Driving Ability Essay -- essays research papers

What things affect your driving ability? There are many things that affect your driving ability. Your emotional, vision and physical condition are just a few. Responsibility, maturity, and self-control are factors that affect your driving. It’s not just skill that matters. It’s your ability to think clearly and make sound, responsible decisions. Everybody experiences strong feelings that are both positive and negative. When you experience a strong negative emotion, you may feel as if you have to display forcefulness. This can lead to driving aggressively. This is called road rage. Violence is sometimes associated with road rage. Strong emotions can have an effect on your driving. They can interfere with your ability to manage the risk involved.   Ã‚  Ã‚  Ã‚  Ã‚  Inattention and lack of concentration may affect your driving. Both of them take your mind off of the road. It could be you being preoccupied or thinking about an exciting basketball play. It may be that you are thinking about a test that you need to study for, your boyfriend or girlfriend. The lack of concentration may cause you to speed or break other driving rules without you realizing it.   Ã‚  Ã‚  Ã‚  Ã‚  Safe driving is a full-time job for your mind and your body. Drivers must be in a state of mind that allows them to see, hear, acknowledge signals of the roadway and behave accordingly. If the occasion ever occurs when you’re not in the right state of mind, allow someone else to drive fo...

StatementofWork

Clients are urged to ensure that all the details contained within this proposal meet their requirements before further work commences. If the nature and scope of the project changes the costs and timings need to be revised. Once this document has been approved, the project will progress into the next stages. This may include further documentation detailing requirements and functionality or it may go straight into design. This will depend on the nature of the project. Overview The Brief What Network Solutions is going to be doing is setting up the wired and wireless outwork for Retail/Wholesale Sales at their location in Atlanta Georgia.Objectives and Business Requirements So our main objectives will be setting up all the cat 6 and fiber optic cabling, the server room, the Wi-If access points, the computers, printers and phones. Target Audience This statement is intended for the fallowing parties; the company owners, management and facilitator. Project So what we (Network Solutions) p lan on doing are as fallows. We will be setting up a server room in the basement as the central location. We will be using lockable beanies for the security of the servers.We are going to run a backbone to all the floors, then we will be running Cat 6 cable for each drop aka; computer, printer, access points and extra runs for a ten percent growth. We will be terminating all cables, testing all cables, setting up all workstations, printers and access points. [Insert the estimate here. ] Items Features/Functionality Lockable cabinets To protect the servers Access points For using Wi-If Routers To connect to the WAN Cabling The network the devices Servers To run the network Workstations/mobile workstationsTo provide a place to work Wall plates For ease of access Switches To connect multiple Lana Terminators Ease of access 110 blocks To connect multiple workstations Phones For communication Outline Requirements Promotion and Communication We will be using Continuum for system back up a nd Webfoot for end point solutions. We Network Solutions will be in charge of system backups and network issues. The data will be coming from Verizon and dish, and monitored by Continuum.Its web base client will have an agent installed on each server and local machine enabling he support solution company with data for the backup set, internet speeds, virus definitions and more hardware notifications. Look and Feel Neat and professional. Business Continuity (Disaster Recovery) The Continuum's TATTOO system is a snap shot to a virtual ready cloud so it will be an easy recovery system. Roles and Responsibilities Network Solutions will be taking care of all the install and set up. Assumptions, Exclusions Point of sale is to be provided by another vender and will not be provided by Network Solutions.

Witness 1985 Short Story

Carter didn’t recognize the room he had just woke up in. Confused he sat up and looked around, his eyes only taking a moment to adjust to the dimly lit surroundings. The room was very plain and almost completely bare aside from a white desk he sat behind and single light bulb that hung low from the ceiling. Seeing a door out of his right eye he went to move for it, only then noticing the handcuffs restraining both hands to where he sat. â€Å"It must be cemented to the ground†, he thought, because no amount of wriggling on his behalf could move it even an inch. â€Å"Goddamit! Where the hell am I?† he shouted at the cement wall in front of him, scanning the room for anything that might give away his location. He didn’t appear to be hurt apart from a dull throbbing at the back of his head –the likely source of his unconsciousness – and a small cut on his lip that filled is mouth with the taste of salt and rust. His police badge was still clipped to his shirt and it too appeared undamaged. â€Å"Hey, somebody help me! Can anybody here me!† he yelled. â€Å"Keep it together, Carter, he thought. The last thing I need to do right now is panic. What had happened? His memories before had woken up here were nothing but a haze. Closing his eyes tightly, he tried to picture where he had been before he had woken up here. The memories started to trickle through the darkness of his mind, gradually forming shapes and images until it finally washed through him like a wave and he could remember. It had started with a phone call â€Å"Did you deliver the kid’s interview to Shaefer?† the John had asked from the telephone. It was the middle of the night and the call had been a rude awakening for Carter. The Amish boy had been the only witness to a police officer’s murder, but Carter didn’t know why the interview was so important. â€Å"Nah I didn’t get around to it,† said Carter sleepily, stifling back a yawn. â€Å"What’s goin’ on man? â€Å"I haven’t got time to explain,† came Book’s exasperated voice. â€Å"I want all the paperwork on the Lapp case to disappear. I need it done tonight, do you understand?† â€Å"Do you know what you’re telling me to do, John?† he asked, shocked and now very much awake. â€Å"Just do it, man,† retorted Book. â€Å"I’m gonna disappear for a couple of days†. â€Å"What’s going on, man?† asked Carter alarmed. â€Å"What is happening?† â€Å"I’ll call you when I can,† said Book. â€Å"And be careful. Schaefer’s in this too†. Book hung up leaving Carter utterly astounded. It was one thing for McFee, an esteemed narcotics detective, to be involved in this drug scheme as well as the murder of a fellow officer, but now their Chief of Police as well. What was he going to do? He went to the station that night to get the files. The file room was deserted but that didn’t stop him looking over his should every three seconds. The paper shredder was waiting in his study when he got home. To Carter it looked more like a dangerous weapon he was about to commit some awful crime with. â€Å"What the hell am I doing?† he said under his breath â€Å"This is against the law.† How much was he risking for Book and the Lapps? Going to prison, certainly, but perhaps something even worse? He couldn’t help but think what Schaefer and McFee would do if they found out. At that moment Carter looked down at his badge. Even upside-down he could read the brass coloured motto engraved into it. â€Å"Protect and serve,â€Å" he said firmly. After a brief pause Carter turned on the shredder. â€Å"You owe me one, man,† he muttered to himself as he pushed the files into the machine. The next few days at the station were spent with his head down. Luckily, without his Book around, Carter was busy with both of their cases, giving Schaefer only a couple of brief opportunities to interrogate him. Each time Carter had played dumb, Book had up and ran without telling him anything. Three nights after receiving the call from Book, Carter was called out for duty. The alley was dark and deserted as he walked along; littered with broken glass and old newspapers that fluttered in the cold evening breeze. Carter pulled his coat tighter around his body, but I could do nothing to keep him from shuddering. A drop of rain landed silently on his nose. He had live in Philly long enough to know a bout of thunder and lightning would soon follow, but he was too preoccupied with the storm raging in his own mind to take much notice. He had been called out to investigate one of the slum-like apartments that filled the alleyway: a possible homicide perp. An automated light switched on as he stopped outside the apartment, bathing him in its brilliance. It distracted him enough so that he did not notice the figure that step out from the shadows behind him, hearing only a whoosh of air as something heavy was brought down on his head. Clack! Clack! Clack! Carter’s eyes flew open as he heard the sound of approaching footsteps. The door opened, and in walked Schaefer followed closely by Mcfee. He expected them to be behind his kidnapping, though he thought they probably had some hired crony knock him out. Neither men were smiling and Carter could feel their eyes shooting bullets at him. Mcfee was holding something heavy in both hands, though looking into the shadows Carter could not make out what it was. Schaefer approach the desk and looked down on Carter with an exasperated expression. â€Å"You knew you couldn’t avoid me forever,† said Schaeffer, slowly circling Carter. â€Å"Why don’t you tell me where he is, Sergeant? â€Å"You know, don’t you?† Carter stared forward, hardly daring to breathe. â€Å"I just want to talk to him: make him see sense,† continued Schaeffer. â€Å"I know he’s with the Amish. God, I’d do anything to see him now. Can you imagine John at a prayer meeting?† he said, chuckling. â€Å"Go to hell,† spat Carter. â€Å"I was afraid you might say that,† replied Schaefer. â€Å"Mcfee, bring it over hear†. Mcfee did has he was told and brought the object over to the table, setting it down with a dull thud. Carter’s stomach fell when he saw what it was. It was a car battery. He was full of terror once more at the sheer thought of being tortured. He had to do something, anything, to escape this fate. He did his best to keep his composure. â€Å"It’s called a â€Å"picana† and it can deliver twelve thousand volts of electricity†, explained Schaefer. â€Å"It is very painful, you can trust me on that, so just tell me where he is so we don’t have be unpleasant.† Carter said nothing, instead looked him straight in the eyes, noticing that Schaefer failed to meet his gaze. â€Å"Lost the meaning, did you, Paul?† said Carter. â€Å"What,† responded Schaefer. â€Å"Isn't that what you used to say about dirty cops?† explained Carter. Somewhere along the way they lost the meaning? John told me about it. He also told me that you taught him everything about being a cop. I guess you can’t teach someone how to be a scumbag.† In that instant, Schaefer could see Book sitting in front of him and he was brought back ten years when John had been fresh out of the academy and where he still lived for the law. But those days were over. Schaefer leaned over the desk towards Carter until his face was only a foot away, blocking out the light, so that Carter could see every wrinkle on his aging face. â€Å"You can, believe what you like about your precious hero, John Book, but he’s no better than the rest of us.† This could be my chance thought Carter. He looked at Schaefer for a moment and then spat a round ball of saliva into his eye. â€Å"You’re not a man,† said Carter. You’re nothing but a worthless piece of garbage. Carter could see that his comment had hit home. A look of pure loathing entered Schaefer’s face and, like lightning, he pulled out his gun and pull the trigger. In the split second it took for the bullet to hit him, a million thoughts rushed through Carter’s head, but is felt the hot fire in his chest and the darkness closing in, one overrode them all. He had done his duty. He looked up at Schaefer and saw the regret in his face at what he had just done. â€Å"Protect and serve,† he whispered finally, and closed his eyes. Composition Questions 1. Which task option did you choose? I chose the insertion of incident / episode; 1. (i) Describe the setting(s) (ii) How is the setting made significant? The story is set, for the most part, in the room of an old warehouse. The setting is significant because it is very separate from the rest of the world, just like to Amish and the corrupt police force. 1. Describe the character(s) – no more than three main characters (advise one or two characters) by: 1. Sergeant Carter 1. Authorial description: a honourable cop who is looking to protect and serve the innocent and defend anyone against the corruption of the police 2. Dialogue: Carter’s dialogue will reveal that he is a self-assured, confident policeman who will stick up for what he believes in 3. Action and interaction: the way Carter acts when he is captured will show that his is courageous is the face a danger and will do anything to fulfil his duty. 4. Other characters opinions of the person: The conversation between Book and Carter shows that Book trusts his partner whole-heartedly even with the whereabouts of his hiding place. Paul Schaefer on the other hand respects Carter’s integrity but at the same time loathes him for the fact that he has not become corrupted. 1. Narrative elements: 1. Establishment: The establishment takes place after Carter wakes up in the warehouse. It shows the call from Book 2. Complication: Carter finds out that Scahefer was involved with Zenovich’s murder and must destroy the Lapp families file so they can not find them or Book 3. Conflict: After avoiding Schaefer at the station he is called out at night to a fake perpetrator and is then knocked unconscious 4. Climax: McFee and Schaefer come to the warehouse to question and torture Carter in order to find the whereabouts of Book. 5. Resolution: Carter realises he will betray Book and the Lapps if he is tortured so he find a way to anger Schaefer enough so that he will kill him first. He manages to do this a dies at peace knowing he has done the right thing 5. How did you use description in the story to create a dominant impression? Giving a description of the room in which Carter had been imprisoned as well as the dark alley in which he was assaulted help create a dominant impression. 6. How did you use foreshadowing by: reactions, sentence and phrase length, motifs, images or symbols? I primarily used the motif and symbol of the police badge and police motto to create foreshadowing. Carter didn’t know if he do what he required to be law, or what he was required to do as a police officer. Then he looked at his badge and saw that he needed to protect and serve. He could have chosen to save his own life by turning book in, but the audience knew this would happen after he looked at the badge. There was also some dialogue use in which he ask rhetorically what Schaefer ad Mcfee would do to him if they found out. When he is walking down the alley, it is cold and about to storm which is a foreshadowing that he is about to be captured but also shows the helplessness of his situation. 7. What is the invited reading of your story? How do you use story elements (incident, statements, actions, reactions, motifs) to make the reader interpret an idea, a person or an event favourably, or less favourably? I invited the reader to look less favourably upon the theme of police corruption by using the phone call event between John and Carter as well as implying that Schaefer has tortured people before. 1. Which point of view narration did you develop (first person central; first person limited; third person limited; third person omniscient)? Which difficulties did you encounter in trying to produce this point of view? For almost the entirety of the story I used a third person limited narration, or at least it seemed I did; however at the end I give a brief perspective of Schaefer that make to story third person omniscient. It was difficult to change the perspective from one person to the other, as it seemed to give too much information to the audience. 1. Which purpose did direct speech serve in the story’s effect? Some of the dialogue was very strong and it was used to highlight the drama of certain scenes as well as the over all story. 1. Where have you used crosscutting and/ or flashback? The story starts off when Carter wakes up and realizes he has been captured. He then tries to remember what has happened the last few days and it flashes back to a phone call he had with Book. It then describes the events that lead up to him being captured and the cuts back into the scene in which he is captured. Schaefer has a brief cross-cut when he remember Book when he started on the force 1. Give examples of your use of pathetic fallacy. The room in which Carter is bare and dark, which shows the mood of that he is in at this point. When he is walking down the alley, it is cold and about to storm which is a foreshadowing that he is about to be captured but also shows the helplessness of his situation. 1. Have you settled on one incident or episode (see task options) in which flashbacks are used, including one or more voices conveyed by reported thinking or by direct quotation? Yes I decided to insert a episode in which the murder of Carter takes place. I use the reported thought of Carter and Schaefer as well as the dialogue of Carter, Book and Schaefer. 1. Did you unify the parts of the story by motif, symbol, event or juxtaposition? The symbol of the police badge and the motif of the police motto, â€Å"protect and serve†, run through the story. There is also a constant juxtaposition of light and darkness in respect to the good and bad cops.

Conjunction Worksheet

Name ______________________________ Period ______ Date _____________ Conjunctions Practice Worksheet A. Match the sentence halves to make a complete sentence. Draw lines between the two. |Both Peter |but we have enough money. | |Not only do we want to go |neither true nor realistic. | |Either Jack will have to work more hours |and I are coming next week. | |That story was |either his career or his hobby. |Students who do well not only study hard |but also use their instincts if they do not know the answer. | |In the end he had to choose |or we will have to hire somebody new. | B. Combine the following sentences into one sentence using paired conjunctions (conjunctions that go together). Choose from the following options: both †¦ and; not only †¦ but also; either †¦ or; neither †¦ nor 1. We could fly. We could go by train. ______________________________________________________________________________________ 2.She will have to study hard. She will have to concentra te to do well on the exam. ______________________________________________________________________________________ 3. Jack is not here. Tom is in another city. ______________________________________________________________________________________ 4. The speaker will not confirm the story. The speaker will not deny the story. ______________________________________________________________________________________ 5. Pneumonia is a dangerous disease. Small pox is a dangerous illness. _____________________________________________________________________________________ 6. Fred loves traveling. Jane wants to go around the world. ______________________________________________________________________________________ 7. It might rain tomorrow. It might snow tomorrow. ______________________________________________________________________________________ 8. Playing tennis is good for your heart. Jogging is good for your health. ___________________________________________________________________ ___________________ C.Below you will find clauses that need a conjunction to create a compound sentence. Choose the conjunction that makes the most sense in the sentence. 1. You can come to the meeting ____ you can hear all the information. a. So b. Because c. While d. Until e. Nevertheless 2. I’m not leaving _____ I get an apology from you. a. So b. Because c. While d. Until e. Nevertheless 3. I came here _____ you could give me an explanation. a. So b. Because c. While d. Until e. Nevertheless 4. Bob is very tall _____ Bill is very short. a. So b. Because c. While . Until e. Nevertheless 5. You look frightened _____ there is nothing to be scared of. a. So b. Because c. While d. Until e. But 6. I refuse to pay anything _____ you do the work properly. a. So b. Because c. While d. Until e. But 7. I’m going shopping for food this evening _____ I am having guests for dinner. a. But b. While c. Until d. Because e. So 8. You seem happy _____ you are smiling all the time. a. But b. While c. So d. Because e. Nevertheless 9. I don’t mind if you go out for lunch _____ we will take a break at noon. a. So b. Because Conjunction Worksheet Name ______________________________ Period ______ Date _____________ Conjunctions Practice Worksheet A. Match the sentence halves to make a complete sentence. Draw lines between the two. |Both Peter |but we have enough money. | |Not only do we want to go |neither true nor realistic. | |Either Jack will have to work more hours |and I are coming next week. | |That story was |either his career or his hobby. |Students who do well not only study hard |but also use their instincts if they do not know the answer. | |In the end he had to choose |or we will have to hire somebody new. | B. Combine the following sentences into one sentence using paired conjunctions (conjunctions that go together). Choose from the following options: both †¦ and; not only †¦ but also; either †¦ or; neither †¦ nor 1. We could fly. We could go by train. ______________________________________________________________________________________ 2.She will have to study hard. She will have to concentra te to do well on the exam. ______________________________________________________________________________________ 3. Jack is not here. Tom is in another city. ______________________________________________________________________________________ 4. The speaker will not confirm the story. The speaker will not deny the story. ______________________________________________________________________________________ 5. Pneumonia is a dangerous disease. Small pox is a dangerous illness. _____________________________________________________________________________________ 6. Fred loves traveling. Jane wants to go around the world. ______________________________________________________________________________________ 7. It might rain tomorrow. It might snow tomorrow. ______________________________________________________________________________________ 8. Playing tennis is good for your heart. Jogging is good for your health. ___________________________________________________________________ ___________________ C.Below you will find clauses that need a conjunction to create a compound sentence. Choose the conjunction that makes the most sense in the sentence. 1. You can come to the meeting ____ you can hear all the information. a. So b. Because c. While d. Until e. Nevertheless 2. I’m not leaving _____ I get an apology from you. a. So b. Because c. While d. Until e. Nevertheless 3. I came here _____ you could give me an explanation. a. So b. Because c. While d. Until e. Nevertheless 4. Bob is very tall _____ Bill is very short. a. So b. Because c. While . Until e. Nevertheless 5. You look frightened _____ there is nothing to be scared of. a. So b. Because c. While d. Until e. But 6. I refuse to pay anything _____ you do the work properly. a. So b. Because c. While d. Until e. But 7. I’m going shopping for food this evening _____ I am having guests for dinner. a. But b. While c. Until d. Because e. So 8. You seem happy _____ you are smiling all the time. a. But b. While c. So d. Because e. Nevertheless 9. I don’t mind if you go out for lunch _____ we will take a break at noon. a. So b. Because

Representations of Freedom - Degas, David and Greuze Essay

Representations of Freedom - Degas, David and Greuze - Essay Example The essay "Representations of Freedom - Degas, David and Greuze" gives a review of paintings of Degas, David and Greuze. The paper also discovers familial representations of freedom in their works. Degas’ early works, which dealt with his own family members, showed that the matriarchal figure was in a state of repression due to the bourgeois class style in which they were living. In his later works, such as the brothel series, a freedom of individuality and family values were shown. The painting by Degas, Name Day of the Madam, shows a madam and her concubines looking towards her in ultimate respect, whereas in the familial paintings of his own family Degas’ showed that there was no respect given to the patriarch of the family. Degas used the brothel to show that even though the whores sold themselves for other people’s sexual desires, they are freer to act as a family, than the bourgeois families where the patriarch ruled with an iron fist. Furthermore, he also represented the fact that the bourgeois families act more like a forced business decision where discontent and discord is prevalent. Jaques-Louis David’s painting, The Sabine Women, shows that family life and values tended to be freeing themselves from the repression of antiquity. Thus, while working on the painting, he had stated to his students that his approach to his painting would be to hearken back to the Greek style and out of the repressive, constrictive style of the Romans. He, also, suggested the idea of paying an entry fee.

Fossil case Essay Example | Topics and Well Written Essays - 2000 words

Fossil case - Essay Example ed by Fossil can be clearly construed as heterogeneous in nature, which is so because the customers would tend to search for the products first and then chose the one which suits them best and satisfies their wants. The essential characteristics of such products and the consumer decision making is listed below. The sequence of product lifecycle is where a new product evolves through series of stages over a period of time. These stages are the development of the product, moving to introduction, then growth, maturity and finally decline. There reason that has been associated with the changes in the product life cycle and the creation of such a sequence is change in the situation of marketing which resultantly affects the marketing strategy and marketing mix,. Marketing mix is commonly referred to as the 4 P’s of marketing. These 4 P’s are the parameters that the marketing manager can control subject to the internal and external constraints of the marketing environment. Pricing is a main feature of the marketing mix and the only one which generates revenue. It would be better for the company to increase the buying capability of the customers to gather larger revenue

Interview a principal Essay Example | Topics and Well Written Essays - 750 words

Interview a principal - Essay Example This constitutes on interview with one such individual – Principal Robert Cavo of Nixon Elementary School in Roxbury School District. Interview 1. What was the hardest job you had to manage as a principal? Hardest thing for him was curriculum because this was an area of weakness. In this situation he brought in experts (his curriculum coordinators) in to help him through it. While there were state standards for curriculum, managing the means by which specific curriculum aspects were emphasized and the most efficient means of instruction were and remain prominent areas of concern. In a sense teachers, like the students, need to come to intimately understand the curriculum as through this deep-understanding the greatest instruction emerges. It becomes his responsibility to ensure that this occurs. In situations where your weakness lies, you need to know when to get/bring in help. Therefore, as a leader, you must take the time to learn the area of weakness to improve but also bri ng in strong individuals to assist you in the process. He notes that it’s impossible for a single individual to have the greatest knowledge of all areas and this was a major aspect he had to learn early in his administration. Since he has come to recognize that in large part the job of the principal is the successful and efficient delineation of power. Your personality will dictate your areas of strengths and weakness. A good leader will know their areas of strengths and areas of improvements. 2. What is/was the greatest internal reward you got out of your principal position? One afternoon, I was walking down the hallways and there was a little boy walking towards me and I happen to know his name. Therefore, I said hello, David. The boy turned to me and asked me, if I know every student in the schools name. By this comment, it symbolized that the students felt like they mattered to me. Ultimately I entered the education profession primarily because I saw it as an avenue to ut ilize my given strengths and talents in a meaningful context. I feel my life is enriched everyday through interactions with students and parents, as you really come to recognize that you are making a positive difference in the community. Kids felt like they matter when they attended school, which meant the teacher felt like they mattered, which meant the parents felt like what they thought mattered and that is what the principal’s main goal was as a school leader. 3. Are there words of advice or wisdom someone had told you or you have heard that you try to structure your principal philosophy around? Don’t feel that you can’t ask someone a question or someone for help. I am one to always ask for help? Or how did you get his done, or how did you do this? Not like I am going to do the specific task the same way, but I will see the path on how you got there. While I recognize that it’s important for the school principal to demonstrate a strong vision and inde pendent path, this must occur within the context of the school and greater community. Rather than attempting to institute my outside vision I have come to adopt a view of progress and leadership as an organic element of community and student interests. My role as a principal then becomes balancing and forming these interests into a functional whole. 4. What is/was your principal’