Development of single-session driving simulator-based and computer-based training for at-risk older drivers

A possible path towards preserving and remediating driving skills while aging is driver training. Previous studies have yielded mixed results with respect to various types of interventions, such as classroom-based training, on-road driving classes and functional abilities training. The present study-incorporated training features found to be effective in previous older driver training studies, into both a computer-based and driving simulator-based intervention. The purpose of the present study was to investigate the effect of both training formats on general driving ability and specific aspects of driving in older drivers at risk of reduced driving abilities. Additionally, the effect of training on perceived task demand was studied, and learning capacity was considered as an influencing factor on training effectiveness. A total of 31 older drivers were randomly assigned to three groups: driving simulator-based training, computer-based training, and an active control group. The participants completed a cognitive assessment including evaluation of learning capacity and a self-assessment of task demand in various traffic situations. Additionally, participants took a driving simulator assessment. Knowledge of road signs, general driving and specific aspects of driving (i.e., average speed, response time to hazards) improved with training, although improvement was found to be evenly strong in all groups. Learning capacity did not influence training effectiveness, and no difference was found in perceived task demand before and after training. The proposed methodology to evaluate training effectiveness, focusing both on clinically relevant and detailed transfer effects can serve as an example for further studies in the field of driver training.     

Motivational Climates,Achievement Goals,and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year.     

基于眼动特征的驾驶员疲劳预警系统设计

疲劳驾驶是导致交通事故的重要原因之一。为检测识别驾驶疲劳状态,根据人的眼动行为存在随机性及模糊性特点,采用不确定性的云模型对眼动特征进行数据处理,构建二维多规则推理生成器检测驾驶员疲劳状况,以此疲劳检测模型为基础构建基于安卓的疲劳预警系统。系统通过手机摄像头实时采集驾驶员面部数据,通过人脸人眼定位后,计算出 per-clos 和眨眼时间均值。将数据输入疲劳检测模块,一旦检测到驾驶员疲劳,系统即进行文字和语音提醒。该系统成本较低,实时性较好,在模拟驾驶环境下检测率可达到 73.98%。     

A HUMANISTIC APPROACH TO EDUCATION OF OLDER PERSONS

Many older adults will seek additional education during their lifetimes. Since these persons differ widely in their physical, social, intellectual, and psychological characteristics, it is important that educational programs for older people recognize the uniqueness of the learner, that these programs be humanistic in design and implementation. The perceptual‐humanistic frame of reference is used as the basis for the discussion of learning and a consideration of the qualities that determine teacher effectiveness. The desirable characteristics of educational programs for older persons are then derived in terms of the perceptual‐humanistic point of view. The need in such programs for emphasis on the fundamental and individual worthiness and capabilities of the older learner is noted.     

DRIVING EDUCATION PROGRAMS FOR THE AGED: THE STATE OF THE ART

The purpose of this study was to collect and organize survey data relating to new driving courses and refresher driver courses for the older driver in the United States and to determine whether training programs were available for the driver who transports elderly citizens to various locations for services. All 50 states and the District of Columbia were surveyed.

The survey was conducted by telephone and utilized a fixed series of questions to be asked of the person in charge of transportation in the office of aging in each of the states.

The principal findings were (1) there are no statewide programs or curricula to assist senior citizens in obtaining driving skills to operate within the highway transportation system and (2) 37% of the states have no training programs for drivers who transport senior citizens. The other states reported that all training is decentralized and is given to the area agencies to conduct. Consequently, there exists a conglomeration of programs, ranging from a single course in American Red Cross first aid to school bus driver training programs.     

Informing the Development of Educational Programs to Support Older Adults in Retiring From Driving

It is clear that while transition from being a driver to being a non-driver is an important, and often negative, event in the life of older adults, there is little support available to help older adults through this transition. This study focuses on increasing our understanding of issues about driving cessation and to inform the development of educational programs to assist older adults in positively adapting to retirement from driving. A total of 201 adults over age 70 with a valid driving license completed a mailed survey containing both open and closed-ended questions. Of the 96% of participants who were current drivers, 73.4% had never considered retiring from driving. While 70.6% of participants indicated that an educational program could help people plan to retire from driving, 55.8% indicated the possibility that they would participate in such a program. Participants provided insights into the format and content of educational programs to help older adults retire from driving including coping after retirement from driving, alternative forms of transportation and how to access them, and helping to decide when to retire from driving. It is imperative for practitioners to identify ways to help older adults who are resistant to planning for retirement from driving.     

福建公路隧道交通事故的成因及对策

公路隧道的特殊环境容易引发交通事故,造成交通事故的原因有来自驾驶员、车辆、道路和环境等诸多方面。通过对不同自然条件下交通事故的形成过程进行分析,认为洞内照明不足、能见度低、大量尘埃和废气凝聚造成路面摩擦系数低、安全设施不完备是导致隧道交通事故的主要原因。从而有针对性地提出在公路隧道设计、施工、运营管理过程中,减少和防止交通事故发生的方法、途径和对策。     

瞳孔直径大小检测驾驶员疲劳的实证效度分析

驾驶员疲劳是指驾驶员在驾驶过程中,身体机能整体性的下降现象,它是导致交通事故的主要因素之一。因此,选取一种有效可靠的生理指标检测驾驶员的工作疲劳具有重要的实践意义。本研究采用驾驶员动态危险知觉视频量表加载工作负荷,诱发疲劳。使用自我报告法、眼动追踪与心电技术,测查39名驾驶员的疲劳状态。结果显示：采用瞳孔直径指标检测驾驶疲劳具有跨人群的一致性,随着驾驶员自我报告的困倦感增加,其瞳孔直径缩小,心率变异性减小,瞳孔直径与心率变异性呈显著正相关。说明随着工作时间的延长,驾驶员逐渐进入疲劳状态,瞳孔直径可以成为检测驾驶员心理疲劳的有效指标。     

基于应急疏散交通特征的车辆跟驰模型

提出了一个应急交通疏散车辆跟驰模型（EECM）,模型首次在车辆最小安全间距的动力学推导过程中纳入驾驶员心理行为影响因素,使得跟驰过程更客观地反映在紧急疏散状态下的交通流和疏散驾驶行为特性．通过文献研究分析传统跟驰理论与应急交通疏散跟驰特性的区别,并进一步进行驾驶员问卷调查对应急交通疏散条件下的驾驶心理行为特性进行统计分析,提炼出驾驶员行为差异分布系数和经验判断系数2个参数,并将其纳入车辆安全间距的动力学推导过程,建立了基于驾驶行为特性和最小安全间距的应急交通疏散车辆跟驰模型,应用GPS技术对北京东三环劲松路段高峰小时交通流跟驰数据,对EECM进行了比较验证,结论有力地支持了EECM模型及问卷量化分析的合理性．     

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Despite nearly 200 accredited entry‐level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second‐year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first‐year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second‐year peer teachers, which contained diagrams, fill‐in‐the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first‐year DPT students in response to a peer teaching method, using a structured 10‐item questionnaire and a five‐point Likert scale. Second‐year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer‐teaching experiences provided by four second‐year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy. Anat Sci Ed 1:199–206, 2008. © 2008 American Association of Anatomists.     

基于深度学习的交通标志检测系统仿真

交通标志是规范驾驶员驾驶的重要指标信息,如何检测交通标志是无人驾驶和辅助驾驶中的关键一环。利用 PYQT 开发一套基于深度学习的交通标志检测系统,系统包括 4 个主要模块：用户信息模块、摄像头采集模块、检测模块和保存结果模块。对比目前主流的深度学习目标检测算法 YOLOv3 和 Faster-RCNN 在交通标志上的检测效果,并采用 YOLOv3 作为系统仿真算法,仿真结果表明,YOLOv3 兼顾了实时检测和检测精度要求,对无人驾驶和辅助驾驶研究具有一定应用价值。     

Use of individual feedback during human gross anatomy course for enhancing professional behaviors in doctor of physical therapy students

Medical professionals and public consumers expect that new physical therapy graduates possess cognitive, technical, and behavioral skills required to provide safe and high‐quality care to patients. The purpose of this study was to determine if a repertoire of ten professional behaviors assessed at the beginning of doctorate of physical therapy education and before the first significant clinical internship could be enhanced in a semester course in gross human anatomy using individual formative feedback. During the human anatomy course, 28 first‐year physical therapy students completed six biweekly, anonymous self‐ and peer assessment surveys that targeted ten professional behaviors important to physical therapists. All professional behaviors were assessed using a five‐point Likert scale. Feedback reports occurred at week eight (mid‐semester) and week 16 (end‐of‐semester) and comprised the direct intervention components of this study. At the midpoint of the semester, professional behavior scores and narrative comments from weeks two, four, and six were compiled and shared with each student by one of three faculty members in a feedback session. Students then submitted biweekly self‐and peer professional behavior assessments (weeks 10, 12, and 14) for the remainder of the human anatomy course. Differences between preintervention and postintervention scores for each of the ten professional behaviors were compared using the Wilcoxon signed‐ranks test. Upon receiving mid‐semester individual feedback, students demonstrated significant improvement in each of the ten professional behaviors. Results from this study indicated a gross anatomy laboratory dissection experience during the first academic semester provided an effective opportunity for teaching and assessing professional behaviors of doctoral students in physical therapy. Anat Sci Educ 6: 324–331. © 2013 American Association of Anatomists.     

The Role of Stimulus Novelty on Children's Inflexible Dimensional Switching

Children's ability to flexibly shift attention between different representational schemes was investigated using the dimensional change card sorting task. Across three experiments (N = 56 three‐year‐olds and N = 40 four‐year‐olds in 2 ; N = 14 three‐year‐olds in 3 ; and N = 14 three‐year‐olds in 4 ) the role of perceptual information on children's cognitive flexibility was investigated by manipulating different aspects of the task materials between pre‐ and postswitch phases. Better performance was observed when either task‐relevant (the color or shape of the images on the cards) or task‐irrelevant information (the background color or shape of the actual cards) was changed, with this improvement occurring when the changes were salient enough to induce a stimulus novelty effect.     

The Physical Educator as Graduate Adviser

With increasing longevity and numbers of older adults, the need, both economic and humanistic, is present for physical educators to take the leadership in translating research in exercise physiology, motor learning, sociology, and psychology into beneficial physical education programs. Research is still needed in how the elderly learn and maintain motor skills and the effect of participation on motor performance. However, from the research in existence some implications can be drawn for guidance in establishing the instructional delivery system for the movement program. These guidelines include ways to accommodate reduced perceptual abilities, motivation, and physiological functioning to maximize success in physical activity programs.     

Directions and perspectives for development of engineering education in Jordan

There are rapid technological and economic changes associated with a huge accumulation of knowledge, which double every 8 years. Hence, increasing global competition is directing engineering educators to focus on several key areas, among which are development of curricula, graduate studies and continuing education, communications and teamwork research and development and promoting university-industry ties. Engineering education should address areas such as: analysis, synthesis, more applications, economic and management sciences, more effective computer utilization, interdisciplinary courses, in addition to more concern about the environment, society and ethics. Postgraduate programme are becoming necessary due to the increased need for depth. Scientific and engineering research is becoming a must. It is the main driver for technological development, which should start with transfer of knowledge and know-how, then improvement, modification, adaptation and, finally, innovation and creativity. The input to all the above-mentioned challenges in engineering is the quality of the secondary school graduate. Hence, improvements and development should tackle the whole education as a package. In engineering education, instructors should focus on interpreting, showing connections and helping students integrate what they have learned. In all these aspects, the most influential factor is the combined traits of hard work with sincerity and dedication with consciousness. This work aims to show the different measures and aspects needed for development of engineering education, and the extent of their application in the universities in Jordan.     

Combining a human performance model and a Six Sigma model to assess performance in a military environment

Military officials continually search for improvements in processes that focus on high‐performance outcomes. This qualitative study investigated process improvements of two departments within the Naval Diving and Salvage Training Center (the Security Department and the Testing Department) by assessing performance levels of the two departments using a combinatorial model from human performance theory and Six Sigma theory. Study findings produced strong empirical evidence with specific recommendations for initiating cost‐effective interventions for improvements. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation.     

EDUCATION,TASK MEANINGFULNESS,AND COGNITIVE PERFORMANCE IN YOUNG‐OLD AND OLD‐OLD ADULTS

Previous research has indicated that when tasks are made more meaningful, the performance of the elderly generally improves. A closer look, however, reveals that improvement occurs mostly for educationally disadvantaged elderly, highly educated older adults not benefiting differentially from meaningful material. Consequently, the present study compared performance of high‐ and low‐education adults on traditional and meaningful space and reasoning measures. A total of 246 male and female volunteers were divided into subgroups by age (53‐65 and 70‐78 years) and by education (high and low). Separate analyses of variance for reasoning and space revealed main effects for education and age on both abilities. In addition, main effects for test and sex, and a significant age by test interaction were found for space, with the performance differential between the familiar and traditional tests being much greater for the young‐old group. A trend for an education X age X test X sex interaction was found for reasoning, as expected, with low education, young‐old men doing more poorly on the traditional form. Suggestions for future related research are discussed.     

道路交通信息量对驾驶员眼动行为影响的研究

通过眼动实验,采集被试观看不同类型的道路交通图像时的眼动数据,研究不同道路交通信息量对人们眼动特征的影响。研究表明,不同信息量的道路环境和不同的车流量,都会对驾驶员的眼动特征参数产生影响,进而影响人们搜索目标交通标志的效率。信息量的增大增加了搜索过程中的注视次数,并缩短平均注视时间。它们对于搜索效率产生不同的影响,道路环境信息量的增加缩短了搜索交通标志时间,车流量的增加延长了搜索交通标志的时间。     

论醉酒驾车行政处罚的设定——兼评《南京市道路交通安全管理规定》（草案修改稿）

醉酒驾车近来成为众矢之的,对醉酒驾车的处罚也成为学界讨论的热点。在刑事领域,主要对醉酒驾车造成交通事故后如何定罪有分歧;在行政法领域,是否加大对醉酒驾车的处罚力度成为争议焦点。南京市立法机关制定《南京市道路交通安全管理规定》（草案修改稿）规定,醉酒驾车造成交通事故的将被终身禁驾。本文将从行政处罚设定的角度,分析这一规定的合法性。     

Programme Quality Assessment by the Implication of Variable Entry Qualifications on Students' Performance

Since its inception 30 years ago, the then Department of Engineering Science, Institut Teknologi MARA (ITM) was given the responsibility of preparing all the students in the first year engineering programmes by giving enough knowledge in basic science and mathematics. The nation's vision to become a fully‐industrialised economy by the year 2020 required all institutes of higher learning (IHLs) in Malaysia to increase their intake of students in the science and technology courses, especially in engineering. However, at the upper secondary education level, students have the freedom to choose between the science‐based or non‐science combination of subjects. This has led to a dearth of science‐based students enrolling in IHLs. Because ITM believes that it is possible to educate individuals from various backgrounds, the engineering courses are open to students with a variety of academic qualifications. Special bridging courses were designed and created for such students since late 1996. The success or failure of the new courses can be assessed after the students have gone through the proper first year engineering courses which consist of Mathematics, Physics and Chemistry. This paper reports on a pilot study on the pioneer groups of students with variable entry qualifications to assess the effectiveness of the courses. The study involved the analysis of the students’ examination results as a performance indicator, and it was found that the bridging programme for non‐science students needed to be redesigned. It is also proposed that to improve the quality of the programme, and hence students’ performance, a regular review be conducted, student support activities be continued and to expand the use of self‐study materials.