title: Drivers’ response to speed warnings provided by a smart phone app

authors: Starkey, Nicola J.

abstract: The distractive effects of mobile phones are well documented, but the recent development of mobile phone apps that provide speed advisory warnings raises the possibility that this technology may be used to improve driver safety in older vehicles. We examined the effects of an intelligent speed advisory (ISA) app on driving performance in a simulator. One hundred and four participants (mean age = 35.52 years; 52 male) were allocated to complete the drive with the ISA app in one of five modes: active audio visual (n = 22), active visual (n = 22), passive audio visual (n = 21), passive visual (n = 21) or control (n = 18). Another 19 participants (mean age = 27.53 years; 8 male) completed the study wearing eye-tracking glasses. Participants drove a simulated 26.4 km section of rural road which incorporated typical hazards and three speed compliance zones (100 km/h, 80 km/h and 60 km/h speed limits). The app led to good compliance with the posted speed limits, particularly during the 60 km/h road segment, where the control group drove at significantly higher speeds than the groups with the ISA app. No significant differences between the four versions of the ISA app were observed, either for speed compliance or the number of speeding alerts received. Across the entire simulated drive there were relatively few glances at the app with an average glance duration of 190 ms. The ISA app did not lead to any negative effects on driving performance; lane keeping was maintained and it did not impede participants’ ability to overtake vehicles. These findings suggest that when properly configured ISA apps have a demonstrable safety benefit and do not produce adverse distractive effects. The greatest challenge may be encouraging drivers’ to use them appropriately and consistently.

text: Drivers’ response to speed warnings provided by a smart phone app The distractive effects of mobile phones are well documented, but the recent development of mobile phone apps that provide speed advisory warnings raises the possibility that this technology may be used to improve driver safety in older vehicles. We examined the effects of an intelligent speed advisory (ISA) app on driving performance in a simulator. One hundred and four participants (mean age = 35.52 years; 52 male) were allocated to complete the drive with the ISA app in one of five modes: active audio visual (n = 22), active visual (n = 22), passive audio visual (n = 21), passive visual (n = 21) or control (n = 18). Another 19 participants (mean age = 27.53 years; 8 male) completed the study wearing eye-tracking glasses. Participants drove a simulated 26.4 km section of rural road which incorporated typical hazards and three speed compliance zones (100 km/h, 80 km/h and 60 km/h speed limits). The app led to good compliance with the posted speed limits, particularly during the 60 km/h road segment, where the control group drove at significantly higher speeds than the groups with the ISA app. No significant differences between the four versions of the ISA app were observed, either for speed compliance or the number of speeding alerts received. Across the entire simulated drive there were relatively few glances at the app with an average glance duration of 190 ms. The ISA app did not lead to any negative effects on driving performance; lane keeping was maintained and it did not impede participants’ ability to overtake vehicles. These findings suggest that when properly configured ISA apps have a demonstrable safety benefit and do not produce adverse distractive effects. The greatest challenge may be encouraging drivers’ to use them appropriately and consistently.

year: 2020

title: Teachers and Curriculum, Volume 14, 2014: Editorial

authors: Ussher, William (Bill) Grant

abstract: In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

text: Teachers and Curriculum, Volume 14, 2014: Editorial In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

year: 2014

title: “If it don’t talk, it's not whakapapa data”: Conceptualising whakapapa data in a digital age

authors: Pēpi Tarapa‐Dewes, Ella

subjects: data protection

abstract: In Te Ao Māori, whakapapa is a sacred framework that connects all aspects of existence. Whakapapa is highly sensitive information and a taonga that requires active protection. But what can be considered whakapapa data in a digital age where data linkage is ubiquitous and the boundaries between personal and collective information are increasingly blurred? We explore this question through a case study with Ngāti Tiipa, a hapū that is actively engaged in its own data sovereignty research. Reflexive thematic analysis of whānau kōrero identified three types of whakapapa data, each denoting a specific kind of connection: 1) between relatives, both living and deceased; 2) between people and places of cultural significance; and 3) between people and the spiritual realm. Whānau concepts of whakapapa data tend to be context‐specific, suggesting that it is more useful to think of whakapapa data as dynamic and relational rather than a fixed, inherent attribute.

text: “If it don’t talk, it's not whakapapa data”: Conceptualising whakapapa data in a digital age In Te Ao Māori, whakapapa is a sacred framework that connects all aspects of existence. Whakapapa is highly sensitive information and a taonga that requires active protection. But what can be considered whakapapa data in a digital age where data linkage is ubiquitous and the boundaries between personal and collective information are increasingly blurred? We explore this question through a case study with Ngāti Tiipa, a hapū that is actively engaged in its own data sovereignty research. Reflexive thematic analysis of whānau kōrero identified three types of whakapapa data, each denoting a specific kind of connection: 1) between relatives, both living and deceased; 2) between people and places of cultural significance; and 3) between people and the spiritual realm. Whānau concepts of whakapapa data tend to be context‐specific, suggesting that it is more useful to think of whakapapa data as dynamic and relational rather than a fixed, inherent attribute.

year: 2026-02