Gangsterism in the 1920’s

â€Å"The Roaring Twenties,†; what a perfect aphorism. It was certainly roaring with music and dance, but it also was roaring with gangsters. In the aspect of gangsterism, the thirties were also roaring. Americans in this time period tolerated criminals, especially those involved in bootlegging. Bootlegging is the smuggling of illegal substances. Bootlegging could have possibly been tolerated because of the recent outlaw of alcohol during this time period, known as the Prohibition. Gangsters were involved in bootlegging, prostitution, gambling, organized crime, and racketeering. Al â€Å"Scarface â€Å" Capone, Bonnie and Clyde, and John Dillinger were the headliners of this era. Gangsterism provided a risky job but maximum rewards in a time when jobs were scarce and our country was in the midst of a depression. When Congress passed the eighteenth amendment, alcohol was banned in every way from America. People who were addicted to alcohol and even those who were accustomed to the casual drink still had a demand for it. Many would pay top dollar for a drink, they didn’t think obtaining alcohol would be too immoral because it was legal just a few years back. Citizens would hold private socials and would serve alcohol to all of the guests, this was usually done by the wealthy because of the high cost of alcohol. This opened up many opportunities for those who were willing to take risks and bootleg illegal alcohol to the country. With money flowing like water to many of these gangsters, greed began to grow rapidly among them. They began to explore more demoralizing fields of work. These gangsters began to open speakeasies, which were like old west taverns with prostitution, gambling, and of course, drinking. Speakeasies always had cover charges ranging from five dollars to twenty-five dollars, depending on the price of alcohol at the time. America’s obsession for alcohol allowed the owners to charge any price they wanted. Thousands of speakeasies were located in Chicago, which meant that tens-of-thousands of speakeasies were spread around the country, with most in the large cities. So many Americans were sneaking around under the law that moral values began to dwindle. Gangsters moved up in the ranks and began more vicious crimes such as murder and massive theft. Most of these crimes were necessary to keep business alive. Murder was widespread because some people who would be paid to keep quiet would talk, in return they would be dealt with†¦very harshly. In 1929, gangsters from across the country gathered in Atlantic City, New Jersey to meet with one another. Leaders from all of the major crime syndicates attended. At the meeting, they made agreements on boundaries and a their â€Å"government† to make sure relations between groups were peaceful. Anyone who broke these rules were, again, dealt with†¦very harshly. One of the most famous crime bosses ever was Al Capone. His nickname was â€Å"scarface. † which is used as a nickname in many mobster movies. He had his own army†¦seven thousand strong. He owned ten thousand speakeasies, and he was involved in all of the traditional gangster activities such as prostitution and gambling. Many politicians and police officers were on the payroll of Capone. Because of his one-hundred million dollar annual income, he had no problem maintaining this kind of lifestyle. Capon’s most famous quote is â€Å"When I sell liquor, it’s bootlegging. When my patrons serve it on silver trays on Lake Shore Drive, it’s hospitality. † In 1929, a rival boss, Bugs Moran, began to infringe on Capone’s territory. He sent some of his â€Å"boys†, disguised as police officers, to one of Moran’s drop-off spots for alcohol. They disarmed Moran’s men and then sprayed many rounds in to their bodies, ending Moran’s career as a gangster. This is known as the St. Valentine’s Day Massacre. After the Massacre, Capone’s freedom and iron-fisted control was on the decline because of the Public Enemies List. Law enforcement tried to nail him for any offense for which they could get proof, the only one was tax evasion. Capone served eleven years in prison and left wrecked by syphilis. He died peacefully in his home and was buried next to his father and grandfather in Chicago’s west side. Other criminals took advantage of corrupt law enforcement and went on sprees of killing and looting. Bonnie and Clyde are two famous sidekicks who drove over the country committing murder after murder and robbery after robbery. After eight years of ludicrous behavior, the couple was gunned down outside of Arcadia, Louisiana by law enforcement. Because it was as if the law was a minority, the couple’s bodies were displayed as if they were prizes. Another criminal was John Dillinger, he was a pioneer in organized crime. He would time switching of guards, find escape routes, and always have a safe house. He had many informants on the â€Å"inside† that were paid to assist him. One particular time in Wisconsin, the FBI and police officers had him surrounded in a lodge and charged in to capture him and he mysteriously vanished eaving the government embarrassed. Dillinger was finally killed when he and his girlfriend were exiting the movie theatre and was met by several rounds of ammunition fired by awaiting law enforcement. Law enforcement of the day was struggling badly. It had police who were under the payroll of organized crime, police who would participate in illegal activities themselves, and morale was hard to come by. Police would not cooperate with one another and share information. The men with the still-good hearts had a desire for personal glory, the hero. he Federal Bureau of Investigation began massive manhunts to destroy gangsterism, and they finally were successful by sending many undercover agents in to the mobs themselves and secretly in to the speakeasies. The success is remembered by an image the FBI has today. It is known as the country’s premier law enforcement agency. Gangsterism was a powerful part of the twenties and thirties. Gangsterism was caused by a domino effect, beginning with Prohibition. Unlike most at the time, they received the Prohibition with open arms. It meant monopoly on liquor, which meant opportunity for money. Greed and lust for power fed these â€Å"czars† of cities, commanders of armies. Prohibition ceased after 1933 with the passing of the twenty-first amendment, which legalized alcoholic beverages. Gangsters began to fade along with their prominent source of income†¦liquor. Some of these gangsters were thrown in jail and others quit before they could be caught. When Capone was apprehended, he said, chuckling, â€Å"All I ever did was supply a demand,†

A Study Analysis on The Process of Information Technology

In the world of today, the process of information technology is a part of organizations due to the importance of information systems. These are the processes through which one derives solutions to the challenges faced in organizational and management problems. There is also a view among experts that the quantity of interaction between the IT department of the organization and other units are what determines the success of any organization. The entire process of IT can be used in a centralized or decentralized manner. The structure of IT in any organization should provide assistance in its strategy and must conduct the needed research for this purpose. (Centralized versus Decentralized Information Systems in Organizations) Today, several organizations in all sectors of industry, commerce and government are based on their information systems. In some industries like telecommunications, media, entertainment and financial services, the survival of the organization itself depends on how efficiently it applies to information technology — IT. A new system called e-commerce has now burst into the arenas of international trade, and that makes IT as a method of conducting modern business. This is now changing the attitudes of the business leaders and IT is no longer only a method of performing existing business, but should also be used for development as that is expected to provide advantages in competition. Thus many organizations today want to develop a more strategic approach to their use of IT, but more have probably arrived at their present situation due to their adoption of short-term ‘tactical' decisions with IT. The Evolving Role of Information Systems and Technology in Organizations: A Strategic Perspective) At the same time, many organizations would wish that it were possible to rethink their investments, or begin with a clean sheet, but that is impossible as they have a ‘legacy' system built up from their approach to IT in the past. It is not possible to start again as we can see that many banks and insurance companies still focus on systems that they had developed over 30 years back. It is also not required as IT is not the only determinant of success unless the ability and knowledge of the organization have increased radically. (The Evolving Role of Information Systems and Technology in Organizations: A Strategic Perspective) The important part of strategic management depends on learning from experience which means the successes and failures of the past. The results achieved through IT helps only through experiences and experimental analysis that it provides. Thus, it should not be viewed as an essential component for strategic decisions. The main advantage that IT provides to organizations is that IT helps in the processing of information much faster so that uncertainty can be lower. The uncertainty comes from lack of knowledge, or information, even though it may be possessed at power levels. The advantage with IT is that the information can be collected, gathered and processed in a faster manner. (Benbunan-Fich, 2002) Though most organizations are trying to use for quite some time to solve these problems, it is unlikely that any organization has been exposed to the entire range of experiences in IT. Still it is important to study the process of development of IT in large organizations as that may be of use in the general evaluation of development of IT in another organization. In general it is known that there are some important matters that result in the speed and effectiveness of IT in organizations. The importance of the different factors in the list changes over time, but it is still important to make a note of the list of the factors. (The Evolving Role of Information Systems and Technology in Organizations: A Strategic Perspective) Those are the capabilities of the organization, the economics of the technology that the organizations following, the applications that the organization is carrying out and their feasibility, the skills and availabilities that are available within the organization or from outside vendors, the capacity of the organization and it ability to use the applications and the overall pressures that exist on the organization or the entire industry to improve performances. What we are talking about here is Information Technology with the insistence on technology and that means hardware, software and telecommunication links. This form of technology has both items that one can see and feel, like servers, desktops and network cables; as also items that cannot be touched but only paid for, like software. At the same time, the world is moving to a digital era, and it is IT that helps in the collection, processing, storing, developing and sharing of all these items. At the same time, there are also differences in terms for referring to the entire process and what is called IT in the states is called Information and communication Technologies in the European Union. This is the item that we are referring to though at times in the past, the two were seen as clearly different areas. (The Evolving Role of Information Systems and Technology in Organizations: A Strategic Perspective) The next important question is to find out how this technology helps us. The first area of help is in business strategy and this helps by creating new opportunities for dynamic changes in products and services. There were some services in the past that had to be handled manually, but can now be handled over the network. The important advantages cone from re-sequencing which includes parallel processing of data bases; simultaneous delivery of data; time extension of data by making it available 24 hours a day and all 365 days in the year; portability or taking the service and product closer to the user; and re-usability or developing the capacity to use the data collected for one purpose to be used for other purposes. There are also changes to organizational culture and that is the second most important development. The Impact of IT on Organizations) This is through devices like electronic mail and group ware. Information can now flow much faster between organizations and their clients. The changes in organizational culture have also led to changes in organization structures, and this has happened due to the larger spans of control and greater use of group ware. A lot of this has happened due to business process re-engineering and also the requirement to cut costs due to high competition. There have been efforts to find out whether IT encourages increased concentration or increased decentralization has not given out any clear results, but it certainly permits the organizational structure to be more flexible and fluid, dispersed teams and even teams that can come and go with the requirement of changes in the organization. (The Impact of IT on Organizations) This is also leading to changes in management processes and that includes even routine business processes. IT has provided methods for collecting information from many sources, directly and collectively through the use of databases and the Internet. Yet, though it has tried, it cannot still replace certain decision making that has to take place in groups and in meeting rooms as there is certainly the need for a master facilitator who can take the group discussion to an end. At the same time it can be seen that the impact of IT is leading to changes in the methods of professional work today. Practically all offices of today use personal computers and the availability of ready information has made the job expectation also to involve greater levels of knowledge. This is in addition to the earlier required skills of organizing, thinking, writing, convincing, etc. Now, in addition to doing all that, the managers of today are combining the greater knowledge that they are collecting. All the changes in situations due to the use of IT have also come as it is now essential for most people to have direct access to it while they are working. At the same time, IT itself has to find out methods of controlling the flow of information so that all information does not reach everybody. (The Impact of IT on Organizations) At the same time, a situation has come where the organizations have to now determine whether IT should be a separate department, or become a part of all departments. The different systems suit different organizations. It should be remembered that IT itself has some goals and that may be said to be innovation and efficiency. Yet, innovation is necessarily cost conscious and the organization has to determine the levels of different goals. (Centralized versus Decentralized Information Systems in Organizations) The most interesting and probably intriguing part of development of IT has been concerning Internet, and a stage has now come through which this medium has started influencing the environment, which is the biggest concern of the world of today. In the recent trade talks also, it was seen that United States has decided to retain its control over it. Does it mean that we are about to find a new source of business?

Apollo 13

Apollo 13 Apollo 13 Apollo 13 is a film of year 1995 based on the ill fated Apollo13 lunar mission. The film is based on the book the lost moon by Jim Lovell and Jeffrey Kluger. The film was directed by Ron Howard. The film was a huge success as it was different from the common films released in those days and it was based on a true event during the space race. Story On July 20, 1969, astronaut Jim Lovell is at his home celebrating the Apollo 11 moon landing party. He tells his wife Marilyn that he wish if he could ever land on the moon after watching Neil Armstrong’s historic first step steps on the moon. Lovell was expecting that he will fly Apollo 14 but after some time he is given a VIP tour of Apollo 13’s massive Saturn v rocket is ready to be launched. Then Lovell is informed that he and his crew has been selected as prime crew of Apollo 13. after hearing the news, Lovell tells his family about his launch. Her wife was little tensed because it was not a journey on earth it was towards moon. Before launch Lovell is informed that Ken Mattingly is not coming on the mission with him, Lovell tries best to get him on the flight but he is unsuccessful in doing so. Ken is replaced by pilot Jack Swigert. Next day they are ready for the launch and finally they move on. After the launch the middle engine of Saturn v cuts off prematurely because of over heat but they enter into orbit without problem, after performing the burn which will send Apollo 13 to the moon, Swigert changes the Apollo command module odyssey to dock with the lunar module Aquarius. After three days of the mission, Swigert is asked to stir the cryogenic oxygen tanks, leading to explosion in service module. The crew got to know that there is problem with oxygen tank and they think to cancel their landing on the moon and shut down the odyssey and on up the Aquarius for saving their life. John Aaron on earth who is a flight controller specifically trained to deal with the electrical and commu nication system recruits the crew to restart odyssey but they shut down the odyssey and powers up Aquarius and are near moon, they see the moon near to them and Lovell gets depressed by this. As the crew has powered up the Aquarius, there is a problem again, to conserve power they have to shut down the Aquarius and stay in freezing cold. The environment gets scary in the crew and Swigert blame mission control centre for not letting them to find out the technical problem in the craft, but Haise blames the Swigert and calls him inexperienced. Argument arises between both but it is soon cleared by Lovell. Aquarius is meant for two people only but it has to mange the carbon dioxide thrown by three men. An engineering team assembles at radio station Houston and makes a crude method of removing poisonous gas and air cleaners to be used in

Foundation of Law concerning Employment Assignment

Foundation of Law concerning Employment - Assignment Example In the same way that the employer is legally entitled the profits of an employee’s work, the employer has also a legal liability if the same work results in harm. On the other hand, is someone is injured and needs to be compensated; the legal system makes the victim whole and assigns liability to the employer and not the employee. The employer is therefore liable for any harm caused by their servants acting within the scope of employment. There are various legal theories which the employer may be held responsible for the actions of their employee. The master can be held liable for any harm caused by the employee acting in the scope of occupation. This applies to both employees and to the independent contractors for as log as there is an agency relationship. According to the plaintiff’s attorney, the employer should know that the employee might cause harm. If the employee cause the harm while acting within the scope of employment, his/her employer is liable for damages incurred by the victim. This means that irrespective of the employer’s good intentions, or policies, I the employee cause an injury or harm to anybody within and without the company, while performing within the scope of the employment, the responsibility traces back to the employer. Unlike the vicarious liability, the negligent hiring, retention and supervision arises from actions performed by an employee outside the scope of his/her employment. An example of this liability occurs when the employer is held responsible for criminal conducts of the e mployee. The bases of this liability are upon the carelessness of the employer on hiring a criminal for a piece of work that he expected would endanger the lives of others. This is now recognized as a cause of action by many nations. There elements are required for liability to attach to the master (employer). Firstly, employers who employ individuals must train them in every sector of their job responsibilities, if failing to do so would result to injuries. Â  For example, employees who operate a vehicle should be adequately trained to do so to avoid destructed driving because the risk is foreseeable. Secondly, the employer is responsible for hiring, training and supervising employees. Failure to do so is described as a breach of that duty. Lastly, there must be causation between the injury and the conduct. Â  By virtual of employees using some unnecessary devices at work such as the mobile devices while driving company’s vehicle, the employer is said to have breached his/ her duty to supervise his/her employees and is thus held liable to the accident victims.

Apple Corporation Essay Example | Topics and Well Written Essays - 1000 words

Apple Corporation - Essay Example But there comes a stage of stagnation in every industry; electronics industry is not an exception to it, considering how the leading electronics company, Apple Corp. and its former CEO Steve Job have been striving hard to maintain the competitive edge through cost-cutting made possible only by launching of better versions of their electronic products. Title Page Former CEO, Jobs, led Apple on the path of innovation. Although still the Company has been working with the same batch of product innovation people, but things are not happening like when Jobs was at the helm of Apple’s functions. The bungling of Apple Maps is a proof of the fact that after the death of Jobs, the product innovation team at Apple has caused losses than just not succeeding in innovating new products. Cohan has enumerated many reasons for the approaching doom for Apple, disagreeing with Blodget for presenting Apple as a buy. It is a wrong notion that stock of Apple is cheap while traded as a P/E of 9, whi ch is below the market average of 15. Actually, Apple is becoming costlier with its income reducing at the rate of 17% in the first quarter of 2013; it is heading for a reduction of 1% in overall for the whole year of 2013. Product innovation had been boosting and sustaining Apple amid competition but lately, innovation has taken the back seat, as there are no new products in the offing. Samsung has been giving tough time, inspiring customers to go for new products of Samsung rather than buying latest versions of iPhone 5S and iPad Mini. At the times of Jobs, innovation was used as a strategic tool to develop a better version of the products, helping at the same time in reducing cost. Product differentiation was the key during the management of Jobs; products were either cheaper than leading competitors or better than what the market offered, such as Apple’s MP3 players, smart phones, and tablets, resulting in investors and customers lining up for its products – that created Apple’s appeal for investors and customers soaring (Cohan â€Å"7 Reasons Apple is More Doomed Than You Think† 1-2). Apple Corp. needs to position itself strategically because of not launching any new product and remaining for too long with its super-premium pricing strategy. Apple led the market under the command of Jobs through differentiation in product offering, which is evident from the fact that customers were willing to buy iPhone4 at 44% premium, ensuring a gross profit of 71% (Cohan â€Å"7 Reasons Apple is M ore Doomed Than You Think† 2). In the present scenario, if Apple is to remain and lead in competition, it has to cut down on cost, relatively lower to the competitors’ product offerings. It is also true at the same time that former CEO, Jobs charisma was the leading force behind the brilliant performance of Apple Corp. for developing products like iPhone and iPad. Competition is presently causing reduction in profits due to competition, as gross margins have come down in the latest quarter from 47.4% to 37.5% year-on-year along with shrinking net profits for the first time in the past 10 years from $11.6

Technologies in Shipping and Port Management Essay

Technologies in Shipping and Port Management - Essay Example Nowadays, the bulk carriers are the biggest workers of the fleet, transporting raw materials such as iron ore and coal (Shipping Facts, 2010). Tankers are useful in transporting crude oil, potentially hazardous chemicals, and petroleum products. Tankers often look quite the same as bulk carriers, but the deck of the tankers is usually flushed and covered by oil pipe and ventilation systems (Shipping Facts, 2010). In the same period, a further potential design was intended to revolutionize the transfer of cargo on land as well as, on the ocean, and this design was the freight container. The idea, which had been first developed in the United States during the 1950s, was to pack cargo into rectangular metal boxes, which could be transported by road, railway or ship (Overview of Shipping and Navigation history, 2010). Now container ships, which carry most of the worlds manufactured goods and products, are usually done through scheduled liner services (Shipping Facts, 2010). With the exception of the aforementioned ships, there are two other types of ships that are popular in shipping, one of which are ferries, which usually fulfil shorter trips for a mixture of passengers and commercial vehicles. Most of these ships are Ro-Ro (roll on - roll off) ferries, where allow vehicles to drive straight on and off, making it a speedy and easily accessible way to travel. The other type of ship is known as a specialist ship.  

Social Networks Essay Example | Topics and Well Written Essays - 1000 words

Social Networks - Essay Example The users read the profile pages of other members, share views and ideas, give comments and contact them via their profiles. In short, an SNS is a great means of bringing people of same wave length together and socializing with the outside world. People create their profiles which are in fact their identities which may be real or fake. SNSs have redefined identity development in a way that people can now make friends which are even not their type but of the type of the new identity that has been created on the SNS profile. This paper argues that it is important to keep only one identity in the online world in order to realize our inner selves and to keep our offline and online world integrated together. Everything related to our identity affects our agency in our online and offline worlds, be that something as simple as a name. As stated earlier, SNSs enable people to make their profiles with different names and identities in the online world. The connections made with this fake name and identity will be quite different from those made in the offline world. Thus, anybody making a profile in the online world with a fake name will be having two identities; one real that is in the offline world, and the other fake which is in the online world. ... If he takes this identity to the online world and makes use of the SNSs as a support to the offline connections, then he is able to keep the two worlds working in harmony with each other. However, if he creates a separate identity in the online worlds, then the connections with that identity will not correlate with those in the offline world thus keeping the two worlds segregated from each other. We should not perceive our online and offline worlds separately. We should make true profiles with our original identities on the SNSs so that we are able to perceive the two worlds as a single entity and not as two segregated entities. It is not possible in this busy world to run two separate worlds together or maintain different identities in the two worlds; however, we cannot deny the presence of scams and fraudulent activities taking place on the internet which are apt to steal away our identities from the profiles we make online. So, we should only trust authenticated SNSs and make true profiles there with the primary objective to support our offline connections and secondary objective to make new connections. Life will be much easier and sophisticated if we try to perceive the two worlds as a solo unit. Also, an identity becomes disfavored when it is not true. When it gets hacked, it loses its reliability and thus becomes disfavored. Identity thieves are common in the online worlds which steal, misuse, disclose or sell the true identities and thus cheat innocent persons. When an identity is stolen, it loses its credibility and thus is regarded as disapproved because it is not to be relied on for future connections, comments, sharing of information like pictures and files, and other activities of the sort. Disfavored identities must be deactivated from

Case Study in Strategic Management Essay Example | Topics and Well Written Essays - 1500 words

Case Study in Strategic Management - Essay Example Competition is a force in the general environment, and it is likely the force that is going to impact companies within this industry the most, as it continues to change and grow in the next few years. â€Å"The nature and degree of competition in an industry hinge on five forces: the threat of new entrants, the bargaining power of customers, the bargaining power of suppliers, the threat of substitute products, and the jockeying among current contestants† (Ireland et al., 2006). In this industry, even though barrier costs are high, substitute products are a real threat. â€Å"If a supplier can either increase the price of its product or reduce the quality while selling it at the same price, the effect on established firms profitability is negative. A supplier that can do one of these things is said to be a powerful supplier† (Ireland et al, 2006). This rule holds true for the motorcycle manufacturing industry as well. There is also a particularly strong domestic market i n the US with strong and sustained growth. In terms of competencies and resources, possessing the first mover advantage in relation to its core competency allows a business like Harley-Davidson in the case to set the paradigm for future operations in the new market and also capitalize on all of the intrinsic benefits of this market in a way that will set a standard and leave a lasting impression. This is why many companies are willing to take the risk that being the first mover entails. There are also drawbacks to this situation: this hearkens back to Porter’s force of substitute products, which are increasingly available in an increasingly globalized international marketplace. From a perspective of strategic fit, Harley-Davidson is not in a bad position at the end of the case; it still has a centralized command structure, however. This is a common

Edge Wave Formation Essay Example | Topics and Well Written Essays - 1000 words

Edge Wave Formation - Essay Example They can occur in a selection of different scales: high-frequency waves reverberate by the confrontation wind waves (Guza and Davis, 1974), enforced by incident wave groups (Schffer, 168) and very low-frequency waves of oceanographic level (Munk et al., 127-132). Edge waves may participate in an important role in coastal dynamics, as they are associated to the creation of split currents (Bowen and Inman, 5479-5490) or beach cusps (Guza and Inman, 1975). Recently, Ciriano et al. (2000) have made known that edge waves may tempt resonant vibrations inside harbors with the entrance being opened to the beach. (3680-3691) The occurrence of topographically trapped waves in promontory and estuaries has been studied tentatively by Stoker and Johnson (1991), whose consequences agree with field interpretation by Schwing (157-180). Edge wave theory dates back to Stokes' (1846) clarification for a wave trapped on a plane inclined beach. Eckart (1951 p.99) implemented the linear low water theory and demonstrated that Stokes' answer symbolized only the first of other likely manners. Ursell (1952) achieved the exact results to the linearised edge problem. (79-97) Green (1986) summarized the solution of the problem of an edge wave proliferated along a seawall.(119-125) Neu and Oh (1987) offered a method to solve the type of edge wave troubles where the near coast topography is characterized by a series of linearly unstable depth sections. (227-240) They wrote the explanation in terms of Kummer's functions and regarded as two beach reports: a regular beach slope ended with a constant depth area and the case of an offshore piece. A conventional explanation in coastal engineering to stops the erosion of a beach or to have the power of the alongshore deposits transport is to assemble a groin upright to the coastline. This arrangement, built with gravel or as raised area, is leaky. In addition, some seashore has a berth vertical to the seashore in order to have entrance to deeper waters. In this paper, the circulation and conversion of an incident edge wave in the course of a permeable coastal formation will be investigated in a manner that be similar to the one dealt by Stoker and Johnson (1991). The edge wave difficulty has originated subsequent Neu and Oh's result. A beach outline with a sheer foreshore and a flat surface slope ending with a straight shelf with an upright permeable formation extending from the beach up to far offshore is measured. Because the distance across of the groins evaluated to the edge wave length is exceptionally small, usually less than 1/50, dissipation within the formation is primarily due to the unexpected narrowing and spreading out of the flow and depends generally on the Keulegan-Carpenter number distinct as UT/a, where U is a representative speed at the gaps, T is the wave period and a is a distinguishing dimension of the holes. For groins, UT/a is a large number and consequently head loss can be adequately deliberated with a form ula quadratic to the local speed (Mei et al., 217-239). As the edge wave disseminated through the coastal formation, part of it's alongshore force is replicated, part is spreaded and part is degenerated on the formation. The replicated part obstructs with the arriving wave, creating up a

Different Sociological Perspectives Essay Example for Free

Different Sociological Perspectives Essay Critically Analyse and Evalute The Different Sociological Perspectives On The Types of Family And Households In Britain. Evaluate Their Functions And Roles. To What Extent Do They Take Into Account The Diversity of Family Types In Britain? In this essay I will be looking at the different sociological theories as they relate to the family household, functions and roles. The socialists include The Functionalist , The Marxist, The Feminists, The New Rights and The Post Modernisms. There is an array of different family types. These include the nuclear family, reconstituted family/step family, single parent family, cultural family, and even more so in the modern times an evolution of different and alternative family types are getting more common such as gay families. The nuclear family is seen as the most traditional family type. It is one where you have a married couple with children, whereby the male is the head of the household and the sole breadwinner and the female takes on the responsibilities of the household and the care of the children. This type of family was a very common type in the early days compared to the present period in the Europe however, according to Browne (n.d), Pakistani and Bangladeshi families are most likely to live in the traditional nuclear family type. In modern days with divorce on the increase nuclear family types have been replaced with reconstituted families and single parented families. Reconstituted families consist of separated or divorced people who enter a new relationship with someone that already has children. Single parented families are one that consists of one parent that takes care of the child. According to Browne (n.d) ninety per cent of this type of family is headed by women. The nuclear family is the family type that is regarded to the Functionalist, Marxists and the New Rights as the most ideal. The main functionalists’ theories of the family are G.P Murdock and Talcott Parsons. They view the family as a tool in order for the society to function. Ken Browne (n.d) suggests that the Functionalists believe that the development of an individual is helped by the upbringing from the family. The reason why Parsons believes in the nuclear family is because he believes that the male and the female both serve a role within the family that benefits society. He believes that the female has an expressive role whereby the females’ nature is to be emotionally supportive to her children and husband, providing them with love and nurture. The males’ role is to be instrumental, whereby his duty is to be the provider of the family. Browne (n.d) suggests that Parsons states that the male instrumental role can cause stress and anxiety in which the females’ expressive role takes place in order to soothe her husbands’ tension. The problem with this view is that the functionalists do not take into account that now in modern times we have an array of family types and family roles have been reversed. For instance, it is very common now for a woman to have a job and be the breadwinner in helping maintain the family. It is also very common for men to be the main carer of the home and the children, especially when you take into account that the rise of unemployed men is high due to the recession, and as a result of this, men are actually taking expressive role into action and the female the instrumental role. And also the nuclear family is now decreasing. The tradition of children within a marriage isn’t as common as it was in the past as now cohabitation is a common family type. Also divorce rates are high resulting in reconstituted families and single families. The expression for the instrumental and expressive roles isn’t as valid when you apply them into the roles of the sexes, as now with the increase of different family types the roles can be reversed or one parent could provide the instrumental and expressive role. Marxists do not view the family as acting in the interest of society as a whole but more in the form of a superstructure that benefits the capitalist system. â€Å"Marxist see the family within the framework of a capitalist society, which is based on private property, driven by profit and is riddled with conflict between social classes with opposing interest†. (Browne pg 123) According to the Marxists the industrial aspects and the reproduction of people and generations contributes to the system by them working to maintain the economic system. This view on the family fails to take into account the sociological benefits a family can have outside of the industrial perspective. Brown (n.d) states that Engles, an early Marxists, believed that the monogamous practice of the nuclear family guarantees the paternity of the children, therefore ensuring that private property was passed down to the right people. There is also the perception that women married for material gain as, like t he functionalists, they believed men should be the breadwinners and women should stay home and take care of the children. As their view concentrates mainly on the structural perspectives to society they fail to take into account the emotional side of the family and the fact that couples do actual marry for love. As I mentioned earlier, it is now very common for women to work and earn their own money and to be independent therefore minimising Engles’ view on the perception that women married for money and security. Their view on the importance of the nuclear family suggests they do not recognise the wide diversity in the families we now have today as not all families are nuclear. Reconstituted families, in some cases property or money could be shared equally amongst step-children and paternal children, this also indicates that Engles hadn’t taken to account the varieties of the different family types. However, in most Muslim marriages they tend to be arranged and due to the strong religious influence divorce rates are dramatically low in comparison with European and Afro-Caribbean marriages . Due to the nuclear family setting in Muslim marriages, Engles theory would best describes them. Browne (n.d) states that the Marxist Feminist has an extended view on the Marxist perspective as the feminists focuses mainly on the female contribution to the family. They highlight the key issues on the negative effects of family life towards women, e.g. domestic violence, which the Functionalist and the Marxists do not acknowledge. Radical Feminist highlights that patriarchy is the cause of restriction on women. They highlight that the duty that women undertake as carer of children restricts them in their workplace and that the upbringing they give to their children socializes them so that they are fit for the working environment. They believe that women’s unpaid domestic labour benefits the capitalist system. The key problem with the Marxist feminists is that they do not take into account the diversity of modern families. It’s as if they assume that every family consists of a heterosexual nuclear family. Gay families as well as other types of families are not even taken into account in this view. Browne suggests that they also paint a very negative perspective of family life making the family to the woman a burden when in reality not all women feel this way. Some women love the fact that they are considered in their family as the main nurturer, and in other families the roles are shared equally between the mother and father as it very common for both parents to work. With this said as women have their own source of income women are less obliged to remain with their partner if they are unhappy, highlighting the fact that, according to Browne (n.d) , 70 per cent of women initiate divorces. The New Right theory is politically themed as opposed to socially. They believe that the decline in the traditional nuclear family contributes to various social problems such as spending on welfare, underachievement and the existence of the ‘underclass’ (criminals). The New Right do not take into account that some nuclear families do also have their problems. The feminists have addressed that domestic violence does take place within the nuclear family. This in turn could affect a child to the point where that child is deeply affected by these incidents within the family home which results him/her to be a nuisance to society in which case, a single parented family would indeed lessen the problems as the domestic problem would have been taken out of the equation. The functions of the New Rights are just indeed theories that all of which do not have any evidence to back them up. The Post Modernisms embraces every family type and states that no family structure should be considered as more desirable than others. They state that an individual can experience various family structures throughout their lifespan. Although the Post Modernism’s theory does not discriminate households that are deemed as ‘not ideal for society’ by other socialist groups, they appear not to have any boundaries which can be detrimental for society and the individual as they do not enforce a degree of structure. The commonality between all the sociological theories that I have discussed so far is that none of them have taken into account the cultural differences and views of the family. The nuclear family is not universally accepted. An example of this shown by (FAMILY AND HOUSEHOLD BOOKLET-NO AUTHOR/DATE) mentions that Kibbutz, an Israeli family type, is one that consists of the community taking on the responsibility of the family as opposed to the parents. (THE BOOK STATES) â€Å"In the early Kibbutzim, childrearing was separated as much as possible from the marriage relationship, with children kept apart from their natural parents for much of the time and brought up in the children’s house by metapelets†¦. It is one of the most famous and successful attempts to establish an alternative to the family†. (p117) The Jewish way of life proves that other family type such as theirs can be successful, shadowing the Nuclear family type status to be the most effective way of family life. Another example as to why cultural differences have been overlooked is that Polygyny tends to be quite common in the Muslim culture. This type of family setting would not go in the favour of what the Marxist stand for as the Marxist believes in the monogamy setting where one husband and one wife is all that is required. The fact that socialists’ still use theories from the earlier period shows that their perspectives are very old fashioned and dated. In the earlier days the numbers of ethnic minorities, homosexuality and divorce in Great Britain was considerably lower to the numbers of today. This suggests that the perspectives were aimed solely for the European nuclear society. As the number of ethnic minorities, homosexuality and divorce features so largely in Britain, the perspectives is in some need of amending as they do not benefit people from different family types and cultures. Bibliography Aiken Dave; Chapman Steve: Moore Stephen, (n.d), Sociology AS For AQA Browne Ken, (n.d), Sociology for AS AQA 3rd Edition New Right and Postmodernist, (n.d), To introduce New Right and Postmodernist perspectives on the nuclear family, available at: http://www.educationforum.co.uk/sociology_2/post.htm Postmodern Sociology, (n.d), available at: http://www.allaboutworldview.org/postmodern-sociology.htm

Theory of employability

Theory of employability Chapter 1 1. Introduction The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Little (2001) suggests, that it is a multi-dimensional concept, and there is a need to distinguish between the factors relevant to the job and preparation for work. Morley (2001) however states that employability is not just about students making deposits in a bank of skills, Knight (2001) further considers the notion of employability to be: â€Å"A synergic combination of personal qualities, skills of various kinds and subject understanding†. (Knight and Yorke. 2001) The understanding of employability can be seen to be more complicated than the emphasis that Dearing (1997) has placed on students personal qualities, which suggests less emphasis on these qualities and more on generic academic skills. However, it could be assumed that the individuals personal skills could have considerable bearing on a particular students success in the employability stakes. The jobs market is rapidly changing with new sectors emerging, changing the nature of work and the way employees perceive the workplace. Graduates will have to be flexible and have the personal capabilities to manage changing and challenging work situations. Employers are looking to recruit graduates who fit into the organisational culture and utilise their abilities and skills to transform the company by facilitating innovative teamwork. (Harvey et al., 1997) According to Yorke and Knight (2004b) employability is seen to be influenced, amongst other things by students self efficacy beliefs, students self-theories and personal qualities. They highlight that what is of critical importance is the extent to which students feel that they can â€Å"make a difference†. This, importantly, not only broadens the focus to include a wider range of attributes required to be successful within employment but also includes the attributes required to manage ones career development in ways that will sustain ones employability. Its important to identify the significance of self-efficacy in influencing career intentions since the level of self-belief which individuals have in their ability to be successful in the quest of a particular career is likely to control which path is chosen. Individuals will require higher levels of self-efficacy if they are to select a route which is perceived as difficult, challenging or non-traditional. According to Bandura (1997) self-efficacy beliefs are â€Å"beliefs in ones capabilities to organize and execute the courses of action required to produce given attainments†; indeed, â€Å"peoples level of motivation, affective states, and actions are based more on what they believe than on what is objectively true† (Bandura, 1997, p.3). The literature review will look in turn first at, the employability definition, second, employability and transferable skills, third, employability attributes and finally, personal and self-efficacy attributes 1.1 Methodology and methods 1.2 Aims of the research project The main aims of the research project are to: Provide an evaluative summary of the literature on employability (through the provision of a literature review) Present a picture of graduate employability to employers Explain how self-efficacy has a major influence in the graduates employability profile. Make recommendations for further research on graduate employability. 1.3 Personal aims include: Completion of the compulsory component for the award of an Honours degree in Business Management Preparation for employment 1.4 The objectives of the research project are to discover: Identification of the definition of employability. How graduate employability is viewed by employers and Government. The role of universities in graduates employability attributes. Higher education influences on student personality. Employers approaches in recruiting graduates. How self-efficacy contributes to employability. 1.5 Literature search and review Secondary data will be accessed through Library and Information Service using a selection of tertiary and secondary information sources such as Blackboard, commercial bibliographic databases and Internet search engines and directories. Sources accessed and retrieved will be used to write the literature review. 1.6 Source critique of secondary data The criteria for source critique are authenticity, time relation, independency, and tendency avoidance. Authenticitymeans that the source should be correct and not misleading. Timerelationmeans that the source should be up-to-date. However this does not mean that all old sources should be rejected, as these can include valuable information that is still useful. Independency and tendency avoidanceimply that sources for example should be impartial and objective. The above criteria have been considered to greatest possible extent throughout the work with this paper. To ensure authenticity, the use of original secondary sources will be used, by doing this there is minimal risk of misinterpretations and there is opportunity for the reader to look up and evaluate the original source. To ensure authenticity and high quality of sources only peer-reviewed and well cited sources have been used. There is however a few sources that are not frequently cited. These though have been included to bring interesting and broader aspects to this work. 1.7 Scope and limitations of the study The literature search will aim to be comprehensive; however restricted access to primary literature, for example due to the commercialisation of some of the material sought, will exclude consideration of some sources in the actual literature review. 1.8 Statement of the Problem Which employability skills are desired in todays local workplace for an entry-level applicant? There is a suggestion from some graduate recruiters that students are not prepared for work. However, through efforts from universities and government directives is it the case that employers and universities have not synchronised the expectancy of what makes a graduate employable? Determining what employers want and matching the needs with under-graduate courses can only be achieved if universities obtain the specific needs articulated by potential employers, and keep up with the changes that are taking place in todays workplace, and produce a graduate ready for the world of work. 1. 9 Delimitations The specific delimitations imposed on the study depict what issues the study dealswithand what issues it covers. It therefore can be argued that this study focuses on hypothetical, rather than on practical argument; the picture given of different aspects of the processes of employability will be somewhat limited in comparison to an empirical/practical study of issues of the same processes. A study with a purely theoretical focus will inevitably tend to simplify some aspects of process studied. However, in the process of more or less ignoring certain aspects that otherwise might have contributed to the over-all portrayal of a biased reality, other aspects can be examined, described and analysed with further rigidity. Chapter 2 2 Literature Review 2.1 Literature Review Introduction Defining employability is a difficult process; as Hillage and Pollard (1998) suggests, it is a term used in a selection of contexts with a variety of meanings and can lack clearness and accuracy as concept. This literature review is an attempt to analyse the concepts of employability in regards to UK graduates. And further exploring the affects, self-efficacy has on students ability to be successful in the workplace. 2.2 Employability Baruch (2001) suggests that individuals assume responsibility for their ongoing employability while employers provide opportunities for development. This simplistic view of employability is where individuals manage their careers across employment opportunities and organisations, who in turn offer employment as long as the person is needed. Hillage and Pollard (1998), however, see employability as being capable of getting and fulfilling work through the ability to be self sufficient within the labour market, to realise the potential through sustainable employment. Further, their finding from their report for the DFES for developing a framework for policy analysis on employability, found that employability is about having the capability to gain initial employment, maintain that employment and if necessary find new employment. Knight and Yorke (2003), however, define Employability as: â€Å"A set of achievements, understandings and personal attributes that make individuals more likely to gain employment and be successful in their chosen careers.† (Knight and Yorke, 2003) Employability of a graduate is the predilection of the graduate to show attributes that employers predict will be required for the future successful functioning of their organisation.(Harvey, 1997) He further suggests that graduates will need to be flexible due to the increasing number of short time contracts and part-time work in the work place.(Harvey, 2000) From the HEIs perspective, employability is about producing graduates who are capable and able, Williams and Owen (1997) state the most perceived graduate qualities are the ability to learn, intelligence, ideas and imagination and communication skills. Billing (2003) adds employers want employees who are â€Å"effective communicators, problem solvers and critical thinkers, and can work well within a team†. (Billing, 2003) To understand employability requires a consideration of the various component parts and the different ways in which it is described and evaluated, the generic transferable skills nurtured through university, through to competencies required for employment. This suggests that employability is likely to be less about nurturing attributes, techniques or experiences just to enable a student to get a job; it is about learning with less emphasis on ‘employ and more on ‘ability. The prominence is on developing critical and reflective skills, with a view to empowering and enhancing the learner. Employment is a by-product of this enabling process (Harvey, 2003; Lees, 2002; Knight and Yorke, 2002). Therefore if employability is defined as the ‘set of personal attributes acquired by the under-graduate as a result of their investment in higher education, then what are the attributes that make graduates employable? Much of the literature broadly defines employability attributes as: key, core, generic, personal transferable skills, work/employment related skills (Holmes 2001). However Lees (2002) suggests this imprecision makes it difficult to pinpoint exactly what is meant by the term ‘employability skills. It can be argued, it is where various employers needs and individuals attributes meet. 2.3 What are employability skills? Competencies such as ability, aptitude and qualities developed in context that can be applied to an occupation or career can be identified as employability skills. These competencies might develop employability skills as a result of the teaching and learning process in higher education or from work experience. Employers generally see a good degree as an essential entry requirement to any graduate position. It is widely accepted for graduates to be competitive in the labour market, which is seeing a massive reduction in recruitment numbers due to the economic situation; they need to have additional skills to complement their academic achievement. Surveys by AGR, an independent voice of UK-based graduate recruiters, highlighted the following deficiencies in employability skills: ‘Softer skills such as team-working, leadership and project management Awareness of their chosen industry sector; commercial awareness and business/organisation understanding. (AGR, 2007) AGR state that more than 70% of their members use competency-based selection methods. They further suggest that graduates lacking these qualities, or evidence that they have them, will find it more difficult to secure graduate jobs. It is seen as one of the toughest challenges for employers to recruit from an increasing number of graduates, with employers realising that the future of their organisation depends on the selection of the best candidates to add value. The CIPD reports that since the 1980s the number of students entering HE has significantly increased by more than double, but further states, that even with this increase employers still have difficulty in recruiting the types of employees they need. (Chartered Institute of Personnel and Development, 2007a, b, c) It is recognized that having a degree will no longer be enough to get a graduate job. There is evidence that graduate recruiters are looking beyond qualifications; they are looking for people with qualities to enable them to cope with the changing demands of the job in an uncertain and competitive world. Employability has been used as a performance indicator for higher education institutions (Smith et al, 2000) and represents a form of work specific (pro) active adaptability that consists of three dimensions: career identity, personal adaptability and social and human capital (Fugate et al, 2004). At the same time, Knight and Yorke (2004) have put forward the four broad and interlocking components of USEM account of employability: Understanding (of the subject discipline) Skilful practices in context Efficacy beliefs Meta-cognition Nabi (2003) says that employability is about graduates possessing an appropriate level of skills and attributes, and being able to use them to gain and remain in appropriate employment. From a human resource development view, employability is a concept that emerged through the 1990s along with a growing perception among employees that they cannot count on their employers for long-term employment. Employability is a promise to employees that they will have the skills to find new jobs quickly if their jobs end unexpectedly (Baruch, 2001). Prior to this, Harvey (2001) has defined employability in various ways from individual and institutional perspectives. Individual employability is defined as graduates being able to demonstrate the attributes to obtain jobs. Commonly, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment outcomes of graduates are not an indicator of institutional employability. 2.4 Transferable Skills Amongst the numerous listings which identify the skills and attributes sought by employers, AGCAS Employability Briefing7(2003), suggests the most important are: â€Å"motivation and enthusiasm, interpersonal skills, team working, oral communication, flexibility and adaptability, initiative, productivity, problem solving, planning and organisation, managing own development and written communication†. (HEA, 2006) Atkins (1999) questions how transferable key skills are into employment contexts. Often, the skills most in demand by employers, as measured by the wide range of skills asked of future employees, are typically the least in supply, as measured by the skills, abilities, and competencies that university graduates bring to the job. Eraut (1994) sees transfer as a learning process in its own right, although this may be easier for skills in relation to objects, rather than the ‘softer skills of interacting with and managing people effectively. Brown (1999) believes that the learning development, and transferring the understanding of that learning, is most likely to be effective if the learning situation closely resembles the work place. Knight and Yorke (2000) suggest that for there to be a transfer of learning from one context to another, the learner needs to use that knowledge in a variety of different situations. From these comments, it would seem that practice in a number of contexts is fundamental for the development of employability skills and attributes. Dearing (1997) regarded key skills to consist of four components: communication, numeracy, information technology and learning how to learn. He further proposed that it was essential that these were developed at undergraduate level. The department for Education and Skills (DFES) adds teamwork and problem solving to this list. There are many different lists of key skills, although there is general agreement about the importance of communication, numeracy, teamwork, IT and problem solving (Dunne et al., 2000). These are considered to be generic skills as they represent skills that can be used to support study in any discipline. The possession of some key skills IT, numeracy, for example, will facilitate the acquisition of subject understanding (Yorke, 2001), as using IT for research will enable students to learn more about their discipline. 2.5 Personal Attributes There are many factors that cause organisations to change, but in this current economic downturn it seems the main problem is downsizing and redundancy, therefore the graduate will need to be equipped with the relevant skills and attributes to cope with a flexible and perhaps short term jobs market. Employers themselves want graduates who can quickly adapt to the organisational culture, and utilise their abilities and skills to facilitate innovative collaboration. (Harvey et al, 1997) The CBI (2008) highlights the importance employers place on the ‘softer skills that make people more employable. This means being a good team-worker, communicator and problem-solver is vital, and getting work experience goes a long way with a future employer. ‘Employability is having a set of skills, knowledge, understanding and personal attributes which make a person more likely to choose and secure occupations in which they can be satisfied and successful. (Dacre Pool Sewell, 2007) It is widely accepted that lifelong learning through acquiring new skills improves employability. However despite there being different concepts to analyse the make up of â€Å"employability†, the consensus of these is that there are three key qualities when assessing the employability of graduates: These are: 1) Job specific skills: reading, language, and numeric capacity, listening, written communication, oral presentation, global awareness, critical analysis, creativity and self-management. Lees (2002), Harvey (2001), Little (2001), Mason et al (2003). 2) Process skills: Problem solving, decision making, planning and delegating, understanding business and its commercial interests, prioritizing, team work, and negotiating. These skills are developed through work experience rather than through academia. 3) Personal qualities: AGR states that their research has shown that employers are looking for qualities that include â€Å"self-confidence, self-control, self- esteem, social skills, honesty, integrity, adaptability, flexibility, willingness to learn, emotional intelligence, stress tolerance, punctuality, efficiency and the ability to reflect.† These qualities are very much embedded with the personality type and shaped through life-experiences. Researchers have been seen to classify these qualities in various ways; the common denominator amongst them is that there is a distinction between core skills and soft skills, with soft skills being learned from different experiences. Martin (2007) states that: â€Å"Therefore, it is to be emphasized that an employer with employability focus is looking for an individual with potentials to be realized, rather than suitable skill sets.† (Martin, 1997) Further research from the UK government stated that: â€Å"Our higher education system is a great asset, both for individuals and the nation. The skills, creativity, and research developed through higher education are a major factor in our success in creating jobs and in our prosperity. Universities and colleges play a vital role in expanding opportunity and promoting social justice. The benefits of higher education for individuals are far-reaching. On average, graduates get better jobs and earn more that those without higher education.† (The Future of Higher Education White Paper. 2003, p4) The ‘Skills plus Project highlights and emphasises the importance of ‘personal qualities and their insertion into the model of employability, further stating how these can have a considerable bearing on student success. (Knight and Yorke, 2001, 2002, 2003; Yorke, 2001) From the work of Dweck (1999) and Bandura (1997), there is recognition of the two broad categories of self-belief: an individual/permanent/fixed belief, intelligence for example, that cannot be changed, and an incremental/variable/flexible belief that development is achievable and even likely. They further make assumptions that students with a fixed belief about their intelligence are likely to be discouraged by failure; this is derived from the belief that failure is a lack of intelligence. From this assumption it could be fair to say that these students may avoid more demanding work for fear of disappointment. On the contrary, students with a malleable self-belief are more likely to characterise failure to a lack of effort, and believe that poor performance should lead to further learning. ‘Hence, it is the learning that becomes a source of self-esteem. (Dweck1999. Bandura, 1997) A range of cognitive, social, emotional and behavioural sub-skills will not be enough on their own, but these skills will have to be integrated into the challenges faced. (Yorke, 2001) Therefore, perceived self-efficacy or capability will play an important role in career choice and personal development. This in turn is essential in the individuals employability. Personal qualities are also important in the acquirement of subject understanding and the improvement of skills. â€Å"A willingness to learn, often from mistakes, implies a preparedness to tolerate a degree of stress in order to achieve success† (Knight and Yorke, 2001; Yorke, 2001). The self-construct characteristic of self-confidence enables the individual to have a positive, realistic view of their selves or in situations they find themselves. This characteristic refers to the individuals expectation of their ability to achieve, an influential factor in ensuring personal potential is realised. (Stevens, 2005) This statement suggests that a person high in self-confidence has a pragmatic view of themselves and their abilities, which gives them resolution in their endeavours. According to Neill (2005), self-esteem and self-efficacy in combination is what constitute self-confidence. Neill (2005) defines self-esteem as a general feeling of self-worth or self-value. It is widely recognised that an individual with low self-esteem believes that they are insignificant or insufficient, while a person who has high self-esteem believes otherwise. Self-efficacy on the other hand is the belief in ones capacity to succeed at tasks. Self-efficacy according to Neill (2005) can be general or specific where general self-efficacy is belief in ones general capacity to handle tasks, and specific self-efficacy refers to beliefs about ones ability to perform specific tasks in certain things. Self-efficacy is also sometimes used to refer to situation specific self-confidence. From this, academic self-confidence can be viewed as self-efficacy. (Zimmerman, 1990) There is a close link between self-efficacy, self-confidence and self-esteem in providing the relationship between understanding, perception, skills, practice and personal attributes and employability. According to Bandura (1995, p. 2): â€Å"Perceived self-efficacy refers to beliefs in ones capabilities to organize and execute the course of action required to manage prospective situations. Efficacy beliefs influence how people think, feel, motivate themselves and act†. (Bandura, 1995) He further suggests that there are several sources of efficacy beliefs relevant to employability: Mastery experiences. Vicarious experiences provided by social models. Social persuasion. Mastery experiences occur when people are given the opportunity to try a particular task themselves, such as work experience. â€Å"Mastery experiences are the most effective way of creating a strong sense of self-efficacy, and so play a vital role within employability.† (Bandura, 1995) Vicarious learning occurs when learners decide, after viewing the actions of others, what types of actions will be effective or non-effective for their own performance of a task. The closer the others are in similarity to themselves, the more effective the experiences are. The attitudes and behaviours of other people or groups frequently change our own attitudes and behaviours. Conforming ones attitude and behaviour to a person or group who can exercise authority or to an influential power, is a sensible strategy for receiving further benefits as a basic social skill in general. Social persuasion occurs when people are convinced that they possess the capabilities needed to succeed in a particular activity. This encourages them to put in more effort and stay motivated in order to achieve success. . Bandura (1995, p. 17) further expands his discussion by saying that: â€Å"A major goal of formal education should be to equip students with the intellectual tools, efficacy beliefs, and intrinsic interests to educate themselves throughout their lifetime†. (Bandura, 1995) It can be presumed from Banduras work that by providing the opportunities for in learning of mastery experiences, vicarious experiences and social persuasion, and encouraging reflection on and evaluation of these experiences, self-efficacy can be increased. A graduate who believes they can do whatever is necessary is far more likely to gain a position and be successful in whatever occupations they choose than a graduate who does not have that self-belief. If self-efficacy is seen as an idea that one has the ability in a particular situation, then self-confidence could be seen as the way this is shown to the outside world. Self-confidence appears to be something that can be seen from a persons manner and behaviour. According to Goleman (1998, p. 68) people with self-confidence are able to present themselves with self-assurance and have â€Å"presence†. It has been suggested that self-confidence can be either a trait or something that is specific to certain situations. Norman and Hyland (2003) point out that if self-confidence is seen as a trait, which personality theorists suggest are relatively stable over time, then those who lack self-confidence would be unlikely to develop it through a learning activity. If, however, if it is viewed as a position specific concept, then it is possible for students to enhance their levels of self-confidence for any given situation. An increase in self-efficacy should be reflected by a boost in demonstrated self-confidence. As a sub-set of employability skills, Meta skills can enable the student to expand and exploit the ranges of other skills they have developed. There is an understanding that reflection is a key graduate skill that can contribute to employability, the belief that the employability of students will be enhanced by their ability to reflect on their own learning. Knight and Yorke (2003b) describe employability as being a blend of self confidence and of meta-cognition, which includes students ability to be reflective about their own progress. Chapter 3 3 Discussion 3.1 Define Employability? Personal attributes and attitudescan be connected to an individuals personality and educational background. According to Dench (1997) examples of attributes that are of great significance for employers are honesty, integrity, and reliability, generally fitting in, and playing the game. However, it is essential not to generalise since companies usually search for different attitudes and attributes. (Dench, 1997) Organisations generally put great effort into finding future employees with a personality profile that fit into the organisation, while others are more concerned with finding people with particular job experience skills. (Dench, 1995) Due to the economic climate and the need for employers to recruit the ‘right individuals for their organisations there has been a emphasis on personal attributes and skills. However, researchers have shown difficult to unifying a common vocabulary. Among the most common terms used are behavioural, generic, transferable, core and key skills. These skills give indications of an individuals behaviour and how the person could function in the workplace. However it is recognised that personal skills involve abilities regarding teamwork, problem solving, negotiation and communication. From the research literature it is argued whether or not that these attributes are taught or increased. There are arguments stating that skills are innate, while others claim it is a matter of training. Nevertheless, something that many researchers agree upon is that service is becoming increasingly important due to, for instance, customer demands, more knowledgeable customers, and increased quality che ck-ups. (Dench, 1997) Skills are perceived, analysed and measured differently by different people. Storey (2007) suggests â€Å"it is about individual attributes and capacities people have for performing certain activities†. 3.2 Who values transferable skills and qualities? The review of the available literature has shown that graduate employers are looking for graduates with a range of transferable skills: skills that can be demonstrated in selection processes. The research undertaken by Harvey et al. (1997, p. 63) to establish the values placed on skills in the world of work concluded that: â€Å"There are a large number of graduates looking for jobs and employers, as we have seen, no longer recruit simply on the basis of degree status. A degree might be necessary or desirable but employers are looking for a range of other attributes when employing and retaining graduates†. In the recruitment of graduates, the most common perceived graduate qualities are an ability to learn, intelligence, ideas and imagination, and good communication skills. The DfEE (1997, p. 2) endorses such standards and attitudes held by graduate recruiting organisations, and it further considers that national targets for education and training support its aim of improving the UKs international competitiveness by raising standards and attainment levels in education and training. To be part of a flexible and adaptable workforc

Antigones Fate Essay -- Character Analysis Sophocles

Sophocles play titled Antigone, embellishes the opposing conflicts between Antigone who stands for the values of family, and Creon who stands for the values of state. Sophocles explores the depths of Antigone’s morality and the duty based on consequence throughout the play, as well as the practical consequences of Creon who is passionate and close-minded. Although Antigone’s moral decisions appear to be more logical and favorable than Creon’s, a personal argument would be that both characters’ decisions in society can be equally justified. In the play, Sophocles examines the nature of Antigone and Creon who have two different views about life, and use those views against one another. Antigone who is depicted as the hero represents the value of family. According to Richard Braun, translator of Sophocles Antigone, Antigone’s public heroism is domestically motivated: â€Å"never does [Antigone] give a political explanation of her deed; on the contrary, from the start [Antigone] assumes it is her hereditary duty to bury Polynices, and it is from inherited courage that [Antigone] expects to gain the strength required for the task† (8). Essentially, it is Antigone’s strong perception of family values that drive the instinct to disobey Creon’s orders and to willingly challenge the King’s authority to dictate her role in society. In addition, Antigone is a strong believer in the divine laws of the gods and that by following those laws the gods will give Antigone an honorable place in the afterlife. In a quote by Antigone to Ismene, â€Å"I will bury him myself. And even if I die in the act, that death will be a glory†¦I have longer to please the dead than please the living here† (Sophocles, 1468). It is this unyielding belief that pushe... ...es of family becomes disobedient against state laws posed by Creon, the king of Thebes, acknowledging that the deeds are moral and are seen by the gods as honorable. In the case for Creon, the character believed in the laws made by mortals, not the divine gods. Although Creon was the champion of upholding the state law, the tragic ending that occurred left Creon without anything else but the power of the throne. Works Cited Braun Emil Richard. Introduction. â€Å"Sophocles Antigone.† 7th ed. New York: Oxford UP, 1974. 8. Print. Peters, Julia. "A Theory Of Tragic Experience According To Hegel." European Journal Of Philosophy 19.1 (2011): 85-106. Academic Search Premier. Web. 9 May 2012. Sophocles. â€Å"Antigone.† The Bedford Introduction to Literature Reading, Thinking, Writing. 9th ed. Boston, MA: Bedford / St. Martins, 2011. 1279-280. Print.

Current Issue Article :: essays research papers

I found this article to be very interesting it ties very well into what we have been learning about with the universe. The article talks about how astronomers have used old stars to determine the age of the universe. The article tells how Timothy Beers and his associates have discovered a radioactive isotope, uranium-238, in a metal-poor star located on the outskirts of the milkyway. I suppose I should give a little back that the article talked about first. Astronomers have found the age of many stars by using radioactive dating. See astronomers are able to calculate the age of a star by using this radioactive dating. This method does work for older stars that were formed from just hydrogen, helium and lithium these are nonradioactive elements that are called metal poor-stars. Well it is believe that some of these stars were massive and exploded and set off nuclear reactions that made a second generation of metal-poor stars and some of these stars contained radioactive isotopes. So now that leads us to were I started until the discovery of uranuim-238 astronomers were only able to detect isotope-thoruim-232. Well with the discovery of this star that contained uranuim-238 researchers were able to calculate the age of the star and make an estimated minimum age of the universe. Astronomers hope that with the discovery of more of these stars they will be able to find the minimum age of the universe.   Ã‚  Ã‚  Ã‚  Ã‚  I know that was a long explanation I just don’t think I could have made it shorter. Any ways I picked this article because I found it so interesting. I mean to think that for thousands of years astronomers have been studying the stars and here in the year 2001 they are still making discoveries.   Ã‚  Ã‚  Ã‚  Ã‚  On the other hand is knowing the age of the universe going to make some big impact on our lives. I guess what I am wondering is I am sure that they are spending millions of dollars for this research.

Withdrawing Forces from Vietnam Essay -- Vietnam War American History

Withdrawing Forces from Vietnam â€Å"I’ve always said, if you don’t go in to win, don’t go in at all†¦Either you conduct the conflict with all the assets the United States has at its disposal to bring about a quick and successful outcome or you stay out.† -Alexander M. Haig JR. The War That Couldn’t Be Won! By withdrawing its forces from Vietnam in 1973 did the United States admit defeat? This is an argument that historians and observers have been having for years. Before answering that question however, we must first understand if we ever really had a chance to win the war. The circumstances leading up to the war were pretty much out of the United States control with an obligation to our French allies. With threats of communism taking over Vietnam, many felt that our presence was needed to avoid Ho Chi Mihn’s control. With all of the excitement, many important factors were overlooked such as did the United States have enough troops to fight this war, what type of retaliation the Vietnamese would use, and were we ready to fight a sixteen year war? The United States strongly underestimated the power and desire that the North Vietnamese had to gain control and preserve communism. It was thought that the US presence in Vietnam was required to contain the communist influence from living up to the expectations of the Domino Theory. The Domino Theory resulted from the Cold War and stated that if one country was to fall under the communist regime, soon neighboring countries would fall. At the time France was fighting to gain back control of Vietnam as it was beginning to feel resistance from small guerrilla groups known as the Viet Kong, so America saw it as its duty to help out their French allies by giving money and supplying weapons. America believed this was necessary in order to help the French keep control of Vietnam and never fall to Communism. These small Communist guerrilla groups were funded by other Communist powers such as China and Russia. If the whole of Vietnam fell to communist rule this could have had an impact on the rest of the world and show that a Communist regime holds more power than the United States Democracy, thus slowly turning the rest of the world communist. This was just the beginning of the part the US played in Vietnam. Gradually they got dragged further and further into the war and sud... ...m was not even really supported by the Vietnamese people. How could the United States expect to win a war when nobody wanted the government they had set up? South Vietnamese guerillas began to work with the North Vietnamese soldiers to defeat the American supported government and to unify Vietnam. The United States basically turned the Vietnamese that were earlier on their side against them. They became angry that so many of their civilians were being injured and killed and did not want the government set up by the United States to stay in place. With even more Vietnamese people against the United States, there was no way that they were going to be able to win this war. In 1975 many tired troops finally came home from Vietnam, defeated. Their efforts did not end communism and left countless numbers of Americans and Vietnamese people dead. The United States weak strategies, the public’s anti-war attitude, and the Vietnamese’s opposition to the government the United States had set up all contributed to the United State’s defeat in Vietnam. The most tragic part about the Vietnam War was that it took about sixteen years to lose a war that from the beginning we were not going to win.

High Stakes Testing: Education and Technology Essay

In the early 1960s, policymakers began to gather information about the condition of American education and the effectiveness of mandated programs by examining standardized results. State school boards and legislatures began to use test results as mechanisms of power. They began to add minister rewards and sanctions based on students’ performance on mandated tests, making them high stakes tests. Rewards and sanctions were seen as a way to motivate students, teachers, and schools. Test results in effect became a â€Å"triggering device† to make good and bad things happen automatically to individuals and schools. As a result, an educational environment was created where test scores were the sole barometer of school district success (Corbett & Wilson, 1991 Wraga et. al. , 2000 p. 305). Policy makers also began to use standardized test data as indicators of the effectiveness of compensatory programs and curriculum development efforts tried during the 1950s and 1960s (Maduus. 1988 cited in Wraga et. al. , 2000 p. 304). In theory, educational tests are an unobtrusive method of estimating students’ knowledge. Depending on the circumstances related to the test and test results, this can be true. In some situations, students take standardized exams and the scores are used appropriately; however, many educators, thinking of their own experiences in classrooms as students or as teachers, assert that tests influence students and teachers when they perceive that important consequences are connected results (U. S. Congress. OTA. 1992 cited in Wraga et. al. , 2000 p. 305). Due to the initiations of these events, the utilization and expansion of high stakes testing occurred in the field of education and technology. Discussion An examination or test is said to have high stakes attached to it when sanctions or rewards are linked directly to performance. Attaching high stakes to performance on tests, whether public examinations or national assessments, has important consequences. Students, teachers, and curriculum are affected in many ways: curriculum and teaching revolve around the examinations, students and teachers put considerable effort into test preparation, and potential low scorers may be prevented from taking the examination to boost the school’s overall performance (Madaus and Greaney 1985 cited in Greany et al. , 1996 p. 96). High-stakes tests may also affect the validity of measurement through the test corruption and test score pollution that seem to accompany them (Greaney and Kellaghan 1996 cited in Greany et al. , 1996 p. 96). High-stakes testing is now entrenched in U. S. public school due to its adverse impact on many minority students such as Chicano, Mexicans (i. e. , disproportionate rates of high school diploma denial and grade retention). Given the political nature of the standard-based school reform movement, legal claims of adverse impact brought forth by minority plaintiff appear difficult to win in the courts (e. g. , as seen in the defeat of plaintiff in the GI Forum case (see Valencia and Bernal, 2000). In light of this political basis of high-stakes resting, reform of such resting will likely only be attainable through the source from which high stakes emanated—the legislative process itself. Such activities need to be pursued with vigor. Critics of high stakes testing need to rally around assessment principles that promote (a) the use of multiple indicators to assess a student’s progress, and (b) the use of test scores for diagnosis of student’s strengths and weaknesses. Furthermore, critics of high-stakes testing need to make the case that the standards-based school reform movement is inherently misdirected because it treats the symptoms (i. e. , low academic achievement) rather than the cause (i. e. , inferior schools; unequal educational opportunity) of racial/ethnic differences in academic achievement (Valencia, 2002 p. 294) Case studies have also been used to examine the effects of high- stakes testing on practice. In a study published in 1991, Smith et al (cited in Hamilton et. al, 2002 p. 84) conducted detailed observations of teachers in two Arizona elementary schools whose students took tests that had significant consequences. During the fall 1987 semester, the authors conducted daylong observations in 29 classrooms. Lessons were also audio- taped. The researchers also observed and recorded staff meetings. In January 1988, they selected a subset of 20 teachers for detailed open- ended interviews covering the validity of the tests, the effects of the tests on teachers, test preparation methods, and the effects of the tests on pupils. Subsequently, six teachers were selected for more extensive observations occurring one, two or three days a week during the spring of that year. In total, the six classes were observed for 81 days. The purpose of the observations was to understand â€Å"ordinary instruction†; therefore, the observers focused on what was taught, methods, allocation of time, language and interaction among teachers and pupils, teaching materials, and classroom interruptions. The researchers used a variety of techniques to review and summarize the data and compare the situation in these classrooms to the literature on testing and its effects (Hamilton et. al, 2002 p. 84). Conclusion One might think of a number of ways to modify public examinations to provide information for a national assessment. A public examination used for certification might be expanded to provide adequate curriculum coverage—although this might have adverse effects on the examination system by, for example, making examinations too long. The emphasis on norm-referencing in public examinations would remain a problem, but it too could possibly be dealt with. As far as the population of interest is concerned, information on students who are too young to take public examinations could be obtained by introducing a public examination in the primary years. This would not be cost-effective, however, and the introduction of public examinations at an early stage in the educational process may not be beneficial to student’s education. These include the use of public examinations primarily for selection; the difficulty of using them for monitoring standards; and their use to drive instruction in a high-stakes context. References Greany, V. (1996). Monitoring the Learning Outcomes of Education Systems. World Bank Publications. Hamilton etal, L. S. (2002). Making Sense of Test-Based Accountability in Education. Rand Corporation. Valencia, R. R. (2002). Chicano School Failure and Success: Past, Present, and Future. Routledge. Wraga etal, W. G. (2000). Research Review for School Leaders. Lawrence Erlbaum Associates.

Christian Counseling Notes

I. The Possibility of Change A. Unbridled Pessimism (Cavanaugh) B. Exuberant Optimism (Mahoney) C. The Balanced Truth II. The Potential of Change: Series of Questions A. What Are We Trying to Change? 1. The Core Personality? 2. Discovering Who We Are in Christ? 3. The Desires? B. What Do We Change People Into? C. By What Authority? 1. The Scriptures: 2. The Goal: Maturity; Christ-likeness As Christian counselors, we are under the authority to encourage people to change or conform to the pattern (the behaviors and desires) of Jesus Christ. III. The Barriers to Change A.Apathy – Lacking Motivation (Elijah) Elijah’s lack of motivation was directly applied to â€Å"bad believing. † B. Lack of Sustained Commitment – Resistance to Change (Hosea) C. Lack of Belief that Change is Possible – Victim-Orientation (Saul/Jonathan) â€Å"My environment has been bad so I can’t change. † D. Lack of Knowledge – Concerning what God says about chan ge, concerning the process of change, and concerning what needs to be changed IV. The Bible on Change A. We Can Change. 1. Regeneration – Immediate (Based on the Resurrection) 2. Transformation – Training Process (Through the Holy Spirit and the Word)B. What Needs to Be Changed? 1. Sin (Isaiah 1:18) 2. Pride (Revelation 3) 3. Relationships (Malachi 2) 4. Behavior (Ephesians 4:28) 5. Attitudes and Beliefs (Matthew 19) C. Elements Central to the Process of Change 1. Other People (Galatians 6:1) 2. The Word (Romans 12:1-2) 3. The Holy Spirit (Ephesians 5; Galatians 5:16) 4. The Community of Faith (Hebrews 10:24-25) V. Elements Requiring Attention as We Help People with the Process of Change A. Create an environment that optimizes the potential for change (Proverbs 29:18). B. Provide loving direction throughout sessions (Ecclesiastes 12).C. Be flexible in your approach (1 Corinthians 12). D. Work out a framework that enables comprehensiveness and direction. 1. Addiction Is sues 2. Thinking Issues 3. Feelings (Indicators) 4. Spiritual Issues 5. Environmental Issues 6. Developmental History Issues E. Work collaboratively to decide where we need to begin and go. F. Get a commitment to action plans. G. Give them something to accomplish outside the session. H. Monitor the process and commit to intercessory prayer support. I. Terminate and transition to service and community Change comes as a result of training not trying.CCOU 203 Study Questions: 1. What are the opposing beliefs about change? Is change possible? What authority establishes the direction of change for the Christian caregiver? 2. Name four barriers we encounter when we seek to help people with change? 3. According to the Bible, what needs to be changed in people’s lives? Name four elements that are central to the change process. What elements should be fostered to create an environment that optimizes the possibility of change? 4. Is it good for the Christian caregiver to provide direct ion for the care-seeker?What do we learn from I Thessalonians 5:14 about flexibility in care-giving? Why should we work collaboratively with the care-seeker to develop an action plan? 5. Why is it important to pray for people we are helping with change? What attitude does faith in the resurrection of Jesus Christ produce in those who are seeking to change their lives? Soul Care Notes: I Kings 19 Isaiah 1:18 Hosea 6:11 Romans 12:1,2 II Corinthians 5:17 Philippians 4:13 Ephesians 4:12-16 Ephesians 5:1 II Timothy 1:7 II Timothy 3:15-17 I Thessalonians 5:14

Driving Under the Influence of a Cell Phone

Driving Under the Influence of a Cell Phone Dameatrius McCreary, age 5 was killed when he was hit by a driver that had reached down to pick up a ringing cell-phone that had fallen to the floor of the car. Dameatrius had just gotten off a school bus that was dropping him off. The school bus was parked, had its warning lights flashing and a stop sign out when he was hit by the vehicle (11 Reasons to ban). Each year in the United States, talking on a cell phone while driving causes an estimated 2600 motor vehicle-related deaths and 330,000 moderate to critical injuries (Lissy).Driving is a complex task at the best of times. A driver speeds up and slows down, steers, changes lanes, scans the road for hazards, checks mirrors, merges, and brakes. When in traffic, drivers must process a great deal of information in a very short time. Talking on a cell phone while driving greatly impacts ones’ ability to drive safely. Despite the known risk, many people still use a cell phone while dr iving. Cell phones are not only cognitively distracting, but they affect peripheral vision and cause reaction time to become much slower.By banning cell-phone usage while driving, the number of deaths and injuries could be decreased significantly. Lawmakers need to push this issue into law before more innocent lives are taken. Some people feel they are experienced enough drives and have the ability to drive and talk on a cell phone. My brother thinks he is the best driver in the world. We have had many discussions on how dangerous it is to focus more on your phone than on the road. He feels that no amount of talking on the phone or texting is going to be detrimental to his driving.I have found this common attitude with many of my family and friends who drive with the phone stuck to their ear. This behavior is not due to a lack of awareness of the dangers. They truly believe they are in control of their environment and overestimate their own ability to drive safely while talking on t he phone. This superman mind-set clouds their way of thinking. In fact many people know that using a cell phone while driving is dangerous, and some even consider it more risky than eating or putting on make-up in the car. In a focus group, held in 2000, benefits of driving while talking on a cell phone were discussed.Some of the argued benefits were to, â€Å"expand productivity for commuters, improve mental alertness, and diminish the tendency to speed (Lissy 44). In another study conducted in 2002 by Hammond and Horswill showed â€Å"drivers with a high desire for control were more likely to engage in risky driving behaviors than were those with a low desire for control† (Schlehofer 1108). It is this high desire for control that causes drivers to overlook the danger that is involved in talking on the phone and focus on what they are able to accomplish while doing it.It is true if you talk on the phone while driving you will probably get more accomplished, but is it worth the risk? Talking on a cell phone is a cognitive distraction plain and simple. Several studies show that a driver paying attention to a conversation on a cell phone is distracted simply because he is paying attention to the conversation, reducing the attention he is paying to driving and what is going on around him (Ropeik and Gray 71). Not only is talking a distraction, but today our phones are loaded with applications, which usually require two hands to operate.We have all witnessed drivers that have one hand on the wheel and the other hand typing, or driving with their knee while texting. When your hands are holding your phone, or dialing or receiving a call, they’re not holding the steering wheel or helping to control the vehicle. Think of the last time you came upon someone driving in the left hand lane while traveling under the speed limit. A lot of the time they are talking on their phone. Many times they merge into your lane and never realize that you are even there.C ell phone usage may decrease speed, but it also creates more of a hazard for drivers and everyone else around them. Research at the University of Utah suggests that cognitive distraction may be the most important distraction since their test subjects did equally poorly when using hands-free or hand-held devices (Ropeik and Gray 71). Talking on a cell phone while driving, dramatically affects your peripheral vision. It has been claimed that driving while talking on a cell phone can be as or more dangerous than driving drunk.I know that when I have been talking on the phone while driving and change lanes or turn, it is not as easy to see other cars. It has only taken a couple of close calls for me to realize that my life and that of my family is not worth the 5 minute conversation I could be having with someone. A study done by the Southern College of Optometry to measure visual fields with and without a cell phone conversation taking place suggests that cell phone conversations tend to artificially constrict the peripheral awareness as measured by a visual field. This suggests that cell phone use while riving can decrease the perceptual visual field, making the driver less aware of the surroundings and more susceptible to accident (Maples et al 36). Think of those times you have picked up your phone to see who is calling or to read a text you have just received. As you look at the phone, glancing up every so often to see what is ahead of you, are you paying attention to what is around you? Are you able to look over your shoulder to make sure no one is in your blind spot before changing lanes? Generally you have no idea what is behind or on the side of you.Suddenly you are so involved in reading that text or taking that phone call that everything around you disappears. Driving requires the use of all of your faculties. If you are looking for your phone, or at your phone to make a call, you are not looking at the road. Furthermore, the reaction time decreases dra matically when using a phone while driving. University of Utah psychology professor David Strayer stated, â€Å"Drivers talking on cell phones were 18% slower to react to brake lights and once the driver hits the brakes, it takes them longer to get back into the normal flow of traffic.The net result is they are impeding the overall flow of traffic† (Britt). Stop and go traffic is already frustrating, but drivers who are paying more attention to what is going on with their phone than with traffic just amplifies the problem. Studies of driver performance, observing drivers both on simulators and in the field, have shown that mobile phone use while driving can adversely affect reaction time, swerving ability, and the ability to execute difficult driving tasks (Ropeik and Gray 71).Driving with both hands on the wheel and having your eyes focused on the road the whole time is hard enough. Now add the distraction of a cell phone and one is bound to have problems. As much as we woul d like to think that we can do multiple things at the same time, the reality is no one is perfect. Case in point: On Thanksgiving weekend, 1999, John and Carole Hall were killed when a Naval Academy midshipman crashed into their parked car. The driver said in court that when he looked up from the cell phone he was dialing, he was 3 feet from the car and had no time to stop (Stockwell B8).University of Utah research found that test subjects took longer to react to traffic signals and completely missed twice as many of those signals when they were on the phone (Ropeik and Gray 71). Matt Wilhelm was cycling near Urbana, Illinois when he was struck and killed by a driver that was downloading ring tones to her cell phone. Matt’s death has prompted cell phone legislation that has been signed by Illinois governor Rod Blagojevich. The new law teaches teen drivers the importance of avoiding distraction while they are driving (11 Reasons to ban).Recently Oprah has been promoting a No P hone Zone pledge challenging her viewers to stop using their cell phones while driving. They pledge to not text or talk on their cell phone. We can all take this pledge and help get the word out how dangerous it is to let our cell phones distract us from safe driving. Driving is a complex task that requires the driver's full attention. Smart drivers keep their hands on the wheel, their eyes on the road and focus more attention on driving than talking on the phone. Because of increased injuries and deaths surrounding accidents involving cell phones, we must begin to take this problem seriously.How many more lives need to be claimed before we take a stand? The time is now to call your local representative and voice your opinion before someone you love is affected by this dangerous habit. It is time we put the brake on our cell phone usage while driving. Banning cell phone use while driving may not totally eliminate the number of deaths or accidents that happen, but it will dramaticall y decrease them for sure. How many lives can we save by simply putting our cell phones down and concentrating on actually driving?Works Cited â€Å"11 Reasons to ban Cell-Phone Use While Driving. DrivingLaws. org 951online. LLC, 2009. Web. 6 July 2010. Britt, Robert Roy. â€Å"Drivers on Cell Phones Kill Thousands; Snare Traffic Technology. † Live Science. com. TechMedia Network. 01/02/2005. Web. 5 July 2010. Lissy M. P. H. , Karen S. , et al. â€Å"Cellular Phone Use While Driving: Risks and benefits. † Cell Phone Free Driving. Harvard Center for Risk Analysis: Harvard School of Public Health. July 2000. Web. 1 July 2010. Maples, W. C. , et al. â€Å"The Effects of Cell Phone Use on Peripheral Vision. † Optometry 79 (2008): 36-42. Academic Search Premier. Web. 5 July 2010. Ropeik, David, and George Gray. â€Å"Cellular Telephones and Driving. † Risk: A Practical Guide for Deciding What's Really Safe and What's Really Dangerous in the World Around You. B oston: Houghton-Mifflin Company, 2002. 70-75. NetLibrary. Web. 1 July 2010. Schlehofer, Michele M. , et al. â€Å"Psychological Predictor of College Students' Cell Phone Use While Driving. † Accident Analysis and Prevention 42. 4 (2010):1107-1112. Academic Search Premier. Web. 1 July 2010. Stockwell, Jamie. â€Å"Phone Use Faulted in Collision. † Washington Post 6 Dec. 2000: B1+. Web. 13 July 2010.