Older driver training programs: A systematic review of evidence aimed at improving behind-the-wheel performance

IntroductionAge- and health-related changes, alongside declines in driving confidence and on-road exposure, have been implicated in crashes involving older drivers. Interventions aimed at improving behind-the-wheel behavior are diverse and their associated impact remains unclear. This systematic review examined evidence on older driver training with respect to (1) road safety knowledge; (2) self-perceived changes in driving abilities; and (3) behind-the-wheel performance. Method Nine databases were searched for English-language articles describing randomized controlled trials (RCTs) and non-RCTs of driver training interventions aimed at those aged 55+ who did not have medical or other impairments that precluded licensure. Quality appraisals were conducted using Cochrane’s Risk of Bias Tool (RoB) and Risk Of Bias In Non-randomized Studies – of Interventions tool (ROBINS – I). [PROSPERO; registration no. CRD42018087366]. Results Twenty-five RCTs and eight non-RCTs met the inclusion criteria. Interventions varied in their design and delivery where classroom-based education, or a combination of classroom-based education with on-road feedback, improved road safety knowledge. Training tailored to individual participants was found to improve self-perceived and behind-the-wheel outcomes, including crashes. Conclusions Interventions comprised of tailored training can improve knowledge of road safety, changes to self-perception of driving abilities, and improved behind-the-wheel performance of older drivers. Future research should compare modes of training delivery for this driver population to determine the optimal combinations of off- and/or on-road training. Practical applications Training programs aimed at older drivers should be supported by theory and research evidence. By conducting comparative trials with a sufficient sample size alongside well-defined outcomes that are designed in accordance with reporting guidelines, the most effective approaches for training older drivers will be identified.     

Risk analysis in Natech events: State of the art

Natech events (Natural Hazard Triggering Technological Disasters) are industrial accidents caused by natural events such as hurricanes, floods, earthquakes, tsunamis, and so on. In recent decades, the probability of these events occurring has increased, activating the interest of researchers in the study of new methods of risk analysis to prevent and mitigate possible damage to people, the environment, and processing facilities. On the other hand, the concept of multi-hazard is summarized in the combination of two or more threat factors manifested in isolated, simultaneous manner, or by chain reaction, to produce a trigger event of a disaster, where hazardous events can be one or more natural events. Considering that, it is essential to know the progress in risk analysis for Natech events, to identify the gaps for future research. Therefore, in this paper, a systematic review of the Natech events literature with single and multi-hazard approaches was developed. The review was conducted by searching the Science Direct, Web of Science, and Scopus databases for scientific documents. Subsequently, the words Natech and Multi-hazard were taken as keywords, and 208 results were obtained. Then, some management documents were consulted in international organizations to compare academic literature and industrial risk management. In conclusion, the risk analysis methods revised are specific to a particular hazard and apply mainly to earthquakes, floods, and lightning. Regarding a multi-hazard approach, the methods focus on risk mitigation in urban areas without taking into account Natech risk. In the case of industrial risk assessment, some methodologies were found that briefly consider Natech risk in risk assessment processes in industry.     

Disaster impact assessment of the underground hazardous materials pipeline

In the United States, Canada, the United Kingdom, and other countries with advanced pipeline management, some organizations are responsible for pipeline safety protection management for underground hazardous materials. The security and maintenance of a hazardous material pipeline are serious considerations for urban safety, because the materials transported by underground pipelines contain hazardous goods, such as the flammable or explosive particles of solids, liquids, and gases. Damage to a pipeline by external forces often leads to secondary disasters, such as the leakage of hazardous materials, fires, explosions, and environmental pollution. Such events seriously affect the safety of individuals and their property.Accordingly, this study used seismic scenario analysis with a spatial grid to evaluate earthquake damage to an underground pipeline in an urban area. Damage to underground pipelines was classified, pipeline disaster management procedures were discussed, and improvement measures were proposed, such as establishing a geographic information platform and conducting disaster impact assessments for hazardous material pipelines. Underground hazardous material pipelines were assessed in scenarios including earthquakes. Such assessments are intended to provide disaster reduction plans and disaster prevention drills to improve pipeline safety as well as the planning for pipeline materials to aid seismic resistance.     

A view of the global conservation job market and how to succeed in it

The high demand for conservation work is creating a need for conservation‐focused training of scientists. Although many people with postsecondary degrees in biology are finding careers outside academia, many programs and mentors continue to prepare students to follow‐in‐the‐footsteps of their professors. Unfortunately, information regarding how to prepare for today's conservation‐based job market is limited in detail and scope. This problem is complicated by the differing needs of conservation organizations in both economically developed and developing regions worldwide. To help scientists identify the tools needed for conservation positions worldwide, we reviewed the current global conservation job market and identified skills required for success in careers in academia, government, nonprofit, and for‐profit organizations. We also interviewed conservation professionals across all conservation sectors. Positions in nonprofit organizations were the most abundant, whereas academic jobs were only 10% of the current job market. The most common skills required across sectors were a strong disciplinary background, followed by analytical and technical skills. Academic positions differed the most from other types of positions in that they emphasized teaching as a top skill. Nonacademic jobs emphasized the need for excellent written and oral communication, as well as project‐management experience. Furthermore, we found distinct differences across job locations. Positions in developing countries emphasized language and interpersonal skills, whereas positions in countries with advanced economies focused on publication history and technical skills. Our results were corroborated by the conservation professionals we interviewed. Based on our results, we compiled a nondefinitive list of conservation‐based training programs that are likely to provide training for the current job market. Using the results of this study, scientists may be better able to tailor their training to maximize success in the conservation job market. Similarly, institutions can apply this information to create educational programs that produce graduates primed for long‐term success.     

The complex relationship between personal sense of connection to animals and self‐reported proenvironmental behaviors by zoo visitors

The global biodiversity crisis requires an engaged citizenry that provides collective support for public policies and recognizes the consequences of personal consumption decisions. Understanding the factors that affect personal engagement in proenvironmental behaviors is essential for the development of actionable conservation solutions. Zoos and aquariums may be some of the only places where many people can explore their relations with wild animals and proenvironmental behaviors. Using a moderated‐mediation analysis of a survey of U.S. zoo and aquarium visitors (n = 3588), we explored the relationship between the sense of connection to animals and self‐reported engagement in proenvironmental behaviors related to climate change and how this relationship is affected by certainty that climate change is happening, level of concern about climate change, and perceptions of effectiveness in personally addressing climate change. We found a significant, directional relationship between sense of connection to animals and self‐reported proenvironmental behaviors. Political inclination within the conservative to liberal spectrum did not affect the relationship. We conclude that a personal sense of connection to animals may provide a foundation for educational and communication strategies to enhance involvement in proenvironmental actions.     

关于深化企业安全教育培训工作的几点探讨

通过对当前企业安全教育培训中存在弊端的分析,提出从制定计划、明确目标、区别对象、明确内容、创新方式、注重效果、保证质量等几方面入手,深化企业安全教育培训,促进企业可持续发展。     

Practical Science Communication Strategies for Graduate Students

Development of skills in science communication is a well‐acknowledged gap in graduate training, but the constraints that accompany research (limited time, resources, and knowledge of opportunities) make it challenging to acquire these proficiencies. Furthermore, advisors and institutions may find it difficult to support graduate students adequately in these efforts. The result is fewer career and societal benefits because students have not learned to communicate research effectively beyond their scientific peers. To help overcome these hurdles, we developed a practical approach to incorporating broad science communication into any graduate‐school time line. The approach consists of a portfolio approach that organizes outreach activities along a time line of planned graduate studies. To help design the portfolio, we mapped available science communication tools according to 5 core skills essential to most scientific careers: writing, public speaking, leadership, project management, and teaching. This helps graduate students consider the diversity of communication tools based on their desired skills, time constraints, barriers to entry, target audiences, and personal and societal communication goals. By designing a portfolio with an advisor's input, guidance, and approval, graduate students can gauge how much outreach is appropriate given their other commitments to teaching, research, and classes. The student benefits from the advisors’ experience and mentorship, promotes the group's research, and establishes a track record of engagement. When graduate student participation in science communication is discussed, it is often recommended that institutions offer or require more training in communication, project management, and leadership. We suggest that graduate students can also adopt a do‐it‐yourself approach that includes determining students’ own outreach objectives and time constraints and communicating these with their advisor. By doing so we hope students will help create a new culture of science communication in graduate student education. Estrategias Prácticas para la Comunicación Científica para Estudiantes de Posgrado     

A framework for evaluating and designing citizen science programs for natural resources monitoring

We present a framework of resource characteristics critical to the design and assessment of citizen science programs that monitor natural resources. To develop the framework we reviewed 52 citizen science programs that monitored a wide range of resources and provided insights into what resource characteristics are most conducive to developing citizen science programs and how resource characteristics may constrain the use or growth of these programs. We focused on 4 types of resource characteristics: biophysical and geographical, management and monitoring, public awareness and knowledge, and social and cultural characteristics. We applied the framework to 2 programs, the Tucson (U.S.A.) Bird Count and the Maui (U.S.A.) Great Whale Count. We found that resource characteristics such as accessibility, diverse institutional involvement in resource management, and social or cultural importance of the resource affected program endurance and success. However, the relative influence of each characteristic was in turn affected by goals of the citizen science programs. Although the goals of public engagement and education sometimes complimented the goal of collecting reliable data, in many cases trade‐offs must be made between these 2 goals. Program goals and priorities ultimately dictate the design of citizen science programs, but for a program to endure and successfully meet its goals, program managers must consider the diverse ways that the nature of the resource being monitored influences public participation in monitoring.     

深化课程改革突破高职数学教学的困境

针对目前高职数学教学面临的生源质量下降、课时大量缩减的现象,要树立全新的高职教育理念,深刻认识数学课程在高职教育中的地位和作用,准确把握高职教育中数学课程的教学目标,重新构建高职教育中的数学课程体系,深化高职数学课程的改革,突破高职数学所面临的教学困境。     

Motivating energy conservation in the workplace: An evaluation of the use of group-level feedback and peer education

Research suggests that curbing consumer demand for energy through behavioral interventions is an essential component of efforts to reduce greenhouse gas emissions, particularly in the short-term. Behavior within organizational settings poses a particular challenge to those wishing to promote energy conservation because employees typically have no direct financial incentive to reduce energy use and rarely have access to information regarding their level of consumption. Two relatively simple and easy-to-implement interventions were evaluated in a workplace setting during the fall of 2008. The first involved group-level feedback presented monthly to employees via e-mail. The second used peer educators to disseminate information and to encourage colleagues to reduce energy use. Both interventions were compared to an information-only control designed to educate employees about how and why to conserve energy. Results indicated that feedback and peer education resulted in a 7% and 4% reduction in energy use, respectively. Buildings that received the control increased energy use by 4%. The effect of peer education was limited by implementation failures in two buildings. The utility of these interventions will be discussed in terms of their overall potential for reducing energy use, as well as the feasibility of their being implemented in future organizational settings.