The Utah Department of Transportation (UDOT) has completed a Light Detection and Ranging (LiDAR) data inventory that includes access locations across the UDOT network. The new data are anticipated to be extremely useful in better defining safety and in completing a systemwide analysis of locations where safety could be improved, or where safety has been improved across the state. The Department of Civil and Environmental Engineering at Brigham Young University (BYU) has worked with the new data to perform a safety analysis of the state related to access management, particularly related to driveway spacing and raised medians. The primary objective of this research was to increase understanding of the safety impacts across the state related to access management. These objectives were accomplished by using the LiDAR database to evaluate driveway spacing and locations to aid in hot spot identification and to develop relationships between access design and location as a function of safety and access category (AC). Utah Administrative Rule R930-6 contains access management guidelines to balance the access found on a roadway with traffic and safety operations. These guidelines were used to find the maximum number of driveways recommended for a roadway. ArcMap 10.3 and Microsoft Excel were used to visualize the data and identify hot spot locations. An analysis conducted in this study compared current roadway characteristics to the R930-6 guidelines to find locations where differences occurred. This analysis does not indicate the current AC is incorrect; it simply means that the assigned AC does not meet current roadway characteristic based on the LiDAR data analysis. UDOT can decide what this roadway will become in the future and help shape each segment using the AC outlined in the R930-6. A hierarchal Bayesian statistical before-after model, created in previous BYU safety research, was used to analyze locations where raised medians have been installed. Twenty locations where raised medians were installed in Utah between 2002 to 2014 were used in this model. The model analyzed the raised medians by AC. Only three AC were represented in the data. Regression plots depicting a decrease in crashes before and after installation, posterior distribution plots showing the probability of a decrease in crashes after installation, and crash modification factor (CMF) plots presenting the CMF values estimated for different vehicle miles traveled (VMT) values were all created as output from the before-after model. Overall, installing a raised median gives an approximate reduction of 53 percent for all crashes. Individual AC analysis yielded results ranging from 32 to 44 percent for all severity groups except severity 4 and 5. When the model was only run for crash severity 4 and 5, a larger reduction of 57 to 58 percent was found.

Direct-care staff working with individuals with developmental disabilities (DD) are frequently exposed to challenging behavior from residents and expected to respond correctly to challenging resident behavior, but often receive insufficient training due to lack of resources and high staff turnover (e.g., Collins, 2012; Collins, Higbee, & Salzberg, 2009; Haberlin, Beauchamp, Agnew, & O’Brien, 2009; Pelletier, McNamara, Braga-Kenyon, & Ahearn, 2010). Training methods such as Behavioral Skills Training (BST) are highly intrusive and require high amounts of resources (e.g., Parsens, Rollyson, & Reid, 2012). Research suggests technological based alternatives are more cost effective, decreases training time and response effort from management, and increases distance learning opportunities and dissemination capabilities. The purpose of this study was to evaluate the use of a hierarchical training model that incorporated video modeling, video modeling+assessment, and BST to train behavior management strategies for direct-care staff working with adults with developmental disabilities. Subjects were exposed to the most cost effective training approach first (i.e., video model) and sequentially moved to more intrusive methods (i.e., video model+assessment, & BST) as needed. All subjects implemented behavior management strategies with fidelity after exposure to technological based training alternatives (i.e., video model, video mdoel+assessment).

New Zealand's tertiary education sector has experienced political reform, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach. The purpose of this research is to gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal model is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity. The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as perceived by students, are identified. These are: Academic Staff, Administration Staff, Academic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the primary dimensions vary in terms of their importance to overall perceived service quality, as do the sub-dimensions to the primary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study. The results of the analysis contribute to the service marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides an analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on constructs including price, image, satisfaction, and favourable future behavioural intentions. This study will assist management of higher education to develop and implement a market-oriented service strategy in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions.