Managing driver fatigue: education or motivation?

Fatigue has been recognised as the primary contributing factor in approximately 15% of all fatal road crashes in Australia. To develop effective countermeasures for managing fatigue, this study investigates why drivers continue to drive when sleepy, and driver perceptions and behaviours in regards to countermeasures. Based on responses from 305 Australian drivers, it was identified that the major reasons why these participants continued to drive when sleepy were: wanting to get to their destination; being close to home; and time factors. Participants’ perceptions and use of 18 fatigue countermeasures were investigated. It was found that participants perceived the safest strategies, including stopping and sleeping, swapping drivers and stopping for a quick nap, to be the most effective countermeasures. However, it appeared that their knowledge of safe countermeasures did not translate into their use of these strategies. For example, although the drivers perceived stopping for a quick nap to be an effective countermeasure, they reported more frequent use of less safe methods such as stopping to eat or drink and winding down the window. This finding suggests that, while practitioners should continue educating drivers, they may need a greater focus on motivating drivers to implement safe fatigue countermeasures

Sorting orders, subword complexes, Bruhat order and total positivity

In this note we construct a poset map from a Boolean algebra to the Bruhat order which unveils an interesting connection between subword complexes, sorting orders, and certain totally nonnegative spaces. This relationship gives a new proof of Bj\"orner and Wachs' result \cite{BW} that the proper part of Bruhat order is homotopy equivalent to the proper part of a Boolean algebra --- that is, to a sphere. We also obtain a geometric interpretation for sorting orders. We conclude with two new results: that the intersection of all sorting orders is the weak order, and the union of sorting orders is the Bruhat order.Comment: 10 pages, 1 figure. This is the official version. It is more official than the version that appears in Advances in Applied Mathematic

Learning to Analyze and Critically Evaluate Ideas, Arguments, and Points of View

By encouraging our students to adopt a critical framework, we prepare them not only to engage in scholarly conversation and debate in our disciplines, but also to be engaged citizens in a democratic society

Models of education in medicine, public health, and engineering

Discussion on global health in both the academic and the public domain has focused largely on research, capacity building, and service delivery. Although these efforts along with financial commitments from public and private partners have contributed to a broader appreciation and understanding of global health challenges, the reflection of global health in academic training has largely been lacking. However, integrative models are beginning to appear

Promoting Autonomy Through Project Work

ABSTRACT: This article presents teacher and learners’ experience implementing project work as a strategy the authors used in an undergraduate foreign language teaching program at an important public university in Colombia. In order to find support for their view that project work is an effective approach to developing future teachers’ autonomy, students who had participated in project work were interviewed and their responses were analyzed using Benson’s contributions 1997, 2001 on autonomous learning, and Legutke and Thomas (1991) on project work as a framework. The authors discuss the following issues based on the students’ experience: stages in the development of the project, characteristics of project work, and its relevance to developing learner autonomy.RESUMEN:Este artículo presenta la experiencia de una profesora y sus estudiantes en la implementación del trabajo en proyectos en un programa de pregrado para preparar profesores de lenguas extranjeras en una importante universidad de Colombia. Con el fin de encontrar apoyo para su visión de que el trabajo en proyectos es un enfoque efectivo para el desarrollo de la autonomía de los futuros profesores, se entrevistaron a estudiantes que habían participado en los proyectos y se analizaron sus respuestas con base en las contribuciones de Benson (1997, 2001) acerca del aprendizaje autónomo y las de Legutke y Thomas (1991) acerca del trabajo en proyectos. Se discuten los siguientes temas basándose en la experiencia de los estudiantes: las etapas en el desarrollo del proyecto, las características del trabajo en proyectos y su relevancia para el desarrollo de la autonomía del estudiante.RÉSUMÉ: Cet article présente l’expérience faite par une professeur et ses étudiants de l’utilisation du travail par projets dans un programme de premier cycle universitaire pour la préparation de professeurs en langues étrangères dans une université importante de Colombie. Afin de trouver un appui à la réalisation de son objectif, à savoir faire du travail par projets le point essentiel du développement de l’autonomie des futurs professeurs. Elle s’est entretenue avec des étudiants qui avaient participé aux projets et leurs réponses ont été analysées à partir des apports de Benson (1997, 2001) concernant l’apprentissage autonome et ceux de Legutke et Thomas (1991) concernant le travail par projets. On y discute les suivants thèmes en se basant sur l’expérience des étudiants: les étapes dans le développement du projet, les caractéristiques du travail par projets et son influence pour le développement de l’autonomie de l’étudiant

Ensemble Concerts: Concert and Treble Choir, October 21, 1971

Capen AuditoriumThursday EveningOctober 21, 19718:15 p.m