Review of Western Australian drug driving laws

In 2007, the Western Australian Road Traffic Act 1974 was amended to allow for new police enforcement practices designed to reduce the incidence of drug driving. The Road Traffic Amendment (Drugs) Act 2007 made provision for two new offences: driving with the presence of a prescribed illicit drug in oral fluid or blood, and driving while impaired by a drug. The prescribed drugs were methamphetamine, methylenedioxymethamphetamine (MDMA or ecstasy) and delta-9-tetrahydrocannabinol (THC, the psychoactive compound in cannabis). As part of the new laws, statute 72A was inserted into the Act requiring that the Western Australian State Government undertake a review of the amended legislation after 12 months of operation. This report provides a review of the amended legislation and the associated drug driving law enforcement. It includes a process review of the roadside oral fluid testing and drug impaired driving enforcement programs; an analysis of testing, offence detection and legal penalty data pertaining to the first year of operation of the new drug enforcement measures; and a report on consultations with various stakeholders. These form the basis for recommendations on possible improvements to the processes and legislation related to the deterrence of driving after drug use among Western Australian drivers.J.E. Woolley and M.R.J. Baldoc

Conditional moment closure modelling of soot formation in turbulent, non-premixed methane and propane flames

Presented are results obtained from the incorporation of a semi-empirical soot model into a first-order conditional moment closure (CMC) approach to modelling turbulent, non-premixed methane–air and propane–air flames. Soot formation is determined via the solution of two transport equations for soot mass fraction and particle number density, with acetylene and benzene employed as the incipient species responsible for soot nucleation, and the concentrations of these calculated using a detailed gas-phase kinetic scheme involving 70 species. The study focuses on the influence of differential diffusion of soot particles on soot volume fraction predictions. The results of calculations are compared with experimental data for atmospheric and 3 atm methane flames, and propane flames with air preheated to 323 K and 773 K. Overall, the study demonstrates that the model, when used in conjunction with a representation of differential diffusion effects, is capable of accurately predicting soot formation in the turbulent non-premixed flames considered

The turbulent burning velocity of iso-octane/air mixtures

Turbulent burning velocities of iso-octane air mixtures have been measured for expanding flame kernels within a turbulent combustion bomb. High speed schlieren images were used to derive turbulent burning velocity. Turbulent velocity measurements were made at u’ = 0.5, 1.0, 2.0, 4.0, 6.0 m/s, equivalence ratios of 0.8, 1.0, 1.2, 1.4 and pressures of P = 0.1, 0.5, 1.0 MPa. The turbulent burning velocity was found to increase with time and radius from ignition, this was attributed to turbulent flame development. The turbulent burning velocity increased with increasing rms turbulent velocity, and with pressure; although differences were found in the magnitude of this increase for different turbulent velocities. Generally, raising the equivalence ratio resulted in enhanced turbulent burning velocity, excepting measurements made at the lowest turbulent velocity. The results obtained in this study have been compared with those evaluated for a number turbulent burning velocity correlations and the differences are discussed

Laser ignition of iso-octane air aerosols

Iso-octane aerosols in air have been ignited with a focused Nd:YAG laser at pressures and temperatures of 100kPa and 270K and imaged using schlieren photography. The aerosol was generated using the Wilson cloud chamber technique. The droplet diameter, gas phase equivalence ratio and droplet number density were determined. The input laser energy and overall equivalence ratio were varied. For 270mJ pulse energies initial breakdown occurred at a number of sites along the laser beam axis. From measurements of the shock wave velocity it was found that energy was not deposited into the sites evenly. At pulse energies of 32mJ a single ignition site was observed. Overall fuel lean flames were observed to locally extinguish, however both stoichiometric and fuel rich flames were ignited. The minimum ignition energy was found to depend on the likelihood of a droplet existing at the focus of the laser beam

Sharing the purpose of secondary RE in the school

Religious Education as a school subject has suffered a decline in status over recent years. An analysis from the National Association of Teachers of Religious Education in 2019 showed significant decline in RE in secondary schools with almost 40% of community schools and 50% of ‘Academy schools without a religious character’ not meeting ‘their legal or contractual requirements for the subject’ (NATRE, 2019, p.2). It is therefore important to consider how RE is portrayed as a subject across your school community. The online survey results below, from a survey completed by 949 teachers, gives some sense of the issues involved. Religious Education teachers come from a wide background of first degrees’ covering different disciplines. These different disciplines approach knowledge-building differently with different purposes. Student teachers can bring in quite different assumptions about the purposes of the subject, based on their background study or their prior experience. Religious Education as a subject might be able to help these diversities but RE itself is in a fragile condition

What is the purpose of RE on the school curriculum?

Secondary teachers of RE have a variety of different views on the purposes of RE. Purpose matters because it affects all the classroom and curriculum decisions. Being able to articulate purpose matters because a teacher is required to be able to explain the intentions of their subject to different audiences. Having a joint department view matters for a coherent curriculum experience

What are science/religion encounters and how can I prepare for them?

We conducted a survey with beginning teachers and more experienced teachers to explore what science/religion encounters they had experienced in their classrooms. The findings are shared in this module, along with some suggestions of what you might be able to do to support your teaching around science/religion encounters in the future

What role can different disciplinary knowledges play in shaping RE?

Within cohorts of student RE teachers, we found evidence of debates about the value of different disciplinary knowledges underpinning the purpose of RE as a school subject. This toolkit explores how different disciplinary lenses might be used in RE lessons

How can an interdisciplinary ITE day support student teachers of RE?

Two universities we spoke to had developed a collaborative day for science and RE secondary student teachers to come together and plan collaboratively around some big, overlapping questions. There are new challenges in ITE, but how might we give beginning teachers, especially student teachers of Science and RE, opportunities to come together and talk about the topics they have in common? Acknowledgements Our thanks go to Mark Plater and Jenny Wynn of Bishop Grosseteste University for helping us put together this resource