device  10  found in typical vehicles. A crash position may be an angle above or below the angle that represents the normal operating position. In one embodiment, an accident simulation position disposes the gas pedal within a range of about horizontal to ninety degrees above horizontal and horizontal to about forty-five degrees below horizontal for a total range of motion of about 135 degrees. This provides for ease of placement of at least one foot of the driver under the foot pedal unit  102 , which may be then rotated to place at least one of the foot pedals against the foot of the driver thereby simulating a collision that wedged a foot of the driver under a pedal, as well as other possibilities. The crash positions may include angled positions relative to the normal position that increase the angle relative to the floor of the training device by increments of about 2 degrees to about 5 degrees, or about 5 degrees to about 10 degrees. 
     As shown in  FIG. 1 , seatbelt  68  is easily replaceable by threading a length thereof through a series of strategically positioned open brackets  69   a ,  69   b ,  69   c  and the ends thereof secured to another portion of the seatbelt by a threadable fastener  71 . A first bracket  69   a  is mounted to the framework  14  where it defines a portion of the floor of the training device  10  adjacent to a right side of the seat  26 , relative to the left and right of the human as if sitting in the seat, to define a first loop, a second bracket  69   b  mounted to the framework  14  where it defines a portion of a floor adjacent to a left side of the seat to define a second loop, and a third bracket  69   c  mounted to the framework  14  proximate the right shoulder portion or the left shoulder portion of the seat  26 , passenger versus the driver in the U.S. and vice versa in other countries, to define a third loop. A continuous length of seatbelt material passes through the first loop defined by the first bracket  69   a  and is fastened to itself, the length of seatbelt then passes through the second loop defined by the second bracket  69   b , and passes through the third loop defined by the third bracket  69   c  and again after leaving the third bracket is fastened to itself. A first buckle  71  for fastening the seat belt material to itself proximate a first end of the seat belt material and a second buckle  71 ′ for fastening the seat belt material to itself proximate the second end of the seat belt material is also included. The seatbelt material within the brackets from the first to the third bracket may be at least about 8-15 feet in length. The seatbelt material may be provided in separate discrete strips or a roll mounted to the device or proximate the device to replace a portion cut therefrom. 
     The training device  10  may have a modular construction. In one embodiment, each of the structural components of the framework  14  may be removably detachable from the others, such that the entire body  12  can be deconstructed into a plurality of separate supports  14 ,  16 , panels  40 , wheels  54 , legs  56 , seats  26 , props  29 , and the like that can readily be manually assembled into the device  10 . The components may be detachably assembled using any known method, such as a system of bolts and nuts, mating male/female threaded connectors attached/bored into to the components, a system of clasps, ties, snaps, and the like. Thus, the training device  10  may be stored and/or readily transported in a disassembled format, reducing the amount of space that the training device  10  occupies when not in use. In one embodiment, the training device  10  is a kit of the these and other components, optionally including the manikin  28 , to be assembled into the structures described above for use. Such a kit may include a plurality of various props  29  to be selectively incorporated separately or together within the training device  10 . 
     Alternately, referring now to  FIGS. 3-5 , the framework  14  of the training device  10  may be formed by the union of two or more distinct, complementary framework sections  70   a ,  70   b  that removably attach together to form the framework  14 . The embodiment of  FIG. 3  has two sections  70   a ,  70   b  jointed at the center  72  of the framework, where each section  70   a ,  70   b  forms approximately half of the complete framework  14 , but the sections need not partition the framework  14  into equal portions. Section  70   a  is the passenger section and section  70   b  is the driver section in  FIGS. 3 and 4 .  FIG. 5  is a side view of section  70   a  (without the seat  26 ) showing the detail of the portion of the section  70   a  that interfaces with the section  70   b . When viewing  FIG. 5 , it should be appreciated that in this perspective, the supports  16 ,  18  that show parts of the base  20 , the front  42 , and the back  44  of the framework  14  are in a first plane that forms part of the center  72  of the framework  14 , but the supports that correspond with top  36  and angled section  50  are in a second plane (depressed into the page) that corresponds with the “passenger” side  46  of the framework  14  (see  FIG. 3 ). 
     The constituent supports  16 ,  18  within each section  70   a ,  70   b  may be permanently coupled, for example with welds and/or rivets and the like. Portions of each section are designed to interface with the other section(s) for releasably, removable connect to one other. In the embodiment of  FIG. 5 , the interfacing supports  16 ,  18  of section  70   a  contain a plurality of bores  74  therethrough, and the corresponding supports  16 ,  18  of section  70   b  ( FIG. 3 ) also contains a plurality of bores  74  at analogous locations along the supports  14 ,  16 . A system of nuts and bolts (not shown) may then be used to securely attach the sections  70   a ,  70   b  together where the bolt traverses the supports  16 ,  18  of each section  70   a ,  70   b  through the bores  74 , and the nut is tightened to fix the bolt in place. Alternately, sections  70   a ,  70   b  may be releasably attached together by any other known mechanism, for example a series of latches, ties, clasps, and the like. While the depicted framework  14  has only two sections  70   a ,  70   b , it should be understood that the framework  14  may have any number of sections necessary to construct the entire training device  10 . Also, the other components of the training device  10  may variously be permanently or releasably attachable to the sections as earlier described. 
     As described above with respect to the framework  14  as a whole, the framework sections  70   a ,  70   b  may include openings/open frames  34 ,  38  that may have panes/panels  40  permanently attached or removably detachable thereto. Further, as shown in  FIGS. 3 and 4 , two or more sections  70   a ,  70   b  may jointly define one or more openings/open frames  34 ,  38 , such that the complete opening/open frame  34 ,  38 . For such jointly-defined openings/open frames  34 ,  38 , an associated pane/panel  40  may be attached to more than one, or all, of the associated sections. 
     The sections  70   a ,  70   b  may be sized and shaped to facilitate efficient transport through building corridors. For example, the fully-constructed framework  14  may be too large to fit through a standard 2.5 to 3.5 foot doorway or into an elevator, but the sections  70   a ,  70   b  may be able to pass through without issue as shown in the photograph included as  FIG. 6 . Further, as seen in  FIG. 3 , each section  70   a  or  70   b  may have a stable base of wheels  54  such that each section  70   a ,  70   b  may roll independently even when detached from the framework  14  as a whole. In one embodiment, each section  70   a ,  70   b  has a maximum length of about five feet and a maximum width of about three feet such that each section  70   a ,  70   b  may both pass through doorways and corridors and also fit within standard-sized passenger elevators. In another embodiment, some or all of the horizontal supports  16  are hingedly movable or rotatable about the vertical supports  18  to which they attach, thereby allowing the sections to “fold up” into a generally linear configuration where all the horizontal supports  16  are generally parallel with each other, further enhancing transportability. Thus, the section system allows for easy transport between classrooms or other rooms in a building without requiring complete disassembly of the framework  14  before transport. 
     In one embodiment, a kit is provided that includes at least two framework sections  70  and the seat  26 , where the framework sections  70   a ,  70   b  and seat  26  may be removably attached to each other to form the training device  10  as previously described, including all of the disclosed features. The kit may also include other components, such as any number of panes/panels  40 , props  29 , manikins  28 , and the like for use with the training device  10 . 
     In one embodiment, the kit also includes a top  36  is seated on sections  70   a ,  70   b  (and others if present) when the sections are attached to one another. This is best seen in  FIG. 4 . The top  36  includes a first section  80  representative of a roof portion (panel  40 ) of the simulated transportation device  10  and a second section  82  representative of a windshield  52  of the simulated transportation device  10 . The roof portion (panel  40 ), the windshield  52 , or both may include a transparent panel of material. 
     The structure of the training device  10  having been described, a method for using the device  10  to train a trainee will now be disclosed. 
     The training device  10  may be transported to a selected use location such as a classroom where an instructor and/or at least one trainee intend to use the device  10 . If the framework  14  of the device  10  is transported in a disassembled state, the constituent parts may be transported to the use location and assembled therein as earlier described. If the framework  14  of the device  10  has sections  70   a  and  70   b , each section may be separately transported to the use location, and all sections may then be assembled to form the framework  14 . If the device  10  includes wheels  54 , the device  10  or the sections  70   a ,  70   b , as appropriate, may be transported by rolling. Once in location, the wheels  54  may be locked to prevent further movement of the device  10 . 
     If not already attached to the framework  14 , the seat(s)  26  and the props  29  (if any) may be attached to the framework  14 . If a manikin  28  (or a human volunteer) is to be utilized, the manikin  28  may be positioned on the seat  26 , and the seatbelt  68  may be secured. If not already attached to the framework  14 , the panels  40  (if any) may also be secured to the framework  14  as earlier described. 
     The body  12  of the device  10  may be positioned in the upright orientation or a non-upright orientation as desired by the instructor and/or trainee. If the device  10  includes legs  56  or other adjustable mechanisms capable of tilting the body as earlier described, the positioning of the device  10  may be further adjusted to the desired tilt angle. 
     With the training device  10  assembled in the use location and oriented as desired, training may begin. The instructor may demonstrate rescue techniques, or give the trainee instructions to “rescue” the manikin, and the trainee may then attempt to make the rescue as the instructor observes and/or provides feedback. If the training device  10  includes or is used in conjunction with the breaking glass simulator  76  (described below), the method may include the step of breaking a piece of breakable material in a controlled environment. Other trainees may also observe the exercise by viewing the simulated rescue through the openings/open frames  34 ,  38  and/or through any transparent panels  40 . Alternately, one or more trainees may use the device  10  without an instructor to practice rescue techniques. 
     When use of the training device  10  is complete, the components of the training device  10  may be detached from each other as appropriate and transported to a storage location or to another classroom in the same manner as described above with respect to transporting the device  10  to the use area. 
     Instead of using the training device  10  to simulate rescue of a trapped occupant in a transportation device, the device  10  may alternately be used to teach and learn techniques for extricating oneself from a transportation device in an emergency situation. In this case, the training device  10  may be transported and assembled as earlier described, except that instead of inserting the manikin  28  in the seat  26 , the trainee enters the device  10  (preferably in the upright orientation) and straps himself/herself to the seat  26  with the seatbelt  68 . The device  10  may then be adjusted to a rolled and/or tilted orientation by an instructor or other person, and the trainee may then practice techniques for safely escaping the device  10 . 
     Referring now to  FIGS. 7-9 , the training device  10  may include the breaking-glass simulator  76  as a prop  29 , or as a separate apparatus for use in conjunction with the training device  10 , to provide trainees with the opportunity to practice glass breaking techniques used in actual emergency situations to safely remove glass in a controlled manner from transportation devices at the scene of an accident. A rescuer will often use a window punch, which is essentially a small, pointed tool designed for this purpose. In an actual emergency, intentionally breaking-glass prior to rescue lessens the risk of injury to the emergency victim and/or rescuer from inadvertent glass breakage during the course of the rescue by preemptively eliminating or reducing the potential hazard. 
     The inherent risks involved with shattering glass and handling the resultant shards of broken glass make glass breaking techniques difficult to simulate in a classroom environment. Common teaching methods, such as practice with an actual vehicle, do not significantly minimize these risks. Thus, a breaking-glass simulator  76  is disclosed which provides an opportunity for trainees to safely use a window punch (or other glass-breaking tool) to break actual samples of breakable material in a classroom environment. The breaking-glass simulator  76  may be used with or without the training device  10 . 
     The breaking-glass simulator  76  shown in  FIGS. 7-9  is a container with an exterior surface  77  defining an inner chamber  78  with a base  86 , a plurality of sides  88 , and a lid  90 . At least one of the sides  88  may have a transparent panel  80  that includes a hole  82  sized to receive a glass-breaking tool to brake a sheet of breakable material enclosed within the simulator  76 . The inner chamber  78  of the simulator  76  may have one or more receiving members  84  ( FIG. 8 ) for receiving a sheet of breakable material such as glass and a ledge  87  (which may be a portion of the base  86  or the receiving members  84 ) that supports a portion of the sheet of breakable material. The sheet of breakable material may be an actual section of tempered glass from a car window or windshield, or it may be another breakable or fragile material such as a piece of ceramic and the like. 
     The receiving members  84  may be rails, guides, channels, or the like attached to or integral with the surface of the chamber  78 . In another attachment, the receiving member(s)  84  may be one or more clamps, ties, hook-and-loop connectors (Velcro®), or other fasteners to retain the sheet in position. 
     Regardless of the type and number of receiving members  84 , in all embodiments, the receiving member(s)  84  needs to be positioned such that the sheet of breakable material when enclosed in the simulator  76  is positioned proximate to the hole  82  such that the tool has access to the sheet of breakable material to brake it. Thus, a trainee may pass a window punch or other tool through the hole  82  to contact and break the sheet of breakable material, and the resultant pieces of the broken sheet are safely contained within the inner volume  78  of the simulator  76 . The hole  82  may be large enough to facilitate the passage of the window-contact portion of a window punch or other window-breaking tool, but also small enough that shards of the broken breakable material will not be able to readily pass through and escape the breaking-glass simulator  76  during use. In one embodiment, the hole  82  has a maximum width of about two inches at its widest expanse. The portion of the simulator  76  that includes hole  82  may be a transparent panel  80  set in a frame  89 . This is advantageous because the trainee can see the placement of the tool and whether the sheet has broken. 
     As shown in  FIGS. 7-9 , the simulator  76  contains the glass shards because it includes lid  90  and, optionally, a waste glass receptacle  92  ( FIG. 9 ). The lid  90  may be a hinged panel to facilitate opening and closing the simulator  76  to access the chamber  78  to replace and/or remove the used/broken sheets of breakable material with an unbroken sheet. Alternately, the lid  90  may be permanently affixed to the sides  88  in a closed position. If the lid  90  is permanently closed, it may have a slit (not shown) therethrough to facilitate insertion of the sheet of breakable material into the receiving members  84 , and the slit may have a barrier, such as a plurality of bristles, a hinged flap biased in a closed position, an insertable cap, or other mechanism to generally seal the inner chamber  78  to prevent shards of broken sheet material from passing through the slit during use. 
     The base  86  may be a solid panel to prevent passage of pieces of broken breakable material, or the base  86  may be wholly or partially open, which permits broken pieces to freely fall out of the inner chamber  78 . If the base  86  is open, the breaking-glass simulator  76  may be used in conjunction with a waste glass receptacle  92  ( FIG. 9 ) to receive the broken sheets after use. The waste glass receptacle  92  may increase the storage capacity for broken sheet material and thus facilitate repeated use of the simulator  76 . The breaking-glass simulator  76  and/or the waste glass receptacle  92  may have a door (not shown) to facilitate removal of broken sheet material. 
     In one embodiment, the breaking-glass simulator  76  is generally rectangular prismatic in shape, but it may alternately take any shape, including cylinders and other shapes with curved sides. The simulator  76  may be a free-standing apparatus, or it may be affixed to an external support, such as the training device  10  or the waste glass receptacle  92 . The breaking-glass simulator  76  may be made of any material, but may preferably be formed of a material such that the inner chamber  78  may safely contain broken sheet material without puncturing, ripping, or breaking. For example, the simulator may be made of metal, wood, plastic, and the like, or combinations thereof. The transparent panel  80  may be constructed of Lexan®, plexiglass, transparent plastic, acrylic or another translucent materials, and may preferably be formed of a material that does not easily shatter so as to minimize the risk of breakage and injury if the trainee misses the hole  82  and instead strikes the transparent panel  80  with the window punch. 
     To use the breaking-glass simulator  76  of  FIGS. 7-9 , the lid  90  is opened and a sheet of breakable material is inserted into the receiving members  84  of the inner chamber  78  of the simulator  76 . The lid  90  is then closed. A trainee equipped with a window punch (or other glass breaking tool) inserts the window punch through the hole  82  of the frame  89  to breaks the sheet of breakable material using the techniques learned in class, and the broken pieces are contained within the simulator  76 . The breaking-glass simulator  76  is then opened to safely dispose of the broken pieces. 
     Referring now to  FIG. 10 , the training device  10  may include a prying simulator  200  as a prop  29 , or as a separate apparatus for use in conjunction with the training device  10 , to provide trainees with the opportunity to practice prying techniques such as prying open a vehicle door or other portions of a vehicle that are typically metal. The prying simulator  200  is a container  202  defining an inner chamber  204  and having a front face  205  defining a horizontal slit  206  bisecting a vertical slit  208 . Housed within the container  202  is a rod  210  oriented horizontally therein at a position offset from the horizontal slit  206  to define a gap  212  for receiving an end of a pry tool  214 . In the embodiment in  FIG. 10 , the rod  210  is positioned above the horizontal slit  206 . In another embodiment, the rod  210  may be positioned below the horizontal slit  206  to define a gap for receiving an end of the pry tool  214 . The rod  210  may be generally centered within the container. In the embodiment of  FIG. 10 , the rod  210  is centered relative to the width (W) of opposing side panels  216  thereof. 
     The vertical slit  208  is wider than the horizontal slit  206  and is typically proportioned to be large enough to receive the end of a typical pry tool  214  used by firefighters, emergency responders, police officers, and the like. Additionally, the horizontal slit  206  is typically longer than the vertical slit  208  and is dimensioned to receive a sheet of pryable material  222 , which is generally a thin, flat sheet of material. As noted above, the horizontal slit  206  bisects the vertical slit  208  and as seen in  FIG. 10 , the bisection may occur at a position above a mid-transverse plane M of the vertical slit  208 . In another embodiment, the horizontal slit  206  may bisect the vertical slit  208  at the mid-transverse plane M. The horizontal slit  206  is generally dimensioned to be about 5 in to 6 in long and about ⅛ in to ⅜ in wide. In one embodiment, the horizontal slit  206  is about 5 and ⅞ in long and about 3/16 in wide. 
     In one embodiment, as shown in  FIG. 10 , the container  202  may include a lid  218  hingedly connected thereto by hinge  219  and a fastener  220  for securing the lid in a closed position. The fastener may be a latch, a clamp, a tie, a hook-and-loop connector (Velcro® material), or other fastener to retain the lid  218  in the closed position. The lid  218  facilitates opening and closing the prying simulator  200  to access the chamber  204  to remove the bent sheet of material after being pried by the pry tool  214 . 
     The sheet of pryable material  222  may be a piece of material representative of the type of material typically found in the particular type of vehicle the training device is intended to represent. In one embodiment, the piece of material is a generally a thin, flat sheet of material having dimensions of about 1 in by 5 in by 1/16 in to about 2 in by 6 in by ⅛ in. In one embodiment, the sheet is an aluminium or steel sheet having dimensions of about 1 and ⅝ in by about 5 and ⅝ in by about 1/16 in. 
     In one embodiment, the prying simulator  200  is generally rectangular prismatic in shape, but it may alternately take any shape, including cylinders and other shapes with curved sides. The prying simulator  200  may be a free-standing apparatus, or it may be affixed to an external support, such as the training device  10 . As illustrated in  FIG. 1 , the training device, on one of the supports, may include an attachment site  230 , which may comprise one or more holes in the support to receive posts, fastener, screws, bolts, rivets, or the like from or through the container  202  or may comprise one or more posts, fasteners, bolts, rivets, or the like passing through or extending from the support for connection to the container  202 . In  FIG. 1 , the attachment site  230  is illustrated as a pair of headed posts  232  and in  FIG. 10  the container  202  is illustrated as having a pair of slots  226  that may each have a generally larger end  227  for receiving the head of one of the posts  232  and a thinner portion extending away there from sized to receive the stem portion of the post  232 . This is one possible connection that makes the container  202  easily removable and returnable to the attachment site  230 . In another embodiment, the container  202  may simply include one or more holes  228  in a panel thereof such that the container  202  may be bolted, screwed, riveted, or the like to the training device  10 . 
     The prying simulator  200  may be made of any material durable enough not to bend or deform in response to the prying activity of the users. For example, the simulator may be made of metal such as steel and/or aluminum, but is not limited thereto. 
     To use the prying simulator  200  of  FIG. 10 , a sheet of material  222  is inserted into the horizontal slit  206  in the front face  205  of the container  202  and a pry tool  214  is inserted into the gap  212  between the sheet of material  222  and the rod  210 . Then the user applies a force to the pry tool  214  directing the force toward the sheet of material  222  with one end of the pry tool  222  secured against the rod  210  for leverage. The user applied the force until the sheet of material  222  is bent enough that it falls from the vertical slit  206  into the chamber  204  defined by the container  202 . To empty the container  202  of one or more bent sheets of material  222 , the lid  218  is moved to an open position and the bent sheets of material  22  are removed therefrom. 
     Although various aspects of the disclosed emergency training device have been shown and described, modifications may occur to those skilled in the art upon reading the specification. The present application includes such modifications and is limited only by the scope of the claims.