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.     

Modeling military trampling effects on glacial soils in the humid continental climate of southern New York

The purpose of this research is to create a baseline model of soil compaction response to trampling and a methodology to model the effects of trampling on soil. Although trampling studies have been conducted in the past, the analysis of military training in part provides a different perspective and approach. The data showed bulk densities remained relatively constant for a time and then began to increase at an increasing rate for several hundred passes and finally leveled and remained at or below 1.30 g/cm3 through the remainder of the experiment. Mathematical models were created based on empirical data from a trampling experiment using a more standard logistical growth curve as well as curves based on Weibull and gamma cumulative distribution functions (CDFs). The experiment and the resulting models give quantifiable continuous inference on the effects of trampling, as opposed to the existing qualitative assessments. These baseline models will be the foundation for future studies of land management when trampling occurs.     

浅谈海洋石油多功能支持平台的安全管理

简单介绍了海洋石油多功能支持平台的基本情况,总结了多功能支持平台现有的三种安全管理工具,分别是工作许可证、工作安全风险分析(JSA)和"五想五不干"行为安全观察卡;同时结合海洋石油多功能支持平台自身特点,分析了如何做好平台的安全教育培训、安全检查和班组安全建设以及应急演练等安全管理工作;通过增强全员的安全意识、及时消除事故隐患及增强基层的安全管理和加强平台的应急反应能力,提高海洋石油多功能支持平台的安全管理水平,以期达到海洋石油平台安全、健康、和谐发展的目的,可供同行借鉴和参考。     

安全工程师人才培养模式的改革与实践

在国务院学位委员会与教育部把安全科学与工程学科上升为一级学科,国家大力开展"卓越工程师"人才培养,国家安全生产监督管理总局对安全技术的人才培养提升到了一个更高的高度背景下,对安全工程师的人才培养模式和实践教学体系以及教学方式、教学内容进行了改革和实践应用。系统设计了"安全工程师角色扮演"的培养模式,构建了以"设计制作为主线"的实践教学体系,并在安全工程专业中进行了实践,在提高学生的工程意识和实践创新能力、实现人才培养目标方面,取得一定成效。     

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.     

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     

Cultivating Creativity in Conservation Science

Conservation practitioners and scientists are often faced with seemingly intractable problems in which traditional approaches fail. While other sectors (e.g., business) frequently emphasize creative thinking to overcome complex challenges, creativity is rarely identified as an essential skill for conservationists. Yet more creative approaches are urgently needed in the effort to sustain Earth's biodiversity. We identified 4 strategies to develop skills in creative thinking and discuss underlying research and examples supporting each strategy. First, by breaking down barriers between disciplines and surrounding oneself with unfamiliar people, concepts, and perspectives, one can expand base knowledge and experiences and increase the potential for new combinations of ideas. Second, by meeting people where they are (both literally and figuratively), one exposes oneself to new environments and perspectives, which again broadens experiences and increases ability to communicate effectively with stakeholders. Third, by embracing risk responsibly, one is more likely to develop new, nontraditional solutions and be open to high‐impact outcomes. Finally, by following a cycle of learning, struggle, and reflection, one can trigger neurophysiological changes that allow the brain to become more creative. Creativity is a learned trait, rather than an innate skill. It can be actively developed at both the individual and institutional levels, and learning to navigate the relevant social and practical barriers is key to the process. To maximize the success of conservation in the face of escalating challenges, one must take advantage of what has been learned from other disciplines and foster creativity as both a professional skill and an essential component of career training and individual development. Cultivando la Creatividad en la Ciencia de la Conservación     

系统安全投入与事故率可能性边界模型研究

安全科学是一门新兴的交叉学科,根据安全科学的哲学原理和安全科学基本理论,结合经济学原理,分析安全投入与事故率的规律,在此基础上建立安全投人与事故率可能性边界模型,即“P-S”模型。详细分析和描述了“P—S”模型中各参数的安全意义,推导出“P—S”模型的基本表达式,并定量分析了表达式中参数的取值情况,得出系统存在合理安全投入区间、最佳安全投入和最佳安全经济效益事故率。通过分析发现模型可以客观反应系统的安全投入与事故率之间的对立统一规律,安全投入与事故率“P—S”模型的研究对科学、有效的进行安全投入,提高系统的安全效益和经济效益,降低事故率具有一定的意义。     

企业不同层级员工安全文化培训探讨

安全文化在事故预防中具有不可替代的重要作用,而培训是企业安全文化改善技术手段的重要方面。本文在中国矿业大学（北京）安全管理课题组现阶段研究成果的基础上,研究来自山东、河南、山西、东北4个省的10个样本煤矿的四类层级员工——管理层、专业人员、班组长、一线员工的安全文化初始测量值、两次培训后的提高幅度值和32条核心理念的得分情况。得出初始安全文化测量值不同层次员工的得分从高至低依次为：管理层,专业人员,班组长,一线员工;第一次培训后提高幅度值从高到低为：班组长,专业人员,管理层,一线员工;第二次培训后提高幅度值从高到低为：班组长,一线员工,管理层,专业人员并分析了得分高低不同的原因。