Motorcycle safety research project: Interim summary report 3: training and licensing interventions for risk taking and hazard perception for motorcyclists

Motorcycle trauma is a serious road safety issue in Queensland and throughout Australia. In 2009, Queensland Transport (later Transport and Main Roads or TMR) appointed CARRS-Q to provide a three-year program of Road Safety Research Services for Motorcycle Rider Safety. Funding for this research originated from the Motor Accident Insurance Commission. This program of research was undertaken to produce knowledge to assist TMR to improve motorcycle safety by further strengthening the licensing and training system to make learner riders safer by developing a pre-learner package (Deliverable 1), and by evaluating the QRide CAP program to ensure that it is maximally effective and contributes to the best possible training for new riders (Deliverable 2). The focus of this report is Deliverable 3 of the overall program of research. It identifies potential new licensing components that will reduce the incidence of risky riding and improve higher-order cognitive skills in new riders

Global dimension in engineering education : promoting global learning in Spanish universities

La iniciativa ‘Dimensión Global en los Estudios Tecnológicos’ (GDEE) es una red que pretende mejorar el conocimiento, la comprensión crítica y los valores actitudinales de los estudiantes y de los postgraduados de las universidades científicotecnológicas en relación al Desarrollo Humano Sostenible (DHS). El objetivo es promover la integración del DHS como tema transversal en el currículo, mediante la mejora de las competencias de los profesores y a través de su participación y la de los estudiantes en iniciativas relacionadas con el DHS. La iniciativa empezó como un proyecto de colaboración entre un consorcio de universidades europeas y ONGs financiado por EuropeAid. Esta contribución presenta y discute la experiencia europea GDEE, profundizando las barreras y oportunidades encontradas, centrándose especialmente en la replicabilidad potencial de esta iniciativa. Estos resultados se complementan con la caracterización y el análisis comparativo del perfil académico de una comunidad de profesores implicados en actividades promovidas por GDEE.Peer ReviewedPostprint (author's final draft

Groundwater Dependent Ecosystems Part II: Ecosystem Services and Management Under Risk of Climate Change and Land Use Intensification

Groundwater in sufficient amounts and of suitable quality is essential for potable water supplies, crop irrigation and healthy habitats for plant and animal biocenoses. The groundwater resource is currently under severe pressure from land use and pollution and there is evidence of dramatic changes in aquifer resources in Europe and elsewhere, despite numerous policy measures on sustainable use and protection of groundwater. Little is known about how such changes affect groundwater dependent ecosystems (GDEs), which include various aquatic and terrestrial ecosystems above ground and inside the aquifer. Future management must take this uncertainty into account. This paper focuses on multiple aspects of groundwater science, policy and sustainable management. Examples of current management methods and practices are presented for selected aquifers in Europe and an assessment is made of the effectiveness of existing policies in practice and of how groundwaters and GDEs are managed in various conditions. The paper highlights a number of issues that should be considered in an integrated and holistic approach to future management of groundwater and its dependent ecosystems.groundwater, ecosystems, management, policy, ecosystem services

School improvement through government agencies: loose or tight coupling?

In seeking to improve student outcomes, governments may choose to exercise direct control over schools, as in many centralised systems, or to provide frameworks for intermediate bodies to engage in improvement activities. One such body is the National College for School Leadership (NCSL), now the National College for Teaching and Leadership (NCTL) in England. The Department of Education of the South African province of Gauteng (GDE) has also chosen to implement its school improvement programmes partly through two specialist units, the Sci-Bono Discovery Centre, which focuses on maths, science and technology (MST), and the Matthew Goniwe School of Leadership and Governance (MGSLG), which specialises in school leadership, management, governance and teacher development. The purpose of this article is to report on an evaluation of the work of these two bodies, commissioned by the GDE as part of its 20th anniversary commemorations, through an analysis of relevant documents and interviews with 11 key actors in the operation of these specialist bodies. The article adopts loose coupling as its theoretical framework

Forty Years of Distance Education: Challenges and implications at the Open University of Sri Lanka

Commencing its activities in 1980, the Open University of Sri Lanka (OUSL) has expanded over the years embracing emerging technologies periodically, undergoing a series of technological adoptions gradually through Generations of Distance Education (GDE). The aim of this study is to assess the current status of OUSL, based on Taylor’s conceptual framework of GDE, identify the challenges faced during these technological transformations, and how those challenges were mitigated during its forty years of existence as a single-mode national open and distance learning university in Sri Lanka. This study employs a qualitative research design based on reflective practices of the researchers, narrative accounts of past decision makers, reflections of academics and administrators, and cross-referenced with documentary evidences. The findings show how the OUSL has advanced towards the fifth GDE, amidst challenges and finally propose mitigation strategies that would be useful for future technological interventions

Fiscal discipline and the cost of public dept service: some estiames for OECD countries

We use a panel of 16 OECD countries over several decades to investigate the effects of government debts and deficits on long-term interest rates. In simple static specifications, a one-percentage-point increase in the primary deficit relative to GDP increases contemporaneous long-term interest rates by about 10 basis points. In a vector autoregression (VAR), the same shock leads to a cumulative increase of almost 150 basis points after 10 years. The effect of debt on interest rates is non-linear: only for countries with above-average levels of debt does an increase in debt affect the interest rate. World fiscal policy is also important: an increase in total OECD-government borrowing increases each country's interest rates. However, domestic fiscal policy continues to affect domestic interest rates even after controlling for worldwide debts and deficits. JEL Classification: E62, E44, H62Governement deficit, long-term interest rates, public debt

Model for computation of solar fraction in a single-slope solar still

A new model that calculates the distribution of solar radiation inside a single-slope solar still has been proposed. In this model, the solar fraction on a vertical surface is divided into beam and diffuse parts and the optical view factors of surfaces inside the still are taken into account. To validate the model, outdoor tests of a conventional solar still were conducted under different weather conditions at the University of Strathclyde. The proposed model is compared with the previous one. It is found that the beam solar fraction is affected by both the geometry of the solar still and position of the sun in the sky. In contrast, the diffuse solar fraction is only dependent on the geometry of the solar distiller. The present model exhibited a lower root mean square error than that of the previous model. It appears that splitting the solar fraction into beam and diffuse parts improves the accuracy of modelling the performance of a single-slope solar still

The Impact of Language on Educational Access in South Africa

The role of Medium of Instruction (MoI) or Language of Learning and Teaching (LoL&T) has not received sufficient attention as a factor denying meaningful access to education in South Africa. Yet the majority of under-performing learners are also children who learn in a language that is not their mother-tongue. This research aims to assess how recent language policies have changed the linguistic practices of schools and how this impacts on 'meaningful' access (understood as learners' access to the curriculum and therefore broad content knowledge). Interviews and open discussions were conducted with principals, teachers and parents from various township schools located in Mlazi (KwaZulu Natal) and in Soweto and Attridgeville (Gauteng) to illustrate the problems. The paper unpicks the different solutions - taken and proposed – to the disjuncture between MoI and meaningful access, whilst taking into account the legacy of past policies. Several proposals have been made to improve educational outcomes within the existing policy regarding medium of instruction (MoI) and language in general. Other proposals, in order to give transformation in education more immediate and concrete content, seek to exploit to its limit, or even alter, the official framework. They claim that such a move is a condition to reverse the overall poor outcome among learners from disadvantaged backgrounds. The MoI issue has sometimes been invoked in the debate on the relevance in societies of the periphery of what some see as essentially a Western educational model, a debate that the African renaissance ideology has helped rekindle in South Africa

Rethinking an Initial Postgraduate Course in Primary Teacher Education in Australia

A proposal for the restructure of a one-year postgraduate initial course in teacher education into a two-yearMaster of Teaching (Primary) program prompted this research.The context is a Western Australian university with anestablished tradition of pre-service teacher education. Theresearch used a mixed methods approach including a literaturereview, university statistics, student and staff interviews, twostudent surveys, and specific course retention data. Theresearchers collated a rich history of the course with a focus oncollecting data over a four year period on the changing cohortdemographics, the integration of information andcommunications technology, students retention rates, and studentlearning support needs. The findings include suggestions forcourse design, e-learning and strategies to promote the use ofmobile tablet devices

Gamifying a Learning Management System: Narrative and Team Leaderboard in the Context of Effective Information Security Education

Gamified learning management systems (LMS) can be effective in case game-design elements (GDE) address users’ motivation to engage with the topic and lower barriers to learning. In the context of Security Education, Training, and Awareness (SETA) programs, gamification is stated to be a major success factor. However, there is scarce research about the relationship between GDE and learning outcomes such as information security awareness. The evaluation of GDE regarding the application context is important because inappropriate gamified approaches can lead to negative outcomes, e.g., anxiety or inappropriate behavior. Thus, we first derive narrative and team leaderboard (TL) as appropriate GDE for the context of SETA. Second, Spearman correlation analyses indicate positive significant relationships between the experience of narrative and team leaderboard with information security awareness. Therefore, we implicate integrating narrative and team leaderboard within an LMS in the context of SETA programs