Persuasive speech on dangers of texting and driving or Presentation

Persuasive on dangers of texting and driving - Speech or Presentation Example Some major accidents that happen result from things that could be avoided and therefore, there is a need to tighten the surveillance of observance of the rules and regulations in driving along busy roads. Research have shown that one of the major causes of roads accidents is texting while driving because it carries away the attention of a driver to the things he or she may be exchanging with another person and may result to knocking over other vehicles or pedestrian or even losing the way. In this speech, I will address the areas of; dangers of the texting while driving, impacts of texting while driving and ways through which people can avoid the problem. This will serve the purpose of persuading drivers to avoid texting while driving and encourage passengers to discourage drivers from texting while driving. Dangers of texting while driving In many cases where road accidents occur, they result from distraction that result from different things that come from within the driver or outs ide the vehicle but which occupy the mind of the driver. Of the distractions that happen, many of them result from the different internal distraction, meaning that drivers have a role to play in their cause and their happening within a vehicle. Many distractions, for example, result from texting from mobile devices, which drivers hold conveniently while they are still driving their vehicles on roads. For this reason, texting exposes the drivers and other passengers to various dangers that risk their lives because they trigger different emotions in drivers causing them serious distractions in their minds. This happens because in the course of typing, reading or sending a message, the concentration of the driver shifts from driving to the mobile device that he uses so that they respond slowly to events that happen on the road (Kemper, 2013). Texting reduces the steering capabilities of a driver by large degree because they no longer concentrate on the road but focus on the mobile devi ce they use to exchange messages. This danger is realized because drivers look at the texting device rather that the road on which they are driving and this means that they never recognize road signs that guide their driving. In this case, drivers realize some things or pedestrians on the road when they are very close to them and this makes it difficult to avoid them and they run over them. This distraction is one of the things that drivers could avoid and there would be few accidents on the roads but they are fail to avoid the causes of the accidents but try to avoid the accidents themselves (Plotnik & Kouyoumjian, 2011). When a driver is reading a text, it is likely to take him or her about five seconds which is quite a long time considering the fact that a vehicle could be driving at a very high speed. The kind of danger to which a driver exposes himself or herself and others is comparable to that one of a blind person driving at a high speed in a busy road and assuming that he o r she will be safe on the road on which he or she is driving. This means that a driver who takes that risk causes unnecessary danger to the people near him or those with him and this can be avoided if he or she can fail to attend to the text message (Mertens & Wilson, 2012). Another danger of texting and driving is that it does not cause only one form of distraction but rather more than one because it influences the visual, manual and the cognitive performance of a driver. This means that it does not

Interim Report for an action research Assignment

Interim Report for an action research - Assignment Example How does learning Arabic impact their education and life outcomes? The third purpose of the action research has to do with the ways that I can personally improve the process of teaching Arabic as a second language to students who are not native speakers of Arabic. The key data observation method is observation from the field, with my classroom as the field of observation, and my students and myself as the subjects of the study, relative to the learning and teaching of Arabic as a second language to non-native speakers. From the observations with another teacher of the Arabic language, Qassem, I am able to find out that there are several shortcomings at present with regard to the way we teach Arabic as a second language. These shortcomings are not failures in themselves, but are areas for improvement, derived from daily experience. These observations have led me to craft a new teaching method that I will call â€Å"correct me†. The details of that new and evolving teaching technique follow in the next section. The new technique hopefully is able to cover Arabic language learning in its various aspects: reading, speaking, writing and listening. The â€Å"Correct Me† teaching method is straightforward, but involves a keen interest in student learning, and an alert presence. At the heart of it is an intent listening and a willingness to give oneself to the students so that they may learn. This technique has two aspects. One aspect involves me making real-time corrections to student mistakes in speaking and writing Arabic. The technique involves an alert presence so that the teacher is able to spot mistakes. The second aspect involves students forming groups, and being present to one another as they converse and write in Arabic, correcting their peers as they make mistakes. For feedback, my intention is to survey students at the end of a class to find out how they find this new teaching technique: if they like it, if they are benefitting from it, and what