Accessible summary There were many driving education studies with adults with intellectual disabilities (ID) in the 1960s and 1970s, but since, very little research has been carried out. This study explored using an interactive driving simulator for teaching adults with intellectual disabilities to learn pre‐driving skills (lane keeping and speed maintenance). The simulator succeeded in rapid identification of the drivers' capabilities and limitations, providing skill practise that would be unsafe on roadways, creating a fun, effective and flexible learning environment and highlighting the most appropriate areas for future research. Summary Research examining driver training for young adults with intellectual disabilities has been limited since the 1970s. The current pilot and exploratory study investigated teaching pre‐driving skills (i.e. lane keeping and speed maintenance) to young adults with intellectual disabilities using an interactive driving simulator to provide dynamic and immediate feedback to participants as well as quantifiable data to researchers and educators. Four students from a post‐secondary transition course for students with intellectual disabilities (age 21–23) with an average full‐scale IQ of 71.5 (range 64–76) participated. Participants practised their pre‐driving skills (lane keeping and speed maintenance rather than complex driving environments) on a series of driving courses as well as a coordinated muscle movement activity related to driving for 1 h a day, 5 days a week. After 27 days, two of the four participants significantly improved their lane keeping and speed maintenance skills, while two participants failed to demonstrate steady improvement.

This research explores differences and similarities in preferences for nightstand design across a variety of user groups. It yields ideas for improving the nightstand design to be useful for a wider group of people.

This paper describes work on the development of an actionable model of situation awareness for Army infantry platoon leaders using fuzzy cognitive mapping techniques. Developing this model based on the formal representation of the platoon leader provided by the Goal-Directed Task Analysis (GDTA) methodology advances current cognitive models because it provides valuable insight on how to effectively support human cognition within the decision-making process. We describe the modeling design approach and discuss validating the model using the VBS2 simulation environment.

Evidence-based design, hospital, human factors, patient-centered care, quality care, technology.

Three-dimensionals eismic dataa ndvisualization arethe keyelements ofarapid technological evolution inthe remotesensingofthe subsurface thathasresulted ingeoscientists movingfrom beingdatapoor to datarich.The proliferation insubsurface datahasprofoundly affected the oilexploration andproduction industry inthe last two decades. Most notably ithasradically improved our ability to predictwhatliesbeneaththe Earth's surface and, hence, reduce riskinexploration andproduction. One-dimensionaldata(wells) weresupplemented by2Ddata(seismic sections andmaps) inthe 1950s andby 3Dseismic datafrom the 1970s onwards. However,the evolution up to thispoint essentially dealt withastatic Earthwithout the fourthdimension-time.Morerecently camethe advent ofrecordingchangesinthe subsurface dueto hydrocarbon extraction overtime, withthe useoftime-lapse4Dsurveying. Therea rea lso now morerefined imagingtechniquess uch asm ulti-component (4C)andsinglesensor recording.The resultinge xplosion ofi nformation hasl ed to challengingquestions ast ohow geoscientists can interactwiththe datato collaborateandcommunicatemoree ffectively int hisnewdata-richworld. The breadthofinfluence of3Dseismic dataandvisualization inearthsciencesislikely to be farwiderthanthe oilandgasindustry. CollaborativeVisualization Environments(CVEs) arealreadybeingused inuniversitiesand 3Dseismic dataarealso beingused asaresearch tool inmany unrelated earthscience disciplines. The next step will be the establishment ofCVEsatschools andcollegesfor teachingthe next generation ofearthscientists.