Traffic accidents

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Drowsiness and lack of alertness while driving are major causes of traffic accidents. An attention support system that detects periods of inattention would greatly improve safety on the roads.

Drunk drivers

Cellphone distractions

Driving with headlights on full

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A Survey of Public Education Literature regarding Driver Sleepiness

D. Flatley and L.A. Reyner of Loughborough University Sleep Research Centre, write that From analyses of various road accidents in the UK (Road Audits) we have found that about 0% of road traffic accidents on motorways and other major trunk roads are caused by driver sleepiness. Drivers in these sleep related vehicle accidents (SRVAs) are more likely to sustain fatal or serious injuries than in road traffic accidents as a whole. Maycock (16), in his postal questionnaire survey of accidents involving male drivers, and the relationship between these accidents and daytime sleepiness, found that % of respondents had felt close to falling asleep at the wheel over a period of 1 months.

Slippery roads

Fog-lack of visibility

Car defects

There are lots of traffic accidents in the world.Generally, negligence causes traffic accidents.For instance, if you drink an alcohol before driving it will probably causes an accident.We mustnt drink before driving.

We can give an example to negligence;racing on main road.Its very very dangerous.Drivers who drink and race on the main road must be fined.I think it will prevent accidents.

All drivers must be educated to be careful when theyre driving.....

Frequency Percentage Mean values

Factor Mild In. Severe Killed

Infraction of a traffic law or regulation 6.111 5,4% 0,6 0,4 0,0

Distraction 1.45 18,0% 1,00 0,41 0,05

Improper speed 14.68 1,4% 1,06 0,57 0,08

No specific opinion 5.65 4,8% 0,0 0,4 0,04

Another factor 4.748 4,0% 0,88 0,40 0,05

Alcohol or drugs .60 ,% 1,18 0,6 0,0

Illness, fatigue or sleep .04 1,% 0,7 0,74 0,17

Inexperienced driver 1.66 1,4% 1,04 0,47 0,04

Road condition 1.67 1,% 1,00 0,5 0,0

Weather condition 1 0,8% 1,14 0,5 0,10

Mechanical fault 550 0,5% 1,1 0,51 0,07

Deficient vehicle state 4 0,% 1,07 0,5 0,0

Defective signals 01 0,% 1,07 0,47 0,0

Work zone on road 17 0,% 1,15 0,51 0,05

Total 118.67 100,0% 0,8 0,40 0,04

A comprehensive study of road safety (Treat et al., 177) found that human error was the sole cause in 57% of all accidents and was a contributing factor in over 0%. In contrast, only .4% were due solely to mechanical fault and only 4.7% were caused only by environmental factors.

People driving down a highway are bombarded with a steady flow of information. Most of the information is visual input, the road itself, other vehicles, pedestrians, signs, the passing scenery, etc. Moreover, the driver may be processing other information sources such as auditory input (listening to the radio, talking on a cell phone, carrying on a conversation with another passenger), or internal input (remembering directions or planning what to make for dinner).

If the visual information flow is low, there may be enough mental resource to carry on all tasks simultaneously. But attentional demands may exceed supply when

the flow becomes a torrent (driving fast)

the information is low quality (poor visibility)

resources must be focussed on a particular subset of information (a car close ahead)

the drivers capacity is lowered by age, drugs, alcohol or fatigue.

The first is perceptual error. Sometimes critical information was below the threshold for seeing - the light was too dim, the driver was blinded by glare, or the pedestrians clothes had low contrast. In other cases, the driver made a perceptual misjudgment (a curves radius or another cars speed or distance). The second, and far more common cause, is that the critical information was detectable but that the driver failed to attend/notice because his mental resources were focussed elsewhere. Often times, a driver will claim that s/he did not see a plainly visible pedestrian or car.

Certainly speed is a factor in accidents. Many accidents happen simply because the driver is going too fast. City streets usually have speed limits of less than 5 miles per hour, and often you will see posted limits as low as 5 or 10 miles per hour. Speed limits are carefully selected to minimize the chances of accidents. When traffic is heavy, there just isnt very much distance between you and the next vehicle to stop. The slower youre going, the less distance it will take to stop. By going slowly, you will also be able to observe your surroundings more easily, taking note of cyclists, pedestrians, and other vehicles. Observing the speed limit is one sure way to reduce your chance of an accident. On rainy, foggy, or snowy days keep your speed even lower.

Perhaps the main cause of accidents in traffic is a simple matter of not paying attention. In traffic, it is easy to become distracted, frustrated, and annoyed. Any of these can cause you to pay less attention than you should, often resulting in rear-end collisions when the vehicle in front of you stops. Running stop lights and stop signs is also a possibility if you are not paying attention.

Fatigue is also a contributor to traffic accidents. After a long days work, or perhaps a morning when you didnt rest well the night before, you are likely to feel tired. Feeling tired causes you to become distracted easily and also slows your reflexes. Dont take chances driving when you feel too tired to be safe. If fatigue is a frequent problem, see your doctor. For occasional fatigue, combat it with adequate rest, nutrition, and exercise.

To drive safely in traffic you must keep your speed down, pay attention, and avoid driving when you are tired. Many accidents and injuries could be prevented by following these precautions. Next time youre in traffic, remember these things and keep yourself safe!

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I want to be owner

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Writing a Good Thesis for a Descriptive Essay

 Begin with a subject that interests you

 For example, if you are asked to describe an important place in your life, you could write about your hometown.

 Narrow your subject until you could cover it within your page/word limit

Help with essay on I want to be owner In the paper about your hometown, you clearly could not cover every bit of it in - pages or 400-500 words. Instead, begin to think about one small part of your hometown that was important to you. It could be your bedroom, the woods, a football stadium...anything you want.

 Make sure that your thesis states a dominant impression about what you are describing. Don't worry about refining the sentence right away.

 The statement "The subject of this paper will be my childhood bedroom" is not a good thesis statement. To check if your thesis has a point, ask yourself "so what?" Why does it matter that the subject of your paper is your bedroom? Instead, you should write something about your bedroom. For example, "My childhood bedroom was a warm, safe place."

Proceeding with a Descriptive Essay

After you have a good thesis statement, these guidelines will help you to develop your ideas into an essay

 Make a list of as many details as you can that support the general impression.

For example

Bright colors

Throw pillows

Lamps

Posters

Pictures of family and friends

Stuffed animals

Bookshelves filled with books and games

 Organize your paper according to one or a combination of the following

 Physical order - move from left to right, or far to near, or in some other consistent order

 Size - begin with large features or objects and work down to smaller ones

 A special order - use another order that is appropriate to the subject

 Appeal to as many senses as possible when describing a scene

Chiefly, you will use sight, but try to include touch, hearing, smell, and taste as well.

Remember that it is the richness of your sense impressions that will help the reader form a picture of the scene.

Personal Checklist

Use this checklist to determine if you have fully developed your paper. Make any revisions necessary until each question can be answered "yes."

1 - Unity

• Do you have a clearly stated thesis in the introductory paragraph?

• Does the thesis convey a dominant impression?

• Does each supporting paragraph back up your thesis?

• Is each paragraph necessary for the reader to understand the essay?

- Support

• Are there at least two separate supporting points for your thesis?

• Do you have specific evidence for each of your supporting points?

• Do you have enough specific evidence for each of your supporting points?

- Coherence

• Do you have a clear method of organization?

• Did you use transitions and connecting words?

• Do you have an effective introduction, conclusion, and title?

4 - Audience and Purpose

• Do you have an appropriate audience in mind? Can you describe them?

• Do you have a purpose for the paper? What is it supposed to do or accomplish?

• Does the purpose match your assignment?

5 - Sentence Skills - Consult a grammar guide, such as Harbrace to check for errors in grammar or sentence structure. These typically include

• Sentence fragments

• Fused sentences

• Incorrect verb forms

• Problems with subject and verb agreement

• Problems with pronoun and antecedent agreement

• Punctuation problems, including apostrophes, quotation marks, semicolons, colons, commas, dash, hyphen, and parentheses

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How I became a Christian

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I knew about Jesus as far back as I can remember. My Father was a Pastor, and my mother had been a religious worker. I was taught Bible stories all of my life, and my parents lived consistent Christian lives that I greatly admired. When I was about six years old I professed my belief in all that I had been taught, and was baptized as a member of the Church. I knew well, and was frequently reminded, how a good Christian should behave, but somehow my behavior was never what I knew it should be. No matter how hard I tried to do right, I always failed. I tried to pretend to be a Christian, and failed at that, too. The shame of my pretense and guilt made me uncomfortable in the presence of real Christians, and by the time I left for College, I had given up any pretense.

After I graduated from College, I married a precious girl who had also dropped out of her Church. We mostly ignored the Church until our daughter was a couple of years old. At that point, I felt that our daughter needed to learn about Jesus, so I began to take her to Sunday school, and did so for several years. I would be careful to take her home before Church Services started, because I was not really interested in attending Church.

One Sunday my Pastor dismissed adult Sunday school and had an Evangelist preach to all of the adults. He preached about People in the Bible who were religious but Lost. He gave examples like Nicodemus, the Rich young Ruler, and Saul, who became Paul. I began to suspect that I might be in that category, so when I got home I asked my wife if I was a Christian or not. She did not know, either, so the next time I went to Church I asked my Pastor. To my surprise, he didn't know either. He simply told me that no one could answer that question for me but Jesus Himself!

Somehow I realized that the Jesus that I had heard so much about is Real, Alive, and anxious to hear and answer my prayer. My only sensible response was to kneel before Him and confess to Him that I did not know whether I was a Christian or not, but that I wanted Him to make me a Christian that He would not have to be ashamed of. As I prayed, Jesus gave me a deep sense of peace that my Salvation was His problem, and not mine. He gave me a hunger to know and to follow Him and a Joy in serving Him that has blessed my life for over 45 years.

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Blessed be the Name of my Lord Jesus Christ.

Please note that this sample paper on How I became a Christian is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How I became a Christian, we are here to assist you. Your research paper on How I became a Christian will be written from scratch, so you do not have to worry about its originality.

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Desiree's Baby-A devious Plan

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A Devious Plan

Kate Chopin's "Desiree's Baby" on first reading appeals to readers as a beautiful love story gone horribly wrong. Armand sweeps Desiree off her feet and "she loved him desperately". Their happiness made complete with the birth of their first child, a son to carry on the family name. Ah, but then tragedy struck when both Desiree and Armand realized that the child had Negroid feature's. Armand quickly stopped loving Desiree and turned her and her baby out. "She disappeared among the reeds and willows that grew thick along the banks of the deep, sluggish bayou, and she did not come back again". The ending leaves the reader with a feeling that justice prevails when Armand finds a letter from his mother,

But, above all," she wrote, "night and day, I thank the good God for having so arranged our lives that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery".(Chopin)

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Other readers may very well see this story has having a conscious, that the writer wrote the story to make political and social statements. The theme's of slave owner vs. slave, white vs. black, and women vs. men is apparent throughout the story. Also apparent is one's social standing and the importance of the hierarchy of white, woman and black and their place in the grand scheme of things. However let's look at a completely different twist to this story. (Wolff, Cynthia Griffin)

Louisiana of the time was one of the toughest states for blacks, whether slave or free men of color in which to live in. It was against the law for whites to marry blacks. Children of mixed races were considered illegitimate and forbidden to inherit, even if the child is acknowledged and raised by a wealthy father, upon the father's death, the child would be knocked down the social ladder to a free man of color. A free man of color lived a precarious life, for he was likely to be sold back into slavery for any number of small offences or petty crimes. Louisiana also had the "One Drop Rule" in which any person with even one drop of black blood was considered black. (Margaret D. Bauer)

Armand Aubigny was a "dark faced" man of high social status. His name was "one of the oldest and proudest in Louisiana". He owned a large working plantation and many slaves. In other words, he was a man with a lot to lose. His mother and his father raised Armand in France until her death when he was eight years old. According to psychoanalyst Marjorie McDonald, the capability to distinguish between skin colors exists well before the end of the first year and that the infant raised biracially awareness inevitably comes during the first year. Psychologist Kenneth B. Clark states that racial awareness is present in Negro children as young as three years of age. This knowledge develops in stability and clarity from year to year and by the age of seven is part of the knowledge of all Negro children. (166) If this is true then there can be little doubt that Armand knew his mother was black. Therefore, we can concur that Armand went into his marriage, knowing of his background and yet accused his wife of not being white. Why? (Critical Essays on Kate Chopin)

Armand of the proud name and great land holdings needed to produce heirs to carry on his legacy, but how to accomplish this without his origins exposed if his child displays Negroid features?

Then "as if struck by a pistol shot" he fell in love with Desiree, his neighbor whom he had known since he was eight. Was he struck by love or by inspiration? He knew that Desiree was a foundling and had no idea of her origins before adoption by the Valmondes. Even when this fact was brought to his attention he declared "What did it matter about a name when he could give her one of the oldest and proudest in Louisiana?" What better way to attempt to have children without fear of exposure then to have them with a woman of "obscure origins"? (Margaret D. Bauer)

After the child was born, Armand was happy because the child did indeed look white and expressed that happiness by treating his wife and slaves with tolerance. However, by the third month of the child's life, it began to display Negroid characteristics and Armand instantly fell out of love with Desiree. He accused her of not being white and she was unable to prove otherwise as he well knew she could not. Armand was displeased that his attempts at having a white child where thwarted. Because he had never loved Desiree, he had no further use for her in his life. When the opportunity arose for him to be rid of her and the child, he gladly acquiesced when she asked him "Do you want me to go?' replying, "Yes I want you to go." Desiree then took her child and "was never seen again". So ends Armand's problem of what to do with a woman he had only one use for and child that he could not stand to have remind him of his own origins. He then symbolically purged his life of what he saw as his failure by burning everything belonging to Desiree and the baby. (Margaret D. Bauer)

Armand is definitely a villain in this story, but when faced with losing all that he knew, the only life he ever led and possibly being reduced to a free man of color which was little better then a slave, he chose the desperate actions of any man faced with losing everything. If only his pride and egotism would have let him see that having no children, was a much better course then taking the chance of destroying two human life's he would have been redeemed.(Cynthia Griffin Wolff)

Works Sited

Arner, Robert D. Pride and Prejudice Kate Chopin's "Desiree's Baby" Critical Essays on Kate Chopin. Ed. Petry, Alice Hall. New York. Simon and Schuster. 16

Bauer, Margaret D. Armand Aubigny, Still Passing After All These Years The Narrative Voice and Historical Context of "Desiree's Baby" Critical Essays on Kate Chopin. Ed. Petry, Alice Hall. New York. Simon and Schuster. 16

Wolff, Cynthia Griffin. "The Fiction of Limits Desiree's Baby". Modern Critical Views. Ed. Bloom, Harold. New York. Chelsea House Publishers. 187

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Articles of confederation

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The Articles of Confederation was pulling the country apart, due to its ineffectiveness. The United States lacked three important structures. Politically, the Articles of Confederation only had one out of three branches, the judicial branch. Economically, the country was unstable. In foreign affairs, the country couldn't seem to create an effective treaty with other countries.

Politically, the weight of the government was unbalanced. The Legislative branch was the most powerful, while the important executive and judicial branches were left up to the each state. Each state had only one vote in the Congress, which was unfair population wise. Any bill or amendment had to be approved by a unanimous vote. These rules made it impossible to change any parts of the Articles. With no executive branch, the federal government could not enforce laws or taxes that were passed. In a letter from Delegate Joseph Jones of Virginia to George Washington, the government could not collect the money to pay the army's soldiers (document C). With the judicial branch being left up to every state, there was no direct interpretation of the new laws or constitution, which made things very difficult.

Foreign policy definitely had room for improvement. Every enemy stayed fixed on hurting the Unites States and allies soon turned against them. The Spanish cut off use of the Mississippi River. In the John Jay's Speech to Congress on Negotiations with Spain's Minister Diego de Gardoqui, that action was shown as one of their main objectives (document F). The Spaniards claimed Florida, disregarding the U.S given to them by the British. The French turned on the U.S as well, after being their ally in the revolution, they demanded debts paid and cut off trade. England too took their shot.

74

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They would not repeal the Navigation Laws, wouldn't leave the forts on the northwestern frontier, and continued to arm Indians against the people of the United States. In John Jay's Instructions to the United States Minister to Great Britain, clearly states the inability of the government to enforce the demands. The foreign relations with these other countries embarrassed the U.S.

Under the Articles, the government could not enforce laws, collect taxes, or even protect itself from threats. Of all the sections of the Articles, economic stability was the worst. Since the executive branch was non-existence and couldn't collect taxes, the government had no money to work with. All that was left to do was ask the states for money in which half of the time they were turned down. As shown in a Letter from the Rhode Island Assembly to Congress, Rhode Island refuses Congress's attempt to collect a tariff (document A). Because the states would not give money, the nation's debt rapidly increased with no way of paying it off. The states started having disputes that led to taxes on each other. As the population doubled, the income did not grow along with it (document B). Many farmers' farms had to closed, which led to Shay's Rebellion. The rebellion showed economic poverty among the citizens.

The Articles of Confederation were a weak government that barely kept the Unites States together during the 1780's. Politically, judicial and executive branches were desperately needed and the legislative branch needed to be balanced throughout all the states. Economically, no money could be earned through taxes, national debt was piling up, and the states weren't unifying at all. Other nations were going against and trying to keep us from becoming a major world power. All of these points lead to the conclusion that the Articles of Confederation were an ineffective government from 1781 to 178.

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History of english

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Indo-European Influences

• First language spoken in Britain was Celtic.

• Celts came from Central Asia.

• Celtic had little effect on English

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• Celts were driven to the North and West of Britain.

• Celtic still spoken in Scotland & Wales.

• Celtic words- bog, galore.

• Celtic place name- Avon river

• 55AD Roman invasion (Julius Caesar)

• Romans brought Latin.

• Roman occupation lasted 400 years.

• During Roman occupation Celtic & Latin was spoken.

• Latin word- castra meaning camp. Used in town names Chester, Lancaster & Gloucester

Old English (500AD-1100AD)

• English dates from 5th C.

• 5th C Britain invaded by Angles, Saxons & Jutes.

• Angles, Saxons & Jutes from north Germany.

• Angles, Saxons & Jutes were farmers.

• Angles, Saxons & Jutes language was Anglo-Saxon.

• Anglo-Saxon main language spoken for 500 years.

• Anglo-Saxon forms the basic vocab of English.

• Anglo-Saxon vocab members of family, parts of body, food, numbers up to 1000 and verbs.

• th & 10th C Danes & Vikings invasion.

• Danes & Vikings spoke Old Norse.

• Old Norse & Anglo-Saxon come from Teutonic.

• Old English = Old Norse + Anglo-Saxon

Norman Conquest & Middle English (1066AD-1500AD)

• 1066 William the Conqueror and the Norman army invaded Britain.

• Normans were lawyers, government officials and traders.

• The Normans spoke Norman French.

• Anglo-Saxons were dominated by the Normans.

• French became the official language of England for 00 years.

• Latin still used in church and schools.

• The Anglo-Saxon was still spoken by the Anglo-Saxons.

• Middle English = Norman French + Old English.

• New words from Norman French are master and supper.

• Geoffrey Chaucer used English to write books "The Canterbury Tales".

The Renaissance

• Renaissance means re-birth.

• New words from Latin & Greek. Words = education, experiment, investigate.

• 10,000 new words.

• Shakespeare was one of the heaviest contributors to this. Words = Longhaired, hot blooded, obscene.

• Standardization

• 1467 Caxton introduced the first printing press and used his East Midland dialect.

• 1755 Dr Johnston introduced the first English dictionary.

Please note that this sample paper on History of english is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on History of english, we are here to assist you. Your research paper on History of english will be written from scratch, so you do not have to worry about its originality.

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The Cattle Enterprise and it's effect on United States History

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The cattle industry of the western frontier with the help of the railroad was essential to the expansion of people to the west. Many things caused people to move onward into the unknown of the frontier. The gold rush and the transcontinental railroad were major pulls towards the west. Yet, some neglect the importance of the cattle industry of the time. The cattle industry not only changed how people consumed food but also was very influential to the expansion of people into the west.

Hearing of all of the numerous employment opportunities, chances to get rich quick and the promise of cheap land, people began to move west. After people realized that striking gold was not a big possibility they needed to find other work. Many young men were either hired by the railroad as a source of cheap labor, or they became cowboys. These cowboys lead the cattle drives to the railroads. Granted most of these young men left the cowboy life when they married, it still helped western expansion with the myth of the romantic image of the cowboy.

The cowboy of the time was something to be revered. "The ideal cowboy fights for justice, risks his life to make the little dismal cowtown safe for law-abiding, respectable citizens, but in doing so he destroys the very environment which made him a heroic figure." (Davis 11) The romantic life of the cowboy was long lived through Beadle and Buntline paperbacks of the time. (Davis 111) Even though these myths are far from true, they still helped to draw more and more young men to the west to experience this fantasy.

At this same time, railroads were being built throughout the western frontier. The Central Pacific Railroad was one of the first to be built when congress granted land rights in 186. Railroads were erected all over the frontier from the Atlantic and Pacific Railroad in the south to the Great Northern Railroad in the North. These new railroads became a great means to transfer cattle from the western frontier to the eastern cities in a much cheaper and more efficient manner. (Davidson et al 51)

Help with essay on The Cattle Enterprise and it's effect on United States HistoryAs the railroad was built, many "cow towns" showed up at the railheads. Towns such as Abilene, Denver and Cheyenne, which lie on the Union Pacific, were major shipping ports for livestock, mainly cattle. Ranchers would bring their cattle to these ports by means of the cattle drive, a method where cattle would eat their way through an open range from Texas, where the cattle were purchased, to Kansas and other railheads. Cow towns in Kansas were the most popular places to bring cattle until the railroads continued to travel farther west, thus expanding the places for cattle to be shipped. (Davidson et al 5)

During the time period before the civil war the majority of the people of the country consumed large numbers of pork and meats other than beef. Cattle were deemed very useful for milk and work rather than for meat purposes. These animals were kept alive longer to use for these purposes. +This all changed post civil war. Americans realized that by eating cattle at an earlier age produced a more tender meat. So the demand for beef started to rise.

Americans were not the only "beef hungry" nation. Britain, who had not completely severed its ties with America, also had a taste for beef. They imported most of their product from America and they had no shortage of money, so they could afford it at any price. At this early time in history the beef industry was in trouble and the market was incredible. (Brayer 87) "Virulent disease struck the livestock industry in the herds of both "spelnic" or Texas fever in the American West and hoof-and-mouth disease in England and Scotland." (Brayer 87) Because of these diseases, many animals were intentionally killed to prevent the disease from spreading further, therefore raising the market for beef even higher.

With the high demand for beef, from Americans and the British, beef prices skyrocketed. Thousands of civil war veterans from both armies went west to pick up cheap land and start a ranch. Demand for cattle was high and soon Texas stocked many of these new farmers and ranchmen with cattle to raise. These early ranches made a considerable amount of money. Land from the government was cheap and all a rancher needed was an abundance of land and a homestead for his family.

Cost for raising these animals was minimal; a steer could survive effortlessly off of the grass of the prairie. A rancher could purchase a Longhorn steer for about eleven dollars then turn around and easily sell that animal for seven to twelve dollars per one hundred pounds, a very nice profit. This get rich quick enterprise helped the cattle industry expand greatly. Many people could jump into the industry at a cheap rate and make enormous profits and in turn buy more and more land and create a respected name for themselves.

Money is one of the many reasons people continued to move west. After realizing that striking it rich in the gold industry was not a possibility for the majority of the population, people turned to another escalating enterprise, the cattle industry. For a large portion of the second half of the 1th century there was much money to be made in raising cattle and many people did indeed move west to take advantage of such an opportunity.

Works Cited

Brayer, Herbert O. "The Influence of British Captiol on the Western Range-Cattle

Industry". The Journal of Economic Industry, Volume , Issue Suplement

The Taks of Economic History (14), 85-8. JSTOR. 5 Feb. 00.

http//links.jstor.org/sici?sici=00-0507%814%%C85%ATIOBCO%E.0.CO%B-Z

Davidson, James W, et. al. Nation of Nations, A Narrative History of the

American Republic. New York McGraw-Hill Companies Inc, 001.

Davis, David S. "Ten-Gallon Hero". American Quarterly, Volume 6, Issue

(Summer, 154), 111-15. JSTOR. 5 Feb. 00. http//links.jstor.org/sici=00-0678%8154%6%A%C111%ATH%E.0.CO%B-W

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