Determinants of severe injury and mortality from road traffic accidents among motorcycle and car users in Southern Thailand

Abstract

This study aimed to identify factors associated with severe injury and mortality from road traffic accidents (RTA) among motorcycle and car users in southern Thailand. The data were obtained from the Office of Disease Prevention and Control, Thailand, for years 2008–2013. Chi-squared tests were used to assess associations between determinants and outcomes and these associations were then estimated after adjusting for possible confounding with other factors using logistic regression. Severe injury and mortality contributed 11.6% and 5% to RTA of motorcycle users, and 14.3% and 7.5% for car users. Among motorcycle users, male gender, older age, and not wearing a helmet increased severe injury and mortality rates, whereas drivers had more severe injuries than passengers. Older car users had higher severe injury and mortality rates, whereas not fastening seat belts had higher mortality. Safety device use should be made mandatory for both drivers and passengers. Male motorcycle users and the elderly should be focused on.     

Implementing an Organizational Ethics Program in an Academic Environment: The Challenges and Opportunities for the Duquesne University Schools of Business

This paper acknowledges the paucity of attention regarding the development of ethics programs within an academic environment and describes in a case study how the Duquesne University schools of business attempted to introduce, integrate and promote its own ethics program. The paper traces the business school’s attention to mission statements, curriculum development, ethics policy, program oversight and outcome assessment. Lessons learned are offered as suggestions for others seeking to develop and implement an ethics program in their school.     

高等院校管理类专业《管理信息系统》课程教学质量评价模型的构建研究

《管理信息系统》课程教学质量,直接关系到学生创新能力、研究能力、实际工作能力以及学生整体综合素质的提高。正确评价该课程教学质量是完善课程教学理念、方法,最终提高课程教学质量的关键环节。根据MIS课程教学特点,构建教学质量评价模型及指标体系,可设立4项三级指标;12项二级指标;37项三级指标。研究显示,该指标体系用于MIS课程教学质量的评价后,相关决策部门可将其作为教学内容、教学方法、教学理念等改革的决策依据,从事MIS课程教学的教师可根据该指标体系作为提高课程教学质量的依据。此外,也可为深入研究应用奠定良好的理论基础。