An Examination: Intersection Awareness 31st & Harvard to 41st & Yale

Table of Contents
Abstract.............................................................................................................................. 6
Introduction......................................................................................................................... 7
What does PACE TULSA AGS FOUNDATION expect to learn from this study?....... 9
Our concerns? ............................................................................................................... 11
What do pedestrian awareness crosswalk education campaigns seek? ........................ 11
What does PACE expect to learn about 31st
& Harvard to 41st
& Yale?...................... 12
PACE TULSA national campaigns .............................................................................. 12
What is PACE TULSA AGS Foundation? ................................................................... 13
What Role do I play in AGS? ...................................................................................... 14
Building A Successful Leadership................................................................................ 15
Leadership Qualities ..................................................................................................... 15
Core Behaviors.............................................................................................................. 15
What is a pedestrian awareness crosswalk education curriculum?............................... 17
Eight primary emotions (PE) ........................................................................................ 19
Pedestrian awareness crosswalk education curriculum and design .............................. 20
3 modes of learning....................................................................................................... 25
Core Measurement Ideology......................................................................................... 26
Obtaining professional career choices .......................................................................... 27
A strategy exercise: Assessing authority and respect .................................................. 28

Core Learner Implementation........................................................................................... 32
Phase 1: Synergetic and Diffuse Reproduction ............................................................ 33
Content Providers...................................................................................................... 35
Public Transportation Policy......................................................................................... 36
Phase 2: Conventional Data Storage and Administration............................................. 38
Knowledge Stewards ................................................................................................ 39
Phase 3: Multi-Channel Dynamic Delivery.................................................................. 40
Content Purchasers.................................................................................................... 41
Delivery channels.......................................................................................................... 41
References......................................................................................................................... 42
Tables.................................................................................Error! Bookmark not defined.

Table of Figures
Figure 1. Map of the Study Area 8
Figure 2. Streets in the Study Area 9
Figure 3. Types of Data 11
Figure 4. Material Experience in Skepticism 17
Figure 5. Module Observation Object Development Learner Environment 22
Figure 6. Core Emotions and Material Skepticism 23
Figure 7. PACE FOUNDATION Learner Modules 32
Figure 8. PACE TULSA AGS Foundation Learner Modules 39

Abstract
This report documents a multi-phased effort that explains the intellectual and scientific
design development and proof-of-concept validation learner environments (LE). This report
design is to manage education panel presentations within A MOODLE. Moodle is a Learning
Platform of course management systems (CMS) - a free Open Source software package is
designed to help educators create effective online ... environments. The parameters defined
during prior research within the Pedestrian Awareness Crosswalk Education MOODLE, follows
development and internal testing, participants are volunteers with experiences within intersecting
Public Transportation Policy. Often relying on think-out- loud approach, specificity surveys,
PSAs, Electronic cards, SMS, Live Polls and Instant Continuous Streaming in an effort to
capture as much subjective feedback as possible, with the intent to identify possible changes that
should be made both based on observations made by researchers and preferences suggested by
participants. Adjustments were made, creating a user-modified normative LE. Objective and
subjective core behavior and core measurements are collected and analyzed in accordance with
the targeted research questions. Ultimately, this examination seeks to demonstrates the need and
resulting impact of a curriculum intersecting public transportation policy and public safety in the
United States.
Keywords: bicycles, pedestrian and sidewalks, bicycling, pedestrian safety, safe routes to
school, safety education, school children, school crossings, walking, children, critical thinking,
social cognition, skepticism

Introduction
Pedestrian Awareness Crosswalk Education is a curriculum intersecting public
transportation policy and public safety in the United States. Affecting both motorist safety and
pedestrian security. Selected information in this PACE curriculum will clarify what pedestrian
awareness crosswalk education curriculums better define public transportation surface policy and
public safety. The experience gained through delivery of desired content helps participants in
this type of curriculum become better advocates “To Develop Core Ideological Goals that Impact
Lives in an Objective Way leading to Firm Commitments; Employable Decisions, and Creative
Solutions for Our World.” Initial Considerations:
1. The Human Factors through experiences
2. Key Challenge’s to an Educational Curriculum
This document serves as a report for “An Examination: Intersecting Awareness 31st & Harvard
to 41st & Yale.” As a platform for planning, designing, developing, testing, and executing the
procedures outlined herein. This study builds upon previous efforts to employ human factors
experience based in preparation for the ongoing, and perhaps infinitely evolving. While
deploying the pedestrian awareness crosswalk education curriculum and design. This project had
to follow a proof-of-concept design approach, while considering user participation and
experiences. To bridge the gap design teams had to make the information collected uniquely
defined.
An Examination: A Study of Intersection Awareness 31st & Harvard to 41st & Yale
study segment area is 2.52 km. The total distance around the examination is 6.35 km. These

measurement distances translate into about 3.94 sq. miles. There are 17 city blocks East to West
and 18 city blocks North to South.

What does PACE TULSA AGS FOUNDATION expect to learn from this study?
31st & Harvard to 41st & Yale Study Area
Figure 1. Map of the Study Area

Figure 2. Streets in the Study Area
31st
St. S. Harvard Ave.
E. 31st
Pl. S. Indianapolis Ave.
E. 32nd
St. S. Jamestown Ave.
E. 32nd
Pl. S. Knoxville Ave.
E. 33rd
St. S. Louisville Ave
E. 34th
Pl. S. Marion Ave.
E. 35th
St. S. New Haven Ave.
E. 35th
Pl. S. Oswego Ave.
E. 36th
St. S. Pittsburg Ave.
E. 36th
Pl. S. Pittsburg Pl.
E. 37th
St. S. Quebec Ave.
E. 38th
Pl. S. Richmond Ave.
E. 38th
St. S. Toledo Ave.
E. 39th
St. S. Toledo Pl.
E. 40th
St. S. Urbana Ave.
E. 41st
St. S. Winston Ave.
S. Yale Ave.
As previously addressed in the FY2016 Oklahoma Highway Safety Office report (see
Performance Measure C-10 on page 10), Oklahoma did not meet the 2015 target for reducing the
number of pedestrian fatalities (NHTSA State Highway Safety Offices, FY 2014).
Pedestrian awareness campaigns all have one common interest. “One-Voice in
Transportation.” However, without financing they don’t have the power to regain their rightful
place as advocacy based “US Citizen Public Awareness Organizations.” That means that a lot of
the groundwork that has already been started over time by various entities will just remain
untapped; dormant; or worse not relevant to current world events. So, readers like you and I lose
interest.

Our concerns?
1. A lack of understanding about pedestrian crossing signals?
2. A failure of pedestrians to obey pedestrian traffic signals?
3. A failure of drivers to look for pedestrians in crosswalks and unmarked crossings?
4. Pedestrians walking in dark conditions?
5. Pedestrians & drivers unaware of distractions?
What do pedestrian awareness crosswalk education campaigns seek?
1. These fundraising campaigns seek re-enfranchisement in the community that has
faithfully served them loyally.
2. These fundraising campaigns seek to regain their “One-Voice in Transportation.”
3. These fundraising campaigns seek to “Rise Up,” out-of-of critical underfinancing.
In response, Oklahoma initiated a request for 12 – FY 2016 Funded Project Expenditures 13
NHTSA Countermeasures That Work, A Highway Safety Countermeasure Guide for State
Highway Safety Offices, Seventh Edition, 2013. (Thompson, 2016)
These unique growth and learner development environments (LE) contribute to
successful implementation of Pedestrian Awareness Crosswalk Education Curriculum and
Design.

What does PACE expect to learn about 31st & Harvard to 41st & Yale?
Figure 3. Types of Data
What type of area is it zoned
as?
Type of ATS Overpasses
# of Vacant Lots Bodies of water Expressways
Average price of Houses Community Outreach Thoroughfares
Ownerships v Rentals Sidewalk space Signalized/Unsignalized
Types of Accidents Wheelchair accessible School crossings
Types of Commercial
Businesses
Entrance Pads Automation
Type of Churches Joggers paths Mid-section warning
Types of Crimes Bridges High-traffic areas
Families House-hold income Unemployed
Retired Veteran Industries
PACE TULSA national campaigns
PACE TULSA AGS FOUNDATION, has established National Campaign Hooks to
disseminate the knowledge we have gained from our listeners all across America. We have
interesting seminars and information presentations for everyone to enjoy and learn from.
1. Make Sure Drivers Can See You (Paint the Lines Bolder Petition)
2. Safety Education Successes (+0.8 BAC, Restrained/Unrestrained Occupants,
Injury/Non-Injury Fatalities, VMT)
3. One Vision 2020 (Autonomous Asynchronous Vehicles, Learning environments &
Learning designs, Highway Safety Countermeasures)

4. Pedestrian-Safety-Starts-With-Me (Fundraising Campaign)
5. Crosswalk Zone (Safety Myths and Facts, Quizzes)
6. Public Policy Bunker (Local & State Public Transportation Policies)
7. Get On BOARD (Membership & Media Outreach)
8. Stop and Think…Before You Cross (Safety Training Operation Protocol STOP)
9. Listen Before You Cross (Specificity Surveys)
10. Know More About Pedestrian Awareness (Campaign Planner for Pedestrians and
Motorists)
11. Practice Mind on Driving (Gait Kinematics, Peripheral Id, Americans with
Disabilities & Focused Drivers and Pedestrians)
12. Everyone is a Pedestrian (Attitude Assessments and Professional development)
What is PACE TULSA AGS Foundation?
PACE TULSA AGS is a place of access and opportunity to explore. PACE TULSA
AGS is a brain-network. PACE TULSA AGS is a think-tank. More importantly, PACE
TULSA AGS is an open forum for ALL PEOPLE 18 years of age and older. We would like
to bridge the gap, when it comes to preparing people of all ages for their Journeys throughout
their lives, as well as, in their careers. If you are looking to go to the next level in your
understanding intersecting pedestrian awareness education and public transportation, your
search is over.

What Role do I play in AGS?
1. Synergetic and Diffuse Reproduction.
PACE TULSA AGS survey participants are encouraged to functionally browse
interesting content links. PACETULSA AGS survey participants are essential to establishing
coordinated logic within this brain-network while preparing mentally for future societal
engagement.
2. Conventional Data Storage and Administration.
PACE TULSA AGS survey participants are virtually recorded and simultaneously
broadcast responding TO expanding “ecclesiological branches” of knowledge that concern itself
with nature, self-economy, and self-constitution for the GOODWILL OF MANKIND!
3. Multi-Channel and Dynamic Delivery.
PACE TULSA AGS survey participants are the stimulus which ignites structural frameworks
that are at play for future systems and customs. PACE TULSA AGS survey participants’
upgrade knowledge and are personally rewarded by “Equity of Redemption” for dialectic
pronunciation.

Building A Successful Leadership
Leadership Qualities
All good “Leaders” share these qualities:
1. Ability to improve current professional skills.
2. Ability to gain insight into their behaviors which affect personal professional growth.
3. Ability to increase their business in every way.
“If successful…these ‘leaders’ can unlock their potential to the benefit of their organizations;
their communities and the world society.”
All excellent “Leaders” share these qualities
1. Ability to notice.
2. Ability to study.
3. Ability to understand conscious or unconscious drivers of behavior.
Core Behaviors
Interpreter stewards’ deriver their body of knowledge by understanding coordinated logic
within the science of intellectual thought. To accurately establish premise to these core
behaviors in thought, we look to the English philosopher and statesman Sir Francis Bacon. Sir
Francis Bacon’s, Advancement of Learning (Bacon, 1857-1870), is essentially a treatise on
modern scientific thought. Bacon emphasizes:

1. People are the servants and interpreters of nature.
2. Truth is not derived from authority, but is only a variable indicator of fact.
3. Knowledge is the fruit of experience.
PACE TULSA AGS seeks to present a forum to harness modern foundations of critical
scientific thinking into intellectual conversations about pedestrian awareness crosswalk
education topics.
Sir Francis Bacon’s “ampliative inference” is a:
1. Inductive reasoning technique.
2. Logic improving scientific hypothesis. (Corroborative methodology)
The Scottish historian and philosopher, David Hume, in “A Treatise of Human Nature,”
describes the development of material experience within skepticism as a philosophical doctrine
that denies the possibility of attaining knowledge of reality apart from human perception.
Skepticism is in fact based on views about:
1. Scope (expansive pre-dispositions of the human mind)
2. Validity of human knowledge (limited pre-suppositions based on the workings of the
brain)
The way that Pedestrian Awareness Crosswalk Education is a curriculum intersecting public
transportation policy and public safety in the United States directly correlates with the body of

information created of topical hypotheses designated after thorough experimentation within the
science of intellectual thought derived from understanding specificity surveys.
Some key indicators that signal successful implementation of training and education
programs are as they relate to pedestrian awareness crosswalk education are called core behavior
and measurement outcome performance skills. According to the Oklahoma Highway Safety
Office (Office, 2017), “the vast majority of motor vehicle fatalities in Oklahoma are the result of
driver behavior. Impaired driving, speeding, distracted driving, and not wearing a seatbelt are
behaviors that can be changed through awareness, education and strict enforcement of traffic
safety laws.”
What is a pedestrian awareness crosswalk education curriculum?
A crosswalk curriculum refers to a process used avail learning outcomes measureable
throughout a series of performance standards. At PACE TULSA AGS FOUNDATION, we
prefer to categorize educational opportunities as objective when decisions lead:
1. Commitment. Local, state and national academic standards
2. Employability. Local, state and national technical knowledge and skill standards
3. Creative Solutions. Synergetic and Diffuse Reproduction. Conventional Data Storage
and Administration. Multi-Channel and Dynamic Delivery.
“To Develop Core Ideological Goals that Impact Lives in an Objective Way leading to Firm
Commitments; Employable Decisions, and Creative Solutions for Our World." -PACE TULSA

Using “inductive reasoning” methodology; we could better understand public
transportation events in real-time, leading to ‘up-to-the’ minute live broadcasts and
simultaneously cast programming. The following Figure illustrates a type of “inductive
reasoning” methodology based upon a typical once married couple, now divorced, in Tulsa, OK.
In this Figure 4. Material Experience within Skepticism we are questioning the
possibilities demonstrating the truth of beliefs about the external world as we see it by causal
connections; future events, or metaphysical entities created of these accurate observations in
perception.
Figure 4. Material Experience within Skepticism

However, the reality is we can’t say with absolute authority that this material experience
within skepticism is truth (Lee K, 2000). Although, we can say that the knowledge is the fruit of
experience from this natural example.
There are primary emotions. You are born with these emotions wired into your brain.
That wiring causes your body to react in certain ways and for you to have certain urges when the
emotion arises (BECK, 2015). Here is a list of primary emotions:
Eight primary emotions (PE)
1. Anger: fury, outrage, wrath, irritability, hostility, resentment and violence.
2. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression.
3. Fear: anxiety, apprehension, nervousness, dread, fright, and panic.
4. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy.
5. Interest: acceptance, friendliness, trust, kindness, affection, love, devotion, compassion.
6. Surprise: shock, astonishment, amazement, astound, and wonder.
7. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion.
8. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition.
There are corresponding emotions in every stage of material experience in skepticism. Paul
Ekman, in the 1960s, traveled around the U.S., Chile, Argentina, and Brazil. In each location, he
showed people photos of different facial expressions and asked them to match the images with
six different emotions: happiness, sadness, anger, surprise, fear, and disgust. “There was very
high agreement,” Ekman says. Once there, he showed locals the same photos he’d shown his

other research subjects. He gave them a choice between three photos and asked them to pick
images that matched various stories (such as “this man’s child has just died”). Adult participants
chose the expected emotion between 28 and 100 percent of the time, depending which photos
they were choosing among. (The 28 percent was a bit of an outlier: That was when people had to
choose between fear, surprise, and sadness. The next lowest rate was 48 percent.) Emotions are
biologically innate, universal to all humans, and displayed through facial expressions (Eckman,
2015).
And so the six emotions used in Ekman’s studies came to be known as the “basic emotions” all
humans recognize and experience. For example:
1. When we met. When we got married. CE Sadness 48%
2. The event that caused you to have 4 children. CE Joy
3. Probably…since you had a Cesarean and Tubal Ligation before we were married. CE
Anger
4. Led to a Tubal Ligation Reversal, but not the Cesarean. CE Joy
5. And then…YOU had a 5th
Child (BLAKE). CE Joy
6. Because NOW you DO have a Daughter. She LOOKS exactly like YOU! CE Fear
7. HOW am I the FUTURE EVENT that CAUSED YOU to have a 6th
CHILD? CE Joy
Pedestrian awareness crosswalk education curriculum and design
Since Tulsa, Oklahoma and the Federal Highway Administration have teamed with the
Department of Public Safety, there has to be more intensive focus opportunities for our

community leaders to become involved with public safety. (NHTSA State Highway Safety
Offices, FY 2014)
Preliminary research summary – key points
1. Target Audiences
2. Young Drivers
3. Working-Age Adult Pedestrians
Key Issues ( (NHTSA State Highway Safety Offices, FY 2014):
1. Drivers yielding to pedestrians in unmarked crosswalks
2. Drivers yielding to pedestrians when making a right or left turn in a signalized crosswalk
3. Pedestrians understanding the meaning of the “walk” and “don’t walk” signals
4. Pedestrians understanding the need to be visible, i.e. Wear reflective materials
Focus group recommendations for commercial production:
1. Make sure the spots have emotional impact as opposed to humor
2. Use visuals of children
3. Learning environments & learning designs
Desired Outcomes for the “Driver” Targeted Spots (NHTSA State Highway Safety Offices, FY
2014):
1. More drivers stay alert when approaching intersections.

2. More drivers yield to pedestrians in crosswalks.
3. The spots teach people to appropriately identify pedestrian crossing signs.
4. The spots educate people about what the pedestrian crossing signs mean.
Key Messages for the “Driver” Targeted Spots:
1. Stay alert at ALL intersections
2. Yield to pedestrians in the crosswalk
Desired Outcomes for the “Pedestrian” Targeted Spots:
1. More pedestrians use the crosswalks and watch for turning vehicles
2. More pedestrians are educated about the meanings of pedestrian signals
3. More pedestrians are educated about the need for improving their visibility to drivers at
night.
Key Messages for the “Pedestrian” Targeted Spots:
1. Follow the pedestrian signals
2. Make yourself visible at night with reflective materials and a flashlight
3. Use crosswalks and look for vehicles while crossing
An online LMS environment allows the student or listener to follow along with the
presenter at his or her own pace (Learning, 2013)
The online interaction within and outside of the modules often is less intimidating
because the presenter is only on the screen and not in person.

Figure 5. Module Object Observation Dynamic Learning Environment (MOODLE)
The online LMS educational material must be presented in a form that is more concise
because it must be instructional while also easily understandable.
The material presented must be used by the learner or listener as a tool for further study or
investigation. This study or investigation is within the user’s personal space, so the dimension of
privacy is greater. The test and or quiz material is often shorter. There is less content, so that
only the most crucial elements of the lesson are provided.
Further in 2017 several researchers have found that learning in a Module Object
Observation Dynamic Learning Environment (MOODLE) is often strategically the best approach
when budgets are strained. (Williams, 2013)

Figure 6. Core Emotions and Material Skepticism
1. Along with the Core emotions (CE) there are also inductive observations discovered from
each encounter.
2. Before we met YOU were not happy, because of past betrayal; because your family
couldn’t grow; because you only had boys.
3. When we met YOU showed you Cesarean scars and told your FUTURE HUSBAND
about the Tubal Ligation.
4. After THE DIVORCE YOU gave BIRTH to another CHILD, so you had a Reversed
Tubal Ligation. And the CHILD is named BLAKE.
5. Some-Time later…YOU gave BIRTH again. This time your CHILD did not miscarry or
abort as was the case while trying to conceive BLAKE. And the CHILD is a GIRL.
YOU now have a DAUGHTER. SHE LOOKS exactly LIKE YOU.

6. HOW your EX-HUSBAND the FUTURE EVENT that CAUSED YOU to have a 6th
CHILD?
David Hume, would call to question a demonstration of the truth of beliefs in causal
connections, future events & metaphysical events. Where can we find further understanding
about the 6th
EVENT? Can the 6th
EVENT intersect our perceptions bringing awareness that
doesn’t need further truth?
To better understand material skepticism in material experience we must turn to the 3 modes
of learning.
3 modes of learning
Examples
1. Visual (Still or Active)
2. Audio (Motivation or Music)
3. Kinesthetic (Feel)
The better way to interpretation within the science of intellectual thought should embody
instructions that correspond with the example modes of learning (FC., 2006).
1. Listening (Understanding what is being presented)

2. Watching (Using the brain to interpret the data while clinically responding to media
caveat)
3. Seeing (Clear unobstructed focal attention)
4. Reading (Out Loud Speak or Memorization)
From both the modes of learning and the instructions we receive conscious (the emotions
that we know we have based on how we are feeling) or unconscious (the micro expressions we
get from not even understanding how we feel based on a particular event or activity). You are
screaming at the top of your lungs and aggressively driving in your own vehicle because no one
else is being affect by your rage. However, each time you perform this type of behavior alone
you form clinical micro-aggressions. That translates inside of your brain as an emotion that is
not clearly obvious based on facial expression. Now, when you perform this behavior there is no
longer an attached core emotion because you don’t even know what you are truly feeling
(Eckman, 2015).
Sir Francis Bacon categorizes indicators of authority and respect as premise to “Novum
Organum;
Core Measurement Ideology
1. Accurate observations
2. Empiricist theory (Experiences) v. Skepticism theory
3. Instantia crucis (Crucial instance) Human condition founds the economy, while
human nature determines the politics.

4. Crucial Experiment (Two hypothesis) Deliberate creation of such a situation for
the purpose of testing the rival theories
One of the most clichés, “It’s more than obvious that I am the right choice for this
position.” However, ‘obvious choices’ are not always connected to the right attitude. Choices
are not always difficult. The good news is that if along with making the best career choice’s you
also know the indicators of authority and respect your application and resume is more
competitive than your peers.
Obtaining professional career choices
“Assertiveness absent any appreciation for what might be lurking just around the next
corner makes a poor basis for strategy.” (Bacevich, 2017) The position today in domestic
policy-making is that strong and aggressive diplomacy is best accomplished when there is
conversation that clearly distinguishes enforceable authority from rhetorical antipathy polarizing
political aversion. Consider, being in an interview, and unexpected the HR consultant asks, “Do
you believe that success depends more on what you know than on whom you know”? First
impressions are the most lasting. And you have ‘rocked’ every question asked of you up until
this point. Think about how you would respond.
Through U.S. stratagem domestic and foreign policy has sought to quell dissention and
raise social consciousness leading to stronger democratic participation. Most professional leaders
want:

1. To be treasured.
2. To be highly-favored
3. To create intrinsic value
classic indicators of authority and respect; “Novum Organum” guides career strategy; career
goals; and the appropriate leadership attitude.
A strategy exercise: Assessing authority and respect
There are eight different scenarios below. These scenarios should be matched to the
corresponding core measurement ideology. Read the scenario and then circle the correct core
measurement ideology. At the end of the segment, we will decide what type of leader you are
based on your answers.
Scenario 1.
Omnium-gatherum of foreign revolutionaries variously committed to overthrowing the capitalist
order, rooting out the vestiges of colonialism and, above all, liberating__________________(Fill
in the blank)
Which Core Measurement Ideology attitude best fits this scenario?
1) Accurate observations
2) Empiricist theory (Experiences) v. Skepticism theory
3) Instantia crucis (Crucial instance) Human condition founds the economy, while human nature
determines the politics.

4) Crucial Experiment (Two hypothesis) Deliberate creation of such a situation for the purpose
of testing the rival theories
Scenario 2.
Counter-terrorism strategy based on “active prevention, pre-emption and retaliation.
Scenario 3.
Lockerbie, Scotland. December 21, 1998. Reagan. Libyan agents blew up Pan Am flight 103.
259 passengers and crew. 189 Americans were among them. How many passengers were not
American?
Scenario 4.
Hitler described as “Genuine article” in 1945.

Scenario 5.
Ronald Reagan, U.S. President (January 20, 1981 – January 20, 1989) described as the
“Embodiment of constancy and moral purpose.”
4) Crucial Experiment (Two hypothesis) Deliberate creation of such a situation for the purpose of
testing the rival theories
Scenario 6.
Saddam Hussein’s’ fighting method if any, ‘was to strike out in all directions, vaguely hoping
that some maximal threshold of violence would eventually induce his foes to relent.”
Scenario 7.

“Using 1950s vintage Soviet missiles, Saddam initiated random attacks against Iranian cities.
Iran replied-in-kind. Chemical weapons; resistive authority against his own; and airstrikes on oil-
fields and ships.”
Scenario 8.
The commitment of U.S. expeditionary forces under the command of CENTCOMS
General George Crist, finally brought things to a conclusion.

Core Learner Implementation
Learning environments & learning designs
An online LMS environment allows the student or listener to follow along with the
presenter at his or her own pace. (Learning, 2013)
The online interaction within and outside of the modules often is less intimidating
because the presenter is only on the screen and not in person. (Learning, 2013)
The online LMS educational material must be presented in a form that is more concise
because it must be instructional while also easily understandable. (Learning, 2013)
The material presented must be used by the learner or listener as a tool for further study
or investigation. This study or investigation is within the user’s personal space, so the dimension
of privacy is greater. (Learning, 2013)
The test and or quiz material is often shorter. There is less content, so that only the most
crucial elements of the lesson are provided. (Learning, 2013)
Further in 2017 several researchers have found that learning in a Module Object
Observation Dynamic Learning Environment (MOODLE) is often strategically the best approach
when budgets are strained. (Williams, 2013)

Figure 7. PACE FOUNDATION LEARNER MODULES
Phase 1: Synergetic and Diffuse Reproduction
The research team worked closely with the internal hardware and software developers to
design and develop a working Learner Environment (LE) prototype. The development included
designing the user interface, applications, and the dynamic cyber-virtual parameters (e.g.,
filtering, scheduling, prioritization, and presentation) based on guidelines provided within the
Learner Environment (LE) reports developed as Advanced Distributed Learning. Next
generation learner: Anthropology of personal assistants for learning. Within methods of
presentation thereof; Roth, J. (2009). How much MOODLE really costs… Social learning.
Explores the priority matrix and adds plausible assumptions based on user interactions which
ensure that the most relevant content announcements will always exist within a Cybernetic-
Virtual Online Environment (CVE). are presented in a methodical and efficient method, ensuring
that the interactionist is appropriately informed without unnecessarily increasing workload
within the driving environment. Synergetic and Diffuse Reproduction might be filtered (i.e.,

discarded), dynamically adjusted in relative priority, scheduled for presentation, and presented to
the interactionist in the CVE (PACE TULSA AGS FOUNDATION, 2017.) Details of this
process are as follows:
Filtering: Messages given the current driver context or survey respondent interaction,
may be immediately blocked and not processed by the implementation stages. Filtering occurs
based on user settings when driver or pedestrian environmental conditions indicate it is unsafe to
provide corresponding answers and responses.
Prioritization: When numerous applications are operating, multiple messages are
opened, read, stored or simultaneously submitted. When multiple messages are cleared by the
filter, a prioritization process determines the relative importance of the messages and assigns
presentation order to label specific target consumers.
Scheduling: Timing is the function of the scheduling process, which assesses the
metadata and context information to determine when each message should be presented. This
process controls message priority and ensures that drivers and pedestrian specificity survey
participants translate information focusing primary tasks such as driving or data manipulation
through inductive logic. In some cases, the scheduling process may allow certain high-priority
messages to interrupt lower priority messages.

Presentation: Number of media placements. Number of “impressions” made. Dollar
value of “earned media.” Number of hits to your website. Number of calls received by your 800
or other phone number. Number of requests for materials
The platform implemented for testing as part of this effort was designed with the platform
user in mind. The is some distributive equity within customization tools, however, content
providers; knowledge stewards and content purchasers’ efforts are expanded to include may
applications. Table 1 includes a list of applications that were developed and included in this
study.
Content Providers
Some of the more critical challenges for the Content Providers involved using Adobe
Creative Commons development tools for imaging, photography, document design, templates
and other Share Point Applications such as: Excel Spreadsheet, Power Point, Note Pad, Outlook,
Word, Google Slides, One Note, Access and Publisher to create content that is easily
understandable and able to be referenced as a reliable and trustworthy media caveat. Other
challenges for the
Content provider involve people source tasks like being able to effectively:
1) Identify gaps and provide recommendations to rectify between what is said and what is
actually practiced in driver safety and other pedestrian awareness safety education
curriculums.

2) Highlight the differences between Pedestrians and Driver’s, realizing that the larger the
gap in this designation, the greater the problem.
3) Provide an opportunity to connect and interact with Pedestrians and Drivers almost
simultaneously. Identify gaps between Public Transportation Policy perceptions; goals;
and actual policy initiatives within the Pedestrian Awareness Crosswalk Education
Advocacy community.
4) Actively service internal benchmarks. Following measurable means for achieving
pedestrian campaigns in communities. Realize trends and progress.
5) Determine where current Public Transportation Policies work and where they fall short.
Be an operational tool because responsive to Pedestrian’s actions.
6) Pedestrians must feel everyone in the community is on board with improving Public
Transportation Policy for their Personal Security and Safety. Community leader’s care
and listen to what they have to say.
7) Encourages citizen feedback openly and in public forums. Gauging leader roles as a part
of the Public Safety community.
8) Encourage open communication among various organizational layers involving all key
players. Choose realistic strategies. Establish a shared vision. Build ownership at all
levels. Institutionalize change. And Publicize successes
Public Transportation Policy
The Oklahoma Department of Transportation Policy is used to facilitate and incorporate,
safe convenient walking and bicycling facilities into transportation projects. Every

transportation agency, including ODOT, has the responsibility to improve conditions and
opportunities for walking and bicycling and to integrate walking and bicycling into their
transportation systems. Because of the numerous individual and community benefits that
walking and bicycling provide—including health, safety, environmental, transportation, and
quality of life—transportation agencies are encouraged to go beyond minimum standards to
provide safe and convenient facilities for these modes (United States. Federal Highway
Administration, 2010.)
Public transportation provides people with mobility and access to employment,
community resources, medical care, and recreational opportunities in communities across
America. It benefits those who choose to ride, as well as, those who have no other transportation.
Over 90 percent of public assistance recipients do not own a car; and must rely on public
transportation. Public Transit provides a basic mobility service to these persons and to all others
without access to a car.
The incorporation of public transportation options and considerations into broader
economic land use planning can also help a community expand business opportunities, reduce
sprawl, and create a sense of community through transit-oriented development. By creating a
locus for public activities, such development contributes to a sense of community and can
enhance neighborhood safety and security. For these reasons, areas with good public transit
systems are economically thriving communities and offer location advantages to businesses and
individuals choosing to work or live in them. And in times of emergency, public transportation is
critical to safe and efficient evacuation, providing the resiliency America needs in its emergency
transportation network.

Public transportation also helps to reduce road congestion and travel times, air pollution,
and energy and oil consumption, all of which benefit both riders and non-riders alike. (Federal
Highway Administration, 2010)
Phase 2: Conventional Data Storage and Administration
Internal Storage
Internal storage is a device housed inside the computer. It comes in two broad types, as of
2014; spinning disk hard disk drives and solid state hard drives. Spinning disk drives have
platters of magnetic material that get written and rewritten by a drive head. Solid state disks use
flash memory to store data. Solid state disk drives are much faster than spinning platters, and can
fit unusual case shapes, like the MacBook Air or Ultrabook, for example. Solid state drives are
much more expensive for a given capacity than a conventional spinning disk drive.
External Storage
External storage devices include removable media like optical disks and SD Cards and
USB-connected flash drives (called "thumb drives" because of their size) and externally
connected hard drives. External storage is used to back up computer data, move files between a
computer and a different machine without a network, and make copies of something for other
users. As of mid-2014, optical disks are on the way out in consumer devices, external hard drives
are used for backing up systems, and thumb drives are used for most conventional file transfers.

Network Storage
Networked storage devices included shared file servers, network accessible storage
(NAS) devices and cloud services. All of these take the idea of an external hard drive and change
the connection method from USB to a full network connection. You add file servers to your local
domain and have total control over who accesses which files on your server. You can plug an
NAS device to your router and every computer on your local network can store files on it for a
more informal file sharing method. You can also use services like Drop Box, Box and Sky Drive
to put files up on another vendor's servers and access them through the Internet. (Techwalla,
2017 )
Knowledge Stewards
The unemployment rate in Tulsa, Oklahoma, is 4.90%, with job growth of 2.45%. Future
job growth over the next ten years is predicted to be 40.00% in Tulsa, Oklahoma. The sales tax
rate is 8.52% in Tulsa, Oklahoma Income tax is 5.00%. Tulsa, Oklahoma income and salaries.
The income per capita is $27,313, which includes all adults and children. The median household
income is $41,957. In Tulsa, Oklahoma like other urban cities there are vehicle and non-vehicle
accidents involving pedestrians. According to Accident Sinus as of March 8, 2017, there have
been a total of 69 reported accidents (vehicle and non-vehicle) involving pedestrians. Since these
accidents statistics are extremely high for a population of about 603,403 people, PACE TULSA
AGS FOUNDATION would like to explore corporate workplace offerings as a non-traditional
classroom to extend pedestrian awareness crosswalk education interventions. At the current rate
there will be a total of 276 accidents in the Tulsa, Oklahoma, Tulsa, County area alone. These
estimates do not include the other 76 counties of Oklahoma. At this time there are 805 reported
accidents total for the State of Oklahoma (Sinus, 2017). This number is unacceptable to our

foundation. In partnership with the Department of Labor or the Department of Transportation,
Workforce Oklahoma, the Oklahoma Department of Human Services or other state and non-state
agencies PACE TULSA AGS FOUNDATION, could initiate a self-report study to assess
attitudes and behaviors toward Safety Training Operation Protocol (STOP) within and outside of
focus groups within corporate positions. Other identifiable training programs, interventions and
policy-level actions being offered by these corporations provides a straightforward approach to
elicit and compel employee perspectives for local road safety and pedestrian laws. It is expected
that employee health while bridged with global pedestrian awareness crosswalk education
strategy (Current Tulsa County, 2016, 2017). Helps corporations and the local communities they
serve to implement corporate traffic-safety policy; (Sinus, 2017)Heighten awareness of local
infrastructure improvements; Heals advocacy relationships that seek road Safety with other
governing partners; and Provides employees with education and access to resources that improve
public transportation policy (Sara F. Jacoby, January 2017).
Figure 8. PACE TULSA AGS Foundation Learner Modules
Phase 3: Multi-Channel Dynamic Delivery

As illustrated, the Learner Environment (LE) MOODLE shares a wide-range of designing
user interface, applications, and the dynamic cyber-virtual parameters message types and
content, from Synergetic and Diffuse Reproduction to Share Point Applications, which filter data
in center-stack area servers which store and manage data, as well as, the prioritization of Learner
Environments (LE) are delivered to Knowledge Stewards that manipulate data and content by
deciding Conventional Data Storage processes and Administration procedures. Once the data is
received by the Content Purchaser the material is sent via devices to Multi-Channel Dynamic
Delivery channel.
Content Purchasers
Delivery channels
A delivery channel represents a delivery endpoint, such as an e-mail server or Web
server. Using the protocol specified by the delivery channel, Notification Services delivers
notifications to the delivery endpoint. The delivery endpoint may forward the notification as
appropriate.
Delivery channels are associated with individual notifications using subscriber devices.
When a user creates a subscription, they select a device on which to receive the notifications.
The selection of a device associates a delivery channel with each subscription, and ultimately
with each notification.
Each instance has one or more delivery channels. Each delivery channel is associated
with one delivery protocol, which Notification Services uses to send notifications and perform
other communication with the delivery channel. (Microsoft, 2017)

References
Bacevich, A. J. (2017). America's War for the Greater Middle East. New York: Random House.
Bacon, F. (1857-1870). Advancement of Learning. In: The Works of Francis Bacon. London:
London: Longman.
BECK, J. (2015, February 24). Hard Feelings: Science’s Struggle to Define Emotions. Retrieved
from The Atlantic: <https://www.theatlantic.com/health/archive/2015/02/hard-feelings-
sciences-struggle-to-define-emotions/385711/>
Current Tulsa County. (2016, 2017). Retrieved from Suburbanstats.org:
<https://suburbanstats.org/population/oklahoma/how-many-people-live-in-tulsa-county>
Eckman, P. (2015, December 8). Paul Ekman Group - training tools to teach you to read the
emotions of those around you, based off of 40 years of scientific research. San Francisco,
CA, USA.
FC., K. (2006). Explanation and understanding. Annual Review of Psychology, 57:227–254.
Federal Highway Administration, O. (2010, February 11). Bicycle Pedestrian Guidance Policy
and Accomendations. Retrieved from Federal Highway Administration, ODOT:
<https://www.fhwa.dot.gov/environment/bicycle_pedestrian/guidance/policy_accom.cfm
>
Lee K, C. C. (2000). Extracting truthful information from lies: Emergence of the expression-
representation distinction. Merrill-Palmer Quarterly., 46:1–20.
Microsoft. (2017, April 19). Tech Net. Retrieved from Microsoft.com:
https://technet.microsoft.com/en-us/library/ms166484(v=sql.90).aspx
Office, O. H. ( 2017, February 17). Visit the Oklahoma Highway Safety Office Home page.
Retrieved from Oklahoma Highway Safety Office: https://ok.gov/ohso/

Sara F. Jacoby, L. K. (January 2017). Road safety perspectives among employees of a
multinational corporation in urban India: local context for global injury prevention.
International Journal Of Injury Control And Safety Promotion Publication.
Sinus, A. (2017, April 19). Accident Sinus is an accident reporting system that keeps track of all
vehicle and non-vehicle accidents in the United States. Retrieved from Accident
Reporting System:
<http://www.accidentsinus.com/States/Oklahoma/RoadAccidents_Oklahoma_TrafficeRe
ports.aspx?StateID=36>
Techwalla. (2017 , April 16). Different types of computer storage devices. Retrieved from
Techwalla: https://www.techwalla.com/articles/different-types-of-computer-storage-
devices.
U., J. M. ( 2017 , Apr 19). Core Emotions. Retrieved from Core Emotions Counseling Center:
<https://www.jmu.edu/counselingctr/files/About%20Emotions.pdf>
United States. Federal Highway Administration. (2010., March 11). Federal Highway
Administration. Retrieved from Bicycle Pedestrian Guidance Policy:
<https://www.fhwa.dot.gov/environment/bicycle_pedestrian/guidance/policy_accom.cfm
>

Appendix
Table 1. Oklahoma Statewide Crashes
Table 2. Countermeasures That Work. A Highway Safety Countermeasure

Table 2. Pedestrian Crashes and Injury Severity
The top three pedestrian actions that resulted in injury.
1. Crossing not at an Intersection
2. Walking/ Riding with Traffic
3. Unknown/ Can’t remember/ Don’t know

An Examination: Intersection Awareness 31st & Harvard to 41st & Yale

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