Unsafe driving behaviour and four wheel drive vehicles: observational study

Objective To assess the level of compliance with the new law in the United Kingdom mandating penalties for rising a hand held mobile phone while driving, to compare compliance with this law with the one on the use of seat belts, and to compare compliance with these laws between drivers of four wheel drive vehicles and drivers of normal cars. Design Observational study with two phases-one within the grace period, the other starting one week after penalties were imposed on drivers using such telephones. Setting Three busy sites in London. Participants Drivers of 38 182 normal cars and 2944 four wheel drive vehicles. Main outcome measures Proportions of drivers seen to be using hand held mobile phones and not using seat belts. Results Drivers of four wheel drive vehicles were more likely than drivers of other cars to be seen using hand held mobile phones (8.2% v 2.0%) and not complying with the law on seat belts (19.5% v 15.0%). Levels of non-compliance with both laws were slightly higher in the penalty phase of observation, and breaking one law was associated with increased likelihood of breaking the other. Conclusions The level of non-compliance with the law on the use of hand held mobile phones by drivers in London is high, as is non-compliance with the law on seat belts. Drivers of four wheel drive vehicles were four times more likely than drivers of other cars to be seen using hand held mobile phones and slightly more likely not to comply with the law on seat belts.

Opioids and NMDA receptors: Neuro-excitation and abnormal pain behaviours

In the clinical setting, chronic administration of high doses of systemic morphine may result in neuro-excitatory behaviours such as myoclonus and allodynia in some patients. Additionally, high doses of m-opioid agonists such as morphine administered chronically by the intrathecal route in both rats and humans, as well as DAMGO in rats, have been reported to produce neuro-excitatory behaviours. However, more recently, it has begun to be appreciated that even at normal analgesic doses, opioids such as morphine are capable not only of activating pain inhibitory systems (analgesia/antinociception), but they also activate pain facilitatory systems such that post-opioid allodynia/hyperalgesia may be evident after cessation of opioid treatment. Whilst it is well documented that opioid receptors mediate the inhibitory effects of opioid analgesics, the excitatory and pro-nociceptive effects of opioids appear to involve indirect activation of N-methyl-D-aspartate (NMDA) receptors, such that the extent of pain relief produced may be the net effect of these two opposing actions. Apart from the NMDA-nitric oxide (NO) pro-nociceptive signaling cascade, considerable evidence also implicates dynorphin A as well as the endogenous anti-opioid peptides cholecystokinin (CCK), neuropeptide FF (NPFF) and orphanin FQ/nociceptin, in mediating opioid-induced neuro-excitation and abnormal pain behaviours. Apart from the neuro-excitatory effects that may be produced by the parent opioid, systemic administration of some opioid analgesics such as morphine and hydromorphone in rats and humans results in their rapid conversion to 3-glucuronide metabolites that also contribute significantly to the neuro-excitatory and abnormal pain behaviours produced

The relationships among teacher behaviours, teacher efficacy, and student quality of school life: A multilevel perspective

This Study invesdgated the impact of teacher behaviours on student quaUt}' of school Ufe (SQSL). A measure of teacher organisadonal cidzenship behaviour (OCB) was developed, tapping two dimensions of organisadon-focused OCB (OCBO) and one dimension of individual-focused OCB (OCBI). In Une with previous research suggesdng that OCBOs may consdtute efficacyenhancing experiences, as weU as studies demonstradng the posidve consequences of teacher efficacy for students, we expected teacher efficacy to mediate the reladonship between OCBO and SQSL. Hypotheses were tested in a muldlevel design in which 171 teachers and their students (N=3018) completed quesdonnaires. A significant propordon of variance in SQSL was attributable to classroom factors. Support was found for the main effects of OCBO, as well as the main and mediadng effects of teacher efficacy.

To learn from one's mistakes: The role of impulsivity in positive workplace behaviours

Recentiy a neuropsychological model of learning has been proposed Qackson, 2002) which argues that Responsibility provides a cognitive re-expression of Impulsivit)' in the prediction of functional and dysfunctional behaviour. Jackson argues that primitive, instinctive impulses lead to antisocial behaviours and socio-cognitive regulators such as Responsibility leads to the re-expression of Impulsivity in terms of pro-social behaviours. Study 1 tests and supports the measurement properties of the assessment methodology associated with the model. Study 2 provides evidence in favour of the instinctive basis of Impulsivity and the conscious basis of Responsibility, which reinforces the underlying neuropsychological basis of the model. Study 3 uses structural equation modelling to determine if Responsibility mediates Impulsivity in the prediction of a latent variable representing work performance, work commitment and team performance, but does not mediate Impulsivit}' in the prediction of a latent variable representing sexual proclivity, workplace deviancy, gambling and beer consumption. Results provide strong support for Jackson's model and suggest that Impulsivity and Responsibility are fundamental to both functional and dysfunctional learning