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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.

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.

The purpose of this study is an attempt briefly to set up a program of activities for use in the Secondary Schools of Hobbs, New Mexico, in teaching traffic safety and driver training.

The focus of this diploma thesis is to create a safety study which can be used as a tool to improve the safety of civil aviation. In the theoretical part of this thesis consideration is given to important organizations that are involved in creating legislation for civil aviation. Further, organizations which investigate aviation events were carefully examined and subsequently compared (ÚZPLN and BEA). The second part of this thesis consists of an analysis of events from 2014 using the ECCAIRS database from which were obtained suitable topics for the draft safety study. Finally a draft outline safety study was created and applied to study a specific event associated with aircraft L13 SE/SW Vivat.

The Alcohol Safety Action Program was introduced in the early 1970s as a comprehensive systems approach for reducing alcohol-related automobile crashes. This dissertation gathers evidence and insights helpful to planners, evaluators, policy-makers, and program implementors. Specifically, A.S.A.P. “Level II” effectiveness in reducing the recidivism rate among program participants was examined. A combination of quantitative and qualitative assessments of the program was performed to gain in-depth insight and to determine which program elements seem associated with its success or failure. Quantitative analysis emphasized A.S.A.P. and non-A.S.A.P. participant two-year recidivism rates. Participants from two Virginia localities in 1977-80 were examined. Independent variables commonly held by both types of participants are age, sex, court delay, and prior offense records. Variables unique to each program were also examined. Qualitative insights were gathered through interviews with current A.S.A.P. participants prior to and following program completion, past program participants, and course instructors. An approximate three-to-one difference in recidivism rate was found between A.S.A.P. and non-A.S.A.P. participants. Variables significantly related to recidivism were prior D.W.I. offenses, court delay, prior reckless driving offenses, and age. Differences based on location were also found. The interviews demonstrate basic satisfaction with the course. Participants cited the overall arrest experience as having the largest impact, with the course providing supportive information. The factor emerging to deter future behavior was the negative experience--the “hassle”--associated with the D.W.I. offense. Overall, it appears that the blend of the educational and punitive approaches makes the A.S.A.P. program more effective than the alternative approaches being used. Specific recommendations emerging from the research are of four general types: administrative mechanisms, laws and policies, the A.S.A.P. course, and evaluation. / Ph. D.

Graduation date: 1994

Call number: LD2668 .T4 1985 M87 / Master of Science

The purpose of this study was to assess the effectiveness of the Denton County Safety Education Program. Subjects were 117 driving-while-intoxicated offenders who completed this alcohol reeducation program between June 1975 to June 1976. Questionnaires were used as evaluative measures. Data were analyzed in three steps: 1) two two-way ANOVAs with one repeated measure; 2) two Pearson product moment correlations; and 3) a Fisher's Z test. Conclusions of the investigation were that (1) both problem and non-problem drinkers benefited from the program; (2) change of attitude was an important factor in reducing recidivism; and (3) the program was successful in meeting its goals as a means of influencing drinking and driving behavior.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-15T12:26:20Z No. of bitstreams: 1 Juliel Modesto de Araujo.pdf: 3915553 bytes, checksum: b084c32b6154a8b823fd81a76dae0eca (MD5) / Made available in DSpace on 2019-03-15T12:26:20Z (GMT). No. of bitstreams: 1 Juliel Modesto de Araujo.pdf: 3915553 bytes, checksum: b084c32b6154a8b823fd81a76dae0eca (MD5) Previous issue date: 2019-02-25 / 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