<span>Driving errors for older drivers may result from a higher momentary mental workload resulting from complex driving situations, such as intersections. The present study examined if the mental workload of young and older active drivers vary with the difficulty of the driving context. We adopted the probe reaction time (RT) technique to measure the workload while driving in a simulator. The technique provided clear instructions about the primary (driving) and secondary (RT) tasks. To avoid structural interference, the secondary task consisted of responding as rapidly as possible with a vocal response ("top") to an auditory stimulus. Participants drove through a continuous 26.4-km scenario including rural and urban sections and probes (stimuli) were given in a baseline static condition and in three different driving contexts embedded into the overall driving scenario. Specifically, stimuli were given randomly when (a) driving on straight roads at a constant speed, (b) approaching intersections for which the driver had to stop the car, and (c) when overtaking a slower vehicle. Unless a driving error was made, drivers did not need any emergency responses. Reaction time was defined as the temporal interval between the auditory stimulus and the onset of the corresponding verbal response detected from the analog signal of a piezo-electric microphone fixed on a headset (ms accuracy). Baseline RTs were similar for both groups. Both groups showed longer RTs when driving and RTs increased as the complexity of the driving contexts increased (driving straights, intersections, overtaking maneuvers). Compared to younger drivers, however, older drivers showed longer RTs for all driving contexts and the most complex driving context (overtaking maneuvers) yielded a disproportionate increase. In conclusion, driving leads to a greater mental workload for the older drivers than for the younger drivers and this effect was exacerbated by the more complex driving context (overtaking maneuvers).</span>
Answer:
It is Iran, seat of several Persian empires in history and where an Islamic Revolution took place in 1979.
Explanation:
Answer:
The main presidential power is commander in chief of The United States Armed Forces, the president commands and directs the military, and he is responsible for planning military strategies and action.
Along with armed forces, the president also directs the US foreing policy, through the Department of State and the Department of Defense, the president is responsible for all US citizens abroad.
The president is the head of the executive branch and he may remove any executive official at hios discretion, the President should “take care that the laws be faithfully executed”.
The presidential powers of the modern times have been shaped by a combination of constitutional and evolutionary powers. The forceful personalities of strong Presidents have expanded the role far beyond the greatest fears of the antifederalists of the late 1700s.
Franklin Roosevelt, who was elected four times to the presidency, he led the nation through the crises of the GREAT DEPRESSION and WORLD WAR II. Roosevelt gained power through his New Deal programs to regulate the economy,
Answer:
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Explanation:
The plural executive, as specified in article 4 of the Texas constitution, influence Texas government by safeguarding against concentration of power. This ensures that each member of executive has an independent power base.
It weakens the governor's power and fragments the government. Texas uses a plural executive in which the governor's authority is limited and the functions have been decentralized i.e., divided among many, mostly elected, government officials. In other words, no Texas government official is solely responsible for the Texas plural executive branch. The Texas Constitution had introduced a plural executive branch because there was suspicion of a strong chief executive.
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