Outline of My Third Oral Presentation

Outline of My Third Oral Presentation
Red Light Means Stop!
This is a presentation of Driving Lessons; Exploring Systems That Make Traffic Safer The University of Alberta Press, J Peter Rothe, Pages 303-315
By Jarrett Razon

Instructions for this oral presentation are found at:
www.soc.hawaii.edu/leonj/leonj/leonpsy21/g21-oral.htm

I. Red Light Camera Intervention

a. Cameras have been placed at many intersections in an attempt to control the number of red light running traffic incidents

b. According to Retting et al. (1988) red light running crashes accounted for five percent of all injury crashes nationwide and are more likely to produce some degree of injury

c. Ng, Wong and Lum (1998) conducted a study in Singapore noted trends for red-running violations such as the vehicle type (taxis, buses and minibuses) and the type of intersection (three legged intersections)

d. Retting et al. also reported that red light runners were more likely to be younger than the age of 30 and male

e. Relation- Delayed Gratification, the less immature a personality is, the more immediately the gratifications are to be met

f. Education- Driving Psychology course covering the statistical data on red light running crashes or incidences

g. www.weeklystandard.com/Content/Public/Articles/000/000/001/078ftoqz.asp

II. Critical Rejoinders

a. Rothe discusses other variables that may account for the red light running statistics noted

· “black spot” interventions- these variable might include major or minor changes in signal timing (road surfacing, intermittent police enforcement, sports events, or recreation events)

· red light running may not have caused the accidents

· amount of time allowed for data collection (couple of weeks to five years)

· media attention, publicity programs and public education

· traffic signals are not appropriately timed

b. I think that this is important because driving is an unpredictable activity and sometimes the attributions made are wrong

c. Relation- Confounding Variables, these rejoinders are confounding variables that may interfere or have been overlooked while the data was collected. Fundamental Attribution Error, over-emphasize dispositional factors and under-emphasize the situational factors

d. Education- This could be taught at traffic safety conventions or a college statistics course

III. Conclusion of Book

a. Traffic systems are composed of complex behaviors that imply complex causes and entangled factors

b. Cybernetics- each system has its own experts whose focuses are almost exclusive on their own subject matter

c. In the future several other alternatives needs to be implemented

· techno-policing- the use of technology to help enforce traffic safety (photo-radar cameras at intersections

· communities should develop municipal committees and distribute findings and data to the media and educational institutions so the community understands the positive and negative realities of techno-policing

d. Next step challenges us to reconceptualize how we view:

· labeled road users

· define causation and risk

· promote enforcement

· design roads and vehicles

· manage traffic-safety services

· Initiate and promote interrelated innovations

e. Relation- Cybernetics, the interrelation of driving and traffic safety

f. Education- This could be addresses at community board meetings or at a city and county board meeting to discuss these alternatives

My Home Page: www.soc.hawaii.edu/leonj/409af2004/razon/home.htm