title: Evaluation of a sudden brake warning system: Effect on the response time of the following driver

authors: Isler, Robert B.

subjects: driving

abstract: This study used a video-based braking simulation dual task to carry out a preliminary evaluation of the effect of a sudden brake warning system (SBWS) in a leading passenger vehicle on the response time of the following driver. The primary task required the participants (N = 25, 16 females, full NZ license holders) to respond to sudden braking manoeuvres of a lead vehicle during day and night driving, wet and dry conditions and in rural and urban traffic, while concurrently performing a secondary tracking task using a computer mouse. The SBWS in the lead vehicle consisted of g-force controlled activation of the rear hazard lights (the rear indicators flashed), in addition to the standard brake lights. Overall, the results revealed that responses to the braking manoeuvres of the leading vehicles when the hazard lights were activated by the warning system were 0.34 s (19%) faster compared to the standard brake lights. The SBWS was particularly effective when the simulated braking scenario of the leading vehicle did not require an immediate and abrupt braking response. Given this, the SBWS may also be beneficial for allowing smoother deceleration, thus reducing fuel consumption. These preliminary findings justify a larger, more ecologically valid laboratory evaluation which may lead to a naturalistic study in order to test this new technology in ‘real world’ braking situations.

text: Evaluation of a sudden brake warning system: Effect on the response time of the following driver This study used a video-based braking simulation dual task to carry out a preliminary evaluation of the effect of a sudden brake warning system (SBWS) in a leading passenger vehicle on the response time of the following driver. The primary task required the participants (N = 25, 16 females, full NZ license holders) to respond to sudden braking manoeuvres of a lead vehicle during day and night driving, wet and dry conditions and in rural and urban traffic, while concurrently performing a secondary tracking task using a computer mouse. The SBWS in the lead vehicle consisted of g-force controlled activation of the rear hazard lights (the rear indicators flashed), in addition to the standard brake lights. Overall, the results revealed that responses to the braking manoeuvres of the leading vehicles when the hazard lights were activated by the warning system were 0.34 s (19%) faster compared to the standard brake lights. The SBWS was particularly effective when the simulated braking scenario of the leading vehicle did not require an immediate and abrupt braking response. Given this, the SBWS may also be beneficial for allowing smoother deceleration, thus reducing fuel consumption. These preliminary findings justify a larger, more ecologically valid laboratory evaluation which may lead to a naturalistic study in order to test this new technology in ‘real world’ braking situations.

year: 2010

title: “It’s more enjoyable but it doesn’t help you with your writing.” The impact of ICT in task design on student self-efficacy and enjoyment in writing.

authors: Fothergill, Lynn Janette

subjects: Writing

abstract: This thesis investigates the relationship between the inclusion of Information Communication Technologies (ICT) in the design of school-based writing tasks, and student self-efficacy and enjoyment in writing. It describes the development, execution and reflection of an action research intervention, which explores this relationship.

A case study methodology within an action research framework was adopted. Primarily the research was qualitative in nature, together with some quantitative data collection. The study was conducted with a class of Year 7 and 8 students and their teachers, from a full primary school in South Auckland. 

Findings suggest that students themselves made a clear distinction between the writing they do outside of school, and that which they do for school purposes. They were reluctant to acknowledge the kinds of digital writing that is not exemplified as writing at school as ‘real writing’. Although digital forms of writing were seen as enjoyable by these students, they did not see writing in this way as being helpful to their writing achievement, which they measured against formal, traditional assessment practices. 

The implication of these findings for teachers is that an expanded view of literacy must be adopted and valued to include a multimodal, multiliteracies approach to literacy, to ensure students are equipped to participate effectively in the twenty-first century. Further, students themselves will also need to diversify their views of what constitutes writing, including validating for classroom purposes, the digital writing they do beyond the classroom.

text: “It’s more enjoyable but it doesn’t help you with your writing.” The impact of ICT in task design on student self-efficacy and enjoyment in writing. This thesis investigates the relationship between the inclusion of Information Communication Technologies (ICT) in the design of school-based writing tasks, and student self-efficacy and enjoyment in writing. It describes the development, execution and reflection of an action research intervention, which explores this relationship.

A case study methodology within an action research framework was adopted. Primarily the research was qualitative in nature, together with some quantitative data collection. The study was conducted with a class of Year 7 and 8 students and their teachers, from a full primary school in South Auckland. 

Findings suggest that students themselves made a clear distinction between the writing they do outside of school, and that which they do for school purposes. They were reluctant to acknowledge the kinds of digital writing that is not exemplified as writing at school as ‘real writing’. Although digital forms of writing were seen as enjoyable by these students, they did not see writing in this way as being helpful to their writing achievement, which they measured against formal, traditional assessment practices. 

The implication of these findings for teachers is that an expanded view of literacy must be adopted and valued to include a multimodal, multiliteracies approach to literacy, to ensure students are equipped to participate effectively in the twenty-first century. Further, students themselves will also need to diversify their views of what constitutes writing, including validating for classroom purposes, the digital writing they do beyond the classroom.

year: 2013

title: Ngā ia nōnoke taketake

authors: Manuirirangi, Hōri

subjects: whātōtō nōnoke mamau

abstract: Tā tēnei tuhinga, he titiro ki ngā kōrero onamata mō ngā mahi nōnoke a te Māori. I mua, whāia ai te nōnoke e ētehi hapori Māori hei koringa tinana, hei tū hākinakina, hei tākaro hoki. Ko te nōnoke, te whātōtō, te taitai me te mamau, he rite katoa. Nō te kuhutanga mai o ngā tini whakaawenga a tauiwi, ka nui hoki te Māori i tahuri ki hākinakina kē. Nāwhai ā ka mimiti te whāia o te nōnoke. Kei tēnei tuhinga, ka āta wetekina ngā kupu me ngā kōrero o te reo nōnoke o mua, arā ngā tohutohu a ngā pāhake e whakaahua ana i ngā tūmomo neke, i ngā whiu me ngā puringa mahia ai e te kaiwhātōtō. Ka arohaehaetia tēnei mea te karakia, te waiata me te pepeha kia kuhuna ai te hinengaro o te kaiwhātōtō e mārama rawa ai te ia o ōna whakaaro, tōna waiaro me tōna whanonga. Waihoki ko ngā pūrākau o mua, kua whakaemia ētehi tauira kia tīroua ngā karere i whaona ki roto. Ko te tino whāinga, ko te whera i ngā rangahau nei kia āta mōhio ki ngā koronga me ngā horopaki whāia ai e te Māori o mua ngā mahi nōnoke.

text: Ngā ia nōnoke taketake Tā tēnei tuhinga, he titiro ki ngā kōrero onamata mō ngā mahi nōnoke a te Māori. I mua, whāia ai te nōnoke e ētehi hapori Māori hei koringa tinana, hei tū hākinakina, hei tākaro hoki. Ko te nōnoke, te whātōtō, te taitai me te mamau, he rite katoa. Nō te kuhutanga mai o ngā tini whakaawenga a tauiwi, ka nui hoki te Māori i tahuri ki hākinakina kē. Nāwhai ā ka mimiti te whāia o te nōnoke. Kei tēnei tuhinga, ka āta wetekina ngā kupu me ngā kōrero o te reo nōnoke o mua, arā ngā tohutohu a ngā pāhake e whakaahua ana i ngā tūmomo neke, i ngā whiu me ngā puringa mahia ai e te kaiwhātōtō. Ka arohaehaetia tēnei mea te karakia, te waiata me te pepeha kia kuhuna ai te hinengaro o te kaiwhātōtō e mārama rawa ai te ia o ōna whakaaro, tōna waiaro me tōna whanonga. Waihoki ko ngā pūrākau o mua, kua whakaemia ētehi tauira kia tīroua ngā karere i whaona ki roto. Ko te tino whāinga, ko te whera i ngā rangahau nei kia āta mōhio ki ngā koronga me ngā horopaki whāia ai e te Māori o mua ngā mahi nōnoke.

year: 2017