• 沒有找到結果。

交通違規行為習慣性之衡量與影響因素之研究

N/A
N/A
Protected

Academic year: 2021

Share "交通違規行為習慣性之衡量與影響因素之研究"

Copied!
5
0
0

加載中.... (立即查看全文)

全文

(1)

(2)  

(3)   Measuring the Habit of Traffic Violations and Its Corresponding Factors  NSC87-2211-E-009-017   86 8 1

(4) 87 7 31

(5)  . .  . YQZ[\]^_`ab 

(6) . road users’ habits for violating traffic regulations and explore the influential factors corresponding to them. We establish a conceptual framework to describe the habitual behaviors of traffic violations firstly, and then develop a method to quantitatively measure their habit. A face-to-face survey is designed to collect the required information for road users’ behavior , and the fuzzy set theory is then used to formulate the levels of “habit” for traffic violations. The relationship between the habits of traffic violations and their possible influential factors are tested. The results show that the traffic violation habits are different on general roads and on. cdefgV(]h$%&'. freeway, the unmarried and male drivers’. >BiQZ$%I&'YjkL. traffic violation habit are higher than others. “Trill and adventure seeking”, “risk.  

(7)  

(8) . !"#

(9) . $%&'()*+,-. /0,12

(10) 345 6789:;<+=

(11)  >?(@ABBCDE FG8 HIJK! L$%&'IMN(MNOP QR-ST UVWX 

(12) . lmno. p 

(13) qmrs. Utuv. wx&'(y. y Iz{| T } ~p

(14) p y. perception of traffic violations”, and “social norm” are also found to be the significant factors affecting the traffic violation habits. Key WordsRoad User, Traffic Violations,. y. Habit Measure. Abstract. y  

(15). This study is undertaken to quantify.

(16) 2.»È

(17) >? €T ‚ƒ„ >? †‡ˆ‰T ‚ƒŠ‹p Œ

(18) Ž. !"#$%

(19) þ ÷¯«(. Uab i‘‰v. 3.+=

(20) L$%¯«Î. ’E“”•–Y—˜™ŒT

(21) š. I6! fM. ›œž–Ÿ

(22)  ¡¢£¤¥¦. NñÈ$%f

(23) Ù. §(¨© ªª wxT

(24) ‚ƒ–. –¯Ÿ] Œå. «¬no¢£T

(25)  ¡­®¯«. æ

(26)  Ø p ?

(27) IL

(28) . „¢°±LT } ~ YQZ. ‚ƒ 

(29) ,(. ²³´I(]hT } ~  ¬

(30) T

(31) š›µ ¶·¸¹( Shinar(1978) h d º Z ”Psychology.   . on the Road : the Human Factor in Traffic Safety”¬»¼T } ~ . ûü"#-ST. ½¾¿ÀÁÂ4ÃÄÅƺǰÈ. UVWX T Žø

(32) . ³´ÉÊËÌÍdÎÏÐZ

(33)  d­Ñ”T } ~ÒÓÔÕ} 3(„Öh

(34) ¢£$%¯« ¬T } ~×YHØٖ ÚÙ(¯Û–ÙÜÝÞßØà

(35) š›»á 

(36) ‚ƒ€âÒã  ä

(37) ! noY—åæ<çèÛ-­”éêٖëì( íÔî2ï¯ð@A

(38) 

(39)  !$%

(40)  ¯«"#nñòó . >?!ôõö÷øùú 1.ûüíý"T } ~

(41) ®+=ÜMN 0,Ì4Àíý(. ðMN0,]+, 

(42) >?. . !ºOPL$%& 'MNª,+I6ð

(43) Œåæ(ºOPU#;øú. 1.5 wH67ÂƪAHP ? U67½. å>?,+

(44) . >? h-ST.  ab. UVWX. î.

(45) OP¢°h QZ!α=0.05 øab hÛ T Žø

(46) YQ Z[\(„Öab hT Ž ød

(47) . åA". ¯uY( 2.h-ST ½#$% MN¬QZ!α=0.05 øiYQZ.

(48) $%'&'Yú& ). ªjkLlmno. ¡Å,. ª-.Å,. qmrs. ª'( ª*+ . ª

(49) . Utuv/0 1. ÈQZtÅ&'&. U_^. _` ab YZ^_a ª ^_` `. ªU_a. UU_. bxfg]î2bxfh-. x&'(]hVWX >BQZ&. ST UVWX î

(50) . 'œYú23 '. ªjkLlm. ©¹¼cD›dú^_` ª. no. ª

(51) . U_`. ª-.Å,. qmrs. Utuv/0. 4x. a. ª^_a. UU_. (]Ûbxfg

(52) . &'(Û-OPQR| '5c6"7o. U$%&']¯&\'MN. jk89cVab d-ST

(53) . „¢°

(54) . cV: ]¢£ ¡Å,c. kLlmno. ½p r

(55) Vqmp. qmrs. Utuv/0;<c¹ab . QZ[\&'(Wî2[®<. d-ST

(56) c=: “. ŒåæMec¹÷—(. ªj. ª-ST . ªUtuv/0. i. ”>-.Å,?½ab d

(57). 5.\fgYZMNOP<. ?VÛcY@O.

(58) ŒåæåæhE=ab. P¯-Sr>-.Å,?½a. 

(59)     ª ŒT

(60) š. b ABCD>¼-. äuŠ?. ›. EFd

(61) ¯ÛÛGab 

(62). åæhøúX=k'ab. :c=: “¨ŸH->I. 7ojkl9. ª‰mab . <J

(63) Vab . qm;r. ª»Vab t. d>-.

(64) uKcdeab V. uv/0. ¯ÛÛ-OPL£„M”¯~. <ð‹nœ(\opåæU‹. IN¯P²OYPQU

(65) NÌ. nœ„Y—E=T

(66) q. 4RS÷(H->BT-.~. rªŒT

(67) š›(. ]hÛ-ijhø. !M&\Ûwxh. U÷“¯VœÙ]²hT-.

(68) uV¯Û±3¿À ( 3.Wfgð

(69) Œå æX=ab 

(70) ¯Û YZMN!"#YZ4fg [Ìåæٖ\(hY Z>?î]¯&\'MNñ.   ÁŸûü<"#ab 

(71) s©OP¬e î2OP“Ñ©MNA¬¢°¨t uvwð+x4Àú. 1.hŠ

(72) >.

(73) ? dyz{89{|Fª}~ª. Û-²³+x©4À<‰. Åä}wx¨lec€YZ. m(. OP+x4À„‚ {ƒ„ Yª|Fª}~ªÅ䪆”}4x z{89“,+Û4xz{89 ‡ˆ‰'œŠ 4H67 Æ. ‹ˆ‰ŒŽ(. 2.5 )MN?o-¯«Ù ­‘¢° A-’“Æ<” ~ڕV–-ST ú ? — 55%ª -Sab 45%: VWX ú ? —.   1.´µ¶

(74) v,

(75) Ì·( 2.

(76) ²v,

(77) –¸, ¹º »1'( 3.¼½´, Õ:¾;, 4¿ÀÁÈ XÃ, ¹Ä»4'ºÅ( 4.¼¹ÆÇ, ab I[ÈMNU. 30%ª-Sab 60%˜S÷Ù™Ç. Éó6 , ¬Ê¹ËÌÍu. Cì+x4À¨l©-Sab. ÎÄÏÍÐ;Ñ#u;Ñ8,. -ÙJš›‰¹œ'" deoÙ>?( 3.sM&"#-ST. WX. UV. T Žø

(78) . h>?ªMN. pp.263-278, ¹º»-'»ÒÅ( 5.ÓÔÕ, 6789;Ud , ¬£ L0¬Õ, ¹º»b'»ÒÅ( 6.Ö×Ø, tuLÙÍ>?, 4 ¿ÀÁÈÂXÃ, ¹º»1'4Å(. ž H›“”MNOP. 7.ÚÛ,Ÿab"#Ü¢£ ¡~. ŸY ¹[\oKQRab h. ,¬Ê¹ÎwÏÍÐ;Ñ. T ŽøabuY[\+ x~CabHIMN ž\T ŽM¡< ( 4.Û„‚¢I£

(79) ¤ ¥no¦§  >?U¨?$%¯«L¦ §"6©( 5.ª«ô9o¬-

(80)  x&­Úc

(81)  [\(“hŠu™Ç

(82) CDìî>®¯°¯Û ±Moab Ýg

(83) . [. #u;Ñ8, pp.121-130, ¹º»4 '»-Å( 8.ÝÜ=p Þßà,VWX

(84)  L$%¯« , 87 'T.

(85) ‚ƒL ?#u;Ñ8, pp.61-71, ¹º»Ä'1Å( 9.áâp ãä¥,)MN?(AHP) åæL. , ¬ÍçÎ 29 D. Î1«, pp.5-20, ¹Ä»º'1Å( 10 èéê, ܏ë, ìÅÈÂt, ¹Ä»b'( 11.Þßà,

(86) L.

(87) $%¯«, =

(88) ¹Í

(89) Ë̺íî;Ñ, ¹º»Ä' 1Å( 12.ïð, ­ 67'Í, ñòÁ , ¹ º»'»-Å( 13.Saaty,T.L.(1978), ”Exploring the interface between hierarchies, multiple objectives and fuzzy sets.”, Fuzzy Sets and System, Vol.1, pp57-68. 14.Shinar,D.(1978), Psychology on the Road : the Human Factor in Traffic Safety, John Willey &Sons. 15.Yager,R.R.(1977), “Multiple objective decision making using fuzzy sets”, Men-Machine Study, Vol.9, pp375-382. 16.Yager,R.R.(1978), “Fuzzy decision making using unequal objectives.”, Fuzzy Sets and System, Vol.1, pp87-95. 17.Yager,R.R.(1978), Ranking fuzzy subsets over the unit interval, Proc. CDC, pp.1435-1437. 18.Yager,R.R.(1981), “A procedure for ordering fuzzy subsets of the unit interval”, Inform Sci. Vol.24, pp.143-161. 19.Zuckerman, M. Sensation Seeking: Beyond the Optimal Level of Arousal, Lawerance Erlbaum Associates, Publishers, 1979..

(90)

參考文獻

相關文件

 Promote project learning, mathematical modeling, and problem-based learning to strengthen the ability to integrate and apply knowledge and skills, and make. calculated

To take collaborative actions to face the challenge arising from global climate change, we issued a circular in April 2017 to remind all schools to formulate and put in

Using this formalism we derive an exact differential equation for the partition function of two-dimensional gravity as a function of the string coupling constant that governs the

This kind of algorithm has also been a powerful tool for solving many other optimization problems, including symmetric cone complementarity problems [15, 16, 20–22], symmetric

ESDA is used by schools to collect and manage self-evaluation data, including the administration of on-line Stakeholder Survey (SHS), assessing students’ affective and

To facilitate the Administrator to create student accounts, a set of procedures is prepared for the Administrator to extract the student accounts from WebSAMS. For detailed

Since it is so, what do we cultivate for?People are looking for the ways to improve the mental state, and the courage or wisdom to face the hard moments.. But the ways of improving

Time constrain - separation from the presentation Focus on students’ application and integration of their knowledge. (Set of questions for written report is used to subsidize