Analysis of Drivers’ Characteristics Concerning Speeding Behavior and Crash Involvement in Oman

This study aims to identify the significance of driver’s socioeconomic demographics (SEDs) in the decision to speed and crash involvement. A questionnaire was designed consisting of a driver’s SEDs, speeding propensity, and crash experience. This questionnaire was conducted with the students and employees of the University of Nizwa and other drivers at the selected locations. A total of 604 usable samples were obtained. Simple frequency distribution and discriminant multivariate analysis were conducted on the driver’s responses. Survey results revealed that about 47.7% of the drivers have experienced a crash. The driver’s gender nationality, profession, age, type of vehicle drive, driving experience, and past crash experience are significant attributes of the driver’s speeding behavior. Ordered probit analysis for speeding behavior and simple probit regression analysis for crash involvement was conducted. The male drivers and those who are under the age of 30 years and have driving experience of more than 3 years have more likelihood to exceed the speed limits than other drivers. Similarly, the driver’s gender, age (≤ 30 years), and those who are employees have a significant correlation with the propensity of crash involvement. Male and young drivers have more likelihood to be involved in a crash.

A Study of the Possibilities and Challenges of Mentoring

In the last two decades mentoring has become increasingly popular as a teacher education strategy in the west for reducing teacher isolation in the classroom and promoting collaboration between teachers, this contributing to their overall professional development. The PDTs in the M.Ed. program are expected to work with teachers in the capacity of mentors after their return to their respective schools. The mentor and the mentoring concept, however, is a relatively new one in the context of Pakistani schools, thus the purpose of my study was to understand the PDTs' perceptions of how they experienced the possibilities and challenges of mentoring in their schools as teacher educators in the AKU-IED's cooperating schools. My study employed qualitative research methodology, with interviews being the primary source of data collection, together with secondary sources, such as document analysis and unstructured conversations. The principal findings from the study revealed that the main role of the PDTs was; teacher supervision and the mentor's role was more of a secondary nature, which was in the process of being understood and defined by the PDTs and the schools. The study further indicated that the personal qualities of the PDTs and the support received, together with the challenges encountered by them, consisting of role ambiguity, role conflict and role overload, determined the extent to which mentoring was used as a teacher education strategy by the PDTs in their schools. In view of these findings, the study recommended measures to develop a common understanding of the role of the PDTs between the AKU-IED and its cooperating schools, based on the needs and capabilities of these schools.