Recent orders
Cell Phones Standardization Regulations
Cell Phones Standardization Regulations
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Cell Phones Standardization Regulations
It is absurd that a simple device like a cell phone could cause death to people severally without people learning lessons from these incidences. The government should standardize cell phone regulations that discipline drivers on safe driving to protect people’s lives. Banning use of Cell phones while driving is one way to protect countries safeties. The consideration on whether the ban on using cell phone while driving should be implemented, there are two different positions. Cell phone, when a car is in motion, should be made unlawful with exceptions of situation considered emergencies. Cell phones have proven to be a distraction as a human brain concentrates better on one thing at a time. The usage of cell phones when driving gives an individual a slower reaction time, therefore, increasing the number of accidents on the roads. Other people argue that the cell phones tend to cause as much distraction as radio and cell phones are required for emergencies. On the other hand, there is the argument that a law that makes the usage of cell phones illegal when driving will be helpful in reducing the number of accidents on the roads and increase drivers concentration when driving.
The usage of cell phones while driving should be outlawed because they are a source of distraction when driving. It is obvious that an individual brain works better when concentrating on one thing and cannot concurrently function well when doing any tasks (Funk, 2004). Research shows that the cell phones users when driving are at a greater risk of being involved in serious road accidents. Driving using two hands on the wheel gives a person total concentration, this often encourages safe driving. The aspect proves that human beings are not good at multitasking and, therefore, using cell phones when driving is unsafe.
At the same time, although an individual might believe they can multitask, using cell phones when driving makes a person have a slower reaction time resulting to an accident. Cell phone drivers can be compared to drivers who are under the influence, in that they both experience great impairment and are less responsive when driving (Briem & Hedman, 2005). A significant aspect of being in control when driving is a driver reaction time as immediate reaction is important in the prevention of accidents. Many laws have been put in place to help in the reduction of alcohol related accidents, which, therefore, necessitates attention n establishment of laws to ban usage of cell phones while driving (Funk, 2004).
The law, which bans the usage of cell phones when driving unless in a situation considered emergency, will help in reducing the number of road accidents. It is obvious that the cell phones are an essential need socially unlike in the past where there were no cases of cell phone drivers. In emergency situations, there is a need for cell phones to be allowed but if the call is important a person should first pull over to make a call (Alm & Nilsson, 2005). Other people argue that the usage of cell phones when driving tends to reduce the response times associated with emergency situations. Research shows that over 140,000 emergency calls are placed using cell phone users daily, which makes a good point and need to be considered when outlawing the usage of cell phones when driving (Brookhuis, De Vries & De Waard, 2001). The move is essential as accident rates would remain lower by enacting a ban on cell phone users while driving but still permit emergency phone calls. Although, there are many factors that have not been banned yet such as drinking, eating and talking with other people who are in the car when driving, this should be because not overlooking the ban (Lahood, 2009). Cell phone usage while driving has been a contentious issue for a long time now, which needs to be addressed by enacting a law to ban the common behavior. Cell phones are considered noticeable factor, which can be helpful in reducing the number of road accidents.
Conclusion
The usage of cell phones has proven to be a distraction in terms of concentration when driving resulting road accidents. The human brain functions better when focusing none thing at a time and cannot multitask. Cell phone drivers experience slower reaction time when driving which leads to more accidents in the end. Conversely, the usage of cell phones when a person is driving need to be made illegal with exceptions given to emergency cases. It is obvious by the studies undertaken; the benefits associated with usage of a cell phone when driving do not surpass the risks associated with the behavior. Many lives have been unnecessarily lost as families being torn apart over something that can be easily prevented. There are a number of viable options available that can help reduce these numbers. Since studies show that using a cell phone while driving is equivalent to driving under the influence and they have to be treated as similar crime and liable to be punished by the state law. There should be standardization of regulations regarding cell phone usage while driving across all states. The safety of the states motorists should be regarded as vital as the convenience. Most countries ban mobile texting while driving, however, there no bill that has been passed to eliminates the use of cell phones while driving across all states.
References
Alm, H., & Nilsson, L. (2005). The effects of a mobile telephone task on driver behaviour in a car following situation. Accident Analysis & Prevention, 27(5), 707-715.
Briem, V., & Hedman, L. R. (2005). Behavioural effects of mobile telephone use during simulated driving. Ergonomics, 38(12), 2536-2562.
Brookhuis, K. A., De Vries, G., & De Waard, D. (2001). The effects of mobile telephoning on
Driving performance. Accident Analysis & Prevention, 23, 309-316.
Funk, J. L. (2004). Mobile disruption: the technologies and applications driving the mobile
Internet. Hoboken, N.J.: Wiley.
IRTAD Road Safety Annual Report 2009 (2009 ed.). (2010). S.l.: International Transport Forum.
The best of Motor Trend: 1949-1999. (A 50th anniversary special ed.). (1999). Los Angeles:
Motivation is closely related to grit, attention, and anxiety
Motivation is closely related to grit, attention, and anxiety. In the case of Tonnie, they may have the right motivation to pay attention during learning, yet anxiety may decrease this motivation. Receiving feedback or rewards for actions usually increases the chance that said action will be repeated. As such, I propose the use of rewards in extrinsic motivation and the use of cognitive approaches dealing with intrinsic motivation. For these two approaches, the focus is on rewards and goals. The attempt to correlate these elements together will increase the likelihood of a better performance from Tonnie.
Intrinsic motivation happens when learners are engaged due to internal rewards. For example, in Tonnie’s case, the love of a particular subject or style of learning may increase learning. The student may have learnt to value learning due to the merits received regardless of other external factors. Tonnie may have loved the style of learning used in the previous year, thus increasing motivation for that year and reducing it for the current year because of the changes to styles used. Extrinsic motivation is any form of learning as a result of external factors. Tonnie may be motivated to learn in order to pass tests or to gain rewards, and even avoid punishment. However, this form of learning is short lived and is not suggested for Tonnie. Therefore, in terms of intrinsic motivation, it is suggested that this year’s teacher find ways to reward Tonnie internally. For example, finding out what Tonnie likes and the preferred method of learning could help to boost motivation. It could be coupled with extrinsic motivation in the short term including rewards through recognition of improvement and other rewards.
In the cognitive motivation view, it is proposed that a self-efficacy theory approach would work well for Tonnie. Self-efiicacy points to a personal belief that one has the capability execute any course of action required for certain performances. It is a task-specific approach of developing self-confidence. The theory highlights the ability of an individual to control their own motivation, social environment, and behavior in order to impact on their learning. Therefore, one’s sense of individual belief plays a major role in how they approach goals, challenges, and tasks. In the development of personality, this theory looks at the cognitive elements that dictate how an individual interprets their own abilities against their social environment. therefore, in addition to the proposed interests and drives from both intrinsic and extrinsic motivation, Tonnie could be motivated through his/her own self belief in the ability to achieve to personal capacities.
Therefore, it is likely that Tonnie’s change in performance is due to a lack of motivation. It could also mean that the motivations in place do not work as expected. Therefore, I propose that the instrinsic/extrinsic perspective be used to increase motivation. It would also lead to findings on what interests Tonnie to perform. As a result, the self-efficacy theory would then be applied to ensure that Tonnie is aware and believes in his/her ability to achieve whatever tasks and challenges the new year demands. This latter cognitive approach will lead to personally developed perceptions. It would lead to better choice of tasks and approaches used to motivate Tonnie, including a better understanding of what could motivate learning. Since motivation is closely related to grit, attention, and anxiety, these two approaches are likely to create a situation where Tonnie’s situation is better diagnosed. Intrinsic motivation and extrinsic factors would work to make sure Tonnie understands the need to change. Then the self-efficacy theory would be applied to develop self perceptions that would ensure that learning occurs in an internal environment that is better for performance.
Adult Education and Adult Learning and Development – Globalization
Adult Education and Adult Learning and Development – Globalization
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Adult Education and Adult Learning and Development – Globalization
Adult learning is one of the key elements that should always be inconsideration whenever a country is talking about regional development. The title of the article being reviewed is on the review of the book, “Globalization, diversity, and the search for culturally relevant models for adult education.” By Patricia K Kubow, from the University of Bowling Green Sate. The article implies that there are a lot of individuals who are interested in advancing their career on the advancement in vocational and adult education. Therefore, it suggests that they should be able to understand that the curriculum is changing and they also have to advance in this field. From the article, one will realize that there are a lot of scholars who also support this new approach for then curriculum change. It is for this reason that the article caught my attention as it looks at how the curriculum advancement is adopted globally. This is not only done in the US but also among the Asian countries.
The article breaks down the parts and the chapters in the book. In that in the first part of the book that has got three chapters is titled “curriculum development in the global context.” In this chapter, one is made to understand that there is a great influence in adult learning in relation to the demographic. It suggests that different demographic require different approaches in adult learning. Moreover, the article implies that the reason for this is that people from different communities in the world have different perception on adult learning so it is better if they can be made to learn in the manner in which they feel comfortable. This is one of the best approaches that can be suggested to everybody who is concerned about the adult learning. This approach can be supported because of the multicultural literature in the world has affected people having the adult learning program. Therefore, if they are made to learn in the culture that they can relate to, it can be made easy for them to learn. The learners will also be comfortable as they will interpret the learning experience in their own world. The article also makes it clear that the marginalization of the adult learners is always made possible if there is a democratic learning environment that they can relate to.
From the article, one will be able to understand that the interest of adult learners is based socio-cultural context which explained throughout the remaining part of the article. This can be said to be one of the reason why it should be taken into consideration in the field of adult education since it is believed that this approach can help in the marginalization of adult learning across the whole globe. This approach can also be made possible to the immigrants of different countries. Most of the immigrants always need to be oriented in the educational system of their host country that is why they have to go back to learn. Therefore this approach would appropriate for them to gain knowledge. Moreover, adult education is always very essential to the individuals from developing countries that have a chance of joining the developed countries. Therefore, if the approach can be taken, the learner will have a problem of coping with the host learning system due to cultural shock.
In addition, this article relates to the trends of our time whereby the global world is working hard to ensure that literacy is made possible to everybody. Therefore, this approach is one of the elements that will make it clear that illiteracy is being eradicated all over the world. Moreover, people are made to learn in relation to what they already know. It is difficult to make individuals in the third world to learn and cope up with the thing that are happening in the first world nation. That is why they will be in a position to learn from the things that they can relate to and understand better.
References
Bentley, T. (1998) Learning beyond the Classroom: Education for a changing world, London: Routledge.
Courtney, S. (2009) ‘Defining adult and continuing education’ in S. B. Merriam and P. M. Cunningham (eds.) Handbook of Adult and Continuing Education, San Francisco: Jossey-Bass.
Source of the article
http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1006&context=internationaleducation&sei-redir=1#search=%22Adult%20Education%20Adult%20Learning%20Development%20-%20Globalization%22