Experiences with a simplified microsimulation for the Dallas/Fort Worth area

We describe a simple framework for micro simulation of city traffic. A medium sized excerpt of Dallas was used to examine different levels of simulation fidelity of a cellular automaton method for the traffic flow simulation and a simple intersection model. We point out problems arising with the granular structure of the underlying rules of motion.Comment: accepted by Int.J.Mod.Phys.C, 20 pages, 14 figure

A Cellular Automaton Model for Bi-Directionnal Traffic

We investigate a cellular automaton (CA) model of traffic on a bi-directional two-lane road. Our model is an extension of the one-lane CA model of {Nagel and Schreckenberg 1992}, modified to account for interactions mediated by passing, and for a distribution of vehicle speeds. We chose values for the various parameters to approximate the behavior of real traffic. The density-flow diagram for the bi-directional model is compared to that of a one-lane model, showing the interaction of the two lanes. Results were also compared to experimental data, showing close agreement. This model helps bridge the gap between simplified cellular automata models and the complexity of real-world traffic.Comment: 4 pages 6 figures. Accepted Phys Rev

Two Lane Traffic Simulations using Cellular Automata

We examine a simple two lane cellular automaton based upon the single lane CA introduced by Nagel and Schreckenberg. We point out important parameters defining the shape of the fundamental diagram. Moreover we investigate the importance of stochastic elements with respect to real life traffic.Comment: to be published in Physica A, 19 pages, 9 out of 13 postscript figures, 24kB in format .tar.gz., 33kB in format .tar.gz.uu, for a full version including all figures see http://studguppy.tsasa.lanl.gov/research_team/papers

Fuzzy cellular model for on-line traffic simulation

This paper introduces a fuzzy cellular model of road traffic that was intended for on-line applications in traffic control. The presented model uses fuzzy sets theory to deal with uncertainty of both input data and simulation results. Vehicles are modelled individually, thus various classes of them can be taken into consideration. In the proposed approach, all parameters of vehicles are described by means of fuzzy numbers. The model was implemented in a simulation of vehicles queue discharge process. Changes of the queue length were analysed in this experiment and compared to the results of NaSch cellular automata model.Comment: The original publication is available at http://www.springerlink.co

Enhanced Accessibility for People with Disabilities Living in Urban Areas

[Excerpt] People with disabilities constitute a significant proportion of the poor in developing countries. If internationally agreed targets on reducing poverty are to be reached, it is critical that specific measures be taken to reduce the societal discrimination and isolation that people with disabilities continue to face. Transport is an important enabler of strategies to fight poverty through enhancing access to education, employment, and social services. This project aims to further the understanding of the mobility and access issues experienced by people with disabilities in developing countries, and to identify specific steps that can be taken to start addressing problems. A major objective of the project is to compile a compendium of guidelines that can be used by government authorities, advocacy groups, and donor/loan agencies to improve the access of people with disabilities to transport and other services in urban areas

Development of a Multidimensional, Multi-Informent Measure of Teacher Mindfulness as Experienced and Expressed in the Middle School Classroom

In response to growing interest in mindfulness as a support for educators, the current study sought to create and test a new multidimensional and multi-informant measure of teacher mindfulness in the classroom. To counter some of the limitations of context-general self-reports, we designed two theoretically based classroom-specific measures that capture the experience and expression of mindful teacher behavior from the perspective of teachers and students. Drawing on emerging consensus from experts on mindfulness in education, the measures incorporated three dimensions of mindfulness, namely, Calm, Clear, and Kind teacher behavior in the classroom, as well as their antitheses, namely, Reactive, Distracted, and Critical teacher behavior. Utilizing data from 78 sixth- to eighth-grade teachers and 550 of their students, teacher- and student-report item sets tapping these dimensions were tested for reliability and validity across three time points. Based on confirmatory factor, reliability, structural invariance, and correlational analyses, subscales generally demonstrated satisfactory psychometric properties, cross-year stabilities, convergent and criterion validity with multiple established measures, and some overlap across reporters. In terms of connections to observer ratings from the CLASS-S, teacher subscales showed consistent but modest connections, whereas student subscales showed higher correlations (especially at time 2), suggesting that students and observers converged in their perceptions of teachers’ expressions of mindfulness. Possible improvements to both measures as well as implications for future research on teacher mindfulness are discussed