RWM Strategies

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The document discusses road weather management strategies to mitigate the impacts of weather on transportation systems. The three basic strategies are advisory, control, and treatment. The advisory strategy provides weather information to transportation managers and motorists. The control strategy alters roadway devices to manage traffic flow. The treatment strategy supplies resources to roads to minimize weather impacts and begins with determining the hazard. Examples of strategies include dynamic message signs, deicing operations, and environmental monitoring systems.

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Road Weather Management Strategies Ray Murphy, ITS Specialist US DOT – FHWA Office of Technical Services http://www.slideshare.net/

Ray Murphy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Instructor Bio: 2

Learning Outcomes ,[object Object],[object Object],By the end of this lesson, you will be able to: 3

[object Object],Road Weather Management Strategies 4

Road Weather Management Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],To mitigate the impacts of weather on the transportation system: ? Weather Events 5

Road Weather Management Strategies - Advisory ,[object Object],Colorado DOT Dynamic Message Sign 6

Road Weather Management Strategies – Advisory (cont.) ,[object Object],[object Object],[object Object],7

Road Weather Management Strategies - Control ,[object Object],North Carolina DOT 8

Road Weather Management Strategies – Control (cont.) ,[object Object],[object Object],[object Object],[object Object],9

Road Weather Management Strategies - Treatment ,[object Object],The treatment strategy begins by the determination of the hazard (current or predicted). Montana DOT Bridge Deicing Operations 10

Road Weather Management Strategies – Treatment (cont.) ,[object Object],[object Object],11

Exercise ,[object Object],[object Object],MATCH GAME Matching Exercise for each Group 1, 2, 3 & 4 12

MATCH GAME (cont.) ,[object Object],[object Object],TREATMENT 13

MATCH GAME (cont.) ,[object Object],[object Object],ADVISORY 14

MATCH GAME (cont.) ,[object Object],[object Object],CONTROL 15

MATCH GAME (cont.) ,[object Object],[object Object],CONTROL 16

Review: Learning Outcomes ,[object Object],[object Object],17

For more information: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Thank you! 18

ABSTRACT Snakes and Ladders This small scale research aimed to shed light on the career trajectories of four adults and their interrelationship between dyslexia, mid-life career changes and career management. Using a semi-structured interview, followed by a MIND Self-assessment questionnaire, it looks into interconnectivity between dyslexia and hurdles in their careers. A key feature of this research is that it will cross disciplinary boundaries between theoretical models of careers, disabilities, educational psychology and sociology. This research uses a narrative constructivist approach to enable a holistic view of how the participants have made sense of their dyslexia and career development. The research challenges the deficit model of disability and dyslexia and explores reframing dyslexia as a difference. Some emerging themes were; the relationship between being diagnosed with dyslexia, confidence and disclosure, dyslexia strengths and career progression, the sandwich generation and gender differences. The research suggests that we cannot make sense of the four participants’ career trajectories without integrating their contextual experience. It concludes that some elements of career models are applicable, but adding the MIND Self-assessment questionnaire may be a useful tool for career practitioners and allied professionals, e.g. Educational Psychologists and Assessment Practitioners. Note: The use of the phrase “the dribbling class” was recorded verbatim from one of the participants as this was the common label used to describe the segregated special needs class.

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