Thesis (M.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed Mar. 31, 2010). Advisor: Jeffrey Ciesla. Keywords: Depression; driving impairment; driving; attention. Includes bibliographical references (p. 52-60).

Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vii, 81 p. : ill. Includes abstract. Includes bibliographical references (p. 44-46).

Thesis (M.S.)--West Virginia University, 1997. / Title from document title page. "December 1997." Document formatted into pages; contains xi, 159 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 131-132).

Thesis (PhD) - [Life & Social Sciences], Swinburne University of Technology, 2009. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, [Life & Social Sciences], Swinburne University of Technology - 2009. Typescript. Includes bibliographical references (p. 243-273)

Thesis (M.S.)--Brigham Young University. Dept. of Civil and Environmental Engineering, 2007. / Includes bibliographical references (p. 113-117).

Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Science and Engineering. Bibliography: leaves 307-322.

Thesis (M.S.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Dec. 23, 2009). Includes bibliographical references (p. 125-126).

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 229-251). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR46015

Formal education education is an essential part in the process of teaching people how to drive. Driving schools are crucial as they are the educational institutions tasked with providing the relevant education that learners need in order to become competent drivers. Because this education is vital in driver socialisation, it has to be structured and carried out in a way that ensures maximum affectivity. This education is essential in ensuring that learners acquire all the relevant driving skills. The aim of this study, therefore, was to evaluate the current formal driver education in South Africa - i.e. the K53 licensing system - in order to determine whether it can socialise learner drivers into being capable drivers. It has been argued in literature that young novice drivers are the most at risk with regard to motor vehicle accidents even though they have just received their formal driver education. They are most at risk because of their inexperience in driving, immaturity and risk-taking behaviour. For this reason the sample of the study consisted of new driver between the ages 18 and 23 with no more than 5 years experience. The study was conducted in Durban, South Africa. This study found that even though the respondents have driven for no more than five years 23% of them have already been involved in motor vehicle accidents where they were drivers since receiving their driving licences. Although a minority of these respondents reported being trained in most road and traffic conditions as well as in safety procedures (confirmed by driving school instructors), the types of accidents that they were involved in indicate that they were not able to use the information that they reportedly gained from driver training. This indicated that there is a problem with either what they were taught or how they were taught. A review of the K 53 licensing system by the Department of Transport found many flaws with the system, mainly with its design as well as loopholes that allowed driving schools to manipulate the process. shortcomings impact negatively on driver socialisation and driver behaviour thereafter. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, [2005]

Drivers are expected to traverse through an intersection in malfunctioning flash mode in the same manner as a stop-sign controlled intersection. Red/red flash corresponds to four-way stop control and yellow/red flash corresponds to two-way stop control. However, at a red flashing signal there is no assurance that a driver can see the cross street indication (i.e., yellow or red flash) and therefore does not know if the intersection is operating as a two-way or four-way flash. In addition, some drivers appear unclear on the rules at a flashing signal. This confusion makes the intersection more accident prone. This study builds upon several previous studies, using data extracted from existing files. The objective of this study is to determine the level of drivers' understanding of the flash control through an analysis of violation rates and types at recorded intersection in malfunction flash. Comparing these violation rates to those at comparable stop-control intersections will help illustrate the difference in drivers' understanding of these similar intersection control devices.