title: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers

authors: Williamson, Amy Rose

subjects: Young novice drivers

abstract: Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

text: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

year: 2008

title: Heifer teats sprayed in the dry period with an iodine teat sanitizer have reduced Streptococcus uberis teat-end contamination and less Streptococcus uberis intra-mammary infections at calving

authors: Lopez-Benavides, Mario G.

subjects: mastitis

abstract: Heifers managed under pastoral conditions are at risk from Streptococcus uberis mastitis infections at calving. A total of 397 heifers from six farms around New Zealand were enrolled in a study to identify and enumerate S. uberis on teat-ends of heifers in the peri-partum period, and to understand the effect of teat-spraying in the pre-calving period on the prevalence and incidence of S. uberis mastitis post-calving. Heifers were randomly assigned to Control or Sprayed groups. Sprayed heifers were teat-sprayed once, three times a week (Monday, Wednesday and Friday) with a commercial iodine-based teat sanitizer, starting at 3 weeks prior to calving and ending at day of calving. Across three farms, all glands of cows in both groups were sampled at calving to determine S. uberis intra-mammary infection (IMI) prevalence. For all farms, clinical mastitis (CM) cases detected during the week after calving were sampled and submitted for bacteriological analysis. Swabbing of teat-ends of 54 heifers from one farm showed that heifers had a pre-existing S. uberis contamination averaging 610 colony-forming units per swab (cfu/swab), at 3 weeks prior to calving. At calving, teat-end contamination was 560 cfu/swab for Sprayed heifers and 1775 cfu/swab for Control heifers. Two weeks after calving, teat-end contamination was similar between both groups, at 30 cfu/swab. The prevalence of S. uberis IMI was significantly lower in the Sprayed (3.5% glands) vs. the Control (7.4%) heifers in the first week after calving. There was a trend for Sprayed heifers (3.6% heifers) to have a lower incidence of S. uberis CM compared with Control heifers (7.4% heifers). It is concluded that teat-spraying in the dry period is a management option that could contribute to controlling heifer S. uberis mastitis in the transition period.

text: Heifer teats sprayed in the dry period with an iodine teat sanitizer have reduced Streptococcus uberis teat-end contamination and less Streptococcus uberis intra-mammary infections at calving Heifers managed under pastoral conditions are at risk from Streptococcus uberis mastitis infections at calving. A total of 397 heifers from six farms around New Zealand were enrolled in a study to identify and enumerate S. uberis on teat-ends of heifers in the peri-partum period, and to understand the effect of teat-spraying in the pre-calving period on the prevalence and incidence of S. uberis mastitis post-calving. Heifers were randomly assigned to Control or Sprayed groups. Sprayed heifers were teat-sprayed once, three times a week (Monday, Wednesday and Friday) with a commercial iodine-based teat sanitizer, starting at 3 weeks prior to calving and ending at day of calving. Across three farms, all glands of cows in both groups were sampled at calving to determine S. uberis intra-mammary infection (IMI) prevalence. For all farms, clinical mastitis (CM) cases detected during the week after calving were sampled and submitted for bacteriological analysis. Swabbing of teat-ends of 54 heifers from one farm showed that heifers had a pre-existing S. uberis contamination averaging 610 colony-forming units per swab (cfu/swab), at 3 weeks prior to calving. At calving, teat-end contamination was 560 cfu/swab for Sprayed heifers and 1775 cfu/swab for Control heifers. Two weeks after calving, teat-end contamination was similar between both groups, at 30 cfu/swab. The prevalence of S. uberis IMI was significantly lower in the Sprayed (3.5% glands) vs. the Control (7.4%) heifers in the first week after calving. There was a trend for Sprayed heifers (3.6% heifers) to have a lower incidence of S. uberis CM compared with Control heifers (7.4% heifers). It is concluded that teat-spraying in the dry period is a management option that could contribute to controlling heifer S. uberis mastitis in the transition period.

year: 2009

title: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools

authors: Milne, Beverley Ann

subjects: Maori education

abstract: If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

text: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

year: 2013