Report 2:
My Understanding of Driving Psychology
By: Jessica Fonseca
Instructions for this report are at:
www.soc.hawaii.edu/leonj/leonj/leonpsy24/409a-g24-report2.htm
I am answering Questions 1, 2, 3, 4, and 5.
The Question I am answering is
Question 1:
(a) Give a brief review of our two textbooks: Road Rage and Aggressive
Driving (James and Nahl), and Driving Lessons: Exploring Systems That
Make Traffic Safer (Peter Rothe, Editor). The reviews should be between 3
and 6 paragraphs for each text.
(b) Select Chapter 8 on Supportive Driving (by James and Nahl) in the Road
Rage book and Chapter 14 on Driving Skills (by Lawrence Lonero) in the Driving
Lessons book. Summarize their content. Be sure to refer to the author's
name(s).
(c) Discuss in what way these ideas can help solve society's driving
problems. Be specific: what are the main problems and how can particular ideas
in these chapters help solve those problems.
(d) Describe any resistance you experience regarding this
orientation, including:
(i) The idea that how you drive is a moral issue of human
rights
(ii) The idea of lifelong driver education and the idea of mandatory
participation in QDC support groups
(e) Describe the reactions of friends when you tell them about driving personality makeovers
Question 1 (a) Give a brief review of our two textbooks: Road
Rage and Aggressive Driving (James and Nahl), and Driving Lessons:
Exploring Systems That Make Traffic Safer (Peter Rothe, Editor). The
reviews should be between 3 and 6 paragraphs for each text.
Road Rage and Aggressive Driving: Steering Clear of Highway Warfare.
Dr. Leon James and Dr. Diane Nahl, the authors of this textbook, cover many important topics and issues dealing with driving. This textbook opens the reader’s minds and puts into focus the realities of the dangers caused by drivers. Each chapter focuses on an important idea about driving and the authors try to make their ideas as simple and easy to understand as possible. They use a lot of examples and stories to help understand, there are also exercises and checklists to guide readers to not only the understand concepts but to help apply the concepts in the daily lives.
Part one: The Conflict Mentality contains 4 chapters. The first chapter, Driving in the Age of Rage, covers topics such as is road rage is a reality or media hype, how road rage is a worldwide phenomenon, facing the culture of disrespect, how rage is expanding, the anger choice, rules of civility, developing emotional literacy, and protecting yourself from aggressive drivers (which lists advice that I sometimes have a hard time following). Chapter 2, Aggressive Driving and Mental Health, covers topics such as denial and the semantics of aggressive driving, drivers behaving badly on TV, players behaving badly with road rage video games, why driving arouses anger, the gender effect, driving impaired, and emotional self- control behind the wheel. Chapter 3, Causes of Highway Hostility, covers topics such as defensive driving, stressful congestion, inevitable unpredictability, peer pressure, automotive vigilantism, trigger theory of road rage, and venting (a habit I am working on). Chapter 4, Road Rage Spectrum, is the last chapter of the first part of the textbook. It covers topics such as Jekyll- Hyde syndrome, passive-aggressive road rage, verbal road rage, epic road rage, automotive vigilantes, rushing maniacs, aggressive competitors, scofflaw, and some real world driving tips. Each topic in this last chapter has an accompanying checklist.
Part two of the textbook discussed Driving Psychology. The first chapter in part two is chapter 5, Emotional Intelligence for Drivers, discusses topics such as inner power tools, overcoming emotional high jacking, the three levels of emotional intelligence (oppositional, defensive, and supportive driving), anatomy of an epic road rage tragedy, and shrinking your emotional territory. The exercises in this chapter dealt with negative versus positive driving, scenario analysis, and assumptions. Chapter 6, Three Step Driver Self-Improvement Program, explains the concept of the AWM approach to driver self modification (Acknowledge, Witness, and Modify) and has helpful exercises and checklists. Chapter 7, Children and Road Rage, discusses topics such as road rage nursery, verbal rewards for good passengers, children’s road rage, and children against road rage. The exercises in this chapter help guide children to becoming good drivers in the future. Chapter 8, Supportive Driving, discuses topics such as the title of chapter eight and it discuss the benefits of supportive driving, motorist to motorist communication, training for supportive driving, coming out swinging positive, and road rage against passengers. The final chapter in the second section is Chapter 9, Lifelong Driver Education, discusses teenagers at risk, driver-ZED, driving psychology curriculum, post licensing: the QDC (quality driving circles) approach, road rageous: video course, and older drivers at risk.
Part three, final part of the textbook, The Future of Driving starts with chapter 10, The War Against Aggressive Driving, and covers direct and indirect costs, congressional hearings, federal agencies united against aggressive drivers, aggressive police initiatives, aggressive driving bills, and traffic enforcement education. Chapter 11, Speed Limits-The Great Motorist Rebellion, covers the topics of aggressive vs. assertive driving, citizen activism against government paternalism, police presence, traffic calming, electronic traffic surveillance, speed trap registries around the world, and activism against aggressive drivers. Chapter 12, Dream Cars and Driving Realities covers concepts of drivers image, driving music, dashboard dining, car phones, mobile computing, intelligent transportation systems, and managing the new world of driving.
Driving Lessons: Exploring Systems That Make Traffic Safer.
This book is a collection of different articles, written by different authors, who have all contribute to trying to build knowledge about traffic-safety. The authors of this textbook came from all around the worlds and it shows how big the driving world is. Each author disuses topics that they are familiar with and try to come up with creative solutions for the problems we face on the road.
Section one of this textbook, Personal Sub Systems, covers chapters 1-8. This section discusses topics such as nueuro-behavioral variables that affect traffic safety, dealing with stress, aggression and pressure in the vehicle (written by Dr. Leon James), innovations in injury control, how intimate social life contributes to risky driving, rural vs. urban driving, driving identities over the lifespan, and risky vehicles and risky agents. The second section, Institutional Sub Systems, covers chapters 9-15. This section discusses topics such as understanding and interpreting the political basis of traffic safety, life of truck drivers, volunteer citizen activism and court monitoring (such as MADD), from workplace to community, revisiting communications and traffic safety, driver skill, and breaking the crystal ball. The final section, Technical Sub- Systems, covers chapters 16-20. This section discusses topics such as geographic information systems, case-based reasoning and system design, modeling hazardous locations with geographic information systems, the evolution toward an integrated systems approach to traffic safety and roadways, using a cell phone can be like driving drunk, red- light cameras, and traffic safety.
This textbook is comprised of so many articles about different types of driving issues. This textbook allows the reader to understand driving from other people’s point of view. These articles show how drivers of different cultures, backgrounds, and different goals all end up using the same road. This textbook really broadens the horizon for its readers.
Question 1 (b): Select Chapter 8 on Supportive Driving (by James and
Nahl) in the Road Rage book and Chapter 14 on Driving Skills (by
Lawrence Lonero) in the Driving Lessons book. Summarize their content.
Be sure to refer to the author's name(s).
Supportive Driving, Chapter 8 (p. 167), Road Rage and Aggressive Driving.
Dr. James and Dr. Nahl start off this chapter by defining supportive driving. It is driving in an “accommodating style that emphasizes adjusting to the great diversity of highway users and steering clear of the emotional entrapments of road rage thinking” (pp167). Supportive drivers recognize and adapt to the diverse ways of driving. Some examples of the diversity of drivers include: local versus visitor drivers, large versus small vehicles, young versus old drivers, skilled (experienced) versus unskilled (inexperienced) drivers, drivers in a hurry versus slow “Sunday” drivers, and sober versus intoxicated drivers. There are two approaches to dealing with highway plurism. One is denouncing it, which is to striving to get rid of diversity, and the other is to accommodate to driver diversity. Learning to accommodate the diversity of drivers has a few benefits: helps contain road rage, reduces stress, boosts immune system, fosters community spirit, and protects from emotional or physical injury and financial liability.
Dr. James and Dr. Nahl discuss motorist-to-motorist communication. This section discusses the National Motorists Association’s proposal for seven motorist signals. They include symbols for an apology (“peace” sign), slow down, danger ahead (headlights on and off/ tap break lights), lane courtesy (turn left turn signal on and off), pull over for problem (point to object and thumbs down), light problem (open and close hand touching fingertips together), need assistance (make the letter T with hands), and I understand, thank you (thumbs up or “OK” symbol). These symbols help keep civility on the road.
In the next section Dr. James and Dr. Nahl discusses the training to be a more supportive driver. It is important to remember to be a supportive driver you must accommodate other drivers instead of competing against them. Trying to sympathize, empathize, and understand other drivers on the road promote positive feelings on the road instead of negative feelings when one driver is competing or retaliating against another driver. The next section titled Come Out Swinging Positive explains the three philosophies that determine how people drive: Level One: Oppositional driving (oversensitive to social pressure, aggressive/hostile behavior), Level Two: Defensive driving (treating all drivers the same, competitive attitude, using stereotypes), and Level Three: Supportive driving (supportive attitude, tolerating/accommodating diversity, practicing lifelong driver self-improvement).
At the end of the chapter there is an exercise called Random Acts of Kindness for Drivers. This exercise states to practice a minimum of one random act of kindness, whether it is letting someone in your lane, not retaliating when another driver makes you upset, or waving to other driving when they do something nice for you. Another exercise I thought was a great idea was Partnership Driving. Having a written contract for the driver and passenger to help become a more supportive driver.
Driving Skills, Chapter 14 (p. 211), Driving Lessons: Exploring Systems That Make Traffic Safer.
Lawrence P. Lonero wrote this chapter. It starts by discussing and defining
skill. The author defines it as
“ability to perform some task effectively and efficiently. Human traits can be viewed as trainable
skill, such as social skills and life skills, including communication,
thinking, decision making. Driving is
another skill. Through a lot of
practice skills sometimes become automatic and requires little thought or
attention. As an individual learns to
drive they become more comfortable and feel as if they have learned everything,
which leads the driver to stop trying to improve.
The author then discusses the basic human capacities and limitations underlying driving skill. The two aspects of fundamental capacities are human information processing and basic sensory, mental, and psycho-physical capacities. Lonero states that some skills are not transferable to some situations. The only way to learn is to be exposed to those situations. It is difficult, however, to simulate real life situations that require real life reactions in order for individuals to learn.
Lonero then discusses the driver as a whole. Driving safely and efficiently requires a lot of attention and task skills. Young and inexperienced drivers have problems such as failure to yield, failure to obey traffic laws, such as speeding, inattentiveness, and they are non-observant of signs. Is it their lack of experience or youthful enthusiasm that causes young drivers to get into accidents is still unknown. Research has shown, however, that weakness in basic driving sills do cause some accidents.
The author next explains the taxonomic model of driving and driver skills. This model attempts to identify the major areas of information processing where critical failure usually takes place. Then these failure areas are a good starting point for education and training. The taxonomic model breaks down ten skills categories.
· Knowledge: A wide range of information, such as facts, rules, experiences, and expectations that are stored in both the long and short-term memory. As drivers learn more about driving, they also learn bad habits and hazardous behaviors.
· Attention: Being able to focus on many different environmental stimuli simultaneously while driving is important. Learning what needs attention at what times is crucial. Attention control is trainable but usually turns automatic with experience. Lack of attention is related to a lot of collisions.
·
Detection:
This involves the attention to relevant stimulus. Hearing and locating a siren, change in
pavement texture, using sharp central vision (to see moving objects) and using
peripheral vision. Unfamiliar and unexpected
objects are harder to detect. Detection
is difficult during the night.
· Perception: This involves organizing data from senses and turning them into information. Having prior knowledge of the information assists the perception of information.
· Evaluation: This is a complex cognitive skill that requires taking the perceptual information and evaluating possible opportunities and risks. Alcohol and fatigue impairs a driver’s ability to evaluate situations. Lack of knowledge of outcomes and risks can cause errors in evaluations.
· Decision: When a situation is evaluated a driver’s decision skill authorizes action or inaction. Decision skill includes identifying the best course of action that would benefit the driver with the smallest amount of risk. It is influenced by the driver’s knowledge and motivation skills.
· Motor skills: Perceptual motor skills, basic motor skills (such as steering and speed control), and high-performance skills (stunt and crash-avoidance) are all important motor skills.
· Imagination: Drivers use this skill to anticipate accidents and be prepared to response. Imagination affects the safety margin and deals with time, speed, and space choices. This skill is difficult for novice drivers because they are usually more concentrated on what they actually see.
· Motivation: Motivation is an emotional force that drives the individual to seek satisfaction. An individual driving is affected by his/her motivations. They will prioritize their goals and their motivation will activates and directs their behavior.
· Responsibility: Defined as “the drivers top cognitive management”(pp225). It is based on the driver’s values and norms. Responsibility helps direct the driver’s behaviors towards social objectives rather than their own personal goals.
These driver skills are crucial for protection and effectiveness of the flow of traffic. The increase in practice of driving skills will lead to smoother traffic flow and hopefully decrease accident rates.
Question 1 (c): Discuss in what ways these ideas can help solves societies driving problems. Be specific: what are the main problems and how can particular ideas in these chapters help solve those problems.
One main problem is road rage. Supportive driving, as described by Dr. James and Dr. Nahl, would be a good solution for this problem. As stated above, supportive driving means accommodating other drivers, and if everyone became a supportive driver, traffic accidents would literally be “accidents” (no one’s fault, could not be avoided). Instead of competing to get in a certain lane or getting frustrated at slow or old drivers, accommodating other drivers will benefit everyone sharing the road.
Driving skill, as described by Lawrence Lonero in Driving Lessons would be another way help solve society’s driving problems. Having skills in all ten categories is important. Being able to maintain and manage a vehicle and one’s mental activity in a wide range of conditions is important for the safety of the driver and the other drivers on the road.
Question 1 (d): Describe any resistance you experience regarding this orientation, including:
(i) the idea that how you drive is a moral issue of human
rights
(ii) the idea of lifelong driver education and the idea of mandatory
participation in QDC support groups
(i). First of all, in chapter 13 in Driving Lessons, Jorge Frascara explains that driving is privilege that is taken for granted. People start to think that it is their right to drive on roads. Drivers can feel that is their right to speed, drive intoxicated or tired. Drivers can feel that their rights are being violated by speed comers, sobriety checkpoints, or by police officers hiding in the dark to sneak up and catch speeders. Drivers sometimes do not think about the rights of their passengers, who could feel frightened by the speed of their drivers or they might not get to stop for restroom break when needed.
Drivers sometimes do not think of the rights of pedestrians and cyclist. Pedestrians have a right to feel safe while they are walking on a sidewalk next to the road, however, in chapter 8 in Driving Lessons, Peter Freund and George Martin states that in New York, five percent of pedestrian and cyclists happened on sidewalks. Cyclists, who often upset vehicle drivers because of their slower speeds, have a right to use the roads but their rights are often violated.
(ii). Lifelong driver education and mandatory participation in QDC support groups are great ideas. They would help drivers become good drivers and help solve the problems on the road in the long run. However, most of the public does not understand how many traffic accidents we have and how big of a problem it actually is. Without knowing all the facts and seeing how preventable accidents can be getting people to understand can be a difficult task. Motivating people to take the time and effort to do their part in the lifelong driver education program and QDC’s are the hardest task.
Question 1 (e): Describe the reactions of friends when you tell them about driving personality makeovers
I am the first of my friends to take a college psychology course that solely deals with driving. When my friends see me studying the textbooks they seemed pretty interested because, well, all of them drive.
Sean’s reaction to driving personality makeovers: Sean is 22 years old. He had his license since he was 17. With everything we have talked about in this class, in every way Sean is an aggressive driver. He honks, yells, gets upset, retaliates, and competes with other drivers, speeds, and drives drunk (well, he used to before his DUI). When I told him about driver personality makeovers he stated, “I don’t need one. I’m not a bad driver.” He admitted that driving drunk was a huge mistake but other than that he didn’t need to change anything about his driving. He felt that the other drivers, the stupid ones, one’s who “piss him off” need a driving personality makeover.
I told him as nicely as I could that I REALLY think he should do a makeover. I explained how his thinking negative thoughts leads him to feel negatively which ultimately leads to his negative driving behavior (this is how I explained the threefold self without having to use words like affective, cognitive, and sensorimotor so it wouldn’t seem like I was lecturing). After talking some more I learned that he adopted his way of driving from his father, who drives in the same aggressive style. After telling him all the statistics I knew about driving fatalities he was pretty shocked. Being in the military he knows about wars and all the Americans who dies and was surprised that more people die in car accidents.
After our talk was done he was still reluctant to do a driving personality makeover. He felt he wouldn’t make a difference, “If just one person or two or three people change, so what? Three people won’t save lives.” I simply explained it may not change things right now but if three people tell three people and those three people tell others about the driving personality makeover then maybe things will change in the long run. He agreed to try to do his driving personality makeover, so I will remind him of it every time I’m in the car.
Bonnie’s reaction: My sister Bonnie is 25 and she has been driving for about 7 years. She has a clean record, no accidents or tickets, ever. This by no means makes her a perfect driver. Although she tries to be careful she is guilty of multitasking while driving. She eats, talks on her cell phone, and drives all at the same time. She also swears to herself in the car when someone cuts her off and this affects her driving.
I mentioned to her about a driving personality makeover and she states with an innocent face, “Why do need one? I have a perfect record. Why don’t you do one?” I stated that I’m already in the process and I feel she should start. I explained that although she has no record of being in an accident that does not mean she would never be in one.
Bonnie understood that her multitasking style of driving needed to change but she was reluctant to see why it was bad for her to get upset with other drivers when it is their fault for cutting her off. I explained that her anger leads her to not let other cars cut in front of her, even when they have their blinker on. She takes her frustration out on other drivers who have never done anything to make her mad which could lead to more frustrated angry drivers on the road.
She agreed to do a driving personality makeover but she thinks it wouldn’t last long. I told her I was glad she was going to do one and I just told her to take it one day at a time. Hopefully her negative habits will stop and she will develop new better habits.
The
Question I am Answering is Question 2:
Question 2: (a) Discuss these three Web sites: drivers.com vs. drdriving.org vs. a third one you select that you find related to these two. What are their main differences? Be sure to consider at least the following areas listed below. In your answer, keep the sub-division as indicated below. Be sure to answer each one. In order to write a good answer you will need to consult some articles as to how to evaluate a Web site. Goggle the words evaluating Web sites or pages and learn how to do it. Give a link to the article if you find one that's helpful.
(1) content of articles
(2) content and tone of newsletters, when present
(3i) style of the site
(4) probable audience
(5) public relations or policy, etc.
(6) advertising (if any)
(7) size
(8) ranking (see Google or Alexa)
(9) Other sites that link to each
(1) Content of articles
This site has information on auto drivers and computers drivers (I thought that was interesting). It covers topics such as auto, behaviors, environment, licensing, young and old drivers, and traffic, just to name a few. They post current articles in the front and you can also find old articles.
(2) Content and tone of newsletters, when present
They send out a newsletter several times a year. It describes the latest features on the Website. They also let the public know about new interesting driving articles.
(3) Style of the site
This site is easy to get around. They have big titles such as Computer drivers and Auto drivers. Just click on the one that is of interest to
you and it will lead to subtitles that are clickable.
(4) Probable audience
It targets drives. Whether you’re interested in current events that deal with cars or if you’re a trucker looking for a job, this site can help you out.
(5) Public relations or policy, etc.
This site private policy simply states that they collect information from users use of automatic “cookies”. Users provide personal information if they choose to do so and finical information is never asked for or given.
(6) Advertising
The advertisements on the top of the page and on the right
side of the page pertain to the topic that is currently on the screen. There are no flashy advertisements selling
I-pods on this site.
(7) Size
The site has different topics that leads to more subtopics. If the topic or issue is a very popular one you may find more articles for those versus a topic that not too many people know about.
(8) Ranking
To obtain the traffic ranking I used the vehicle Alexa. On April 14, 2006 the traffic ranking was 128,595.
(9) Other sites that link to each
None that I found
This site has a number of articles about driving and anything else you might want to know. From this site you can link to statistics accidents, take surveys, and even test yourself. If you need to reach the makers of the site their contact information can be found on the bottom.
(1) Content of articles
There is an article for all types of people. There are articles for music lovers, for men, women, and even Christians. If you’re a bus driver, truck driver, teen driver you can find information on this site. It’s packed with useful articles for anyone.
(2) Content and tone of newsletters, when present
There were no newsletters present on this Website
(3) Style of the site
This site is easy to use. Articles, books, other sites are clearly marked.
(4) Probable audience
The audience is for drivers, for people interested about
driving, students who need information on driving.
(5) Public relations or policy, etc.
I did not find a public policy
(6) Advertising (if any)
There is no advertising, however you go to the Amazon link to purchase the ever so popular book Road Rage and Aggressive Driving: Steering Clear of Highway Warfare.
(7) Size
This site is quite large considering all the information that you can get out of it.
(8) Ranking (see Google or Alexa)
The traffic ranking for this Website on April 12, 2006 was 448,543.
(9) Other sites that link to each
I found several sites linked to drdriving.org, including the
Honolulu Advertiser and Yahoo.
Summary of my selection: http://www.teendriving.com
(1) Content of articles
The articles all have to do with safety and teen driving. This site gives tips for young drivers on how to drive around school areas, in bad weather, and even gives advice on buying cars and insurance.
(2) Content and tone of newsletters, when present
You have to subscribe to receive newsletters. The newsletters are filled with new driving tips and latest driving issues.
(3) Style of the site
The style of this site is easy to use and very kid/teen friendly. They use pictures and bright colors for the different links.
(4) Probable audience
The audience is for parents and teen drivers. The have tips for teaching teens how to drive;
they have gifts for teen too.
(5) Public relations or policy, etc.
There is a public policy on the bottom of this site however it read page not available when I clicked it.
(6) Advertising (if any)
There is advertising on this site. The products being advertised are driver safety courses, books, and accessories for traveling, maintenance, and electronics.
(7) Size
This site is on the medium size compared to the drdriving site. This site does have a number of articles and useful links. They also have a section called “Tip of the Month” and “Interview of the Month.”
(8) Ranking (see Google or Alexa)
When I tried to do the ranking on this site it did not work. (Sorry)
(9) Other sites that link to each
I found several sites including AAA Foundation.
The Question I am answering is Question 3:
(a) Select three student reports at www.soc.hawaii.edu/leonj/499s2003/newsgroups. Be sure you put a link to the report you are quoting from. Summarize what the three students were trying to do, what methods they used, and what they concluded.
(b) Discuss your reactions to what they did – they’re ideas, their method, and their explanations. What did they gain from doing their reports? How do their ideas influence what you yourself think about these issues?
(c) Now go to some driving newsgroups by Googling the phrase driving newsgroups. See if you can corroborate the conclusions of the student reports, which were done several years ago. Is this still going on the same way?
Answers
Question 3 (a): Select three student reports at www.soc.hawaii.edu/leonj/499s2003/newsgroups.
Be sure you put a link to the report you are quoting from. Summarize what the
three students were trying to do, what methods they used, and what they
concluded.
Report 1) Attitudes Driving Newsgroups
http://www.soc.hawaii.edu/leonj/499s2003/newsgroups/newsgroups11.html
Shehla Korff needed to explore the various Newsgroups reports written by prior generations. Their instructions were to improve on the prior generations Newsgroups reports by using more concepts from psychology to interpret their observations about people’s behaviors and mentality in Newsgroups. They were also asked to compare and contrast different newsgroups to see if the type of people, the topic, or tradition effects behavior. The instructions for this student can be found at: http://www.soc.hawaii.edu/leonj/leonj/leonpsy11/g11newsgroups.html
Methods: Shehla Korff used one topic thread with 19 postings to describe reasons why authors
publish their works in a newsgroup. The topic was black humor. The student
would put his comments and reactions after each thread. I found his threads to be very interesting
and funny (people swearing at each other).
Conclusions: Shehla concluded that a community has formed within this one topic thread. The people commenting have different personalities, like one is egocentric and another wants attention. Shela sensed that there is a hierarchy of dominance presented throughout the exchange between the nine contributors.
Report 2) Attitudes Driving Newsgroups: The Endless Exploration in the World of Newsgroups
http://www.soc.hawaii.edu/leonj/499s2003/newsgroups/newsgroups27.html
Greg Suguitan’s instructions were the same as Shehla Kroff’s (above). The instructions for this student can be found at: http://www.soc.hawaii.edu/leonj/leonj/leonpsy11/g11newsgroups.html
Methods: Greg posted these following topic: Car drivers ARE Reckless, Daily Grips: Cell phones and Accidents, Relative Driving Skills, Brake Lights: Nemesis of the Highway, Old Drivers More Deadly Than Drunks, Hostile Drivers: We’re Kidding, Right? Left Lane Travelers, Aggressive Drivers…Women, Traffic Accident Statistics???, Road Rage, Speeding and Today’s Police Cars, What City Has the Worst Drivers. After each posted topic Greg would put his comments about the topic and/or the people putting up comments.
Conclusion: Greg concluded that he learned a lot from his
assignment. He felt that in general the
way people know or find out about current events is by reading the newspaper
but newsgroups are an interesting way to get other people’s opinions.
Newsgroups inform the public about topics or issues that the media does not
cover.
Report 3) My Experience with Newsgroups, Something to Talk About: Love and Long Distance Relationships
http://www.soc.hawaii.edu/leonj/499s2003/newsgroups/newsgroups13.html
This student had the same instructions as the students above. The instructions for this student can be found at: http://www.soc.hawaii.edu/leonj/leonj/leonpsy11/g11newsgroups.html
Methods: This student searched through a number of newsgroups until she found one that was of comfortable with. It talked about long distance relationships. She also found more related newsgroups and participated.
Conclusions: This student has concluded that this was a learning experience. These newsgroups help people meet others who are in similar situations. This student felt that people are very opinionated and these newsgroups giver people an opportunity to say what they can about the topic.
Question 3 (b) Discuss your reactions to what they did – they’re ideas, their method, and their explanations. What did they gain from doing their reports? How do their ideas influence what you yourself think about these issues?
Report 1) I have never been a to/in newsgroup before and from what I
saw in this first report I am a little nervous about stepping into one. The topic was on black humor. A radio jockey was asked to take a leave of
absence from work because he publicly said something racist. The people who commented were stating their
opinions but some of their comments upset the others in that newsgroup so some
verbal attacking was going on. Shehla’s commented
on the participants comments, I agreed with what Shehla had to say about this
newsgroup and it’s participants. People
have different personalities and when people get together, whether in person or
online, personalities can some times clash.
Shehla gained experience from doing this report.
Report 2) Greg had found interesting newsgroups and
articles. They were all driving
related. His comments were very
educated; I felt he did a good job by using psychology concepts to comment on
what he read. I agreed with his
comments, especially the one about driving skills. He stated that many people feel that driving is like a
competition when it’s purpose is for transportation. He gained from his report experience and he felt this was a great
way to get issues out to the public.
His ideas allowed me to see other people perspective on topics.
Report 3) I have never been in a long distance relationship but I heard it could be quite difficult. I found it interesting that this student found one that she could actually actively participate in. She not only found one but several that she found very interesting. I fell that this student gained a lot from her report. Not only did she gain experience but also she found a site where she could be very helpful for others. If I am ever in a long distance relationship I am glad to know where I can find support.
Question 3 (c) Now go to some driving newsgroups by Googling the phrase driving
newsgroups. See if you can corroborate the conclusions of the student
reports, which were done several years ago. Is this still going on the same
way?
· http://unison2.poptel.org.uk/ubb/Forum5/HTML/000006.html
This newsgroup had three participants; one participant was the moderator for the sight. This newsgroup was different from the ones I saw in the student report in the other generations. The common newsgroups I saw were very conversation like, where exchanges and interactions were made. This newsgroup was more like a bulletin board were a topic of interest in posted and anyone with interested could post their comments, but there was not a lot of heavy interactions or exchanges going on. This newsgroup would be a good example of Greg’s (Report 2) conclusion of how issues reach the public.
·
http://www.ibiblio.org/rdu/usenet-arc/
This site was very interesting because one man, Kevin, put it up and he posted all the newsgroups he has found or been a part of, and they all have to do with driving. I have listed some of the titles of the newsgroups I found very interesting (and funny): “12 Secrets the Cops, Courts, and Insurance Co's Don't Want You to Know”, “Driving Pet Peeves”, “Silly Road Signs”, “Speed Kills”, and “Why do You Need to Pass That Person?” just to name a few.
I
found these newsgroups to be more of what I thought newsgroups were. There are a lot of different opinions from
interested people. There is a lot of
exchanges and conversation going on between the participants. This site is full of issues that the media
does not cover so I feel it is a great place to find important and interesting
issues that are not made public.
I
feel that the student’s conclusions were confirmed by my search of other
newsgroups. This is the first time I
have ever looked at or read newsgroups and, like the other students, it was a
good learning experience. Newsgroups
are a great way to get issues out into the public. There are a lot of people who have good opinions on different
topics and this allows them to have their voices heard. Although some newsgroup topics can lead to
heated discussions and sometimes lead to swearing and argument, I still find
them to be a great way to know more about important issues.
The Question I am answering is Question 4:
(a) Consider Table 5 in the Lecture Notes, in the Section on Driving Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy24/409a-g24-lecture-notes.htm#Charts Read the article from which the Table was taken. Copy and paste the table into your file. Describe the Table in your own words: what is for, what it says, what it shows.
(b) Copy the Table again and paste it again. But this time delete the examples in each cell and replace them with your own examples that you make up. Title this Section: My Version of the Table. Explain what your table shows and how you came up with it. Discuss your Table with friends. Summarize their reactions. Summarize your reactions to their reactions.
(c) Discuss why driving is such a big problem in all societies and why no effective solutions have yet been found for them. Refer to our two textbooks for examples of some of the worldwide problems and solutions proposed. Be sure to refer to the author and page numbers. What likelihood is there that his approach will be adopted? Explain.
Q. 4 (a) Consider Table 5 in the Lecture Notes, in the Section on Driving Psychology Theory and Charts at www.soc.hawaii.edu/leonj/leonj/leonpsy24/409a-g24-lecture-notes.htm#Charts Read the article from which the Table was taken. Copy and paste the table into your file. Describe the Table in your own words: what is for, what it says, what it shows.
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Table 5 |
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Summary of Table 5: This table takes a look at and compares aggressive (emotionally unintelligent) driving skills with supportive (emotionally intelligent) driving skills. The quotes are examples of what each driver might say.
Row 1: Aggressive drivers tend to blame others, put the responsibilities on other drivers, and feels that the situation in only affecting himself. A supportive driver, instead of blaming others, looks at himself and figures out what he are doing wrong in the situation.
Row 2: Aggressive drivers tend to feel that they are victims, which the world is out to get them. They can get upset for what almost happened, where a supportive driver can feel the same emotions but is grateful that nothing serious happened.
Row 3: Aggressive drivers think that the person cutting him off made him mad however it is the driver that allows himself to get upset. Supportive drivers know that anger is not necessary and can control their feelings before it gets worse.
Row 4: Aggressive drivers tend to retaliate when another driver upsets them without thinking about the consequences. A Supportive driver thinks about what could happen if they retaliate and realizes that it safer and better to just let it go.
Row 5: Aggressive drivers usually only think about their goals or their own situations and can get very upset when other drivers get in their way. Supportive drivers know that other drivers have the right to drive on the roads and does not feel that his goals are more important then others.
Row 6: When caught in traffic aggressive drivers tend to try to weave in and out of lanes to try to “beat” and get ahead of everyone. Supportive drivers will not try to “beat” other drivers in traffic. They know that everyone is dealing with traffic as well, not just himself.
Row 7: Aggressive drivers tend not to like diverse drivers because they slow him down. They rather have them off the road completely. Supportive drivers accommodate the diversity of drivers and carefully controls themselves around drivers who are on the phone, old, young, or are visitors.
Row 8: When aggressive drivers are find themselves in a situation that upsets them, they tend to lose control of their feelings and act negatively, aggressively, or hostile to the other drivers. Supportive drivers who find themselves in a upsetting situation they practice positive behaviors such as forgiveness, patience, and understanding.
Row 9: Aggressive drivers tend to criticize the way others drive. They get upset for the way other break, when they use the gas, when they use the signal, etc. Supportive drivers use humor and other calming techniques to not get upset.
Row 10: Aggressive drivers are usually reluctant to change. They do not see their errors in driving and feel that they are great drivers that it’s everyone else who is a bad driver, and they are the ones who need to change. Supportive drivers are careful about how they drive and when they make an error they correct it.
Question 4 (b) Copy the Table again and paste it again. But this time delete the examples in each cell and replace them with your own examples that you make up. Title this Section: My Version of the Table. Explain what your table shows and how you came up with it. Discuss your Table with friends. Summarize their reactions. Summarize your reactions to their reactions.
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My Version of The Table |
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Summary of My Version of Table 5: My version of table 5 comes from my own experiences on the road. My table shows what I would do/not do in real situations (but I left out swear words). I have to admit I still act aggressively and negatively while driving and that is something I am working on. Especially Rows 3, 8 and 10. I know that it is myself that allows feeling angry but it is hard not to get upset sometimes. I also, sometimes have a hard time practicing positive roles when I am late or in a rush. I notice my driving mistakes yet, I don’t always work on fixing them. Although I am pleased to say that I am good Row 9, I’ll make up the lamest jokes just so I don’t get mad, and I have a great time doing it.
Friend’s reactions: I talked about this chart to my friends who I usually drive with. My friends thought the chart was interesting but they needed explanations for some of the Rows they didn’t understand. Row 3:Realizing that anger is something we choose vs. thinking it is provoked is one they did not understand. I explained that we control out own feelings and thoughts. When someone cuts us off we have the choice to let ourselves get upset or not get upset. Row 9: Practicing positive role models vs. negative is another one I explained because they did not know what positive or negative roles meant. I briefly explained what an aggressive and supportive driver is (from what I learned from class) and said that supportive drivers are what we should aim to be. Overall, they seemed pretty interested in this chart and they were quick to notice which side of the chart they were on. Every one of my friends had at least one row where they were on the negative side and said they would keep that in mind when they drive.
My reaction to their reactions:
I was happy that my friends found this chart and little lesson was
interesting. I know how they drive and
showing them this chart opened their eyes to their behaviors. I’m glad that they all could see their
negative errors and want to change them.
I’m also glad that they got to notice their positive driving skills
because it made them feel good to know that they are doing their part in making
the roads safer.
Question 4 (c): Discuss why driving is such a big problem in all societies and why no effective solutions have yet been found for them. Refer to our two textbooks for examples of some of the worldwide problems and solutions proposed. Be sure to refer to the author and page numbers. What likelihood is there that his approach will be adopted? Explain.
Driving is such a big problem for all societies because driving gives people power and freedom. People sometimes use vehicles for their own purposes and do so without thinking of others around them. There are so many diverse drivers on the road and if every driver is only looking out for himself or herself then big problems can arise. Our two textbooks give good examples of how driving is a worldwide problem.
In Driving Lessons: Exploring Systems that Make Traffic Safer on page 193, Jorge Frascara explains how in Canada, over 51,000 people have died from road crashes in the last 10 years and over 2,000 were injured, some were permanently disabled from the accident. Traffic accidents kill twice as many people 35 and younger as heart disease and cancer combined in cancer. Although there are far more traffic accidents there is very little funding dedicated to research for prevention, however research for heart disease and cancer receives substantial funding. Frascara proposes that communicating and educating the public about the dangers of driving could be a possible solution. He explains that the Australian Transport Accident Commission campaign saved 230 lives, saved $118 million in insurance, and had 98 percent of the publics support. This campaign set up cameras and hired more police to control road users. This could be one possible solution.
The question is how will the public react to such measures? I feel that if the public were educated on the driving problem and realize how many people have died and suffered because of driving problems then perhaps the public will be supportive. The public would also have to be motivated to change their driving ways. The auto industries would have to do their part in advertising and promoting the safe and reliable part of cars rather than promoting the cars high speeds and dangerous maneuvers.
In our Road Rage and Aggressive Driving: Steering Clear of Highway Warfare textbook, Dr. James and Dr. Diane Nahl discuss recognizing diverse drivers on page 167. One example of a diverse driver is visitors or tourist who are not from an area and is driving on the road with its locals. Visitors are not familiar with the roads and can sometimes feel anxiety about being lost and their driving is not as easy as it is for a local. Local drivers can quickly get upset and cause problems on the road. This is a problem, especially with drivers from Japan or England or if American drive in Japan. Driving on the right side of the road is common for Americans but it is completely different for others. Adjusting to that plus a lot of other factors that are new to visitors can be very hard.
Dr. James and Dr. Nahl propose a solution called being a supportive driver. Supportive drivers accommodate the diversity of drivers, including visitors, instead of getting upset and competing with them. This would be a great solution, however it is hard to motivate people to change their normal driving habits to becoming a supportive driver. It takes a lot of practice and breaking old habits can be hard.
The Question I am answering is Question 5:
(a) Our textbook Road Rage and Aggressive Driving has checklist exercises in several chapters. Do the following four exercises:
(i) Exercise on Aggressive Thoughts and Feelings on p. 65-66
(ii) Exercise on Are You an Aggressive Competitor on p. 104-5
(iii) Exercise on Positive Driving Behaviors on p. 212-3
(iv) Exercise on Your Passive Aggressive Road Rage Tendency on p. 88-9
(b) Discuss your reactions to each exercise? How do you explain your answers? You can give your answers in their entirety or you can make selections. What do they show about your driving personality? Where did you get this style of reacting and driving? Discuss how these exercises help you to become more aware of yourself as a driver.
(c) 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? Discuss and illustrate with specific examples.
Answers
Question 5 (a) our textbook Road Rage and Aggressive Driving has checklist exercises in several chapters. Do the following four exercises:
(i) Exercise on Aggressive Thoughts and Feelings on p. 65-66
Driving Area 1: Fantasies of Retaliation and Revenge
1. ___ When others cut in front of me so that I have to break, I feel like crashing into them to teach them a lesson.
2. ___ When I encounter road- hugging pedestrians, I feel like pushing them out of my way.
3. _x_ When drivers become aggressive by tailgating me, I enjoy slowing down to pay them back.
4. ___ When I’m under stress due to work, I get very edgy and take it out on other drivers.
5. _x_ I don’t think passengers should tell me how to drive and I let them know when they try.
6. _x__ If motorists around me act cocky and drive recklessly, I get into a rebellious mood.
7. __ I passionately hate drivers who think they are the only ones on the road and act carelessly.
8. ___ When a driver cuts me off and slows down, I feel like ramming that car.
9. _x_ I get nasty thoughts about drivers who force their way into my lane, especially without signaling.
10. ___ I feel like ramming them to smarten them up about doing dangerous things (eating, putting on makeup, reading, talking on the phone, etc.) while they should be paying attention to the road.
11. ___ When people run or walk on the shoulder of the highway I feel like swerving toward them to scare them off the road for good.
12. ___ When slow cyclists take up a whole lane so that I can’t pass and refuse to move when I honk, I feel like whipping by so close they lose their balance and fall.
Driving Area 2: High- Pressure Driving and Competition
13. __x_ When a car gets in my way I don’t like it and try to get around it even if it means taking some risks.
14. __ In heavy traffic I feel a constant desire to weave across lanes, trying to get ahead.
15. _x_ I’m a “gap closer” and I make sure no one enters my lane in front of me.
16. ___ When I’m late, I have no patience and tailgate slower motorists in my way.
17. __ If it was up to me, I’d have everybody else get off the road until I pass- like the president.
18. __ I like the idea of saluting careless drivers “with respect” (flipping them off with my hand safely out of view under the dashboard).
19. _x_ I don’t have respect for drivers who forget to turn their blinkers on or off.
Driving Area 3: Impulsive and Reckless Driving
20. ___ Showing off to friends is something I do because I am expected to take risks and not act like a coward.
21. __ I enjoy loud, fast music while I drive- let me feel free!
22. __ When I drive late at night and the road is clear, I like to go fast no matter what the signs say.
23. _x__ When I’m in a rush and upset I cut in front of cars and rush through yellow lights.
24. _x_ If I had a few drinks but feel alright, I take the chance and drive home anyway.
25. _x_ When I’m tired I become less alert, but I still need to drive. I have no choice.
26. ___ Going through red lights should only be done when you’re absolutely sure there are no cars that can show up in your way.
27. ___ I love to hear the tires screech when I take turns fast. It’s a nice sound. Makes me feel alive.
(ii) Exercise on Are You an Aggressive Competitor on p. 104-5
1. _x_ I really hate it when traffic is congested and I can’t get ahead of others because I feel like I’m losing.
2. _x_ I’ve discovered that I can force my way into any lane by being pushy.
3. ___ I believe the law that prevails on the road is the law of the jungle- we might as well face it: the most aggressive drivers end up getting what they want.
4. __ I’m driving in the left lane in heavy traffic and trying to switch lanes to the right lane to make a right turn at the next intersection. The driver in the car next to me sees my signal and closes the gap, preventing me from entering the lane. I miss my turn as a result. This proves that he purposely kept me out.
5. _x_ I love it when I pass a long line of waiting cars, then when I cut in front of the line. Victory! Only losers wait in line.
6. ___ A lot of drivers can see that I’m in a hurry. So what do they do? They intentionally try to slow me down or block my way. That’s how they get their kicks.
7. __ I need lots of space between me and everyone behind me. I’m a natural leader, so I feel best when I’m way out in front.
8. ___ When traffic is heavy, drivers have to compete against each other or else one gets left behind. The better you compete one the road, the better you can do your job, and the more useful you are to society.
9. ___ It’s necessary to drive in a competitive manner because the other drivers are very competitive. I’m expected to be competitive on the road.
10. ___ As the streets are getting more crowded, drivers make each other angry. It’s a competitive situation and I can’t afford to worry too much about how my driving makes others angry because we all make each other angry.
(iii) Exercise on Positive Driving Behaviors on p. 212-3
1. _x_ Putting on the turn signal in consideration of others; thinking of how to reduce stress for others.
2. ___ Feeling responsible for creating a stress for other road users; wanting to evolve an altruistic attitude in traffic.
3. __ Concentrating on developing better on-ramp merging skills by focusing on leaving enough space to pickup speed.
4. __x_ Creating positive mental scenarios and avoiding pessimism; saying, “Traffic is not too bad. I’ll just relax,” versus “Traffic is awful. I’ll never get home.”
5. __ Driving with greater awareness; understanding the differences in peoples’ expectations in the left and right lanes; consciously managing following distance to keep it safe, following the three second rule.
6. __ Consciously practicing how to handle common obstacles to traffic flow; for instance, when a lane is closed and merging is required.
7. __ Compensating for the “blind spot” by always using both side and rearview mirrors and turning your head for better view.
8. __ Merging properly when a lane is closed by remaining in your lane until reaching the merging point.
9. _x__ Learning to avoid mental violence as retaliation; not letting frustration lead to aggressiveness and hostility.
10. __ Avoiding the symbols of competition in driving, like racing to get there first, wanting to pass all cars, feeling ridiculed when a lot of cars pass you, impulsively cutting in.
11. __x_ Practicing nodding instead of shaking your head at traffic.
12. ___ Recognizing higher motivations in driving, like fairness, civility, morality, altruism, religion, or spirituality.
13. ___ Giving up a “laissez- faire” attitude toward other drivers, such as “What’s happening to that driver is not my problem.”
14. _x_ Being willing o figure things out ahead of time, like how late to leave, when to turn, which way to go, when to change lanes, with the goal of avoiding making unpredictable, impulsive moves that other drivers can’t interpret.
(iv) Exercise on Your Passive Aggressive Road Rage Tendency on p. 88-9
1. ___ I insist on driving at the speed limit in the passing lane because it’s the law.
2. ___ I hold up a long line of drivers on a one- lane road.
3. _x_ I ignore drivers who try to enter my lane, closing the gap.
4. ___ I ignore yield signs.
5. ___ I don’t bother giving proper signals.
6. ___ I am slow to get going when traffic lights turn green.
7. _x__ I show insufficient alertness or consideration to drivers and conditions.
8. _x_I repeatedly tap the breaks or slow way down to retaliate against a tailgater.
9. ___ I take my time entering and leaving parking spaces, especially when someone is waiting for me.
10. __ I make gestures and facial expressions to myself to show my disapproval of pushy drivers.
Question 5 (b): Discuss your reactions to each exercise? How do you explain your answers? You can give your answers in their entirety or you can make selections. What do they show about your driving personality? Where did you get this style of reacting and driving? Discuss how these exercises help you to become more aware of yourself as a driver.
Driving Area 1. Fantasies of Retaliation and Revenge: I didn’t think I was such an aggressive driver but doing this checklist I am more aggressive then I thought. In this area I marked 4 out of 10 but that is still too much. I realize I really shouldn’t retaliate because I really don’t know how dangerous the consequences of my actions could be. I think I adopted my liking of retaliation from my friends.
Driving Area 2: High- Pressure Driving and Competition: I answered 3 out of 7 and the ones I marked I have to admit I do often, for example I am a hard core “gap closer.” I also hate it when drivers don’t turn their blinkers off (#19)! That’s my biggest pet peeve (and it’s something I will work on). Again I think I get my driving habits from my friends.
Driving Area 3: Impulsive and Reckless Driving: Again I marked 3 out of 7. Although I know it is very bad to drink and drive I only do it when I know for sure I can drive safely home. But, from this class I know what alcohol does to my reaction time so I will try to stop. Driving tired is hard to stop for the fact that I have class all day and I work all night. However, finding a ride on the nights I work late wouldn’t be so hard. I adopted these driving habits from friends and our culture. It’s considered “normal” to have a few drinks and drive.
(ii) Exercise on Are You an Aggressive Competitor on p. 104-5: I think I did better on this checklist. I only marked 3 out of 10. Number 5 described me in perfect words, “Victory”, when I pass a long line of cars. I don’t know why but I do feel like I won something, its like I beat the game because I didn’t have to wait in line.
(iii) Exercise on Positive Driving Behaviors on p. 212-3: I know it looks bad that I have only marked 5 out of 14 for positive driving behaviors that I’m willing to adopt, but its because I already do have some positive driving behaviors on the list. I’m working on my list little by little.
(iv) Exercise on Your Passive Aggressive Road Rage Tendency on p. 88-9: 3 out of 10 on this one. I think the hardest one to stop would be to stop slowing down when I’m tailed. I slow down till I’m driving around 20 mph just to piss him off. I get this attitude from the way my friends drive. I will try hard to stop because I wouldn’t want them to hit my car or worse.
Question 5 (c) 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? Discuss and illustrate with specific examples.
I used exercises (i) Exercise on Aggressive Thoughts and Feelings on p. 65-66 and (ii) Exercise on Are You an Aggressive Competitor on p. 104-5 with my boyfriend because he is very aggressive and I wanted to know if he knew that.
Exercise (i) helped me and my boyfriend understand that retaliating, competing, and reckless driving not only puts us and other drivers in danger it also affects our mental health. Getting mad and retaliating may feel good but it’s not really worth it when you think about what dangers could happen.
Exercise (ii) I was really surprised when my boyfriend marked a lot of these statements. He is competitive on and off the road. I realize that being competitive on the road is more dangerous because you’re using a lethal weapon to compete with others also driving lethal weapons. Reading and discussing this exercise made it clear that driving is not a game. There are no winners or losers. When other people realize that then maybe aggressive competition will stop.
My
Report on the Previous Generations
Generation 22
1. http://www.soc.hawaii.edu/leon/409as2005/tarayao/409a-g22-report2.htm
This report was done by Malia Tarayao. This students report two looks very similar to ours. She discussed topics such as the three fold self (that we should all know by heart by know) and the three levels of driving: level one is proficiency, level two is safety, and level three is responsibility.
2. http://www.soc.hawaii.edu/leon/409as2005/Shark/409a-g22-report2.htm
This report was written by Jordyn Shark. He made a chart that states his route to improving his driving. He planned to change the way he manages his time, make sure he eats before so he’s not hungry, not driving tired, and realizing that everyone, including himself makes mistakes on the road. He also outlined Table 5, like our generation. I will take his advice: drink green tea while studying all night.
Generation 23
3. http://www.soc.hawaii.edu/leon/409af2005/masuoka/masuoka-409a-g23-report2.htm This report was written by Kristen Masuoka. This is also very similar to our report. She had to do the exercises in the Road Rage book (different exercises from our report). I found it interesting to look at her answers especially the last exercise titled “Verbal Road Rage Tendency” found on page 91. She marked a lot of them and in her reaction section stated that she realized that verbal aggressiveness only heightens the aggressive feeling.
4. http://www.soc.hawaii.edu/leon/409af2005/peltz/peltz-409a-g23-report2.htm
This report
was written by Kristen Pletz. Her
report was similar to ours. When she
did the exercises and checklists in the textbook Road Rage she found out
that she was a hostile driver who retaliates when drivers upset her. She is also a very verbally aggressive
person. Her plan is to practice and
become a supportive driver.
Advice
to Future Generations
You can learn a lot from this class if you keep up with the readings and feel comfortable to discuss during class. Dr. James won’t bite you if you say something wrong, so don’t worry. Like everyone says, DON’T PROCRASTINATE. You’ll hear that often but it is really good advice. Listen to it.
My Home Page: http://www.soc.hawaii.edu/leon/409as2006/fonseca
G24 Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy24/classhome-g24.htm