title: Driving without awareness: The effects of practice and automaticity on attention and driving

authors: Charlton, Samuel G.

subjects: driving simulator

abstract: This research examined the development of proceduralised “driving without awareness” in a driving simulator by paying participants to drive a simulated road regularly over 12 weeks of testing. This longitudinal research paradigm is a significant departure from previous studies which have examined drivers in a conscious attentional mode using short experimental sessions or cross-sectional designs comparing expert and novice performance. During each session, participants took two “trips” on the simulated road; sometimes travelling on a “to and from” journey on one half of the road, sometimes traversing the entire road in one direction. A range of measures, including driving performance, vehicle detection, perceptual speed regulation, and hazard reactions were collected. The results showed the development of driving patterns and changes in object detection performance indicative of proceduralised driving. Speed and lane position variability quickly decreased with practice, as did participants’ subjective experiences of driving difficulty. Performance on an embedded detection task appeared to become a proceduralised part of the driving task, becoming highly efficient in later stages of the experiment. The changes in attentional focus and driving performance over time provide new light on previous research findings and allow us to critically re-examine several established models of driver behaviour.

text: Driving without awareness: The effects of practice and automaticity on attention and driving This research examined the development of proceduralised “driving without awareness” in a driving simulator by paying participants to drive a simulated road regularly over 12 weeks of testing. This longitudinal research paradigm is a significant departure from previous studies which have examined drivers in a conscious attentional mode using short experimental sessions or cross-sectional designs comparing expert and novice performance. During each session, participants took two “trips” on the simulated road; sometimes travelling on a “to and from” journey on one half of the road, sometimes traversing the entire road in one direction. A range of measures, including driving performance, vehicle detection, perceptual speed regulation, and hazard reactions were collected. The results showed the development of driving patterns and changes in object detection performance indicative of proceduralised driving. Speed and lane position variability quickly decreased with practice, as did participants’ subjective experiences of driving difficulty. Performance on an embedded detection task appeared to become a proceduralised part of the driving task, becoming highly efficient in later stages of the experiment. The changes in attentional focus and driving performance over time provide new light on previous research findings and allow us to critically re-examine several established models of driver behaviour.

year: 2011

title: The impact of culture on women's leadership in Vanuatu secondary schools

authors: Warsal, Daisy

subjects: Educational leadership

abstract: The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved.

This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.

text: The impact of culture on women's leadership in Vanuatu secondary schools The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved.

This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.

year: 2009

title: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020

authors: Pool, Ian

subjects: Aotearoa

abstract: This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

text: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020 This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

year: 2026