Assessing Pedestrian Safety Conditions on Campus

Pedestrian-related crashes are a significant safety issue in the United States and cause considerable amounts of deaths and economic cost. Pedestrian safety is an issue that must be uniquely evaluated in a college campus, where pedestrian volumes are dense. The objective of this research is to identify issues at specific locations around UCF and suggest solutions for improvement. To address this problem, a survey that identifies pedestrian safety issues and locations is distributed to UCF students and staff, and an evaluation of drivers reactions to pedestrian to vehicle (P2V) warning systems is studied through the use of a NADS MiniSim driving simulator. The survey asks participants to identify problem intersections around campus and other issues as pedestrians or bicyclists in the UCF area. Univariate probit models were created from the survey data to identify which factors contribute to pedestrian safety issues, based off the pedestrian\u27s POV and the driver\u27s POV. The models indicated that the more one is exposed to traffic via walking, biking, and driving to campus contributes to less safe experiences. The models also show that higher concerns with drivers not yielding, unsafety of crossing the intersections, and the number of locations to cross, indicate less safe pedestrian experiences from the point of view of pedestrians and drivers. A promising solution for pedestrian safety is Pedestrian to Vehicle (P2V) communication. This study simulates P2V connectivity using a NADS MiniSim Driving Simulator to study the effectiveness of the warning system on drivers. According to the results, the P2V warning system significantly reduced the number of crashes in the tested pre-crash scenarios by 88%. Particularly, the P2V warning system can help decrease the driver\u27s reaction time as well as impact velocity if the crash were to occur

Theta functions and arithmetic quotients of loop groups

In this paper we observe that isomorphism classes of certain metrized vector bundles over P^1-{0,infinity} can be parameterized by arithmetic quotients of loop groups. We construct an asymptotic version of theta functions, which are defined on these quotients. Then we prove the convergence and extend the theta functions to loop symplectic groups. We interpret them as sections of line bundles over an infinite dimensional torus, discuss the relations with loop Heisenberg groups, and give an asymptotic multiplication formula.Comment: 16 page

Tradition with a Captial T : The Value of Campus Traditions

Tradition with a Capital “T” explores the value of campus traditions in higher education. Literature regarding tradition and campus traditions answers the question “what is tradition?” and investigates the role of tradition in higher education. Original research sought to survey student, personnel, and general perceptions of the value of campus traditions in higher education through a qualitative, phenomenological approach focused on a single campus tradition. In order to obtain a holistic perspective, the researcher conducted a review of archival resources and interviews with students, faculty, staff, and administrators connected to the campus tradition. Three themes surfaced from the archival research regarding this campus tradition: change, growth, and criticism. Five themes emerged from the interviews regarding the value of this tradition, and campus traditions in general: community, bonding, unity, connections, and identity. Based on these findings, several implications for practice and research also surface for higher education practitioners. This research confirmed the value of campus traditions and identified their specific value in higher education

Macintosh's criticism of personalism

Dissertation (Ph.D.)--Boston University, 1945. This item was digitized by the Internet Archive

Tradition with a Capital T : The Value of Campus Traditions

This study explored the value of campus traditions in higher education. Literature regarding tradition and campus traditions has answered the question “what is tradition?”, analyzed the emphasis on tradition in the Southern United States, and investigated the role of tradition in higher education. This original research sought to survey student, personnel, and general perceptions of the value of campus traditions in higher education through a qualitative, phenomenological approach focused on a single campus tradition. In order to obtain a holistic perspective, the researcher conducted a review of archival resources and interviews with students, faculty, staff, and administrators connected to the campus tradition. Three themes surfaced from the archival research regarding this campus tradition: change, growth, and criticism. Five themes emerged from the interviews regarding the value of this tradition and campus traditions in general: community, bonding, unity, connections, and identity. Based on these findings, several implications for practice and research also surfaced for higher education practitioners. This research confirmed the value of campus traditions and identified their specific value in higher education