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In this study of the effects of moderate blood alcohol levels (65 mg.%= .065%) on driver alertness, clinically normal individuals drove in an optical driving simulator for uninterrupted periods of 2 hours. During the alcohol session, subjects exhibited significantly slower reaction times, and indicated additional deleterious effects of the alcohol upon performance capacity. Results of this study suggest that the effects of moderate levels of blood alcohol must be examined not only as they affect simple perceptual-motor skills, but also as they may more subtly affect time-sharing capabilities and the various complex decision-reaction processes involved in operating a motor vehicle.
Sixteen clinically normal individuals .drove in an optical driving simulator in both a non-alcohol and an alcohol condition. In both the 0 mg% (.00%) and the 90 mg% (.09%) blood alcohol level conditions, each subject was given 60 trials in which he was required to make and execute a decision to pass or to continue following a lead car. Times available to safely complete a pass and vehicle speeds were presented in a random manner. During the alcohol condition, subjects not only attempted and completed significantly more passes but also experienced more accidents. Results of this experiment suggest that the effects of moderate levels of blood alcohol must be examined not only as they affect perceptual motor skills, but also as they may more subtly affect risk-taking behavior and decision processes involved in operating a motor vehicle.
Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
Designed to meet the needs of the Common Core State standards for English Language Arts. It helps students develop the knowledge and skills needed for advanced placement as well as for success in college and beyond without remediation.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.