title: The effectiveness of delineation treatments

authors: Charlton, Samuel G.

subjects: delineation

abstract: A literature review undertaken for Transit NZ has found that delineation has a significant effect on driver behaviour with, for example, shoulder rumble strips reducing run-off-theroad crashes by between 22% and 80% (average of 32% for all crashes and 44% for fatal run-of-the-road crashes). The concern that enhancing roadway delineation may sometimes be accompanied by an unwanted increase in drivers’ speeds (known as behavioural adaptation) is not borne out by the research and appears to be a phenomenon associated with a few restricted situations (e.g. where a centre line is added to an otherwise unmarked road).
The preponderance of the evidence supports the conclusion that profiled edge lines and centre lines provide drivers with positive guidance and produce significant reductions in crashes as a result of improving drivers’ lateral position. Further, unlike other safety measures that show decreased effectiveness over time due to a novelty effect, profiled lane delineation continues to work regardless of driver familiarity. There is no published research to suggest that profiled edge lines will decrease the effectiveness of a profiled centre line or will result in an increase in crash rates or an increase in the severity of crashes. However it has also been noted that local conditions have a major influence on the level of benefits that can be achieved through improved delineation.

text: The effectiveness of delineation treatments A literature review undertaken for Transit NZ has found that delineation has a significant effect on driver behaviour with, for example, shoulder rumble strips reducing run-off-theroad crashes by between 22% and 80% (average of 32% for all crashes and 44% for fatal run-of-the-road crashes). The concern that enhancing roadway delineation may sometimes be accompanied by an unwanted increase in drivers’ speeds (known as behavioural adaptation) is not borne out by the research and appears to be a phenomenon associated with a few restricted situations (e.g. where a centre line is added to an otherwise unmarked road).
The preponderance of the evidence supports the conclusion that profiled edge lines and centre lines provide drivers with positive guidance and produce significant reductions in crashes as a result of improving drivers’ lateral position. Further, unlike other safety measures that show decreased effectiveness over time due to a novelty effect, profiled lane delineation continues to work regardless of driver familiarity. There is no published research to suggest that profiled edge lines will decrease the effectiveness of a profiled centre line or will result in an increase in crash rates or an increase in the severity of crashes. However it has also been noted that local conditions have a major influence on the level of benefits that can be achieved through improved delineation.

year: 2005

title: Spikes and matter inhomogeneities in massless scalar field models

authors: Coley, A.A.

subjects: Science & Technology

abstract: We shall discuss the general relativistic generation of spikes in a massless scalar field or stiff perfect fluid model. We first investigate orthogonally transitive (OT) G 2 stiff fluid spike models both heuristically and numerically, and give a new exact OT G 2 stiff fluid spike solution. We then present a new two-parameter family of non-OT G 2 stiff fluid spike solutions, obtained by the generalization of non-OT G 2 vacuum spike solutions to the stiff fluid case by applying Geroch's transformation on a Jacobs seed. The dynamics of these new stiff fluid spike solutions is qualitatively different from that of the vacuum spike solutions in that the matter (stiff fluid) feels the spike directly and the stiff fluid spike solution can end up with a permanent spike. We then derive the evolution equations of non-OT G 2 stiff fluid models, including a second perfect fluid, in full generality, and briefly discuss some of their qualitative properties and their potential numerical analysis. Finally, we discuss how a fluid, and especially a stiff fluid or massless scalar field, affects the physics of the generation of spikes.

text: Spikes and matter inhomogeneities in massless scalar field models We shall discuss the general relativistic generation of spikes in a massless scalar field or stiff perfect fluid model. We first investigate orthogonally transitive (OT) G 2 stiff fluid spike models both heuristically and numerically, and give a new exact OT G 2 stiff fluid spike solution. We then present a new two-parameter family of non-OT G 2 stiff fluid spike solutions, obtained by the generalization of non-OT G 2 vacuum spike solutions to the stiff fluid case by applying Geroch's transformation on a Jacobs seed. The dynamics of these new stiff fluid spike solutions is qualitatively different from that of the vacuum spike solutions in that the matter (stiff fluid) feels the spike directly and the stiff fluid spike solution can end up with a permanent spike. We then derive the evolution equations of non-OT G 2 stiff fluid models, including a second perfect fluid, in full generality, and briefly discuss some of their qualitative properties and their potential numerical analysis. Finally, we discuss how a fluid, and especially a stiff fluid or massless scalar field, affects the physics of the generation of spikes.

year: 2016-01-07

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018