Texting and Driving Essay Example for Free

Texting and Driving Essay Texting while driving is the act of composing, sending, reading text messages, email while driving. (Wikipedia) The age group with the greatest proportion of distracted drivers was the under-20 age group. (2009,NHTSA) With todays technology teenagers feel the need to be connected to their friends at all time. Even the simplest of conversations become extremely important due to the fact that they feel like they need to be talking twenty four seven. Texting and driving is so common that it increases the chances of having an accident at any moment no matter how much control you think you have over whats happening, not only can it increase accidents but you can also harm yourself and others, and just when you think thats all that can happen I tell you that you can kill too. So unless you plan on being someones bitch in jail, I suggest you educate yourself a little on the wrong that you are doing. Just think to yourself Is this conversation really that important? The answer should always be no. Five seconds are the average time your eyes are off the road while texting, when traveling at 55mph, thats enough to cover the length of an entire football field. (2009,VTTI) Thats also enough time to get into a severe car accident. Many people realize the risk they are taking by texting and driving, but they seem to not care, seeing as how their phone is always in the palm of their hands, and theyre paying more attention to it than their driving and surroundings. Forty nine percent of drivers under the age of 35 send or read text messages while driving. (2011, Harris Poll) Thats an extremely high percentage, and any one of those people could cause the biggest collision youve ever seen in your entire life, in a matter of seconds. When youre texting and driving, y oure reaction time is significantly decreased, so those five seconds you used to look at your phone, you couldve used to notice that cars were beginning to brake, and you shouldve too.Congratulations, youve just been in an accident. Now, not only has your car insurance sky rocketed because the collision is your fault, but your medical bill and lawsuit will be a lot too. So, is that text still important to you? In an accident you always risk hurting yourself, and the person in the other car. You see the paramedics hovering you as you slowly open your eyes, you dont remember what happened, so naturally you ask one of them what it was that happened. You got into an accident sir. Well whos the one who caused it? You are, sir. You were texting and didnt stop. Youre now on your way to the hospital with what may be a broken leg because you couldnt wait. Thirty five percent of teens who drive while distracted dont think they get hurt. (2010, AAA and seventeen magazine) To me, driving is serious. My cousin died in a car accident in 2004, and i dont like risking my safety over a text message that could wait, because I know I could get hurt at any second. Not only am I concerned with my safety, and not only should you be concerned with yours. Fact is, teenagers are usually with their friends, driving to the mall, or a party, so you should also be concerned with their safety. Their lives are in your hands, and their medical bill. I dont know about you, but I dont plan on paying a thousand or more on someones injury, when it couldve been avoided by waiting. I like my bones and limbs in tact, and Im pretty sure that i speak for everyone when i say that. Given the choice, we would never want to break or lose them. Twenty two percent of teens who drive wh ile distracted say it makes driving less boring. (2010, AAA and seventeen magazine) Driving isnt supposed to be exciting, youre supposed to take it seriously. Your safety is at risk!!!! No wonder the older generation looks down on us in shame, and thinks were electronic dependent idiots. Distracted driving is the number one killer of American teens. Alcohol- related accidents among teens have dropped, but teenage traffic fatalities have remained unchanged because distracted driving is on the rise. (2007, Childrens hospital of Philadelphia and State Farm insurance study and NHTSA study) How is it that texting and driving hasnt been made completely illegal everywhere in the United States?! I am completely outraged! If it is killing as many teens as drinking and driving would, then wouldnt common sense tell you to make it illegal? Not only are they risking their own lives, but they are risking everyone elses in the car, family and friends. How would you be able to live with yourself kn owing that you killed your mom or you best friend in a car accident because you were texting K or some worthless text message? Or what if youre texting and you dont notice that innocent twelve year old boy crossing the road, and you run over him? next thing you know, youre paying his funeral, and time in prison. You better hope theres no death penalty in your state, because if I were the mother of that child, Id be pushing for it. How would you be able to live with the fact that you took that innocent childs life?! How you took that mothers reason to breathe away? What would you family have to say about this? Did the not teach you better? Youd have a lot of time to reflect on all of this in prison. Dont give me that this is too much punishment speech, because if the situation were vice versa youd be waning the same amount of punishment, or worst. Texting and driving does cause accidents and some worst than drunk driving accidents, those accidents can lead to major injuries for you and/or the people in the car with you, and not only injuries but you can cause fatalities to people in your car, the other car, or pedestrians. So, another set of bills youll have to pay to add to your stress, due to an accident†¦. awesome! How do you feel about possibly amputating a ligament due to major blood loss or trauma, because of your text? Yeah, I dont like that idea either. Prison? Id rather stay out of it by not texting and driving and avoiding killing someone else. Dont think about the person on the other side of the phone when driving, think b out how youll be the one paying for everything: Physically, emotionally, and mentally. They wont be thinking about you in your time of struggle. Texting can wait.

Information Management Skills :: Technology Electronics Essays

Information Management Skills Technology changes, information management problems remain the same (Etzel and Thomas 1996). For some people, the problem is one of access--being "ex-communicated" from the information society by the economics of information technology (Fortner 1995). For others, the problem is coping with information satiation. The abundance of information channels and sources forces people to choose among an excess of options, or else they choose to concentrate on a limited but more manageable data stream (ibid.). This problem is compounded by the chronic fear of incompleteness or the intimidation of learning the mechanics of hardware and software use (Haywood 1997). In the pre-Web world, library classification systems enabled information seekers to experience both specificity and serendipity. Now, the Web has lots of serendipity but achieving specificity is more difficult (ibid.). Other information management issues are emerging in the electronic environment. Computers lend an aura of authority to the information found through them, leading users to make assumptions about the nature, quality, and comprehensiveness of what they find (Froehlich 1997; Kerka 1999). In addition, information seekers tend to give too much weight to information that has the following characteristics: readily available, consistent with past experiences, "vivid" rather than pallid, or encountered first rather than later (Froehlich 1997). Lack of restrictions and the ease with which data can be manipulated on the Internet have increased the proliferation of misinformation and the incidence of fraud (Kerka 1999). Diverse learning styles, affective states, and technical skills all have an effect on the outcome of an information search (Information Management 1998; Wang and Tenopir 1998). These factors underlie the need for information management skills. The key to information management is self-management, keeping in mind that the goal of information seeking is finding the answers to personally meaningful questions. With that goal in mind, you can release some anxiety about keeping up with everything, accept the need for continuous learning, remember that non-Internet information sources remain useful, and seek to develop both information seeking skills as well as the capacity for critical analysis, integration, and application. Etzel and Thomas (1996) recommend using an information management strategy that is derived from your personal or professional goals. In developing such a strategy, ask yourself: Will this information help fulfill my goals? When determining what to retain, remember that information is perishable and its importance decreases over time. Ask yourself: When, how, and in what situation will I use this information again?

Chicago public schools

Although the ex president George Bush said popular quote† No child left behind†, hat is happening in the Chicago Public schools is exactly the opposite. Even if every kid is given the opportunity to go to school some are being given a better education. This essay will argue that the kids that are not getting a good education are the ones that according to Jean Anyone, a professor of education policy at the university of New York, come from a † blue collar family (Anyone 169).The schools that are In wealthy communities are better than those that are In the poor communities because they are given a better education and they live in a safer learning environment. The schools that are in wealthy communities are better than those that are in the poor communities because they have better teaching methods and resources (Anyone 172). In the essay † From Social Class and the Hidden Curriculum of Work, † by Jean Anyone, he describes the deference between a † working- class school† and an † executive elite school†.The working-class school consists of parents that have blue- collar Jobs such as, factory workers, pipe welders, and malignant workers (Anyone 170). These Jobs do not require much skill other than following orders given by their employers. Students that attend this type of school are taught to follow the steps of procedures without any decision making because they are being tracked to follow the footsteps of their parents (Anyone 169).For example from the essay † Class in America† by Gregory Manumits, the profile of Cheryl Mitchell shows that she went to a large public school that was patrolled by security guards in Brooklyn, New York (Mantis 309). She was taught basic skills and was conveyed the importance of doing everything under someone else's orders. Her parents both worked blue collard Jobs ND she is currently working as a nurse's aide, which puts her in that same category as them (Mantis 309 ). Her ambition as a little girl was to become a teacher and now her ambition at the age of 38 is † to get out of the ghetto†.On the opposing side an executive elite school Is one that primarily consists of parents that are top executives such as vice-presidents, governors, industrialist, and mayors (Anyone 172). These types of schools require the students to work on their analytical Intellectual powers and to always ask for reasoning through a problem. This Is because these students are eyeing prepared to live a successful life were they too will become apart of the 0. 1 annually (Mantis 303). In the profile of Harold S.Browning, it shows that he went to an exclusive private school in Manhattan, New York. There he was given the finest educational preparation so he could become an owner of a business (Mantis 307). At age 38 he is the owner of his fathers company and living a luxurious life as a † leader in business† (Mantis 307). The comparison between the ed ucation of a child with parents from a blue collard Job and those with white collard Jobs goes to show hat all children are not getting the same education because of their family background.However many of the children that attend working class schools face many challenges that also affect their learning environment because of the neighborhoods that they live in. In the article † His Kind of Town†, by Von Dredge, the mayor of Chicago, Ram Emmanuel spent much of his childhood in a † prosperous† north shore suburb with his wife and three kids that are attending the finest private schools in Chicago. In the article † Update: Chicago School War† by Rob Bartlett , children that got their schools loses down by him live on the west and south side of the city in neighborhoods with high poverty and crime rates.The population of these areas of Chicago consists mainly of Hispanics and Blacks with blue collard Jobs (Bartlett). Most of Chicago homicides took p lace in the west and south side areas in 2012, were there is a high poverty rate ( Dredge). Also the murder rate in Chicago was the highest of the three largest U. S. Cities ( Dredge). From murders per every 100,000 residents, Chicago stood at 18. 6 percent. This left Los Angels and New York City behind with below 8 percent. The offenders were from 1 5 to 24 years old, 77% were black, 20% were Hispanic, and 3% were white (Dredge).Out of the 506 murders that took place in Chicago, 82% were shootings did not occur on the north side ( Dredge). This goes to show how dangerous it is to live in these areas of Chicago, however these children have no choice because it is all that their parents can afford. With the Mayor closing down their schools around their homes, children are now being forced to transfer to other schools, which puts them in greater risk of violence because they have to pass gang mandarins (Bartlett). However, one would hope that these children are only being sent to thes e schools to better their education.The reality of the matter is that they are being welcomed by schools that have similar teaching methods, testing scores, and with not enough resources (Bartlett). From the book Savage Inequalities by Jonathan Kola, a child's education that comes from a low-income family in the inner cities, like Chicago, is unequal to those that come from a richer family that is further out from Chicago. School funding in 988 to 1989 school year showed that the Niles Township High School was spending 9,371 dollars per student (Kola 236).However in the Chicago inner cities, students are being funded 5,265 dollars and that's on an average of all grade levels (Kola 236). The difference is more than four thousand dollars and it shows not only the lack of materials in the schools, but also the lack of proficient teachers. Textbooks that are needed in certain classes are not always used or are out of date because the school cannot afford to buy new ones (Kola 51). Since some of these schools can't afford the road for the students to copy into their notebooks (Anyone 174).Most of the teachers in the Chicago inner city schools are over the age of 60 ( Kola 51). This is because the salary that is offered to the young teachers is too low to keep them working there. Some of the older teachers don't show up to teach because they lack excitement for the subjects that they are teaching and ultimately because they are not getting paid enough (Kola 52). When they are asked why, they simply reply, † It makes no difference. Kids like these aren't going anywhere. The city thinks it's saving money on he substitutes.I tell them, Pay now or pay later. â€Å"(Koala 52) So the city relies on low paid substitutes that represent more than 25% of the teaching force (Kola 51). A 15 year old student from Du Sable high school, that is located on the south side of Chicago, says that he has been in a class a whole semester and the school still has not found a teache r for them ( Kola 52). Some high schools in the south side of Chicago even have two or three † study halls† where not much studying goes on (Kola 53). This is because the schools save the cost of teachers by doing this.Many f the classroom sizes are 30 to 36 students per room and the question is, â€Å"how could a teacher accommodate all of these students (Bartlett)? † Well they can't, the teachers risk the chance of having a child fall behind if they don't understand. The teachers also have little or no one on one time with the students. Even if these events in this book took place mostly from 1988 to 1990, it shows that Chicago public schools have been falling apart a long time ago and as Kola puts it, † the rich get a richer quality of education while the poor get less real education (Koala 54).However in the recent years a new type of school has been introduced that would give parents a third choice to decide from, these are called Charter Schools. There is no real solution to the problem that is going on in the Chicago public schools but there now exists another choice for parents that don't want their children to attend a public school nor private if they can't afford it. According to an article from the Chicago Tribune, † Voice of the People,† charter schools are schools that operate similar to a private school however they operate with public money.These schools et their own curriculum, teaching methods and selection of students that get into the school. It is said in the same article that † The Thirst for Charter Schools† is growing every year more (Voice of the people). In 1996, the first charter school opened in Chicago and now there is 132 campuses operating under 58 charters (The thirst for charter schools). The president of the Illinois Network of Charter Schools, Andrew Brow, says that there are 19,000 students waiting for a charter school slot to open and currently 2. Million students are attendi ng a charter school (The thirst for harder schools). However, Just because there is now a third choice to choose from for parents and there children, it does not erase the solid fact that America has to first fix their public schools and neighborhoods with high poverty rates in order to have victory with the charter schools. This is because if in the later future charter schools continue to grow and take over public schools, then slowly they too will start to fail, since it was a problem that was never truly resolved from the core of the problem.The history of the battle over the Chicago public schools is a problem that has entry because of the numerous schools that were closed in the Chicago south and west areas (Bartlett). These footsteps however, are being followed by other states and the problem over who is getting a better education is occurring all over America. There will always be a producer and a consumer Just like their will always be rich and poor people (Anyone 169). Unf ortunately, in America if a child's parents have blue collard Jobs and live in an area with violence and high poverty rates than they have little chance of getting the best education they could receive.When George Bush said† no child left behind†, he forgot to add, † If you have the money to stay ahead†. Work Cited Anyone, Jean. † From Social Class and the Hidden Curriculum of Work† Rereading America: De. Gary Colombo, Robert Culled, and Bonnie Lisle. Boston: Bedford of SST. Martin's, 2010. 169-185. Print I decided to use this source because it had many connections to the problem with why some kids are getting better education than other. Bartlett, Rob. † Update: Chicago School War† Against the Current 28. 3(2013): 6 Academic Search complete. Web. 22 April.

SEVIS - visa de estudiante F-1 y de intercambio J-1

El SEVIS es un formulario que deben cubrir y pagar los extranjeros que desean estudiar en Estados Unidos (F-1, F-3 y M-1) y los que aplican a una visa de intercambio J-1. Quà © es el SEVIS Es un programa del gobierno americano que sirve para controlar las escuelas, universidades y programas de intercambio que acogen a extranjeros y tambià ©n a estos durante su estancia en Estados Unidos. Es un sistema basado en internet que da acceso a diferentes agencias gubernamentales para que puedan tener conocimiento al momento sobre cierta informacià ³n sobre los extranjeros en programas de estudio o de intercambio. A quià ©nes aplica A los estudiantes que van a realizar a estudios para estudiar inglà ©s, universitarios, de posgrado y vocacionales para lo cual precisan de una visa F-1, F-3 para estudiantes fronterizos, o una M-1.  Tambià ©n aplica a la gran mayorà ­a de solicitantes de visas de intercambio J-1. Si se quiere estudiar high school, conviene entender cuà ¡les son todas las opciones de visa. Cuà ¡nto se tiene que pagar y cà ³mo Las tarifas actuales son de $200 para los titulares de las visas tipo F y M. Los de las visas J abonarà ¡n $180 con excepcià ³n de au pairs o nià ±eras y los participantes en los programas de trabajar y viajar en verano o que viajan a Estados Unidos como monitores de campamento, ya que sà ³lo deben abonar $35. El pago puede hacerse por internet en una pà ¡gina oficial rellenando el formulario I-901, siendo necesario tener una tarjeta de crà ©dito con la que hacer el pago. Al momento se recibe el justificante de haber pagado y debe imprimirse. Tambià ©n puede pagarse mediante Western Union o cheque en dà ³lares, pero es necesario que sea de un banco en los Estados Unidos. Ademà ¡s, hay que tener en cuenta que las personas admitidas en mà ¡s de un programa deberà ¡n abonar la tarifa para cada uno de ellos. Quià ©nes no tienen que pagar el SEVIS Las personas con visas derivadas, esto es, con una F-2, M-2 o J-2. Son los familiares directos del titular de la visa que viajan con à ©l o ella a Estados Unidos. Ademà ¡s, no està ¡n obligados a pagar esta cuota los extranjeros que aplican por una visa J-1 cuando à ©sta forme parte de un programa gubernamental de educacià ³n o de intercambio. Si no se està ¡ seguro de si se està ¡ dentro de esta categorà ­a se puede verificar el formulario D-2019, donde pone nà ºmero de programa si à ©ste empieza con la letra y el nà ºmero G-1, G-2 o G-3 entonces no hay que pagar por el SEVIS. Por à ºltimo, tampoco deberà ¡n hacer este pago las personas con un documento D-2019 (para los que tienen las visas J-1) o un I-20 (para los estudiantes) que fue emitido con anterioridad al primero de septiembre de 2004. Cuà ¡ndo se debe hacer el pago Una vez que se recibe el formulario I-20 (estudiantes) o el DS-2019 (extranjeros en un programa de intercambio) pero antes de solicitar la visa y, por supuesto, antes de acudir a la oficina consular o Embajada americana para la entrevista. De hecho, al acudir a las instalaciones americanas debe llevarse un justificante del pago. Posibles problemas a tener en cuenta Ademà ¡s, el pago del SEVIS tienen una validez de 12 meses. Si por cualquier razà ³n la peticià ³n de visa es rechazada y se vuelve a aplicar en el plazo de un aà ±o, no habrà ¡ que pagar de nuevo por tal concepto (de SEVIS, sà ­ habrà ¡ que abonar de nuevo la cuota del visado). Por à ºltimo, si no se consigue la visa porque la aplicacià ³n es rechazada no se recuperarà ¡ el dinero pagado por el SEVIS (ni tampoco por haber aplicado por el visado). Ademà ¡s, para obtener una visa no inmigrante, como la de estudiante o intercambio, y tambià ©n para renovarla es necesario cumplir dos requisitos: ser elegible para la visa y ser admisible a Estados Unidos. Si no se cumplen, habrà ¡ problemas. Incluso puede ser negado el ingreso a USA por el oficial del control migratorio, aà ºn cuando se tenga una visa vigente. Estas son 20 causas que pueden convertir a una persona en inelegible (son comunes a la visa de turista) y estas son 22 que convierten a un extranjero en inadmisible.   Si se obtiene la visa, es muy importante estar en todo momento en situacià ³n de estatus migratorio và ¡lido. Para ello evitar situaciones que pueden parecer poco relevantes pero que, en realidad, tienen consecuencias migratorias muy graves, por ejemplo, la posesià ³n de marihuana (mariguana, cannabis). De interà ©s para estudiantes internacionales (visa F-1) Estudiar en Estados Unidos es caro, por lo que es importante intentar obtener becas, por ejemplo, estas  13 universidades de à ©lite con admisiones need-blind (becas con todo -o casi-pagado) becan a todo tipo de estudiantes que cumplen los requisitos, incluidos los extranjeros. Y precisamente porque es tan caro, los estudiantes procuran realizar sus estudios en buenas instituciones. Y para los curiosos, à ©stas son las que conforman la famosa  Ivy League. Ademà ¡s, para estudiar en un college o universidad de EE.UU. es necesario convalidar los estudios en organizaciones reconocidas por dichas instituciones. Una vez que se obtiene el tà ­tulo es frecuente que deba obtenerse la apostilla de la Haya para homologar los estudios en el paà ­s de origen del estudiante. De interà ©s para personas con visa J-1 Hay muchos programas bajo el paraguas de las J-1. Una de las que despiertan mayor interà ©s es la de  mà ©dicos para estudiar la residencia en Estados Unidos, pero hay muchas mà ¡s. Finalmente, la visa  visa O-1  puede servir de opcià ³n a la J-1 en algunos casos para algunos programas. Es importante familiarizarse con las posibles opciones segà ºn el caso de cada persona. Testimonial Lee esta entrevista a Miguel Pà ©rez, primero estudiante becado universitario y ahora residente permanente. Entre otras cosas muestra de una manera clara cà ³mo es posible ir cambiando de programas, siempre legalmente y conservando el estatus migratorio.   Este es un artà ­culo informativo. No es asesorà ­a legal.