Evaluating Automated Anti-Icing Technology to Reduce Traffic Collisions

Abstract Evaluating Automated Anti-Icing Technology to Reduce Traffic Collisions Reducing fatalities, injuries, and property damage related to traffic collisions is a priority for road safety agencies. Traffic collisions result in more than 2,200 fatalities and 173,000 injuries each year on Canadian roads. Inclement weather is a contributing factor in traffic crashes for approximately 21 percent of the injuries and 25 percent of property damage Road surface condition sensors, automatic notification alerts, and automated anti-icing spray systems are also examined in this paper. Automated anti-icing systems minimize the amount of chemical needed for de-icing by spraying the road in advance of icing and only when required. These technologies help maintenance managers to reduce traffic collisions and fatalities and make more timely and efficient decisions.

Evaluating Automated Anti-Icing Technology to Reduce Traffic Collisions

Abstract Evaluating Automated Anti-Icing Technology to Reduce Traffic Collisions Reducing fatalities, injuries, and property damage related to traffic collisions is a priority for road safety agencies. Traffic collisions result in more than 2,200 fatalities and 173,000 injuries each year on Canadian roads. Inclement weather is a contributing factor in traffic crashes for approximately 21 percent of the injuries and 25 percent of property damage Road surface condition sensors, automatic notification alerts, and automated anti-icing spray systems are also examined in this paper. Automated anti-icing systems minimize the amount of chemical needed for de-icing by spraying the road in advance of icing and only when required. These technologies help maintenance managers to reduce traffic collisions and fatalities and make more timely and efficient decisions.

A review of web-based support systems for students in higher education

Abstract Background Recent evidence suggests that there is an increasing need for accessible and anonymous services to support higher education (HE) students suffering from psychological and/or academic difficulties. Such difficulties can lead to several negative outcomes, including poor academic performance, sub-optimal mental health, reduced study satisfaction, and dropout from study. Currently, universities in the UK lack financial resources and the on-campus mental health services traditionally offered to students are increasingly economically unsustainable. Compounded by the perceived stigma of using such services, mental health providers have been driven to address the escalating needs of students through online services. Methods In this paper, we review online support systems identified through a literature search and a manual search of references in the identified papers. Further systems were identified through web searches, and systems still in development were identified by consultation with researchers in the field. We accessed systems online to extract relevant information, regarding the main difficulties addressed by the systems, the psychological techniques used and any relevant research evidence to support their effectiveness. Conclusion A large number of web-based support systems have been developed to support mental health and wellbeing, although few specifically target HE students. Further research is necessary to establish the effectiveness of such interventions in providing a cost-effective alternative to face-to-face therapy, particularly in certain settings such as HE institutions

“By ones and twos and tens”: pedagogies of possibility for democratizing higher education

This paper concerns the relationship between teaching and political action both within and outside formal educational institutions. Its setting is the recent period following the 2010 Browne Review on the funding of higher education in England. Rather than speaking directly to debates around scholar-activism, about which much has already been written, I want to stretch the meanings of both teaching and activism to contextualise the contemporary politics of higher learning in relation to diverse histories and geographies of progressive education more generally. Taking this wider view suggests that some of the forms of knowledge which have characterised the university as a progressive institution are presently being produced in more politicised educational environments. Being receptive to these other modes of learning can not only expand scholarly thinking about how to reclaim intellectual life from the economy within universities, but stimulate the kind of imagination that we need for dreaming big about higher education as and for a practice of democratic life

Down-to-earth vision Community based IT initiatives and social inclusion

Available from British Library Document Supply Centre- DSC:02/41152 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Understanding the relationship between the small and medium sized enterprises (SMEs), their advisers and counsellors An application of the divergent/convergent paradox in respective thinking patterns

SIGLEAvailable from British Library Document Supply Centre-DSC:8491.6102(no 13) / BLDSC - British Library Document Supply CentreGBUnited Kingdo