Best practice for learning to drive programs should be evidence-based and incorporate the range of lower and higher-order skills outlined in the internationally recognized Goals for Driver Education (GDE) matrix. A set of practices derived from the matrix, together with pertinent adult learning approaches and driving instruction research formed the basis of an evaluation checklist developed to review the Keys2drive program (a national single-session interactive education program for learner drivers in Australia). The checklist criteria consisted of 18 practices, including: having a sound theoretical base; reflecting various GDE components; facilitating parental involvement; provision of feedback; building resilience; use of coaching approaches; commentary driving; self-assessment; understanding of risk factors; and supporting safe vehicle choices and graduated licensing schemes. The program review sought to determine the extent to which Keys2drive is aligned with best practice according to the checklist criteria. Evaluations of driver education programs should recognize that novice drivers, in discussions with their instructors/supervisors, may have differing interpretations and values concerning various GDE goals, such as their awareness of critical risk factors. As a best practice, instructors should be prepared to ask the novice ‘How?’ and ‘Why?’ questions relevant to their GDE goal interpretations and values.

Road users such as pedestrians, cyclists and motorcyclists are highly susceptible to crash forces. Yet, while Safe System thinking accords susceptibility to crash forces and a forgiving system as focal principles, the greater vulnerability of these road users is barely recognised in many models of a Safe System. This is a concern of growing importance, given current efforts to increase usage of active travel modes and substantially rising injury rates among cyclists and motorcyclists. This paper explores a selection of research studies aiming to identify relevant factors behind traffic conflicts involving vulnerable road users, as a means to determine appropriate countermeasures particularly those involving infrastructure and vehicle technology. A better understanding of the contextual nature and causes of traffic conflict has much potential to contribute to Safe System thinking and conceptualisations, allowing them to extend beyond their traditional focus on susceptibility to crash forces and systems that are forgiving.

Analysis of driver licensing rates among young adults in Victoria, Australia, found declines in licensing since 2001. in 2014, over one-third of 18-24 year-olds did not hold a licence. Also, a survey of 147 non-driving young Australians found the most frequent main reasons for not holding a licence included the difficulty of the licensing process or its expense, not liking driving or preferring walking. Over a third of those surveyed aged 25-30 said they had never learned to drive, or were still learning. Young Victorian adults are changing their travel modes by driving less, not at all or delaying getting a licence, along with strong preferences for other travel modes, such as public transport and walking. Potential road safety implications include reduced road deaths and injuries, but also an ongoing demand for safer infrastructure for vulnerable road users. Also, all drivers will increasingly experience a road system comprising users aged over fifty along with road safety measures targeting that age group.

Work health and safety (WHS) and road safety are distinctive perspectives of public health but they share much in common. Both have evolved from a former focus on individual responsibility to embracing systemwide, integrated approaches. Both now talk of incidents rather than accidents. Both are now characterised by proactive rather than reactive responses and their broad countermeasure approaches share many similarities. However, there are various aspects of WHS policy andpractice that could be examined in relation to the road safety experience, particularly how compliance and deterrence approaches work best in WHS; the use of rewards and incentives; better attention to young worker safety; improved collection, analysis and usage of WHS data; and optimal use of WHS auditing and inspection programs. The aim of such examinations should be to gauge if current WHS policies and practices are appropriately balanced in light of the road safety experience. Language: en

Work health and safety (WHS) and road safety are distinctive perspectives of public health but they share much in common. Both talk of incidents rather than accidents. Both are characterised by proactive rather than reactive responses. Both suffer from a tendency to normalise levels of risk and to prefer training of individuals over system-wide, integrated approaches. As well, compliance and enforcement are important in both WHS and road safety, and their hierarchies of control share many commonalities. A literature review and a series of workplace interviews identified where various aspects of WHS policy and practice could be reviewed in relation to the road safety experience, particularly in relation to how compliance and enforcement approaches work best, the use of rewards and incentives, making fuller use of violation data, establishing chains of responsibility, and looking beyond regulatory solutions. WHS data collection and analysis approaches could be reviewed with respect to optimising use of auditing programs and considering employing non-traditional WHS performance indicators.

This paper reviews relevant literature and publicly available fleet management programs, along with workplace road safety policies and procedures. Discussions were also held with managers of selected companies about their fleet safety achievements. This work identified key vehicle and driver safety interventions from the literature, plus best practice fleet management and workplace road safety policies and priority actions for consideration within fleets. Managers reported progress in organisational acceptance and recognition that road trauma is a social, human, financial, reputation, efficiency and operational risk to an organisation and needs to be given priority at all management levels. The study investigated workplace safety management principles and their application in road safety management. Within standard management processes, companies wishing to reduce their road safety risk should: reassess the need for travel; reorganise work journeys to reduce exposure to risk or use lower risk journey options; invest in the upfront safety quality of vehicles that are being used; and engage their staff and stakeholders about risk management on the road.

Tritium in the UK environment causes low radiation doses to the public, but uncertainty exists in the dose coefficient for the organically bound component of tritium (OBT). This can affect the assessment of effective doses to representative persons. Contributing to that uncertainty is poor knowledge of the body retention time of OBT and how this varies for different OBT compounds in food. This study was undertaken to measure the retention time of tritium by volunteers after eating sole from Cardiff Bay, which may contain OBT from discharges from the GE Healthcare Ltd plant. Five volunteers provided samples of excreta over periods up to 150 days after intake. The results, which are presented in raw form to allow independent analysis, suggest retention of total tritium with body half-times ranging from 4 to 11 days, with no evidence (subject to experimental noise) of a significant contribution due to retention with a longer half-time. This range covers the half-time of 10 days used by the ICRP for tritiated water. The short timescale could be due to rapid hydrolysis in body tissues of the particular form of OBT used in this study. Implications for the dose coefficient for OBT are that the use of the ICRP value of 4.2 x 10(-11) Sv Bq(-1) may be cautious in this specific situation. These observations on dose coefficients are separate from any implications of recent discussion on whether the tritium radiation weighting factor should be increased from 1 to 2.

Self-awareness and self-monitoring of one's driving behaviour are important higher-order cognitive skills considered in the National Road Safety Action Plan 2007 and 2008 to be integral to best educational practice for novice drivers. But what do self-awareness and self-monitoring actually involve and how can they be productively applied in driver training/practice supervision? The author's research indicates that, while many driving instructors consider such higher-order cognitive skills to be particularly important, few could give specific examples of how they actually apply them in their interactions with learner drivers. This is unfortunate because, when the author followed a small sample of 16 year old Learner's Permit applicants through to their Provisional Licence, not only did most of these novice drivers respond well to prompts to self-monitor driving behaviour, but they volunteered how self-monitoring had enriched their learning to drive experiences. The paper first examines self-awareness and self-monitoring in the theoretical and research literature on learning to drive and then, as examples of best educational practice for novice drivers, translates this knowledge into practical techniques that learner drivers and their instructors / supervisors can implement. (a) For the covering entry of this conference, please see ITRD abstract no. E217713.

In adult education, there can sometimes be a dilemma between notions of learner selfdirection and learning that is important for public safety. The dilemma posed is one not well resolved by education theory. Although a few theorists have broadly recognised the tension, they tend to offer little in the way of guidance towards its resolution, particularly in cases such as where the views of older adults of their learning, and those of educationists do not intersect. Nevertheless, some writers have suggested that it might be a helpful resolution of the dilemma if learning is set in contexts that are already familiar to learners, and if learners are encouraged to discuss their learning with others.