title: The ‘frontal lobe’ project: A double-blind, randomized controlled study of the effectiveness of higher level driving skills training to improve frontal lobe (executive) function related driving performance in young drivers

authors: Isler, Robert B.

subjects: psychology

abstract: The current study was undertaken in order to evaluate the effectiveness of higher level skills training on safe driving behaviour of 36 teenage drivers. The participants, who attended the Driver Training Research camp in Taupo (NZ) over a two week period, were 16 to 17 years old and had a valid restricted driver licence. The study focused on four main aims. Firstly, the behavioural characteristics of the sample and their attitudes to risk taking and driving were examined. Results showed that speeding was the most anticipated driving violation, and high levels of confidence were associated with a higher number of crashes and a greater propensity for risk taking. Many, often male participants, also rated their driving skills as superior to others and thought they would be less likely than others to be involved in an accident. Secondly, the relationship between driving performance and executive functioning, general ability and sustained attention was evaluated. Overall, better driving performance and more accurate self-evaluation of driving performance was related to higher levels of executive functions, in particular, working memory, and
cognitive switching. In addition, higher general ability and greater ability to sustain attention were also linked to better performance on the driving related assessments.  The third focus of this study was to compare the effects of both, higher level and vehicle handling skills training on driving performance, confidence levels and
attitudes to risk. While both types of training improved direction control, speed
choice and visual search, along with number of hazards detected and actions in relation to hazards, statistically significant improvement on visual search was seen only after higher level skills training. Vehicle handling skills training significantly improved direction control and speed choice. In addition, confidence levels in their driving skills were significantly lowered and attitudes to speeding, overtaking and
close following had improved significantly in the participants after the higher level
driving skills training. The final aspect to this study was to examine the effects of the
training over the following 6 month period based on self-reported driving behaviour.
The response rate of participants however, was not sufficient to reach any meaningful conclusion on any long-term training effects. A pilot study using GPSbased data trackers to assess post-training driving behaviour revealed some promising results for future driver training evaluation studies. The overall implications of the results are discussed in relation to improving the safety of young 
drivers in New Zealand.

text: The ‘frontal lobe’ project: A double-blind, randomized controlled study of the effectiveness of higher level driving skills training to improve frontal lobe (executive) function related driving performance in young drivers The current study was undertaken in order to evaluate the effectiveness of higher level skills training on safe driving behaviour of 36 teenage drivers. The participants, who attended the Driver Training Research camp in Taupo (NZ) over a two week period, were 16 to 17 years old and had a valid restricted driver licence. The study focused on four main aims. Firstly, the behavioural characteristics of the sample and their attitudes to risk taking and driving were examined. Results showed that speeding was the most anticipated driving violation, and high levels of confidence were associated with a higher number of crashes and a greater propensity for risk taking. Many, often male participants, also rated their driving skills as superior to others and thought they would be less likely than others to be involved in an accident. Secondly, the relationship between driving performance and executive functioning, general ability and sustained attention was evaluated. Overall, better driving performance and more accurate self-evaluation of driving performance was related to higher levels of executive functions, in particular, working memory, and
cognitive switching. In addition, higher general ability and greater ability to sustain attention were also linked to better performance on the driving related assessments.  The third focus of this study was to compare the effects of both, higher level and vehicle handling skills training on driving performance, confidence levels and
attitudes to risk. While both types of training improved direction control, speed
choice and visual search, along with number of hazards detected and actions in relation to hazards, statistically significant improvement on visual search was seen only after higher level skills training. Vehicle handling skills training significantly improved direction control and speed choice. In addition, confidence levels in their driving skills were significantly lowered and attitudes to speeding, overtaking and
close following had improved significantly in the participants after the higher level
driving skills training. The final aspect to this study was to examine the effects of the
training over the following 6 month period based on self-reported driving behaviour.
The response rate of participants however, was not sufficient to reach any meaningful conclusion on any long-term training effects. A pilot study using GPSbased data trackers to assess post-training driving behaviour revealed some promising results for future driver training evaluation studies. The overall implications of the results are discussed in relation to improving the safety of young 
drivers in New Zealand.

year: 2008-06

title: Rubidium-templated bowl-shaped isopolyoxoantimonates [RbH₁₁˗ₓ(RSb)₁₄O₃₄]ₓ˗ derived from arylstibonic acids

authors: Nicholson, Brian K.

subjects: Polyoxometalates

abstract: Arylstibonic acids, RSbO₃H₂ (R = p-MeC₆H₄- or p-ClC₆H₄-) when neutralised in the presence of Rb⁺ give isopolyoxometalates derived from [RbH₁₁(RSb) ₁₄O₃₄]. The X-ray crystal structures of four examples were determined and all gave the same basic framework with a bowl-shaped Sb14 polyhedron cradling the Rb⁺ in an 11-coordinate embrace. All were further linked into chains in the lattice by an intermolecular interaction involving a second Rb⁺, coordinated to three O atoms of one polyoxometalate and to an aryl group of an adjacent unit via an η⁶ interaction. One example has the same basic structure but with one framework O atom replaced by a Br.

text: Rubidium-templated bowl-shaped isopolyoxoantimonates [RbH₁₁˗ₓ(RSb)₁₄O₃₄]ₓ˗ derived from arylstibonic acids Arylstibonic acids, RSbO₃H₂ (R = p-MeC₆H₄- or p-ClC₆H₄-) when neutralised in the presence of Rb⁺ give isopolyoxometalates derived from [RbH₁₁(RSb) ₁₄O₃₄]. The X-ray crystal structures of four examples were determined and all gave the same basic framework with a bowl-shaped Sb14 polyhedron cradling the Rb⁺ in an 11-coordinate embrace. All were further linked into chains in the lattice by an intermolecular interaction involving a second Rb⁺, coordinated to three O atoms of one polyoxometalate and to an aryl group of an adjacent unit via an η⁶ interaction. One example has the same basic structure but with one framework O atom replaced by a Br.

year: 2013

title: An analysis of the rhetorical organisation of selected authentic Maori texts belonging to the text-types argument and information report

authors: Houia-Roberts, Ngaere

subjects: Te reo Māori

abstract: I report here on the findings of an analysis of the overall rhetorical structure of authentic Māori texts belonging to two different text-types – argument and information report – which were written by highly competent users of the language. I also suggest ways in which this type of analysis could underpin the development of teaching resources designed for Māori-medium educational settings.

text: An analysis of the rhetorical organisation of selected authentic Maori texts belonging to the text-types argument and information report I report here on the findings of an analysis of the overall rhetorical structure of authentic Māori texts belonging to two different text-types – argument and information report – which were written by highly competent users of the language. I also suggest ways in which this type of analysis could underpin the development of teaching resources designed for Māori-medium educational settings.

year: 2004