Report
2:
My Understanding of
Driving Psychology
By Jordyn Shark
Instructions for this report
to be found at:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-report2.htm
I am
answering Questions 1, 3, 4, 5 and 7.
The Question I am
answering is Question 1
(a) Consider Tables 1, 2, 3, and 4 in the Lecture Notes, in the Section on Driving Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#Charts Consult the article from which the Tables were taken. (b) Using your own words, describe the three behavioral domains and levels of a driver (nine cells). (c) Illustrate each domain with your own driving behavior skills and errors, or that of another driver you know well, or a driver in a particular movie. (d) Make up a "driving personality makeover" plan for yourself (or another driver you know well), relating specifically to negative thoughts you have about other road users. (e) Discuss the problems you anticipate in carrying out such a plan successfully. (f) Any other comments you wish to make.
Charts and Tables
Question #1 Part A
(a) Consider Tables 1, 2, 3, and 4 in the Lecture Notes, in the Section
on Driving Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#Charts Consult the article from which the Tables
were taken
For your reference the charts and tables referred to in this question are contained here.
Driver Levels and
Behavioral Domains
Question #1 Part B
(b) Using your own words, describe the three behavioral domains and levels
of a driver (nine cells).
One term frequently used in this course is the “three-fold self” this deals with three interactive domains of driving behavior. They are the Affective Self, the Cognitive Self, and the Sensorimotor Self. The Affective Self activates the feelings and motivations that influence the way we handle ourselves behind the wheel. The Cognitive Self runs what we actually think and the way in which we reason while driving. The Sensorimotor Self operates the sensations, perceptions and physical acts performed while driving. Individually each of these three spheres of influence act as an integral part to our overall driving habits and personality.
Responsibility, Safety, and Proficiency are three different zones that make up our overall driving style. Proficiency is our level of skill in each respective aspect of our threefold self. Therefore our ability to control and maintain respect for rules and ourselves is Affective Proficiency. Also our overall knowledge and awareness while driving is Cognitive Proficiency, and our correctness in action and response would be labeled Sensorimotor Proficiency.
Responsibility is a bit more abstract than the others. Affective Responsibility is keeping your emotions in check as to be positive and moral person. Cognitive Responsibility is being an overall positive person with positive active thoughts of yourself and other drivers. Sensorimotor Responsibility is basically enjoying the act of driving and other drivers.
Safety involves how safe our emotions allow us to be. Safety deals with just that: how our domains operate in terms of overall safety. Will we be defensive and neutral or aggressive and angry? Cognitive Safety is with how we actively think in terms of safety. Can we be accusatory or unbiased? Or do we project negative thoughts upon other drivers or do we respect each individual as just that? Sensorimotor Safety deals with our physical exchanges with other motorists: do we speed up to close the gap on a driver trying to merge into our lane or do we kindly and patiently slow to make the exchange as without incident as possible?
Question #1 Part C
(c) Illustrate each domain with your own driving behavior skills and
errors, or that of another driver you know well, or a driver in a particular
movie.
|
Skills (+) |
||
|
Affective (A+) |
Cognitive (C+) |
Sensorimotor (S+) |
|
The ground is wet driving fast could be dangerous |
I need to use caution and drive more slowly than normal |
The process of slowing down and being aware of how car is acting on wet
pavement |
|
Errors (-) |
||
|
Affective (A-) |
Cognitive (C-) |
Sensorimotor (S-) |
|
Its |
Peddle to the Medal Baby! I’ve got to make it in time for some hot tomato soup!!! Its only 15mph over the speed
limit away ways |
More aggressive, faster, and
neurotic driving. |
My Driving Plan: My
Route to Self Improvement
Question #1 Part D
(d) Make up a "driving personality makeover" plan for
yourself (or another driver you know well), relating specifically to negative
thoughts you have about other road users.
|
Affective Level |
Cognitive Level |
Sensorimotor Level |
|
Time restraints and pressure to be punctual |
Allow for enough time to get there, Do the rushing pre-entering the car, or if all else fails realize it’s not that bad to be late. |
Waking with enough time to get ready and have a leisurely drive to school |
|
Hunger in the car |
I’m so hungry and I have to get home before I can eat |
Pack some food to keep in the car to avoid hunger |
|
Everyone else is a cruddy driver! |
Remember that I make error also |
Work on my own poor driving habits and be aware but not critical of other drivers errors |
|
Fatigue while driving |
I’m so tired, I just want to get…zzz |
Get plenty of rest, even on nites with stupid amounts of papers to write. |
The Down-Side to my
Route to Self Improvement
Question #1 Part E
(e) Discuss the problems you anticipate in carrying out such a plan
successfully.
One difficulty that I foresee is the problems encountered when one attempts to overcome any negative habitual act, lack of self motivation to hold yourself to the greater good and make the necessary improvements. Solely using self report to recognize your driving errors is also a problem, although easily over come by having your passengers make critiques. However that creates problems of their own, you actually have to listen and not get defensive about your driving practices.
My Comments
Question #1 Part F
(f) Any other comments you wish to make.
Listening to your passenger’s critiques is sometime difficult but a very useful tool in getting a good judge on how well you manage your vehicle. I had no clue I sometime grip my wheel tightly when I get mad at other drivers which makes turns more sharp. I would probably not have noticed except that my passenger noticed it as a result of me asking him to judge my driving.
The Question I am
answering is Question 3
a) Discuss these two Web sites: drivers.com vs. drdriving.org by first describing their overall appearance and purpose. (b) What are their main differences? Be sure to consider at least these areas: (i) articles (ii) newsletters (iii) style (iv) probable audience (v) public relations or policy (vi) advertising (vii) size (vii) ranking (viii) Other sites that link to each. (c) Any other comments you wish to make.
Comparing Two
Driving Websites
Question #3 Part A
a) Discuss these two Web sites: drivers.com
vs. drdriving.org by first describing their
overall appearance and purpose.
|
Table of Review: Drivers.com and DrDriving.org |
||
|
Overall appearance |
||
|
-Lots of Advertisements -Professional Look -Articles about the current events like high gas prices -Resume placing option -Links for age specific websites of interest -“Drivers” both auto and computer means more hits per day |
-No ads -Looks fun, (the little cartoon picture and color scheme) -Extensive amounts of articles, survey results, and legislative information -Advice -Age directed articles thus appealing to a large demographic |
|
|
Overall Purpose |
-To sell ad space. This is accomplished by having many interesting articles that appeal to a broad demographic. -Inform the internet community of driving issues. |
-To educate the internet community about safer driving techniques. -To give sound driving advice -To increase book sales of “Road Rage and Aggressive Driving” -To give people contact information should they want to conduct an interview -Inform people on current events and legal issues relating to traffic laws, licensing and safety. |
Compare and Contrast
Question #3 Part B
(b) What are their main differences? Be sure to consider at least these
areas: (i) articles (ii) newsletters (iii) style (iv)
probable audience (v) public relations or policy (vi) advertising (vii) size
(vii) ranking (viii) Other sites that link to each.
One aspect that differs significantly between the two sites, Drdriving.org and Drivers.com is the use of advertisements. A significant amount Drivers.com’s webpage is advertisements. However, Drdriving.org merely plugs Road Rage and Aggressive Driving, other books on driving topics, and Amazon.com every so often in hopes of increasing book sales.
The amount of advertisements on a particular webpage can give the reader more information about the goals of a particular cite. The use of extensive advertisements make it necessary for a webpage to change or alter its original goal to maintain the income from advertisers.
The probable audience or intended audience for each of the websites are similar. Both cites have reading materials direct towards the elderly population to a younger demographic.
Both cites have interesting articles regarding driving material and issues. I like that Drivers.com focuses many of its efforts by means of articles onto current events. Dr. Driving’s advice column is also very interesting because it was interesting to see how other people were responding positively to Dr. James’ work.
Both cites complement each other pretty well in that they both added to may motor vehicle knowledge.
My Comments
Question #3 Part C
(c) Any other comments you wish to make.
After viewing both websites and thinking about the differences between them I realized my webpage needs some advertisements. So anyone out there reading this feel free to contact me, first month is free. I think future students should get their websites out there more and take advantage of the free server.
The Question I am
answering is Question 4
(a) Select six student reports on driving psychology from Generation 20, as listed in the Readings Section of the Lecture Notes. www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-lecture-notes.htm#g20-reports You must select any two students from Report 1, two different students from Report 2, and two still different students from Report 3. So there will be a total of six different students, two students for each report. (b) Summarize each of the six reports. Be sure you put a link to the report you are referring to. (c) Add a General Conclusion Section in which you discuss your reactions to what they did – (i) their ideas, (ii) their method, (iii) their explanations. (d) What did they gain from doing their reports? (e) How do their ideas influence what you yourself think about these issues? (e) Any other comments you wish to make.
NOTE: I feel the need to
apologize for the above paragraph; I know it exceeds the curiosity 7 line max
rule. I tried to break it apart but the lines kept merging together in my mind
thus I was unable to see were a good line break would fit in naturally. Again
sorry for any inconvenience, or headaches the previous long paragraph may have
caused.
Going Back Two
Generations: A Look at Six Previous Students Work
Question #4 Parts A&B
(a) Select six student reports on driving psychology from Generation
20, as listed in the
(b) Summarize each of the six
reports. Be sure you put a link to the report you are referring to.
Student # 1 Report #1
Arakawa-Longboy also did some extensive research on past generations work. I personally know how tedious reading some of the past reports can be so I was impressed with her dedication to “git’er’dun”. Arakawa-Longboy seemed to be able to do a succinct job in paraphrasing what other students have done so far. I only hope that I can do as good of job paraphrasing what Arakawa-Longboy said about previous generations as I discuss her, a previous generation. High aspirations are what I’m known for. The next paragraph will in little detail discus one topic this previous student chatted about.
The body of Arakawa-Longboy text described what I have also discussed (just look at question 1) a discussion of the threefold self. Arakawa-Longboy like me and the rest of the students, and Dr. James’s website highlighted affective, cognitive, and sensorimotor as the three terms to know when discussing the drivers threefold self. Only she put them in italics like this: affective, cognitive, and sensorimotor. That’s kewl.
Student #2 Report #1
Jeremy Kubo: http://www.soc.hawaii.edu/leonj/409as2004/kubo/report1.htm
Kudos for Kubo! Jeremy Kubo did his report very similar to Arakawa-Longboy, you should check it out Dr. James I think there may be foul play at work here. I mean if you look at say Kubo’s format compared to Arakawa-Longboy’s it is nearly identical!!! Dr. James, maybe you could look into who turned theirs in first.
Kubo began his report (like Arakawa-Longboy) with some general comments on his general enjoyment of this course. Makes me glad that didn’t have to be part of this report. Man that gets old quick! I got pretty sad when I read about how his friend died in a car accident. It hurts to lose someone close, but it works out pretty slick when you take a class on driving psychology and can use it for material. I can’t wait until I get the part in this report when I get to mention the death of all my close kin in a horrible fiery car accident that traumatized me for life.
Student #3 Report #2
Ikue Fukushima: http://www.soc.hawaii.edu/leonj/409as2004/fukushima/report1.htm
Fukushima
focused material that this course also focused on, the threefold self.
Reading about Fukushima’s driving habits and experiences really made me think, why am I reading all this, I already have read it six times from the mouths of five other people. So I stopped reading and cried. Then I started writing this. I got tried then took a nap. I wish I was still napping.
Student #4 Report #2
Jenny Arakaki: http://www.soc.hawaii.edu/leonj/409as2004/arakaki/report2.htm
Jenny Arakaki performed a driver makeover through the use of self assessment. I wonder who came up with that great idea? She recorded her voice and reviewed her thoughts as a driver. Again her idea? She discovered she was a scofflaw driver, awesome word, She also found herself to be and far more aggressive while driving in the afternoon, not morning time. She is going to continue her self-assessment therapy to become a better driver.
Wow, was I impressed with all the graphing that went on in this report! Give the girl a hand, graphs take time, and you know what they say about time spent on graphs, right? Wow, yep wow is what they say to people who spend a lot of time on graphs.
Student #5 Report #3
Jesse Chang: http://www.soc.hawaii.edu/leonj/409as2004/chang/report%203.htm
Jesse Chang got to drive in
Student #6 Report #3
Sayo Yoshino: http://www.soc.hawaii.edu/leonj/409as2004/sayo/report3.htm
Sayo Yoshino’s report looks pretty; she used a nice font and rockin color combos. Personally, I think she was trying to make up for the fact that she can’t drive. She did make a good point about how even infants are susceptible to learning negative driving behaviors. Like current tends show if you don’t get your baby into the right pre-preschool, the top colleges and grad schools are just out of the question.
Yoshino proposes a lifelong drivers education plan that starts at infancy and ends with death ok really it end with “older adulthood” but why end the education train so soon, Yoshino? She mentions she was nervous to take the class because she had a “lack of knowledge about making and uploading web pages.” Silly her, with those font choices and the knowledge she gained from this course she could rule the web!
General Conclusion
Section
Question #4 Part C
(c) Add a General Conclusion Section in which you discuss your
reactions to what they did – (i) their ideas, (ii)
their method, (iii) their explanations.
(i)
their ideas:
The ideas of previous generations seemed half baked and lazy. I have a suspicion that they were just putting words on a page at points in their papers. For example one student made statements such as “nice font and rockin color combos” when discussing a webpage from student in a previous generation (Shark, report 2). Furthermore, many of the “ideas” presented within the text were not really new ideas at all previous generations had already come to the same conclusions. That’s just no fun at all.
(ii) their method:
Method. Singular is right. The students seemed to be following strict guidelines for as how the information was to be presented. There was a lack of creativity in the presentation of reports that you know students spent large amounts of time on. The lack of ability to present the material a creative manner seemed to harbor mediocre work despite large time investments from students.
(iii) their explanations: (revised)
The explanations expressed in each report required patience, diplomacy, ample amounts of time and plenty of food and water. I found a great since of amazement with the tack presented by each student throughout each report read. I found myself not able to exert this high level of discretion in my report at times due to fatigue, hysteria, and frustration. An apology is required, for at points in my previous answer to this question I made negative comments focused toward both the structure of this class and the teacher himself. As well as not being an intelligent answer to a perfectly good question, it was highly rude and un-called for. Lo siento, professor James, I was out of line.
General Conclusions
Cont.
Question #4 Part D
(d) What did they gain from doing their reports?
What did they gain
from doing their reports? (revised)
Students generally gained computer skills from doing these reports. The necessity to post reports online encourages and forces the aquisitionn of basic computer skills by the completion of each report. This alone is a great thing. Web publishing and internet skills are crucial skills to have. Students also gained the ablity to better follow instructions as success in this class is measured in your ablity to properly follow on-line instutions for both reports and oral presentations.
More General
Conclusions Cont. (Again)
Question #4 Part E
(e) How do their ideas influence what you yourself think about these
issues?
(e) How do their ideas
influence what you yourself think about these issues? (revised)
The idea of being a supportive driver really was driving concept in this course. This idea of being a supportive driver makes since in that everyone can use positive feedback Also the three components of a drivers “threefold self” were discussed at length within both reports and class discussions. To further answer this question appropriately I decided to examine students work from my own generation, Amy Beeler’s report 2 discussed the honesty expressed in each report as a method used within each report. I found this interesting. Amy also discussed the importance of watching your actions around young children. I find this to be very true as children are very susceptible to mimicking the actions of others especially those they love and respect.
My Comments Section
Question #4 Part E (the second part E)
(e) Any other comments you wish to make.
Time invested in this project was to say the least, frustrating one for me. The repetition of skills and concepts was elementary and juvenile. At some point I broke down and cried out in pain. The pain was caused from sheer frustration over spending hours and hours in front of the computer not leaning. One good thing gained from this project is I learned to type in the dark, half asleep.
The Question I am
answering is Question 5
Consider Table 5 in the Lecture Notes, in the Section on Driving
Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy21/409a-g21-lecture-notes.htm#Charts
(b) Consult the article from which the Table was taken. (c) Copy and paste the
table into your file. Now delete the examples in each cell and replace them
with your own examples that you make up. (d) Discuss why driving is such a big
problem in all societies and why no effective solutions have yet been found for
them. (e) Discuss the solutions offered by Dr. Leon James (www.DrDriving.org). What likelihood is
there that his approach will be adopted? Explain. (f) Any other comments you
wish to make.
|
Table
5 Question
#5 Parts A, B & C Consider Table 5 in the Lecture Notes,
in the Section on Driving Psychology Theory and Charts at
www.soc.hawaii.edu/leonj/leonj/leonpsy21/409a-g21-lecture-notes.htm#Charts
(b) Consult the article from which the Table was taken. (c) Copy and paste
the table into your file. Now delete the examples in each cell and replace
them with your own examples that you make up. |
||
|
Driver Competence Skills |
Aggressive
NEGATIVE DRIVING Not emotionally Intelligent (REPTILIAN DRIVING) |
Supportive Emotionally |
|
1. Focusing on self vs. blaming others or the situation |
“Err the stupid drivers are all going so
slow’ |
“now I have time to relax before school” |
|
2. Understanding how feelings and thoughts act together |
|
“I feel sad when I think about the fact
that something bad could have happened” |
|
3. Realizing that anger is something we choose vs. thinking it is provoked |
“they are making me angry” |
“I am getting myself all worked up” |
|
4. Being concerned about consequences vs. giving in to impulse |
“I would love to show these drivers how to
drive” |
“It won’t help and I am just being
impatient” |
|
5. Showing respect for others and their rights vs. thinking only of oneself |
|
|
|
6. Accepting traffic as collective team work vs. seeing it as individual competition |
“I’m good at finding the fast lane and beating
those over drivers” |
“I realize my actions have repercussions,
I’ll just maintain normal speed” |
|
7. Recognizing the
diversity of drivers and their needs and styles vs. blaming them for what
they choose to do. |
“Why is everyone else so silly, they aren’t
even paying attention to the road only
their makeup job” |
“distracted drivers need extra leeway” |
|
8. Practicing
positive role models vs. negative |
“I’m going to feel justified tailgating you
since you are going so slow” |
“more time to relax’ |
|
9. Learning
to inhibit the impulse to criticize by developing a sense of driving humor |
“I hate everyone on the road because they
suck at driving” |
“I’m smiling in hopes that it will cheer me
up” |
|
10. Taking driving
seriously by becoming aware of one’s mistakes and correcting them |
“I’m an excellent driver, everything I do
is awesome” |
“sometimes I make mistakes, these I
remember to avoid making the same error twice” |
Table 5 located above comes from: www.drdriving.org/articles/driving_psy.htm
NOTE: There are Variations to all quotes found in columns 2 and 3
for Dr. James’ original table CLICK HERE
Driving as a
Universal Problem
Question #5 Part D
(d) Discuss why driving is such a big problem in all societies and why
no effective solutions have yet been found for them.
The stress one feels while driving as well as the millions of death occurring worldwide have lead Dr. Leon James to explore the relatively new field of driving psychology. Driving is an international problem in that stress, injury, and death occur in every nation with automobiles. This problem without borders is an epidemic in which the causes are often avoided, not looked at, and therefore go unsolved. Continue reading to see ways in which you can make the road safer by means of self-observation.
Dr James’ Driving
Solutions
Question #5 part E
(e) Discuss the solutions offered by Dr. Leon James (www.DrDriving.org). What likelihood is
there that his approach will be adopted? Explain.
Dr. James has been looking at problems such as stress associated with driving as well as the horrifyingly high death and injury rates that are automobile related. Dr. James has proposed that many of the driving related injuries and deaths could be lessened should people adopt a new driving persona.
Dr. James’ new driving method would alter the way in which a driver habitually acts by focusing one on three different “domains of behavior” which include changes to ones affective, cognitive, and sensorimotor skills. Dr. James and Dr. Nahl pioneered this method and refer to it as the “drivers threefold self’
One attempting to make changes to their driving persona would use self-observation of their thoughts, emotions and actions while on the road. This method of self-modification is a three step process. The steps are; 1. acknowledging that there is a problem, 2. witnessing the performance of the negative habit, and 3. modifying the habit.
For a look at Dr. James work check out:
http://www.soc.hawaii.edu/leonj/leonj/leonpsy/leon.html
While the steps seem simple enough, actually completing them as well as getting people to subscribe to them is another story. For the most part people have accepted and come to terms with the dangers of the road. Traffic accidents, or crashes have become a normal aspect of people’s lives. This acceptance makes change more difficult to achieve.
Also, people are lazy asking them to change their habits is not going to take the nation by force. It’s like all the people who smoke knowing they are increasing their chances for cancer, people drive (recklessly and not) knowing they could get hurt.
My Comments
Question #5 Part F
(f) Any other comments you wish to make.
I have to admit I have made NO changes to my driving behavior since enrolling in this class. To be fair however, I also have NOT spent any time behind the wheel of a car. Should I ever own a car or much less drive one I’m sure I will be aware that my actions have consequences.
The Question I am
answering is Question 7:
(a) Our textbook Road Rage and Aggressive Driving has exercises in several chapters. Do the following four exercises: (i) Exercise on scenario analysis on p. 129; (ii) Exercise on self-assessment on p.134; (iii) Exercise on identifying assumptions on p. 131; and (iv) Exercise on negative vs. positive driving on p. 122. (b) What were your reactions to the exercises? (c) Discuss how these exercises help you to become more aware of yourself as a driver. (d) Do some of the exercises with another driver you know. How do they help you understand some principles of driving psychology mentioned in the book? (e) Any other comments you wish to make.
FUN with Text: A
personal discussion of completed exercises
Question #7 Part A
(a) Our textbook Road Rage and Aggressive Driving has exercises in
several chapters. Do the following four exercises: (i)
Exercise on scenario analysis on p. 129; (ii) Exercise on self-assessment on
p.134; (iii) Exercise on identifying assumptions on p. 131; and (iv) Exercise on negative vs. positive driving on p. 122.
Reactions to the
Exercises
Question #7 Part B
(b) What were your reactions to the exercises?
(i) Exercise
on Scenario Analysis:
This passage was pretty on target for many of the drivers I have ridden with. People often get angry, (especially if it is hot out) tend to get themselves worked up over other peoples actions. When really it accomplishes a lot of nothing. This scenario analysis gave further proof to me why I should never drive, I don’t want to be responsible for getting other people worked up, even if it is not my fault. I will never ride in a car again.
(ii) Exercise
on Self Assessment:
My best trait when it comes to driving is that I never sit behind the wheel. I have only ever talked to people who are driving. It is always neat to meat people who actually know how to drive. Sometimes I tease them. I usually choose to make fun of their silly sup’ed up cars, taste in music, and if that fails to bring a tear I make fun of their negative driving habits. This class has made me really good at point out all the negative things my friends do while driving. Earlier in response to question 7 I said I would never ride in a car again that is because all of my friends said I could never ride in their cars again. They say I am too mean.
(iii) Exercise on Identifying Assumptions:
I thought this was an amazing story! Too bad it happened to me. I am the one who wrote it in to Dr. Driving. Re-reading what I wrote about the event of that brisk November day reminded me how right I was to have decided to sleep in my car and not drive home drunk. I was also right to have put all the blame on the man who honked at me. I was drunk and he was honking. I forgot to mention he kept flashing his high beams at me, this hurt my eyes. I wish I would have hit him in the nose. I was also right to place blame on the officers, “just doing their jobs” tisk tisk. I didn’t want to go to jail. I just wanted to sleep. I wish I had my $2000 dollars back.
(iv) Exercise on Negative vs. Positive
Driving:
This exercise tries to makes the reader aware of our tendency to project blame onto others in order to protect our own self image. Life becomes easier when you blame others for your mistakes, and wrongdoings. That is why I didn’t like this exercise. It made my head hurt to accept blame for all the mistakes I make in one day. When I stop blaming all my negative attributes on my childhood and my mom I get sad. I don’t want to play outside anymore.
How I Became a
Better Driver:
(c) Discuss how these exercises help you to become more aware of yourself as a driver.
All I need to know about driving I learned in psychology 409. Oddly enough, this is true because I don’t really drive. This course and the exercises in the book did help me to become a better back seat driver. I call it supportive backseat driving. At the end of each car ride I give my driver my observations and a critique of their driving strengths and weaknesses.
Hey You, Fill this
Out!
Question #7 Part D
(d) Do some of the exercises with another driver you know. How do they
help you understand some principles of driving psychology mentioned in the
book?
I noticed that other drivers weren’t as good as finding
their flaws as I was. People tended to be unreceptive to the idea of discussing
their negative driving habits with me. I admit I have no friends thus I was
left to wander the streets with my thumb out hoping to be picked up. Eventually
I was picked up. The driver who had pulled over had smelly breath so I didn’t
want to ask him too many questions about his driving habits. He dropped me off
on the
My Comments
Question #7 part E
(e) Any other comments you wish to make.
I enjoyed doing the exercises then writing about them. I only wish I could read like 6 previous generations wroth of students work on doing these exercises. Maybe I could have done better.
My Report on the Current
Generation
Presenter: Kyle
Santos
Date:
Kyle talked about the human error aspect of driving. He
noted that human error is a very real thing and that currently roads are being
designed with human error in mind. Kyle and I agree that this is a good idea. Road
makers are smart to realize that people are going to mess up and that any
deaths avoided are a benefit to society. But does this breed poor drivers and
increase the threshold for allowances for human error ?
Kyle would say yes.
Presenter:
Date:
Jordan talked about the use of cell phones while driving,
she cited studies done from 1978 and 1985 I thought it was weird that they were
doing studies on cell phones that far back in time. I didn’t own one then. She
felt that there was not a dramatic rise in accidents that could be associated
with the huge increase in cell phone customers because drivers have always been
distracted. I agree with her on this one.
Presenter: Robert
Lee
Date:
Robert talked about the differences between elderly and young drivers. Only he kept calling them “old” people. Robert is highly under the impression that “old” people should not drive at nite because of their failing eyesight. You see Robert explained that as people age their b