Middle school students involved in the Science and Math Investigative Learning Experiences (SMILE) program from Central Falls, East Providence, South Kingstown, West Warwick and Woonsocket came to the URI campus in March to compete in SMILE’s annual Engineering Challenge. Applying their knowledge of bridge designs and the compression and tension forces that act on a bridge, the middle school students worked with college students in science and engineering and other majors to construct the strongest and most efficient model bridge they could build. The students were taught how to use the West Point Bridge Designer software to design and test a truss bridge. Afterwards, they drew a full size template of their bridge, with the correct geometry, component lengths and distance of the joints. Given a budget and cost of materials, students determined the cost of their bridge and modified their design to meet specifications if necessary.

• University of Rhode Island
• University of Haifa, Israel
• University of Washington
• INHA University, Korea
• University of Hawaii
• Xiamen University, China
• University of Le Havre, France
• Meiji University, Japan
• University of Hull, England
• RMIT University, Australia

The challenge of our time is to address the staggering issues associated with global warming and climate change. Changing behaviors and the ways in which we operate, developing new technologies and materials and creating new places for living and working, may lead us to curb our appetites and reduce our impacts on the environment. Nations around the world are taking the lead in a variety of areas including green building and site development, the use of alternative energy supplies, and increased emphasis on the use of bikes and public transit as a means of moving through our cities and towns. One area of particular potential is the sustainable community which may loosely be defined as an environment in which people live and work and where buildings, infrastructure and landscapes are designed to reduce impacts and protect the finite resources and underlying systems on which they depend. They are communities designed to be pleasing in which to live and work, relying less on cars and more on walking, biking and public transit to get to and from destinations, and they balance concerns with ecology with those of equality and economy. While such places may exist, they are difficult to find and study. What they are, where they are, and how they function is the subject for this study.

The proposed study will examine the vehicle headway issue and its impact on the slow-down effect that is often observed on vehicles approaching in-service dynamic message signs. The purpose of this research is to help achieve the mission stated in the Rhode Island Strategic Highway Safety Plan to reduce fatalities and serious injuries caused by aggressive driving. The proposed research is consistent with the URITC Theme "Connectivity through Sustainable Transportation Systems." It is aimed to facilitate a more efficient and safer driving on highway by reducing accidents caused by aggressive driving, namely, tailgating.The National Highway Traffic Safety Administration (NHTSA) defines "Aggressive driving" as "an individual committing a combination of moving traffic offenses so as to endanger other persons or property." Among these traffic offenses, tailgating is one of the most dangerous driving behaviors and is a major cause of rear-end crash which has an annual average of about 2.5 million in the US. Incidences of aggressive driving cases have been increasing each year in the United States. Finding effective means to encourage prper vehicle headway maintenance and to warn and discourage tailgating behavior is thus of utmost importance.

A multi-stage study is proposed. It starts with an extensive literature review and a driver survey to identify leading causes to tailgating. It examines the effectiveness of existing practices in tailgating treatments in terms of vehicle headway, driving speed and crashes. It will collaborate with the Transport Research Center in Czech Republic to gain a European perspective on this issue. The capabilities and limitations of these tailgating treatments will be assessed and selected treatments will be examined in the later parts of this study. New tailgating treatment systems consisting of integrated uses of roadside reference marks, pavement markings, fixed signs, and variable/dynamic message signs will be proposed. Driver surveys and focus groups meetings will be conducted to determine effective messages to be posted on fixed and electronic signs. One or more headway management and tailgating treatment systems will be recommended through driving simulations and field studies in a future study.

Conventional development patterns have caused land use, transportation, and environmental problems in the past. These include: sprawl, diminishing open space, congested roads and long commutes, air pollution, and the deterioration of the natural environment and the quality of life. The concept of “sustainable development” offers a holistic approach for broader examination of environmental, economic, and social equity consequences of conventional development patterns. The concept is now widely accepted and promoted both locally and globally. Sustainability has three components: environment (environmental preservation and regeneration), economy (economic development and vitality), and society (social equity and well being).

As a sub-discipline, “sustainable transportation” provides a platform to reconcile objectives of transportation (human, environmental, economic, technological, social and political) and sustainable development. “Sustainable transportation system” is defined as one that (1) is affordable, operates efficiently, offers choices of transportation mode and supports a vibrant economy; (2) allows the basic access needs of individuals and societies to be met safely and in a manner consistent with human and ecosystem health and with equity within and between generations; and (3) limits emissions and waste within the planet’s ability to absorb them, minimizes consumption of non-renewable resources, reuses and recycles its components and minimizes the use of land.

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1. scaleably assemble thin films of nanowire networks comprised of heterostructures TiO₂ and PbSe in core-shell configurations
2. measure the photo-stimulated charge carrier dynamics and photovoltaic responses in the networks
3. correlate the photoelectric properties to, and optimize, the network configuration, interface structure and chemistry determined by a variety of surface/interface analyses and microscopy techniques

1. obviation of photobleaching and the thermal stability issue associated with the dye
2. increased interface area providing high charge carrier populations
3. increased efficiency by the ability to harvest a wider range of photon energies through PbSe feature size and shape control and exploiting multiexciton generation
4. dramatically lower manufacturing costs due to the adaptability of the low-temperature molecular surfactant-templated technique to thin film fabrication via vacuum-free processing

According to the RI Strategic Highway Safety Plan, seatbelt use in Rhode Island is considerably lower than the national average. Also, the rate of observed seatbelt use has slightly declined since 2004, and most importantly, the number of seatbelt fatalities increased considerably in 2006 as compared to 2005. One of the key objectives of the Safety Plan is to “… achieve an annual reduction in unbelted fatalities and serious injuries to lower than the 2002 to 2006 average” (p. 19). In addition, this Plan also emphasizes the need to address young drivers, who constitute a disproportionate share of fatalities. Public education campaigns aimed at drivers age 16 – 24 play a key role in the Plan’s recommendation

The objective of this outreach project is to create a Best Practices Guide to increasing seatbelt usage rates among high school students in Rhode Island and beyond. Rather than relying on national or statewide campaigns, our strategy is to focus and utilize existing resources in the student population. In particular, we will continue to work with active student advocacy groups in a given school to target the intervention to this individual school, and to different student segments (tailored to Stage of Change, age, gender). The project team will provide their knowledge of communication campaigns, change processes, and media technology, to develop interventions jointly with the student groups. The following Tasks were proposed:

• Task 1: Identify the key elements for running a successful school-based seatbelt program and for achieving measurable and cost-effective benefits in terms of increased seatbelt usage.
• Task 2: Identify barriers to running a successful program and to achieving measurable and cost-effective benefits, and pinpoint how these barriers can be avoided and/or overcome.
• Task 3: Draft best practice guidelines for practitioners guiding the effective implementation of large-scale programs, built around case studies derived from experiences in the three schools.

Recent natural and human caused disasters present new challenges for public transportation systems. One of the most obvious problems that surfaced in several past human and nature caused disasters is the lack of clear and efficient communication. The public demands timely information and guidance during and after a catastrophic event. It is important that decisions and responses made by officials in the transportation system be promptly disseminated to the general public especially in the process of mass evacuation. An effective and responsive transportation system would not only keep the traffic moving but also assure the security and safety of the public on the roads. The system would be prepared for and protected against these disasters, and ensure the ability to move people and goods during the crisis. This study will examine the state’s emergency response and management capabilities with a focus on the transportation system. The objective is to enhance the current system so it is prepared for these disastrous situations. The study will help transportation management authorities provide an efficient traffic and evacuation guidance to responders and to the general public in case of emergency. In addition to the recent 511 telephone system and fixed warning/evacuation signs, it is proposed to employ variable message signs (VMS) in those disastrous events, not only to help keep motorists updated regarding the situation but also provide them with timely guidance and directions.

One critical point in this study is to assess the preparedness of the state’s transportation system prior to a natural or human caused disaster. It will start with understanding the scope and magnitude of several potential disastrous scenarios pertaining to Rhode Island. The possible threats and the resultant vulnerabilities will be identified for each scenario. A vulnerability analysis will be conducted to identify the shortfalls in the transportation system per different scenarios. It will study existing evacuation plans that state agencies have prepared and assess their fitness per these scenarios. It will examine current evacuation routes set to direct people toward predetermined shelters and/or safer places with respect to these scenarios. It will help draw plans regarding the use and placement of VMSs to advise and guide motorists to proper evacuation routes for each scenario.

University of Rhode Island’s Guaranteed Admissions Program/ Special Programs for Talent Development (GAP/SPTD)

The URI’s GAP/SPTD is a partnership between Guaranteed Admissions Program, Special Programs for Talent Development, and the Alan Shawn Feinsten College of Continuing Education. GAP/SPTD is designed to address several urban school issues: (1) the low number of students who do not graduate or graduate without the necessary college admissions requirements, (2) the high number of dropouts, and (3) the small percentage students of color and economically disadvantaged youth entering post secondary education—particularly URI. Therefore, GAP/SPTD’s mission is to increase the number of students of color and disadvantaged students in Rhode Island high schools admitted to four-year colleges and universities, including the University of Rhode Island. GAP/SPTD students must enroll in college preparatory courses while in high school and maintain at least a C average. Students must participate in tutoring and enrichment activities as well as summer programs offered throughout their high school careers. Students are guaranteed admission to the University of Rhode Island after graduation, upon successful completion of the program. The commitment is formalized by a contract signed by the student, his/her parent(s)/guardian(s), principal of the student’s high school, and the URI Dean of Undergraduate Admissions. These commitments are outlined as follows:

• Maintain a high attendance in school and all GAP/SPTD activities
• Maintain at least a C average or higher
• Take all of the courses required for entrance into a four-year college/university
• Take PSAT and SAT exams
• Complete both Bridges and Academy Summer Programs
• Become involved in extra-curricular activities offered by their high school, such as athletics, clubs, and student government

• Support the student’s efforts to succeed
• Encourage student’s participation in GAP/SPTD workshops
• Take an active interest in student’s school and provide assistance as needed for any of its functions
• Ensure student’s attendance on field trips which are designed to provide recreational opportunities, foster “group bonding,” and expand cultural knowledge
• Attend receptions/meetings offered to increase personal knowledge of college admissions, financial aid, and college life

• Offer the college preparatory courses necessary to fulfill pre-college requirements
• Encourage and actively support/participate in GAP/SPTD activities, meetings, and special events
• Provide the appropriate facilities for GAP/SPTD events

• Guarantee a place for the student in the freshman class following high school graduation
• Provide opportunities for the student to learn about the University through events such as Fall and Spring Search Weekends
• Conduct academic monitoring during high school years to ensure the student is taking the required course work
• Assist the student in selecting an appropriate field of study

There are 5 structural components to the GAP/SPTD Program—Bridges, Academy, Transportation and Civil Engineering (TRAC), Contract Night, and Academic Advising.

Bridges
A two-week day summer program at the University of Rhode Island for students who have completed the eighth grade and plan to attend the ninth grade. Two of the main objectives of Bridges are: (1) to give students the opportunity to do something of value during the summer that will enrich their lives and prepare them for the academic challenges ahead and (2) to ease the transition from middle school to high school. Courses in math, science, and English are offered, along with a variety of enrichment activities. Students must maintain regular attendance and meet the educational requirements to successfully complete Bridges.

Academy
An intensive four-week summer program for 10th, 11th, and 12th graders. The program is held three days each week from morning to afternoon. It is designed to provide an opportunity to build the skills and self-esteem needed for academic success in demanding courses such as math and science. Students must maintain regular attendance and meet the educational requirements to successfully complete the Academy.

TRAC
“The Transportation and Civil Engineering (TRAC) Program is the hands-on education program of the American Association of State Highway and Transportation Officials (AASHTO). TRAC is made available to secondary schools (high schools and junior high schools) through regional centers where the Departments of Transportation (DOTs) work in partnership with other government organizations, universities, non-profit organizations, and private industry. At it's most basic level, TRAC is a program designed for integration into science, math, and social studies classes” (TRAC Website). GAP/SPTD began its partnership with the State of Rhode Island’s Department of Transportation in 2006. The goal of this partnership is to increase the number of students of color and disadvantaged students from in-state pursuing careers in the transportation industry. We will offer programming after-school and in the summer using the DOT’s TRAC PAC, which consists of a computer, electronic data collection and analysis instruments, hands-on modeling materials, and more than three dozen activities based on real-world transportation.

Contract Night
Upon successful completion of the Bridges program, students will be invited to sign a contract in the spring of the academic school year. If students fulfill their responsibilities under this contract, they will be guaranteed admittance to the University of Rhode Island following their high school graduation. The contract will be signed by the Dean of Admissions of the University of Rhode Island, the principal of the hosting school, the parent(s)/guardian(s) and the student. After signing this contract, students are under no obligation to attend the University of Rhode Island, but they have the guarantee of admission should they choose the University and have met the criteria for admission as stated in the contract.

Academic Advising
To ensure the contract is fulfilled, a GAP/SPTD coordinator counselor maintains a presence in the student’s high school. The GAP/SPTD coordinator counselor will meet with students before, during, or after school. The GAP/SPTD coordinator counselor will: (1) Assist students in enrolling in the appropriate courses and advise them throughout their high school experience, (2) assess students’ grades to identify their academic needs, (3) establish and build relationships between the students, teachers, and parents to ensure students success, and (4) organize informational trips to URI campuses as well as other college tours.

Director - Gerald R. Williams
Since 2000, Mr. Williams has been the Director of the Talent Development Program at the University of Rhode Island. Mr. William’s holds a bachelor’s degree in Communication and a master’s degree in Adult Education. He provides leadership for strategic planning and implementation, manages budget, directs and evaluates staff, works with constituents and stakeholders to ensure proper funding, and maintains responsibility for the development of GAP/SPTD reports. Funding is not needed for this position.

Assistant Director - Joanna Ravello
Since 2000, Ms. Ravello has worked as an Academic Advisor in Talent Development Program until her recent promotion to Assistant Director. She holds a bachelor’s degree in Human Development and Family Studies and a master’s degree in College Student Personnel. She works with the Director to plan, develop, and implement programming, supervises the staff, and creates and coordinates the development of program publications. Funding is not needed for this position.

GAP/SPTD Coordinator Counselor - Deb Veloso Ms. Veloso holds a dual bachelor’s degree in Human Development and Family Studies and Business Management. She oversees the day-to-day operations of GAP/SPTD at the high schools. She (1) assists students in enrolling in the appropriate courses and advises them throughout their high school experience, (2) assesses students’ grades to identify their academic needs, (3) establishes and builds relationships between the students, teachers, and parents to ensure students success, and (4) organizes informational trips to URI campuses as well as other college tours. Funding is not needed for this position.

DOT Full-time and Part-time Coordinator Counselors
Kevin Smith has been appointed the DOT Full-time Coordinator Counselor. We are currently searching for a DOT Part-time Coordinator Counselor. Coordinator Counselors will oversee the day-to-day operations of GAP/SPTD at the middle and high schools and work in conjunction with the GAP/SPTD staff to develop and implement Department of Transpiration activities. They will (1) assist students in enrolling in the appropriate courses and advises them from 8th–12 grade, (2) assess students’ grades to identify their academic needs, (3) establish and build relationships between the students, teachers, and parents to ensure students success, (4) organize informational trips to URI campuses as well as other colleges and universities, and (5) develop and implement after-school and summer programming using the DOT’s TRAC PAC.

Part-time On-site Program Manager
Sara Potter produces all written material for program (newsletter, informational brochures, applications, correspondences, and monthly grant reports); assists in planning, developing and implementing GAP/SPTD academic year and summer programs; assists in scheduling and coordinating GAP/SPTD special events; assists in overseeing daily program operations, managing and collecting all GAP/SPTD program data (student information, grades, attendance records, demerits, etc.); answers inquiries via telephone or in-person and imparts information regarding programs, policies and services; and assists GAP/SPTD Director and Assistant Director in any capacity needed.

Teachers
Hired each summer and are paid $25 an hour and work up to 100 hours during the summer programs. Teachers plan and implement a program of instruction that adheres to the objectives of the Bridges and Academy Summer Programs, make purposeful and appropriate lesson plans that provide for effective teaching strategies, creates a classroom environment conducive to learning, and encourage student enthusiasm for math and science and the development of good study habits.

1. Develop an integrated system for monitoring and forecasting of environmental conditions on RI highways and waterways in support of the RI Department of Transportation, operation of URI Transportation Center (URITC), Transportation Systems Analysis Laboratory (TSAL) and the RI transportation community
2. Implement, test, and evaluate the performance of this system for one land based (Rte 138 in Kingston/West Kingston) and water based (Quonset Point) pilot sites
3. Transfer the data products and forecasts to interested URI TC researchers, RI DOT operations staff, major transportation user groups, and the public
4. Transfer the system for commercialization by private industry. The first year’s objectives will be accomplished in several major tasks.

1. To add two additional (one each year) weather and pavement monitoring systems with a remote processing unit to enhance the URI and RIDOT network. Their locations will be determined after consultation with system users.
2. Extend and improve the internet/web access to the system, including the ability to animate observations and forecasts. This would allow the public and external users additional access to the data being collected by the system and to the data analysis routines.
3. Add a thermal energy balance model, linked with monitoring station data and NOAA/National Weather Service weather forecasts to allow forecasting of weather and particularly fog and icing conditions at selected locations and road segments
4. Add EPA and NOAA’s ALOHA contaminant transport model to allow users to predict the atmospheric plumes and zones of potential health hazards from highway spills of hazardous chemicals
5. Import additional data into TRANSMAP’s GIS to include maps of acquifers, vegetative cover, surficial geology, and land use in support of the highway salt impact assessment
6. Transfer the technology developed in this project to private industry for commercialization.

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This project has been terminated because of the death of the PI.

1. Develop an integrated system for monitoring and forecasting of environmental conditions on RI highways and waterways in support of the RI Department of Transportation, operation of URI Transportation Center (URITC), Transportation Systems Analysis Laboratory (TSAL) and the RI transportation community
2. Implement, test, and evaluate the performance of this system for one land based (Rte 138 in Kingston/West Kingston) and water based (Quonset Point) pilot sites
3. Transfer the data products and forecasts to interested URI TC researchers, RI DOT operations staff, major transportation user groups, and the public
4. Transfer the system for commercialization by private industry. The first year’s objectives will be accomplished in several major tasks

1. Add two additional (one each year) weather and pavement monitoring systems with a remote processing unit to enhance the URI and RIDOT network. Their locations will be determined after consultation with system users.
2. Extend and improve the internet/web access to the system, including the ability to animate observations and forecasts. This would allow the public and external users additional access to the data being collected by the system and to the data analysis routines
3. Add a thermal energy balance model, linked with monitoring station data and NOAA/National Weather Service weather forecasts to allow forecasting of weather and particularly fog and icing conditions at selected locations and road segments
4. Add EPA and NOAA’s ALOHA contaminant transport model to allow users to predict the atmospheric plumes and zones of potential health hazards from highway spills of hazardous chemicals
5. Import additional data into TRANSMAP’s GIS to include maps of acquifers, vegetative cover, surficial geology, and land use in support of the highway salt impact assessment
6. Transfer the technology developed in this project to private industry for commercialization

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