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Journal articles on the topic "Traffic safety – Study and teaching – Zimbabwe"
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Purcell, Catherine. "Teaching children road safety using a simulated environment." Journal of Education and Educational Development 7, no. 1 (July 7, 2020): 44. http://dx.doi.org/10.22555/joeed.v7i1.2948.
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<p>The importance of road safety education is widely acknowledged; however, there is a lack of consistency in road safety interventions currently being used in UK schools. Furthermore, the majority of road safety educational programmes use knowledge-based methods, which do not necessarily translate to improved behaviour in real traffic environments. The use of virtual reality is starting to emerge as a viable option, as it allows for repeated risk-free practice. This study aimed to test the efficacy and playability of a virtual reality road crossing iPad-based game with children aged 7-9 years. A total of 137 children from primary school years 3 and 4 completed the study. The game comprised ten levels increasing in complexity. Participants navigated to a target using a magic portal into the virtual world (the iPad position matching the direction of travel). Remote, anonymous in-game data were collected and the results suggested that performance was significantly better on their final attempt compared to their first attempt, regardless of age of gender. Overall, the results suggest that the iPad-based game allowed the children to practice road crossing in an immersive environment, without risk, and could provide a useful, evidence-based addition to current road safety education in UK schools.</p>
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Komalasari, Lina, Suyitno Muslim, and Murni Winarsih. "Needs Analysis of The Traffic Safety Training Hyper Content Module at The Ministry of Transportation." Journal of Education Research and Evaluation 4, no. 4 (November 15, 2020): 422. http://dx.doi.org/10.23887/jere.v4i4.29371.
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Traffic safety training whose material needed a concrete visualization aspect. To accommodate this, teaching materials were needed to support the learning process. This study aims to describe the results of needs analysis which is the first step of the Research & Development process conducted with a qualitative approach. Data collection techniques are done by conducting research through documentation, observation, and interviews. The results of the needs analysis have been found several problems, that is the heterogeneous characteristics from training participants, limited experience of training participants, limited training time, lack of teaching materials, and training implementation locations throughout Indonesia. Hyper content-based printing modules are a great alternative because they can bring related factual aspects of traffic safety to training participants. In the next research, it is expected to develop a hyper content-based traffic safety training module.
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KHAN, MOHAMMAD HUSSAIN, Tariq Sohail Babar, IFTIKHAR AHMED, Khalid Shakeel Babar, and NIAMATULLAH ZIA. "ROAD TRAFFIC ACCIDENTS." Professional Medical Journal 14, no. 02 (September 6, 2007): 323–27. http://dx.doi.org/10.29309/tpmj/2007.14.02.4897.
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Context : Road traffic accidents are a major yet neglected publichealth problem in developing countries. Trends in motorization indicate an increase in road traffic injuries;furthermore, by 2020, they could rank third in the order of burden of disease Road traffic accidents are an importantyet preventable cause of death and disability in developing countries, like Pakistan. Objective: To explorepreventable aspects of the road traffic accidents. Design: Cross sectional study Setting: Casualty department ofDistrict Head Quarter Teaching hospital Dera Ismail Khan. Patients & Methods: All non-fatal and non-comatosecases of road traffic accidents victims reporting to casualty department were included in the study. The victims ofthe accidents were interviewed to obtain information about circumstances leading to accidents. The informationcollected comprised: time of accidents, nature of injury, narcotic consumption of driver, condition of road andvehicle, safety belts, road signs and vehicle speed beside demographic characteristics of respondents. Results:Age revealed that age group 21-25 years were highly affected 18 % while age group 51-55 years were leastaffected 2 %. Among them were male 76 % and were female 24%. 93 victims belong to rural area ( 62%) while 57were from urban (38%). Among victims, 37% were motorcyclist, 23% bicyclist , 22% motorized two-wheelers and18% bus users. The accidents were more common during the daytime in 100 cases (66%). Fractures of bones wascommon injury in 90 cases (60%) afflicted to the victims followed by multiple injuries like blunt injuries, abrasionsand lacerations. Among victims , only 2% used protective helmets. All helmet users were motorcyclists. No seatbelts were found to have been used by the victims. There was no evidence of any narcotics consumption by thedriver prior to accidents. Conclusion: Road traffic accidents are predictable and preventable but good data isimportant to understand the ways in which road safety interventions can be effective. Cost-effective preventivemeasures can be designed to address this global problem.
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Chakali, Usha, Ronur S. Ramesh, Jeby J. Olickal, Gayathri Surendran, and Venkatachalam Jayaseelan. "Effectiveness of video-assisted teaching on knowledge regarding road traffic rules among college students, Puducherry." International Journal Of Community Medicine And Public Health 7, no. 10 (September 25, 2020): 3818. http://dx.doi.org/10.18203/2394-6040.ijcmph20204344.
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Background: Road traffic accidents are considered a public health problem leading to high mortality and morbidity, especially among adolescents and young adults. We aimed to assess the effectiveness of video-assisted teaching to improve the knowledge of road traffic rules among college students and the factors associated with the difference in knowledge.Methods: We conducted pre-test post-test study among students from a Government Arts and Science college in Puducherry, South India from August to September 2019. We assessed the knowledge related to road traffic rules like road traffic signs, speed limits and penalties related to violation of traffic rules. A video-assisted health education session was provided to all, and change in knowledge assessed. Factors associated with the difference in scores were assessed using an independent t-test or ANOVA test.Results: A total of 355 college students were included in the study. Of them, 2 (0.56%) had adequate knowledge, 317 (89.3%) had moderate knowledge and 36 (10.14%) had inadequate knowledge regarding traffic rules in the pre-test. During post-test, 47 (13.24%) had moderate knowledge and 308 (86.7%) had adequate knowledge. Overall mean (SD) knowledge score was increased from 14.7 (2.8) to 23.6 (2.5) (p<0.001). Sociodemographic factors were not significantly associated with a change in knowledge scores.Conclusions: There was a significant difference in knowledge scores of students after the intervention. Continuous reinforcement and education about safety measures can motivate and bring a positive change among them in strictly following traffic rules.
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Hussin, Masnida, and Nor Hanis Mohd Fouzi. "Computer Games as Learning Tool towards Children Road Safety Education." International Journal of Engineering & Technology 7, no. 4.15 (October 7, 2018): 230. http://dx.doi.org/10.14419/ijet.v7i4.15.22995.
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Road safety awareness is one of the many awareness programs that are often highlighted and discussed around the world. The road accident statistics are increased due to the lack of exposure and awareness among communities about traffic environments and rules. Children are one of the most vulnerable populations involved in traffic accidents. The children are unable to familiarize themselves with the surroundings, especially when crossing the road. This research attempts to improve road-safety awareness among children by using computer games as a learning tool. Specifically, it determines the progress of knowledge on the road rules and conditions after the children using the tool. The computer online game is suitable methods to use for teaching them on road safety due to interactive application always intimate the children. Besides the survey questions that related to road traffic rules, we also measures the attitude towards road safety in the participant (i.e., children and adult). Descriptive analysis in frequency, mean, and percentage are used to describe the respondent’s information. Statistical Package for Social Science (SPSS) is used to analyze the findings. The overall findings show that all respondents have positive feedback on online games as a road safety tool. Interestingly, the significant output shows on the different knowledge about road safety when the children are analyzed for before and after they played the games. The future research is suggested to study the other group of participant as the respondent in this work is limited to the primary school children. It can be improved by involving the large sample size and wider location.
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Hidayatulloh, M. Agung. "Media Pengenalan Safety Behavior untuk Anak Usia Dini." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 5, no. 2 (December 27, 2019): 183–98. http://dx.doi.org/10.14421/al-athfal.2019.52-05.
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Early child is known as an individual who is vulnerable to a number of events that threaten his personal safety. These risks make the government of the Republic of Indonesia (RI) entrust teachers to teach early about safety behaviors. This article discusses the media that teachers use to introduce safety behaviors in early childhood. This qualitative study was conducted in four early childhood education units in Salatiga, Semarang, and Boyolali. Data collection techniques used were observation, interview, and documentation. It was stated that the teacher introduces safety behavior through the media that supports three children's learning styles, namely auditory, visual, and kinesthetic. The media are in the form of healthy walk, educative teaching aids (APE) of traffic, helmets, switches and sockets, scissors, oral, doormats and cloths, as well as pickup cards. The research findings imply that the introduction of safety behaviors should be adapted to the context.
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Müller, Samuel Baesso, Francisco Marchet Dalosto, and Alejandro Ruiz Padillo. "Procedimentos para estudo de uma interseção semaforizada mediante técnicas de engenharia de tráfego." Ciência e Natura 42 (February 7, 2020): 9. http://dx.doi.org/10.5902/2179460x40474.
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The transport sector may be major responsible for directing the urban development of cities, however this possibility is overshadowed by the overuse of individual motorized modes of transport. This situation leads to problems such as congestion, accidents, pollution and increased travel times. In this scenario Traffic Engineering aligned with the perspective of sustainable urban planning appears as an essential tool to mitigate these effects., . Studies in this area provide important data such as the number of vehicles traveling in a particular region, as well as their composition, their origins/destinations and their speed of operation. Using this information, obtained from collection and analysis of data through recognized methodologies, urban managers can make decisions about traffic intervention measures aiming to increase traffic safety and efficiency. Therefore, the present article demonstrates the planning for developing a traffic study in a traffic light controlled-intersection of Cachoeira do Sul city, as a result of a cooperation between the Federal University of Santa Maria - Campus Cachoeira do Sul and City Council, also involving practical activities of degree subjects as an active teaching / learning resource.
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Chaha, K., T. I. Annongu, O. Audu, TJ Igbudu, and DN Gbanan. "Pattern of Orbito-Ocular Traumas at the Benue State University Teaching Hospital- A 4-Year Retrospective Study." Journal of BioMedical Research and Clinical Practice 1, no. 1 (April 20, 2018): 22–27. http://dx.doi.org/10.46912/jbrcp.28.
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Severe orbito-ocular morbidities occur in eye injuries and the causes of these injuries vary with communities. The final outcome of orbito-ocular morbidities depends on early hospital intervention. The aim of the study therefore was to carry out a demographical analysis of orbito-ocular traumas at the Benue State University Teaching Hospital, Makurdi. This was a retro-prospective study. Folders and radiographic images of eye injury patients in the accident and emergency department of the Benue State University Teaching Hospital (BSUTH) between 2013 and 2015 were assessed. Data was analysed and results presented in tables and pictorial form. It was noted in the study that the mean age±SD of patients was 29.3 17.4 years. Males were mostly affected (80%) and students topped the list (32.5%). Road traffic accident (RTA) was the major cause of orbito-ocular injury (47.5%) and the major orbito-ocular morbidity was blunt or closed ocular injury (37%). We therefore recommended improved surveillance, adequate road safety measures and increased awareness on the need for early ophthalmologic intervention in order to mitigate the incidence.
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Dawson, Vinay Kumar, and Manasvi Dawson. "A Clinical Study of the Pattern of Ocular Trauma and Its Visual Outcome among Road Traffic Accident Cases in a Tertiary Care Teaching Institute." Journal of Evidence Based Medicine and Healthcare 8, no. 03 (January 18, 2021): 141–45. http://dx.doi.org/10.18410/jebmh/2021/27.
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BACKGROUND Ocular injuries due to road traffic accidents (RTA) is one of the important causes of ophthalmological morbidity and cause of unilateral blindness. Some of the injuries also result in cosmetic disfigurement. Increased usage of vehicles for transport in recent times has increased the incidence of cases. The primary objective of this study was to understand the epidemiology and pattern of ocular trauma in RTA cases and their visual outcome. METHODS A total of 75 cases was included in the study following the inclusion and exclusion criteria. A detailed history was taken which included information regarding time, location, type and mechanism of injury, use of spectacles, car safety belts, and helmets. The time interval between injury and reporting was recorded. Test of visual acuity was done, ophthalmic examination included the examination of all patients with the slit lamp, 90 D examination, and indirect ophthalmoscopy were done. Ultrasound B scan was done in cases where unclear media prevented fundus examination. RESULTS Ecchymosis of the lids was the commonest type of ocular injury. Out of 15 eyelid laceration cases, 10 cases were with mild partial-thickness tears present and 5 had severe lid tears which required suturing. Most of the patients recovered with good vision in 6 months post-treatment and a few fair results. Analysis of variance (ANOVA) comparison between conservative management and surgical management at the end of 4 months post treatment was done. The P-values were > 0.05 hence, not significant. It indicated that the outcomes were independent of the method of management adopted. CONCLUSIONS The incidence of RTAs is increasing due to an increase in the number of vehicles used by the public. Ocular injuries are more often seen in young men especially those driving two-wheelers without safety devices like helmets. Open globe injuries and cases with previous ocular problems have poor outcomes. KEYWORDS Ocular Trauma, Road Traffic Accidents [RTA], Visual Outcome
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Gupta, HK. "Epidemiology of fractures in Children at College of Medical Sciences and Teaching Hospital, Bharatpur, Nepal." Journal of College of Medical Sciences-Nepal 10, no. 1 (June 17, 2015): 1–4. http://dx.doi.org/10.3126/jcmsn.v10i1.12760.
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Objective To study the epidemiology of fractures in the pediatric population. Methods All the cases of fractures of age 14 yrs or less presenting in emergency room or outdoor patient department of Orthopaedics during the time period of January 2013 to December 2013 were included in the study and prospectively studied. Demographic data were collected and analysed by descriptive methods. Results The incidence of fracture was more in male child. Most fractures occurred in age group of 6 to 14 years. Lower limb fractures (56.8%) were more common than upper limb fractures. Incidence of injuries was more during summer most common mode of trauma being motor vehicle accidents (26%). Conclusion Proper supervision and guidance during outdoor activities, on the play ground and proper home safety measures with improved road conditions and proper traffic knowledge can markedly reduce the incidence of pediatric trauma. DOI: http://dx.doi.org/10.3126/jcmsn.v10i1.12760 Journal of College of Medical Sciences-Nepal, 2014, Vol.10(1); 1-4
Dissertations / Theses on the topic "Traffic safety – Study and teaching – Zimbabwe"
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Araujo, Juliel Modesto de. "Educação de trânsito, educação no trânsito ou educação para o trânsito? interseções entre esfera privada, espaço público e sujeito à luz da Teoria das Representações Sociais." Pontifícia Universidade Católica de São Paulo, 2019. https://tede2.pucsp.br/handle/handle/21987.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Traffic education is one of the elements of the triad (ROZESTRATEN, 1988) for the public management of traffic, created by legal norms that govern public transit policy throughout the national territory, with the aim of ensuring road safety. This paper proposes to understand traffic education as an "important social fact" (MOSCOVICI, 1978, p.20) as it was for Moscovici (id., 1978; 2003) the study of psychoanalysis. The proposal is to know the phenomenon of the normalization of education for the transit in its interrelation between subjects of education and the phenomenon object of education: the transit. The understanding of the phenomenon of traffic is made in the perspective of human mobility, and is based on the discussions carried out by CREPOP (2018), Furtado (In CFP, 2010), Moretzsohn (ibd.) And Macedo (ibd.). Jovchelovitch (2000) and Sennet (1999) on the public-private relation and Fair (2012) regarding the relation time and space. Transit from the perspective of human mobility, therefore, comes to be understood as a psychosocial phenomenon constituted by space-time and public-private interrelations, causing the subject to which legal norms intend to educate. The legal norms on traffic education are understood from the "prescriptivity of the legal norm" (CARVALHO, 2010) whose basic parts that structure them are established by law and are treated here as "enunciating subjects" (LIMA, 2008). ) of "social discourses" (MOSCOVICI, 1978, p.62) .The analysis of legal norms is based on lexical analysis with the help of the software ALCESTE and in light of the Theory of Social Representations (MOSCOVICI, 1978, 2003) . It should be noted that there are three fields of "social discourses" (MOSCOVICI, 1978, p. 62) in traffic education, the most structured field in which private enterprise performs public service
A educação para o trânsito constitui um dos elementos da tríade (ROZESTRATEN, 1988) para a gestão pública de trânsito, criada por normas jurídicas que disciplinam a política pública de trânsito em todo o território nacional, com o objetivo de assegurar a segurança viária. O presente trabalho se propõe a compreender a educação para o trânsito como “importante fato social” (MOSCOVICI, 1978, p. 20) tal como o foi para Moscovici (id., 1978; 2003) o estudo da psicanálise. A proposta é conhecer o fenômeno da normatização da educação para o trânsito na sua inter-relação entre sujeitos da educação e o fenômeno objeto da educação: o trânsito. A compreensão do fenômeno trânsito se faz na perspectiva da mobilidade humana, e se dá a partir das discussões realizadas por CREPOP (2018), Furtado (In CFP, 2010), Moretzsohn (ibd.) e Macedo (ibd.), realizando diálogo com Jovchelovitch (2000) e Sennet (1999) sobre a relação público-privado e Justo (2012) quanto a relação tempo e espaço. O trânsito na perspectiva da mobilidade humana, portanto, passa a ser compreendido como fenômeno psicossocial constituído pelas inter-relações espaço-tempo e público-privado, fazendo engendrar o sujeito a que as normas jurídicas pretendem educar. As normas jurídicas sobre educação para o trânsito são compreendidas a partir da “prescritividade da norma jurídica” (CARVALHO, 2010) cujas partes básicas que as estruturam são estabelecidas por lei e aqui tratadas como “sujeitos enunciadores” (LIMA, 2008, p. 83) de “discursos sociais” (MOSCOVICI, 1978, p. 62).A análise das normas jurídicas se dá a partir da análise lexical com auxílio da aplicação do software ALCESTE e à luz da Teoria das Representações Sociais (MOSCOVICI, 1978; 2003). Nota-se que existem três campos “discursos sociais” (MOSCOVICI, 1978, p. 62) em educação para o trânsito, sendo o campo mais estruturado aquele em que a iniciativa privada realiza o serviço público
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Guruva, Danai. "Defensive driving as a preventative strategy for road traffic violations and collisions in Zimbabwe." Diss., 2002. http://hdl.handle.net/10500/587.
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The purpose of this study was to assess the effectiveness of defensive driving as a preventative strategy for road traffic violations and collisions in Zimbabwe. A sample of one hundred defensive driving graduates was used in the study. The descriptive survey method was used and data were collected using a questionnaire schedule. Literature review revealed that the majority of similar s udies by other researchers indicate that defensive driving is effective in preventing traffic violations and traffic
collisions. The major findings of the present study showed that:
(a) The defensive driving course is effective in preventing traffic violations and collisions; and (b) The defensive driving course should be compulsory in Zimbabwe. In view of these findings, this researcher urges the Traffic Safety Council of Zimbabwe to request the government to make legislation that compels every motorist to attend the defensive driving course. The same organisation should start conducting research on road traffic accidents.Criminology
MA (Criminology)
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Chen, Ya-Hui, and 陳雅慧. "A study on teaching materials of traffic safety education curriculum for elementary schools." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/26718865626657271193.
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碩士國立新竹師範學院
課程與教學碩士班
90
Traffic safety education is a curriculum which instructs primary students to protect their lives and properties. However, owing to the limitation of the variation and teaching hours of the contents of 1st - 9th grade curriculum alignment, the traffic safety education is not included in the formal curriculum. Therefore, how to include traffic safety education into 1st - 9th grade curriculum alignment is currently important to push about traffic safety education of primary schools. Based on literature analysis and Delphi technique, this research studies the teaching materials of traffic safety education curriculum for primary schools after 1st - 9th grade curriculum alignment commenced. Important discoveries are as follows: 1. According to variable subject hours, objective sameness, curriculum mixture, and fulfillment of school-based curriculum and teacher’s profession, it is advised to include traffic safety education curriculum into composite activity subject areas and present it as a specified unit. 2. According to the 7 major subject areas of the provisional guidelines of 1st - 9th grade curriculum alignment, this research studies the sublevel ability index and unit teaching index of traffic safety education of each learning phase in 1st - 9th grade curriculum alignment. 3. This research affirms the importance of the teaching materials and curriculum of each learning phase of traffic safety education for primary students, which is based on three Delphi questionnaires by eighteen specialists on communication and educational administration, the ministry of communications, scholars and experienced teachers as well. Meanwhile, the first and second learning phases include twelve subjects and the third learning phase includes eight subjects. This research also divides the curriculum teaching materials into three parts: very important and compulsory course, important and compulsory course, and important and elective course. The first two courses are essential to push traffic safety education and the last one is optional for primary schools. 4. The subjects of each learning phase of traffic safety education collected by this research fulfill the related theories of the Kohlberg or Piaget’s mental development theories. The subjects in the first learning phase emphasize the behavior practice of an individual and other people. In addition to above mentioned practice, the subjects in the second learning phase should emphasize the learning communication etiquette because primary students are in the second phase of morality development and can follow social order. Because primary students are in an advanced morality phase, the subjects of the third learning phase develops the concept of the rule of law, emphasizes life education, and seeds safety priority among students to avoid such regret for one’s misdeed if they ride at full speed. At last, the concrete advices based on this research should be referenced by all specialists on transportation or educational administration and primary schools to design the curriculum teaching materials for traffic safety education.
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Lin, Wan-Tin, and 林琬婷. "The Feasibility Study on Design Integration of Solar Power Lighting and Traffic Safety Teaching Aid." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/wfy6n6.
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碩士國立臺北科技大學
建築與都市設計研究所
94
The earth resource lacks day after day. The energy regeneration use has become mainstream development in the future. Taiwan energy supply mainly admires the import. Therefore regeneration energy research is very important. So the solar energy application is one of the regeneration energy technologies that we promote at present. However , at present , the reason of solar energy photoelectricity application technology can’t be used and promoted extensively because it is restrictedn in establishing location where the condition of insolation and the solar energy facility investment benefit is low. In order to take root the developing-sustainability spirit in the solar regeneration energy . This research expects through the intergration of solar energy lamps and the traffic safety teaching aid to enhance the product frequency of use. Let the user be familiar with the solar energy from the daily life and influence children’s life by dint of traffic safety education. . The intergrated product of solar power light and the traffic safety teaching aid ehich can let the child cognize that value of earth resource and the safety significance.Then promotes to people and achieved "Sustainable Development" the education goal. Simultaneously may promote of market competition strength and the expanded solar energy the domestic manufacture industry applies the market to the campus. The increase use potency and the investment reward rate. Comprehensively leads the regeneration energy industry research and development of the manufacture technology.
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Wu, Huy-Ching, and 吳慧菁. "Study of the Constructive Traffic Safety Teaching Programs Development for Middle-grade Students in Elementary Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/21792746136501883050.
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碩士中華大學
運輸科技與物流管理學系碩士班
100
Traffic accident is one major cause of student accidents. Hence traffic safety education should be an important task in student safety education. Moreover, schools need to develop traffic accident statistics data for students in and out campus. According to the traffic accidents which often happen in the school neighborhood, schools can focus on teaching in specific traffic safety knowledge and skills. It is necessary to develop traffic safety education courses for local specific traffic safety problems and requirements. Therefore, a school not only needs to conduct traffic safety teaching but also should design course contents according to its traffic environment characteristics. The learning performance of students also needs to be analyzed for evaluating the understanding of traffic safety. Aiming to develop a constructive traffic safety teaching program for the middle-grade students in elementary schools, this study firstly conducts a questionnaire survey to investigate the importance degree of topics in traffic safety teaching courses from a group of middle-grade students’ parents in an elementary school. Nine important teaching topics are identified through the analysis of descriptive statistics, K-Means, and t-test. Then a constructive traffic safety teaching program regarding “safely in and out of campus” is designed and conducted. Results from the teaching implementation include: (1) the testing performance form the experimental group using the constructive traffic safety teaching program does not significantly differ from that from the comparative group using the traditional traffic safety learning manual before teaching. However, the testing performance form the experimental group using the constructive traffic safety teaching program is significantly better than that from the comparative group using the traditional traffic safety learning manual after teaching. It implies the positive effects of the constructive traffic safety teaching program. (2) For the experimental group, the testing performance after learning is significantly better that before learning. (3) The knowledge focusing on memory has higher mistake rate for the experimental group. (4) The students in the experimental group confirm the positive effects of the constructive traffic safety teaching program. This study will be a helpful basis in the development of traffic safety teaching programs for elementary schools.
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YANG, LI-FANG, and 楊麗芳. "Incorporation Traffic Safety into Physical Education Teaching - A Case Study of Hsinchu County Erchung Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/bq9tx2.
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碩士中華大學
運輸科技與物流管理學系
107
ABSTRACT The purpose of this study is to investigate the idea of teaching traffic safety education to elementary pupils using physical education. The assessments were made to see if such teaching method could improve the children’s road traffic knowledge, further improving their road safety. A questionnaire, designed based on some related literature, was carried out to the grade 3 students of the Er Chong Elementary School in Hsinchu County. A total of 187 questionnaires were handed out, and a total of 184 valid ones were retrieved. The pretest and posttest data were then used to monitor the effect of the teaching method. Some useful road traffic safety lessons, such as “The safety of Pederstrains and cyclists”, “The Danger of Road Intersection”, and “The Traffic Signs” were prepared and taught through physical education. Most students found learning traffic safety education this way was very enjoyable. SPSS statistical software was used to analyze the collected data. The analyzation results showed that the positive effect of this teaching method was significant. By comparing the pretest and posttest data, the boys inproved by a score of 19.53, while the girls improved by a score of 21.06. Subjecting to the paired t-test, the p-value was 0.00, which indicated that the data did not occur by chance. Therefore, a conlusion could be made that taeaching traffic safety eduaction using physical education was feasible, and such teaching method definitely helped improve the road traffic safety of elementary pupils. Keywords: traffic safety education, physical education teaching, elementary school pupils
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Govender, Muniamma. "The road safety education programme : a journey into the school curriculum." Thesis, 2012. http://hdl.handle.net/10413/9493.
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This study's aim was to solicit the beliefs, attitudes and perceptions of the teachers to the implementation of the road safety education programme in the context of curriculum change in five primary schools in the Pietermaritzburg Region. It is the beliefs and the attitudes of the teachers that imply assumptions about curriculum change and implementation that was the major focus of this study.
The implementation of the road safety education programme was studied in the context of curriculum change. This was done by using a qualitative research methodology. A case study research method was employed to gather data. Through semi-structured teacher interviews, classroom observations and learner administered questionnaires, the researcher was able to answer the three critical questions of the study.
For the analysis of the data, interpretative phenomenological analysis (IPA) was used. The analysis of the data revealed that despite the teaching and learning constraints that teachers experience in the classroom with implementing curriculum change, they do the best that they can. They implemented the road safety education programme in very innovative and interactive ways.
Feedback from teacher interviews regarding the implementation of the road safety education programme, indicated that it was a good programme which was well developed and aligned to the Revised National Curriculum Statement. It was informative and provided learners with a wide range of age appropriate knowledge and expertise to make them safe and responsible road users.
This study also revealed the gaps in the literature where road safety education and its implementation, is concerned. This study makes a number of recommendations for successful curriculum implementation in the context of change. Because of the qualitative nature of the data collected it was difficult to establish whether there was, in fact behavioural changes regarding safe and responsible road user behaviour. Therefore the study recommends that more research must be carried out on the implementation of the
road safety education programme because this study only represented five primary schools.
This study also emphasized the importance of implementing road safety education from grade R to Grade 12 to enhance safe and responsible road user behaviour. This may be useful in reinforcing safe and responsible road user behaviour. Twelve years of road safety education will definitely have a cumulative effect which will be beneficial to the learner. A permanent space must be found in the CAPS school curricula to deliver appropriate and effective road safety education from Grade R to Grade 12.
The basic epistemological approach of the research reflects the importance of moving beyond universal truths about implementation as a complex and highly contingent enterprise in which variations is the rule rather than the exception.
This study subsequently concluded that the successful implementation of the road safety education programme was dependent on the teacher‟s beliefs, attitudes and perceptions of the innovation.Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.
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LIN, YU-LING, and 林昱伶. "A Study to the Application of Case-based Teaching in Traffic Safety Education for High-grade Students in Elementary Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72464985792210489337.
Full textAbstract:
碩士中華大學
運輸科技與物流管理學系
104
Traffic accident is the main reason of the students’ accident. If we want to avoid the traffic accidents, we must implement road safety education. However, different schools face different situation, so we should be aim at special problems of school road safety and develop the road safety courses that suit for the need of school children. Therefore, schools not only implement the road safety education but also aim at the road safety courses of school road environment, and analyze students’ learning effects to know whether students promote their road safety cognition. The research first devises the questionnaire and analyzes what are the items that need to teach elementary school children. The people who are investigated in the survey are the teacher who is responsible to maintaining the road safety arrangement of Da-Feng elementary school children and the guide retaining volunteer and the traffic police. Through the descriptive statistics analysis and k-means clustering to analyze the whole questionnaire inquirers vital points about the content of elementary school senior grades children road safety teaching plan. The seven more important part includes crossing the road correctly, the road safety at night and raining day, understanding and following the traffic rules, following the traffic command, understanding the common dangerous condition on the road, the use of helmet and seat belt, and riding the bike safely. Under consideration of the time and the labor power, the research first devises the courses of understanding and following the traffic rules as the theme. Crossing the road correctly, the road safety at night and raining day, following the traffic command, understanding the common dangerous condition on the road, the use of helmet and seat belt, and riding the bike safely are the learning goal of teaching plan and the content of the units in the courses. We design a traffic safety learning project for elementary senior grades school children and we get on the experiment design and implement teaching examine. After the implement of the courses, we can get the following conclusions：(1) The testing performance from the experimental group does not significantly differ from the comparative group before teaching. However, the Average scores of testing performance from the experimental groupis significantly better than that from the comparative group.(2) For the experimental group, the testing performance after learning is significantly better that before learning. It implies the positive effects of the teaching plan.
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Govender, Muniamma. "An investigative study into ways of incorporating road safety education in the revised national curriculum statement in the further education and training band." Thesis, 2004. http://hdl.handle.net/10413/3176.
Full textAbstract:
This research focuses on how Road Safety Education can be incorporated into the Revised National Curriculum Statement in the Further Education and Training Band.
Education is based on theories about how learners learn, what influences that learning
and what is effective practice. Such theories are based on research. Educational research
may be seen as a systematic attempt to gain a better understanding of the educational
process, generally with a view to improving its efficiency.
Varied view points are obtained when qualified individuals with common or divergent
backgrounds are brought together to explore a problem, to provide information or to
valuate the merits of a proposition. I chose to interview the Heads of Department of the
existing learning areas in order to explore their attitudes and opinions towards the
incorporation of Road Safety Education in the Revised National Curriculum Statement.
The interview focused on their understanding of this curriculum, implementing it, Road
Safety Education and how it can be incorporated into this curriculum.
Questionnaires and interviews are a way of getting data about people by asking them
rather than by observing and sampling their behaviour. For this study the 50 grade 11
learners were presented with carefully selected and ordered questions in a combination of
closed and open form. This enabled the learners to answer freely and fully in their own
words and their own frame of reference concerning the incorporation of Road Safety
Education in the Revised National Curriculum Statement.
This research was prompted by the high fatality rate in the country as a result of road
accidents. An in-depth analysis of documents, provided by the KZN Department of
Transport, were undertaken. This researcher found that documents provided information
about aspects of road safety, proper road usage, and other factors that contribute to the
high fatality rates on our roads, aspects that could not be observed because they had taken
place before this investigative study had occurred.
Each year, publication of the figures for road accidents bring fresh disappointments
especially for those who have striven so hard for an improvement. The time has now
come for us to recognise that the conventional road safety programmes of the past years
are incapable, no matter how delicately applied, of yielding anything but marginal
improvements. What is surely needed is some new approach with a potential for huge
improvements. Road safety should be about education and not about prosecution.
Educational programmes must be undertaken to overcome existing areas of ignorance
and to initiate a process of change concerning road safety. It is therefore imperative that
the Revised National Curriculum Statement incorporates a comprehensive, compulsory
Road Safety Education Programme.Theses (M.Ed.)-University of KwaZulu Natal, 2004.
10
Huang, Chia-Wen, and 黃佳文. "Traffic Safety Teaching Design for Mild Intellectual Disability Students in the Resource Classes of Junior High Schools－A Case study of Taichung L Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/56501164508270787463.
Full textAbstract:
碩士中華大學
運輸科技與物流管理學系碩士班
102
“Emphasis on sustainability, focus on quality of transportation environment, and needs satisfaction of the minority group” has been the core of traffic policy development and the symbol of fulfilling social justice as well as practicing civil rights. Based on this principle, traffic policies need timely modifications to fulfill tasks that individuals develop in every age bracket. The mentally challenged resemble normal people in the increasingly widespread aspects, such as social relationships and social needs, as they age. Such activities as working, attending to schools, social contacts, and recreation are closely related to mobility. Considering the inability to form personal experience and effectively overcome difficulties due to features and limitations that the mentally challenged have, schools shoulder the responsibility for leading them to learn competence and skills related to transportation via instructions so that they could overcome the limitations and enhance life benefits. This study, therefore, aims to investigate the traffic safety education needs for junior high school students with intellectual disability, to design relevant teaching material, and to evaluate the efficacy of new learning. Special educators, teachers of regular classes, traffic police, and transportation professionals were required to complete the questionnaire survey concerning important traffic safety education units for junior high school students with intellectual disability. Subject matters of the teaching units were confirmed based on the analysis of descriptive statistics and K-means clustering. The developed teaching plans, “Pedestrians Go Go Go” and “Bike Go Go Go”, were developed. Results of the study are include: 1. Students with intellectual disability had high needs of “walking safely”, “knowing traffic signals common seen on the way to school/home”, and “riding a bike safely”. 2.The performance of the learning effect post-test was significantly higher than that of the pre-test, suggesting that the developed teaching plans had significant educational effects. 3.In terms of learning effect maintainability, while the learnt competence gradually weakened after the instruction, it still maintained significant learning effect. To sum up, the developed teaching materials in the study serve as references for future traffic safety teaching designs in special education.
Books on the topic "Traffic safety – Study and teaching – Zimbabwe"
1
Traffic Safety Search Conference (1994). Traffic Safety Search Conference: Documentary report, October 1994. [Regina, Canada]: Saskatchewan Highways and Transportation, 1994.
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2
Riessman, Robin. Safe Roads: The Western Massachusetts traffic safety program. Northampton, MA: Safe Roads, 1995.
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3
Gebers, Michael A. A traffic safety evaluation of California's traffic violator school citation dismissal policy. [Sacramento, Calif.]: California Dept. of Motor Vehicles, Research and Development Branch, Licensing Operations Division, 2007.
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4
Chand, Mahesh. Teachers manual: Road safety lessons for school children. Thiruvananthapuram: National Transportation Planning and Research Centre, 2009.
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Suutari, Mauno. Liikenneturvallisuuskasvatuksen kokeilu Orimattilassa. Helsinki: Kouluhallitus, 1986.
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Safety, Illinois Division of Traffic. Ensene a su adolescente: Seguridad en el trafico : lista para padres y adolescentes. Springfield, IL]: [Secretary of State, Driver Services Dept., Traffic Safety Division], 1995.
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Strand, Arvid. Aksjon skoleveg 1979-80: En analyse av iverksetting av et offentlig tiltak for å bedre trafikksikkerheten for skolebarn : effekter og måloppnåelse. Oslo: Norsk institutt for by- og regionforskning, 1988.
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8
Virginia. Dept. of Transportation. Report of the Virginia Department of Transportation [on] traffic calming measures to the Governor and the General Assembly of Virginia. Richmond: Commonwealth of Virginia, 1999.
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United States. Federal Highway Administration. Effective highway accident countermeasures. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Highway Administration, 1993.
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United States. Federal Highway Administration. Effective highway accident countermeasures. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Highway Administration, 1991.
Find full textBook chapters on the topic "Traffic safety – Study and teaching – Zimbabwe"
1
Chen, Fang, and Yao Sun. "Study on Safety Assessment of Air Traffic Management System Based on Bayesian Networks." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 729–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_96.
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