New York Bus Simulator
From Excalibur's range of bus simulator games for PC, a fantastic new challenge is waiting for you as you take on the role of driving the M42 route from the Hudson River to East River which will involve driving your bus straight through the heart of Manhattan.
New York Bus Simulator
New York Bus Simulator is a fulfilling game. This simulator game is all you need to have fun indoors. Enjoy the hustle of New York City as a city bus driver. Aerosoft GmbH has published the game, and TML-Studios develop it.
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The dollar amount in fuel savings utilizing a simulator is certainly welcome, but it will be minuscule versus the savings in avoiding just one collision with proper pre-purchase planning and understanding how to provide world class training to provide world class operators.
There have been transit agencies who have integrated a bus simulator into their bus operator training program and have been successful in achieving the results they had hoped for. They did their homework before purchasing, and by doing so, it placed them in a position to be successful.
The bus industry today is in need of establishing standards for training, retraining and certification of bus operators throughout North America. Finding an affordable way to utilize emerging technologies toward this end was the driving impetus in the development of a unique public-private partnership that has resulted in a successful research and development effort. New York City Transit (NYC Transit), working with private industry, has developed a Bus Operator Training Simulator that utilizes state-of-the-art technology to safely simulate bus driving conditions in both urban and suburban areas. The bus simulator utilizes sophisticated computer generated graphics, bringing reality to virtual reality bus operator training.
City Bus Simulator 2010 is a very unique bus simulator game developed by Aerosoft. It has an extremely realistic gameplay and concept design that makes you appreciate driving on the usual busy streets of New York.
It is more interactive compared to other bus simulator games that focuses entirely on driving buses. In here, you are able to really move around as a person and not just as a driver behind the wheel. You can also alternate between 1st and 3rd points of view. You can also do a passenger check and see if you already have a full load.
City Bus Simulator 2010 gives you more freedom and depth with its gameplay. It also makes you feel more involved in the game because you are able to see your character and you have actual interactions with your passengers. It does not leave you with the simple task of driving around and fetching passengers unlike in other bus simulators. You will feel like you really are part of the game.
Driving dynamics and kinematics are simulated in order to obtain realistic driving data. To this aim, 12 professional drivers were employed in the project. No previous information was given to the driver, so natural driver behavior was expected. Each driver performs sessions during a minimum of ten minutes. Information on 27 variables was collected at the simulator, among which we can mention the speed of the truck, the revolutions per minute (RPM) of the engine, the angle of the steering wheel (SWA), position of the truck on the road, the slope of the road, the position of the pedals, etc. Each variable provides a data point every 5 milliseconds, so for each session more than 50,000 data points were collected. Also, to provide more information to the experts, two videos per session were collected, the first one with the images projected to the driver and the second in the truck cabin showing the driver's behavior.
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Despite controversial Brazilian legislation on simulation-based driver training, it is used only rarely. Furthermore, there is no requirement to use it in professional road driver training. According to the international literature, in which the subject has been studied for a much longer period, there is still insufficient evidence to justify the widespread use of simulators to train professional drivers. However, this literature contains no critical analysis of the effects of the theoretical and methodological foundations utilised in this training. To contribute to this debate, we review the literature on simulation-based training for professional drivers, critically analysing it through the contributions of Ergology and French Professional Didactics. We note some problems with the different training programmes examined: (a) no recognition of the actual activity being simulated or the socially constructed knowledge that is necessary to perform it; (b) an insufficient conception of the skills and knowledge mobilised in work situations; and (c) a failure to understand a professional activity. We present alternative methods of using simulation-based training for professional drivers: collective training mediated by simulation and based on the knowledge, norms, and values shared by drivers.
There are many ways of designing and using simulations that reflect the theoretical assumptions underlying their uses (Pottier, 2013). Simulations are often accompanied by technological aids and instruments that are typically conceived as simulators. Although their versatility is highly valued (Blanco et al., 2011), simulators and simulation are often only used for training with a body-kinaesthetic learning style (Castro & Ferreira, 2006).
Simulation and simulators have been gaining a privileged space in different areas of professional training, but the most well-established use of simulators may perhaps be found in the field of health and in airline pilot training (Goode, Salmon, & Lenné, 2013). In contrast, in the field of road transport, which is the sector that is responsible for the largest number of work accident deaths in many developed and developing countries (Mooren, Grzebieta, Williamson, Olivier, & Friswell, 2014; Santana, Nobre, & Waldvogel, 2005), the use of professional simulators is not yet widespread, despite its recent growth (Blanco et al., 2011; Moraes, 2016).
There are a number of reasons why simulators are not used to train road transport workers, including the absence of any scientific evidence of their benefits, the high cost of purchasing these instruments without a proven financial return, and a shortage of instructors who are qualified to effectively use simulation techniques and properly operate simulators (Grüneberg & Schröder, 2012). These reflections are the result of studies on the legislative uses and appropriations of these instruments in professional training that has been conducted over nearly the past 15 years in developed countries (Directive 2003/59/EC, 2003). In Brazil, only recently has there been a political debate on the systematic introduction of this technology in road transport driver training (Resolução Conselho Nacional de Trânsito nº 493, 2014; Resolução Conselho Nacional de Trânsito nº 543, 2015). Although the national legislation indicates the optional use of simulators for training drivers in general, it indicates nothing about training professional drivers. Should similar resolutions for these drivers be developed, as in the aforementioned European resolution?
The successful use of simulators for training aviation and health workers has not in fact been observed when training road transport workers. Thus, it is necessary to question the reasons for this relative failure, emphasising the economic aspects (Grüneberg & Schröder, 2012; Moraes, 2016). However, in addition to the factors noted by these authors, we demonstrate another factor that limits the possible benefits of using simulators to train professional drivers: The current uses of this instrument are limited by the theoretical conceptions that underlie them, which contributes to reducing their effects. To help evaluate the (in)adequacy of using simulators in professional training, we perform an analysis of the international literature on simulation-based professional training, investigating the theoretical conceptions that are used in training programmes and the extent to which these conceptions expand or limit their impact. Therefore, we critically analyse the ways in which simulators have been used for training in countries where these practices are older and/or more common. 041b061a72