Cellular Phone Usage while Driving Essay Example | Topics and Well Written Essays - 2250 words

Cellular Phone Usage while Driving - Essay Example The real issue is whether such use in significantly more distracting than other tasks that the public as a whole currently regard as 'acceptable.'" The following evidence will explore previous research on accidents that can be attributed to cellular phone usage while operating a motor vehicle, followed by claims supporting or disparaging that cellular phone usage is more distracting-and therefore more susceptible to legislation-than common tasks, such as putting on makeup, talking to passengers, and changing the radio station. Driving is a highly complex skill that requires the continual integration of interdependent perceptual, motor, and cognitive processes (Salvucci & Macuga, 2001). In a study examining three thousand drivers, half of which used cell phones while driving and half of which did not, researchers used a logistic regression model to examine age, relative cell phone usage, accident exposure and alcohol-related incidences to compare the contributing factors of police-reported collisions involving the users and "nonusers" in the sample (Wilson et. al 2003). The findings showed that drivers observed using cell phones had a higher risk of an at-fault crash than did the "nonusers," with a higher proportion of rear-end collisions, although there was no apparent effect on "inattention" violations (Wilson et al 2003). A s A study published by the National Highway Traffic Safety Administration (NHTSA) revealed that approximately 25-30 percent of the injuries caused by car crashes were due to driver distraction (Utter, 2001 cited by Tseng, Nguyen, Liebowitz, & Agresti, 2005). Differences between drivers who used cell phones and nonusers in unsafe driving behaviors and attitudes were also examined, and target groups for intervention efforts against talking on a cell phone while driving are suggested. With in-vehicle use of cell phones rapidly increasing, the safety of young drivers, who represent 14% of licensed drivers but 26% of drivers involved in fatal crashes, may be disproportionately threatened (Seo, and Torabi 2004). The authors used a questionnaire to examine the association between in-vehicle cell-phone use and accidents or near-accidents among 1,291 conveniently recruited college students in 4 states (Seo, and Torabi 2004). Of the 1,185 respondents who were drivers, 87% had a cell phone, and 86% of the cell-phone owners reported talking while driving at least occasionally, and 762 reported accidents or near-accidents, 21% involved at least 1 of the drivers talking while driving states (Seo, and Torabi 2004). Chi-square tests and logistic regression analyses showed that the frequency, not the duration, of drivers talking while driving was related to experiencing accidents or near-accidents (Seo, and Torabi 2004). Research reiterates that the use of cellular phones while driving has been established as the major cause of driver inattention. The Harvard Center for Risk Analysis found that use of cell phones while driving caused 330,000 moderate to severe injuries and approximately 2,600 deaths each year (Sundeen, 2003 cited by

Essay on Janie in Their Eyes Were Watching God -- Their Eyes Were Watc

The Charater of Janie in Their Eyes Were Watching God      Ã‚  Ã‚   In Zora Neale Hurston's Their Eyes Were Watching God, Janie Crawford is the heroine. She helps women to deal with their own problems by dealing with hers. She deals with personal relationships as well as searches for self-awareness. Janie Crawford is more than a heroine, however, she is a woman who has overcome the restrictions placed on her by the oppressive forces and people in her life.    As a young woman, Janie had no complaints about her role in society and fit in as most young people do. Eventually, Janie made it her purpose to outgrow this mold, defying her societal role and fulfilling her dream of becoming the assertive woman she always wanted to be. To personalize the novel, the female perspective is introduced very early in the story. "Now, women forget all those things they don't want to remember, and remember everything they don't want to forget. The dream is the truth. Then they act and do things accordingly" (Page 1). This phrase not only explains female dreams in Janie's world, but it also foreshadows the restrictions placed upon women in that world. "They act and do things accordingly." Women are expected to comply and not fight when they are told they are not allowed to... ... Connection: Feminist Strategies in American Fiction. " Women's Studies 28.2 (1999): 185-201. Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial Classics, 1990. Interpretations: Zora Neale Hurston's Their Eyes Were Watching God. Ed. Harold Bloom. New York: Chelsea House Publishers, 1987. Kayano, Yoshiko. "Burden, Escape, and Nature's Role: A Study of Janie's Development in Their Eyes Were Watching God." Publications of the Mississippi Philological Association (1998): 36-44. Kubitschek, Missy Dehn. " 'Tuh de Horizon and Back': The Female Quest in Their Eyes Were Watching God." Modern Critical

Knowledge and Assessment Essay

1. Understand the principles & requirements of assessment 1. 1explain the functions of assessment in learning and development Determining level of knowledge & understanding †¢ Ensuring that learning is taking place †¢ Checking progress †¢ Adhering to course criteria 1. 2define the key concepts and principles of assessment 1. Explain the functions of assessment in learning and development. Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed 1. 3 explain the responsibilities of the assessor The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. ? The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the†¦ 1. 4 identify the regulations and requirements relevant to assessment in own area of practice 2. Understand different types of assessment methods 2. 1 compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3. Understand how to plan assessment 3. 1 summarise key factors to consider when planning assessment 3. 2 evaluate the benefits of using a holistic approach to assessment 3. 3 explain how to plan a holistic approach to assessment 3. 4 summarise the types of risks that may be involved in assessment in own area of responsibility 3. 5 explain how to minimise risks through the planning process 4. Understand how to involve learners & others in assessment 4. 1 explain the importance of involving the learner and others in the assessment process 4. 2 summarise types of information that should be made available to learners and others involved in the assessment process. 4. 3 explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of l earning 4. 4 explain how assessment arrangements can be adapted to meet the needs of individual learners 5. Understand how to make assessment decisions 5. 1 explain how to judge whether evidence is: †¢Sufficient †¢Authentic †¢Current 5. 2 explain how to ensure that assessment decisions are: †¢Made against specific criteria †¢Valid †¢Reliable †¢Fair 6. Understand Quality Assurance of the assessment process. 6. 1 evaluate the importance of quality assurance in the assessment process 6. 2 summarise quality assurance and standardisation procedures in own area of practice 6. 3 summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7. Understand how to manage information relating to assessment 7. 1 explain the importance of following procedures for the management of information relating to assessment 7. 2 explain how feedback & questioning contribute to the assessment process 8. Understand the legal & good practice requirements in relation to assessment 8. 1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8. 2 explain the contribution that technology can make to the assessment process 8. 3 evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 8. 4 explain the value of reflective practice and continuing professional development in the assessment process.

The World Bank An Anti Poverty Bank - 859 Words

Introduction The World Bank, created after World War II by the superpowers, is supposed to be an anti-poverty bank. The idea behind it was to help people out of poverty, through projects, and give them an economic opportunity. The projects were mainly concentrated on less developed areas in developing countries, where the World Bank provides loans for capital programs. The World Bank Group states their mission as to end extreme poverty within a generation and boost shared prosperity. After 71 years today, more than 60% of the African population depend on land for subsistence (FAO, 2015), the most it has ever been. This puts into question why these world problems not only remain, but increase. Poverty is persisting around the globe, and African countries are among the lowest ranked in Gross Domestic Product per capita. Despite the mission of ending poverty, a new report showed the worldwide destructive legacy of World Bank projects (Prupis, 2015). Description of the failed Office du Niger Project Many of the failed International Development Projects in Africa started as good ideas. One such project is the Office du Niger project. The Office du Niger was started in Mali while France had colonized West Africa, and it was the dream of a French engineer that the water of the Niger River could be diverted for irrigation of cotton farms. In general, it was a big loser for many decades because the cotton and rice that was being cultivated was always at a net loss. Then, in theShow MoreRelated Role of IMF and World Bank Essay example1433 Words   |  6 Pageswill examine the roles of the International Monetary Fund and World Bank with parallels to the Asian Development Bank and African Development Bank Group. It will include descriptions of these institutions, an explanation of how they are used in global financing operations and their importance in managing global risk. What is the Difference Between the IMF and World Bank? One source describes the differences between the two primary world financial organizations this way: â€Å"The IMF keeps account of tradeRead MoreCase Study Analysis – â€Å"Aid, Debt Relief, and Trade: an Agenda for Fighting World Poverty†1057 Words   |  5 PagesHarvard Business School’s Case Study â€Å"Aid, Debt Relief, and Trade: An agenda for fighting World Poverty† outlines the steps, and missteps, that the world community has taken since World War II to address the efficacy of international assistance. The study focuses on international financial institutions (IFIs) and their ability to help poor nations break out of poverty and the possible obligations of rich, developed countries to assist the heavily indebted poor countries (HIPCs). Additionally, theRead MoreChallenges Faced By The Country Of India1280 Words   |  6 Pagesof the many problems which they face. As with many developing countries, India has a predominant issue when it comes t o poverty. 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