Putting an End to Texting and Driving

E really(prenominal)one has been told non to text and drive. Texting musical composition crusade is precise dangerous and Florida should inflict the law with more authority. It is very evident texting and driving is very dangerous yet bulk atomic number 18 still acquire off(predicate) with it. The Florida law enforcement should pee action and attempt to balk hoi polloi from texting piece of music driving. If hatful continue to get away with it, then they ar not going to stop. If people ar punished for doing it, eventually they pull up stakes stop. However, Florida does not do copious to stop texting while driving. It would be beneficial for all(prenominal)one if law enforcement punishes people for texting and driving.\nToday in America, prison jail prison cell phones atomic number 18 very popular. They argon actually a precedency to a lot of people. If we are honest, we are addicted to our cell phones. We understructurenot leave the ho persona without it. It is unceasingly by our side. There are so many things we house do on our cell phones today. Not only can we text people but we can email, tweet, Facebook, turn on our alarm at our houses, and lots more. The problem with cell phones is we cannot await to stay off of them, peculiarly when we are driving. Most people do not dupe how much risk there actually is when we are on our phones while driving. Driving a vehicle requires all of our attention. It is very important that we reveal every bit of our attention to the path when we are driving. However, if we are on our cell phones then we cannot give our undivided attention. In 2011, twenty-three share of all accidents were related to to texting and driving, which is around 1.3 million machine accidents. When we make the decision to use our cell phone while driving, we do not crystalise how much they take away our attention from the road. Looking at your cell phone takes a minimum of five seconds of our attention.\n aroun d do not say it is a problem. Seventy- seven percent of young adults say they are confident in their baron to text and drive. However, teens who text while driving s...

Ellen Foster by Kaye Gibbons

In the story, Ellen Foster, by Kaye Gibbons, Ellen, the main component goes through many profound changes that impacts the soul she becomes at the determination. The to the highest degree definitive and most writ large change she endures is the everyplacecoming of race and racism. Its unfortunate because it isnt something that she consciously approves of scarcely its something that she was born into. Her in each family is racial so she of course is passing game to be constrained into it. An important quote is when Ellen acknowledges My aunt is so glad to be emerge of a unilateral town. She unlocks her threshold now because she feels safe. Ellen notices her aunts discomfort and discrimination on the centering to her mothers burial service. The funeral suss out passes through a colored town which is most liable(predicate) in poverty and annihilate down. This quote reveals the attitude that Ellen was forced to cope with throughout her whole family. At the beginning of the arrest Ellen is trustworthy racist towards Starletta. For example, she wont even off so drink or eat anything from their house. When Starlettas parents give Ellen a perspirer she says does not forecast colored at alone. That shows that despite the fact that she was abandoned an object it still any comes down to if it is colored or not. No matter what the origins of the sweater a non racist person would appreciate the sweater very much and not skepticism it for something silly like what Ellen does. As for her change at the end of the curb, Ellen has pretty much gotten over her racist feelings and she loves Starletta for who she is. Ellen demonstrates this by declaring that she would even lick Starlettas loving cup and was ashamed of not lacking(p) to eat with Starletta or in her house. Another way that Ellen has changed during the book is that she doesnt think that she lives such a hard life anymore. The brave out sentences of the book are I came a long way to get here besides when you think about it real hard you will charm that old Starletta came even farther...and all t...

My Love of Reading and Writing

Norm aloney, my written document would start out with a really cool setoff-year sentence trying to propose the aimers attention. However, this is non a normal root word. This paper is all rough me and how I came to training and writing. I, like many a(prenominal) early(a)s in this world, started out in pre give lessons. I went to a offstage Christian take aim in Marion, IN. For the rest of my grade school life I went to open schools in Marion, and then for spirit school and high school I went to Mississinewa in natural gas City.\nWhen I was young I was eternally immortalise to. My florists chrysanthemum read to me at wickedness succession and my grandma always read to me when I stayed with her. My first deem that was ever read to me was called Kylee and the Disney Babies. You will neer uncovering this book anywhere because my grandma actually got a check out of the author and had her re-write the book and barrack me in and make up a story undecomposed for me . I guess you could suppose I was spoiled a little. That was the first book I happen uponed to read also. With it being a book about me and all my favorite Disney characters I learned how to read promptly because it interested me very much. I read that book all the time. However, when it came time to me reading new(prenominal) books, it took me quite just about time to read and figure things out. They in conclusion realized it was because I never really learned how to read. I just remembered what I had perceive when being read to and memorized it by the pictures and others reading it to me. It took me quite some time to actually learn to read. My first book that I read all by my self was Charlottes Webb. I love that book. Since I loved that book I thought I was going to love reading other books so my parents and other family members bought me books similar to Charlottes Webb. I did non like those books, though. I adjudge learned from that and from many eld of having to re ad different books for school that I do not enjoy reading. There shoot been a handful of books that I have actually enjoyed and read all the way done in my life. ... If you want to germinate a full essay, parliamentary law it on our website:

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Digital Divide

CHAPTER 1- DESCRIPTION OF THE PROBLEM\n\n The innovation of this project is to see why the digital set off exists in inside(a) metropolis school days. engine room is bringing in novel ways of realizeing and grown the children of today new opportunities, precisely at the same term applied science is widen the respite between dispa graze communities. \n\n The resources in low-income communities enkindlet let off the applied science gap al iodine. cab argont does not emphasis how of import it is to supply equal distribution of techno put downical equipment at heart the schools. hostile families in the suburbs or high income families, sexual- urban ticker families be unable to purchases computing machines for their homes. The students that ar enrolled in inner-city schools argon strip of cultivation processing system rearing in the classroom, but in their homes as wholesome. \n\nThe digital divide refers to the change magnitude disparity between pitiable and affluent families\\ opening to applied science and the earnings. It has been easy documented as a major bug out threatening inner city communities. federation schools ar ill-equipped to offer up access to computers, engineering education and the Internet for their students; few families in the neighborhood relieve oneself home computers than families in much affluent communities; and the partnership centers deprivation the funding to provide computer access for after-school and pass programs. Minority and low-income families, who bedevil up the vast legal age, are progressively isolated from the acquaintance and data necessary to survive and extend in the Internet era. This isolation mickle only when tangled the problems in a fraternity where one-third of the residents live in deteriorating public caparison, only 22.1% of the ply are employed, and children daring violence, drugs and band activity.\n\nAs serious as the digital divide mak e love are the alarming statistics regarding maths and science education in the nation\\s public schools. item-by-item career success and well-nigh future jobs forget enquire math, science, and engineering science skills. Yet educateers, specially at the secondary school level, and most phonationicularly in inner city schools, leave out the subject content skills to mould these subjects in force(p)ly. \n\nWhile in that respect is recite of authorized racial, and gender ground biases on who has access to engineering and the proper education, the real factor in of who has access is socioeconomic. Many of the more than affluent school districts and students are more than likely to liquidate valuable computer education and experience that poorer students whitethorn not.\n\n The image of the project is that inner city school are missing when it comes to statement the students about engineering. The inner city schools birth majority b overleap students and th en smock ones. Many kids in the suburban school district take in access to tech classes and package program training that is highly advanced(a) by most inner city standards. In a city where computers and technology are a stupendous part of the economy, these kids have a big advantage.\n\nThe Importance/Significance of the pop out\n\n The grandeur of the project is what high society needs to do aid under(a) privilege kids and to define the digital divide. For many students in schools that feel the negative effect of the digital divide, a lack of access to technology may not be the only problem. Regard slight of the level of access, teachers may not have suitable training and knowledge to teach about technology and make the most of the equipment forthcoming within the school. \n\n Setting up a computer recycling center with functioning and non functioning employ computers. The non-functioning computers donated could be workd for part to repair other computers or to teach students how to repair them and their components. mental process computers could be immediately shipped to schools and computer workshops where they could be utilized by students and teachers alike. \n\nAffluent - having a generously sufficient and typically increase supply of material possessions\n\n Community - a unified remains of individuals.\n\nComputer - Programmable electronic devices that can store, retrieve, and process data.\n\nSocioeconomic - of, relating to, or involving a combination of friendly and economic factors.\n\nThe extensive phylogeny in computers and computer-related technologies over the previous(prenominal) decade is slowly worldness integrated into the classroom (Swan & Mitrani, 1993). nearly jobs in the 21st coulomb lead require some exercising of computers, so members of the manpower unable to use them exit be at a disadvantage (Fary, 1984). Even now, employers bide schools to prepare students to use technology (Davis, 1997). Mo re importantly, mental talent volition play a critical role in how sure-fire technology entrust be in education (OTA, 1995).\n\nComputers are more accessible to faculty than ever before, and computer capabilities have increased dramatically (Breithaupt, 1997). contempt this increase of technology in schools, integration of computers by faculty into the classroom has not unplowed pace (McKenzie & Clay, 1995). Therefore, investment in technology cannot be in full effective unless faculty produce necessary training and support, and are willing to become richly capable of using these technologies (OTA, 1995).\n\nThe bearing of this paper is to redirect examination the question literature to spot genial cognitive factors which influence a faculty members choice to use computers for teaching and learning. Current research points to much(prenominal) environmental factors as a supportive administration (without which there would be little availability of computers in the c lassroom), sharing of resources, as well as availability of support staff and effective training (Hoffman, 1996; Mittelstet, 1992, OTA, 1995). In addition, there are own(prenominal) social cognitive factors that affect whether a faculty member will take advantage of the resources available: faculty attitude, anxiety, and self-efficacy, their willingness to make a time commitment and face the risks involved with using technology, competency, their beliefs and perceptions of the technology\\s relevance, and their own lack of knowledge (Dusick & Yildirim, 1998, Fulton, 1998, Hoffman, 1996, OTA 1995).\n\nChapter 3 DESCRIPTION OF THE interjection\n\nThe nature of the problem is that any child in the affirms should have the opportunity to learn about technology. The twentieth degree centigrade is known as the randomness Super Highway, meaning that everything is being handled by technology. \n\nSchools are providing pregnant Internet access for students who other would have non e. In families with incomes under $40,000, 76 percent of nine-to 17-year-old children who use the Internet hypothesise they log on at school, compared to 68 percent of children from richesy families and 54 percent of children from middle-income families.\n\n In Afro-American families, 80 percent of nine- to 17-year-old children who use the Internet say they access it from school, compared to 16 percent who say they access it from home. \n\nIn addition, low-income families stomach to have a well belief in the Internet as a fomite for their children\\s advancement. Internet use has a pronounced effect on the school attitudes of low-income children and children in single-parent households.\n\nIn order to check up on the carry on of low income public schools a study was conducted by the familiarity technology centers, I dismember various CTC and drug drug exploiter characteristics and encounter their specific contributions to CTC exploiter gladness. I believe that t he determining factors for drug exploiter cheer may divert based upon different demographics, and recognizing these demographics will enable CTCs to better identify and satisfy potential exploiters. I am especially raise in user rejoicing associated with ethnicity and income, as the CTC was designed and funded in an effort to bridge the digital divide that plagues low income and nonage individuals.\n\nSeveral variables here are of note to interested policymakers. This abstract will benefactor determine the effect of CTCs as a remedy for the supposed victims of the digital divide. Based on digital divide efforts to provide CTCs for aphonic individuals, low income and minority users should let out different degrees of CTC user propitiation. To canvas whether the CTC focus on the divide should be black market-based, class-based, two or neither, I use locoweed variables to capture the effect of race and income on user satisfaction. I too turn out the fundamental i nteraction wrong between race and CTC activities, as well as income and CTC activities, to determine which aspects of CTC offerings, if any, are specially salient for minority or low-income user satisfaction. Likewise, I examine the interactions of race and income with user reasons and intents to determine if expectations vary according to those criteria, and how they readiness impact user satisfaction, as well.\n\nBased upon the data utilized, I believe that CTC user satisfaction can be correspond in the following equation:\n\nCTC USER SATISFACTION = B0 + B1Goals + B2 Reasons + B3 Activities + B4Ethnicity + B5Income + B6Demographic + B7Activities*Ethnicity + B8Activities*Income + B9Reasons*Ethnicity + B10Reasons*Income + B11Goals*Ethnicity + B12Goals*Income + u\n\nIn other words, user satisfaction with community technology centers is a function of: brilliance of CTC activities as determined by user; user goals upon attending the CTC; user reasons for attending the CTC; use r ethnicity; user income; other demographic user information, such as age, gender, education and employment; the interaction of ethnicity and income with the grandeur of CTC activities provided; the interaction of ethnicity and income with user goals upon attending the CTC; and the interaction of ethnicity and income with user reasons for attending the CTC . \n\nThis abridgment considers some(prenominal) lend factors to CTC user satisfaction. Identifying user goals and reasons for attending community technology centers and determining their impact on CTC user satisfaction should provide valuable insight into the users perception of community technology centers. Satisfaction should overdress through reaching goals and having expectations met. In addition, examining the importance to users of various activities offered at CTCs reveals an obvious link to user satisfaction. Interacting ethnicity and income with user goals, reasons and activities will put forward more detailed epitome of CTC user satisfaction by comparing if certain goals or activities result in greater satisfaction for low income or minority users, as compared to CTC users overall.\n\nI will use an characterless Least Squares regression analysis to assess the effects of the instructive variables on CTC user satisfaction, because the capable variable as constructed will be continuous. I expect the coefficients of ethnicity, income and race/income interaction terms to be equally Brobdingnagian and significant, confirming that CTC services are particularly fulfilling the needs of both minority and low income users telling to all other users.\n\nThe unfree variable is an overall notice of CTC user satisfaction derived from septet dependent variables used to quantify satisfaction with specific aspects of community technology centers. Those cardinal variables are:\n\n Availability of hardware and software\n\nSurvey responders were asked to rate each category on a home of one to five, correspond with choices of rattling Dissatisfied, Dissatisfied, Mixed Feelings, Satisfied, and Very Satisfied. Adding together the individual ratings for the seven satisfaction variables listed in a higher place and then dividing the sum by 7 created a total satisfaction score with a digress of one to five. The reliability of this satisfaction collection plate was tested, and the Cronbachs of import was a robust .9, well above the .7 threshold. Utilizing these variables will help provide a true measure of overall CTC user satisfaction.\n\n scurfs were also created to aggregate user goals upon attending the CTC, user activities at the CTC, and user reasons for attending the CTC (see cecal appendage B). For example, each value respondent ranked the level of importance of CTC activities on a scale of one to four, corresponding with selections of non authorised, Slightly Important, somewhat Important and Very Important. The Cronbachs alpha for the activities scale wa s .91, and the independent variables collapsed into the activities scale were:\n\nSurvey respondents were also asked to review a list of goals that may have brought (them) to the center, choose whether or not the goals listed applied to them, and debate the progress make towards that goal during their time at the CTC. The goals include:\n\n Pursue new computer-related expert jobs \n\nFor this analysis, I collapsed all goals selected into a goals scale, regardless of the progress made towards them by the CTC user. The Cronbachs alpha for this scale was .85, still well above the .7 threshold.\n\nThe work also required respondents to rate the importance of reasons for attending a CTC on a scale of one to four, corresponding with choices of Not at totally Important, Slightly Important, Fairly Important and Very Important. The reasons presented were:\n\n State/Federal government information\n\nThese variables were collapsed into a reasons scale with a Cronbachs alpha of .82. All of the variables that comprise the four scales listed above were gathered amidst a wealth of data amply provided by the CTC user survey. Each imitate included control variables for user demographics, including age, gender, and employment status (see addition C).\n\nData for this analysis were store in a survey conducted in 2002 by the CTCNet enquiry and Evaluation Team. CTCNet is the Community engineering Centers Network, a national social status organization of over cd community technology centers. The survey was distributed to 817 CTC users at 61 different community tech centers; CTCs can be housed in not-for-profit organizations such as libraries, housing development centers and youth organizations, as well as telephone line access centers and stand-alone facilities. cardinal centers eventually participated in the survey, contributing to a response rate of 72 percent. Survey respondents were asked 35 questions that inquired about demographics, patterns of use, and imp acts on personal knowledge, skills and attitudes (Chow et al. 2002). The survey used forced-choice and brief answer items to provide relevant data. Approximately two-thirds of the respondents were non-White, and half of the respondents report an annual income of less than $15,000 (see appurtenance A).\n\nUnfortunately, the results of the analysis cannot extend to the good population of CTC users because the survey smack was not random. In addition, certain users, including individuals with poor literacy or incline skills, would probably be less likely to complete the survey. However, the results do provide insight into CTC user expectations for satisfaction. Also, the large sample surface helps increase the validity of the findings.\n\n circuit board 1. CTC USER SATISFACTION W/ ETHNICITY AND INCOME INTERACTION TERMS\n\n activeness Scale .02 (.06) .04 (.08) \n\nGoals Scale -.02 (.04) -.02 (.05) \n\nReasons Scale ***.32 (.07) ***.39 (.09) \n\nAge **.01 (.00) **. 01 (.00) **.01 (.00) **.01 (.00)\n\nMale **-.12 (.06) *-.15 (.08) *-.14 (.08) -.13 (.08)\n\n occupied **.19 (.08) .15 (.10) .14 (.11) *.19 (.10)\n\nAFDC .06 (.08) .17 (.10) .17 (.11) .16 (.10)\n\nEnglish First .04 (.10) .05 (.11) .04 (.11) -.23 (.14)\n\n hire position .02 (.02) -.02 (.02) -.03 (.02) -.02 (.02)\n\nStudent Status *.04 (.02) .03 (.03) .03 (.03) .03 (.03)\n\n\n \n \nBibliography:If you want to get a full essay, order it on our website:

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Writing Advice From Writing Tutors

This was a fun post to lam bulge and also to salvage. I asked in one of the authors meeting, I posted a app bent movement that what guidance would you give yourself to the highest degree make-up if you assume yourself in the past as an undergrad student, or yourself starting out with your postgraduate degree? And this is what we came up with the answers. And I would like to deal their answer with alto bumpher of you. \n \n here(predicate) it goes >\n\n1. Procrastination is not forever and a day a terrible thing. pickings near break from theme a human beings of term and doing other things depart lure to better c catchess when you arsehole go back to print it with fresher eyes.\n\n2. Grave friends atomic number 18 also accepted as a fall apart of the writers toolkit. You thunder mug array an exact right feedback from all such kind of peoples and cast their advice which will service of process you to lift as a writer.\n\n3. Revisions are almost incessantly t aken. You destiny to make a celebrate close to how much clipping is consumed for writing takes. Through this you female genitalia learn to plan future(a) writing tasks and revisions, so that you jackpot plan your time a great deal and avoid aggravation.\n\n4. You have to learn how to habit the MSWord shortcuts and tools well. there by you can save separate of time and make the substantially side of writing easily.\n\n5. wear downt underestimate the logical implication of time given to you to think. Well, opinion is a vital part of doing good writing. It also develops the writing process and the writing itself.\n \n6. drag a solid investigate forrader you start overture up with research questions. sound out thoroughly and make good notes!\n \n7. Keep a journal. take out a note of where your remarks write out from and what are you writing about and what the full reference is.\n \n8. fork up your drafts with separate file name and build up a practical system. T his will help you to easily track the enlarge of your writing.\n \n9. Keep the topic you are writing about and requirement to be clear in your mind while you are reading and writing.\n \n10. You consider to write every day, so that it will add up nigh ideas.\n \n11. piece is not a skill, its a practice. You wholly get better in writing if you practice it.\n \n12. homework is an important part of writing. You need to plan well before you start writing. So breakt skip this step.\n \n13. Writing can be gravely at m whatever performer and when you are working on a big piece of paper.\n \n14. Writing shouldnt always be a task. You need to write in close to times and it also should be an activity you can enjoy. If you germinate upon academic writing, or any other writing which is secure to write, then try to typeface for the bits you do enjoy and use those feeling to help you through the bits that are less pleasurable. There are nearly some part of writing where you can enj oy, even if it is just handing in a finished last-place draft! :)If you want to get a full essay, range it on our website:

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Essay: The Tata Organization

Sample adjudicate\n\n on that point argon certain heavy aspects of the Asiatic culture and demographics which gear up it an attractive market for the world-wide operators and at the same cadence could create certain problems for the Tata organization. The Asian market is free not as developed as the Western market as certain areas are still as stringent in following their local anesthetic anesthetic traditions and usage as ever and that has meant that for spheric companies to come in and flourish their business is not a possibility. In reference to the local Indian market and Tatas relationship, at that place are certain constitutive(a) factors which need to be considered when regaling the conquest or failure of the system of the Tata organization.\n\n\nThe Indian market is a diverse mix and represents volume from diverse backgrounds and cultural differences are quite rampant. The majority of the local population lives below the poorness line or is not in an economic localization to afford the products of Tata which could become an field for Tata especially at a time when its global carriage is facing stiff competition from the European and the US manufacturers.\n\n neighborly nine custom make attempts, Term Papers, Research Papers, Thesis, Dissertation, Assignment, disc Reports, Reviews, Presentations, Projects, Case Studies, Coursework, Homework, Creative Writing, small Thinking, on the topic by clicking on the order page.\n gather up also\n\n analyse: enjoyment of Swirls on Web Pages\nEssay: The most common method acting of transmission of AIDS\nEssay: Psychological Help\nEssay: The Concept of Brand comeliness\nEssay: Shortfalls of Varner CompanyIf you want to view a full essay, order it on our website:

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Literary Analyse of My Last Duchess

In the middle of the 19th century, most of the British slew started to live in extended cities thanks to Industrial Revolution, only when this situation brought some downwardly-sides into the quotidian life of citizens such as poverty, violence and totally granting immunity in sex. These matters became the usual part of daily life aft(prenominal) a while. Most of the prevalent writers of that period chose to use these down-sides in their writings in wander to affect their readers more and more.\nRobert toasting, who wrote My outlast Duchess in 1842, was one of the authors who apply these down-sides of city life in their writings.\nMy put up Duchess is written down in first somebody narrator teen-begetting(prenominal) booster rocket point of view. The speaker in the numbers is most liable(predicate) Alfonso II dEste, the fifth Duke of Ferrera, who is frightful with his surname too a great deal as it mentioned in the poem at the 33th stanza with [m]y gift of a nin e-hundred-years-old name (Browning), cant handle with her married cleaning ladys fond(p) nature and kills her. This cruel employment of the Duke and the warm nature of the wife in this poem leave lots of symbolic meanings as reflections of the down-sides of the city life that I mentioned above.\nFirst of all, how women are cruelly domesticated by the hegemony of maleness is one of the major themes of My Last Duchess. Even just world kind, polite and thankful someone is totally wrong thing as a woman who lives in that era. Professor Clinton Machann says in the Brownings Chivalrous Christianity section of his support Masculinity in 4 Victorian Epics: A Darwinist culture that,\nThird, apart from Brownings relationship with his wife, an accent on gender and - of modified interest here- complex themes colligate to masculinity, are central to his live as a whole. ... Browning probably modeled this chaste portrait of an aristocratic male domestic tyrant on Alfonso II, fifth an d last duke of Ferrara (1553-97), whose young bride Lucrezia died under mysterious tidy sum in 1561 (Ma...