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101.
Teen drivers are at high risk for car crashes, especially during their first years of licensure. Providing novice teen drivers and their parents with a means of identifying their risky driving maneuvers may help them learn from their mistakes, thereby reducing their crash propensity. During the initial phase of learning, adult or parental supervision often provides such guidance. However, once teens obtain their license, adult supervision is no longer mandated, and teens are left to themselves to continue the learning process. This study is the first of its type to enhance this continued learning process using an event-triggered video device. By pairing this new technology with parental feedback in the form of a weekly video review and graphical report card, we extend parents' ability to teach their teens even after they begin driving independently. Twenty-six 16- to 17-year-old drivers were recruited from a small U.S. Midwestern rural high school. We equipped their vehicles with an event-triggered video device, designed to capture 20-sec clips of the forward and cabin views whenever the vehicle exceeded lateral or forward threshold accelerations. Preliminary findings suggest that combining this emerging technology with parental weekly review of safety-relevant incidents resulted in a significant decrease in events for the more at-risk teen drivers. Implications for how such an intervention could be implemented within GDL are also discussed. 相似文献
102.
Lekelia D. Jenkins 《Conservation biology》2022,36(3):e13855
The term conservation technology is applied widely and loosely to any technology connected to conservation. This overly broad understanding can lead to confusion around the actual mechanisms of conservation in a technological system, which can result in neglect and underdevelopment of the human dimensions of conservation technology. Ultimately, this hinders its effectiveness as technological fixes for conservation problems. Through a process of concept mapping based on key case studies and literature, I devised precise definitions of marine conservation technology and technological marine conservation system. Concerns about the use of marine conservation technologies included unintended consequences, halfway technologies that address the symptoms but not the causes of problems, and misguided techno-optimism (i.e., technology is a panacea that can solve any problem). Technology and technological systems can have power, politics, and culture, and these characteristics can influence the contextual fit of a technology, requiring that technology be thoughtfully created or adapted to the circumstances in which it will be used. Power, politics, and culture inherent in technology can also influence the distribution of conservation risks and benefits and potentially widen gaps in wealth, privilege, opportunities, and justice. Addressing these concerns can potentially be achieved through the better integration of social sciences in marine conservation technology and technological marine conservation system design and development and the application of the social-ecological-technological systems framework. This framework melds key concepts from the socioecological systems framework and science and technology studies. It recognizes as and elevates technology to be a central actor that can shape societies and the natural world. Such a framework incorporates broader understanding, so that the values and concerns of society are more effectively addressed in the creation and implementation of marine conservation technologies and technological marine conservation systems. 相似文献
103.