Graduated Driving Licence

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Graduated Driving Licence

  1. 1. Now With Graduated Driver Licencing Learner period; un-restricted duration Un-restricted full licence Minimum length learner period Fixed term, restricted intermediate period – no night time driving, no teen passengers, no alcohol <ul><li>1 in 5 newly qualified drivers crash within 6 months of obtaining their licence. </li></ul><ul><li>Most newly qualified drivers are aged under 25. </li></ul><ul><li>4 people per day are killed or seriously injured in crashes involving young drivers in the UK </li></ul>Graduated driver licencing could save 15 lives a year in Wales, prevent 1000 casualties and save the Welsh economy £56M per year Dr Sarah J Jones, jonessj3@cf.ac.uk
  2. 2. Clear, focussed message <ul><li>Road traffic crashes involving young drivers are an under-recognised and important public health problem </li></ul><ul><li>This slide demonstrates that current driver training in the UK is not addressing this increasing problem and that an alternative approach, in the form of graduated driver licencing, could save lives. </li></ul><ul><li>It does this in a storyboard format, with ‘now’ across the top of the slide, and the proposed approach across the bottom. </li></ul><ul><li>On the top left, the ‘L’ plate and text indicate that we begin in the ‘learner’ period. </li></ul><ul><li>Moving into the centre, the ‘red-coloured’ car emphasises that the ‘newly qualified driver’ is not a safe driver. The newly qualified driver drives un-restricted (emphasised by the text), they may drive at night (the moon) and carry passengers. </li></ul><ul><li>On the top right, the high risk behaviour of driving at night, or with passengers, has lead to a crash. </li></ul><ul><li>In the ‘proposed’ approach, we still have a learner period, but now of a minimum length. </li></ul><ul><li>Once the learner has passed their driving test, they move into an intermediate period; emphasised by the amber car colour (picking up the familiar traffic light colours), when they can only drive during the day time (the sun) and can not carry passengers (empty car). </li></ul><ul><li>The experience gained in the intermediate period then enables safer driving in all circumstances. </li></ul>Dr Sarah J Jones, jonessj3@cf.ac.uk
  3. 3. Pleasing to the eye! <ul><li>The storyboard format is a simple, clear one </li></ul><ul><li>There is limited use of colour, but those that are used are bold and blocked. </li></ul><ul><li>The colour that is used is immediately recognised as having specific meaning </li></ul><ul><ul><li>Traffic light colours, the meanings of which are very clear and well known </li></ul></ul><ul><ul><li>Red for danger, green for safety </li></ul></ul><ul><ul><li>The traffic light colours also re-iterate that the message is a road safety one </li></ul></ul><ul><li>The pictures are very simple </li></ul><ul><li>The cartoon style communicates the very serious message in a format that is accessible to all </li></ul><ul><li>The use of text is limited and guides the story, rather than detracting from it </li></ul>Dr Sarah J Jones, jonessj3@cf.ac.uk
  4. 4. Has clear potential to help a decision be made <ul><li>The slide describes both the problem and the solution. </li></ul><ul><li>It also briefly outlines what the solution is. </li></ul><ul><li>The narrative provides more detail on both the problem and the potential savings that could result from implementing graduated driver licencing. </li></ul>Dr Sarah J Jones, jonessj3@cf.ac.uk
  5. 5. Demonstrates 1+ PH competency <ul><li>Surveillance and assessment of population health and well being </li></ul><ul><ul><li>To generate the figures shown under the green car I analysed police crash data for Wales / UK for 2000 to 2007. This required manipulation of a 1M+ record system with linked tables. Good understanding of how each table is related and the information within each table is essential. </li></ul></ul><ul><ul><li>I also had to work out how to model the intervention and interrogate the data to produce the answers. </li></ul></ul><ul><li>Promoting and protecting </li></ul><ul><ul><li>This project is intended to bring about change to the current driver training system in order to save lives and prevent injury </li></ul></ul><ul><li>Collaborative working </li></ul><ul><ul><li>I worked on this project with colleagues in New Zealand and have been discussing the results with police, local authority and voluntary sector colleagues so that we can advocate together for implementation </li></ul></ul><ul><li>Developing health programmes and services </li></ul><ul><ul><li>This would be an entirely new programme for the UK that would improve health </li></ul></ul><ul><li>Policy and strategy development </li></ul><ul><ul><li>I have been working to raise the profile of GDL and have spoken with an MP who is raising the issue with the Secretary of State for Transport. </li></ul></ul><ul><ul><li>GDL would require new legislation and would represent a shift in current driver training policy and practice </li></ul></ul><ul><li>Working with and for communities </li></ul><ul><ul><li>GDL would benefit all communities </li></ul></ul><ul><li>Strategic leadership </li></ul><ul><ul><li>I have developed the project, generated the data and I’m now advocating for the implementation of GDL </li></ul></ul><ul><li>Research and development </li></ul><ul><ul><li>See above </li></ul></ul>Dr Sarah J Jones, jonessj3@cf.ac.uk

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