Economic Development Patterns Of Employment And Retirement

the government play in this process, if any? Societal aging may possibly affect economic development patterns of employment and retirement, the way individuals and families operate, the capabilities of governments and communities to offer sufficient resources for the elderly population, and the commonness of chronic disease and disability. The social, economic, and demographic deviations that the United States is undergoing at the population level may perhaps have far-reaching outcomes on one’s physical health and well-being. For instance, changes in household arrangement may also lead to different options in the methods of family caregiving, chronic diseases of aging could turn out to be more widespread, and the health care field may encounter conflicts as the numbers rise due to Americans needing more medical care services. Inequalities of health are still occurring amongst the racial, cultural, and socioeconomic groups. Continual research and observations are crucial so we can get a clear understanding of the reasons of these inequalities and in what way they correlate to social, economic, and aspects of our health care system and create interventions to help in decreasing these inequalities. Also, there are inequalities for differences for the possibilities for a physically fit, safe, secured old age that is transpired in midlife. For instance, â€Å"the National Institute on Aging (NIA) supported research indicating that Americans in late middle age have much widerShow MoreRelatedChanges in Society, Culture and Technology and Their Impact on Human Capital1747 Words   |  7 Pagescertain things. (g) Civil Society. The society as such is ever evolving and changing and thus contributes to changes in society. 4. Changes in Culture. The factors are:- (a) Invention. It involves production of new objects, ideas, and social patterns. 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This Myths and Realities examines the Read MoreThe Objectives Of Pension Policy1900 Words   |  8 Pagesrisks and horizontal redistribution over the life cycle when individuals have greater needs or lower incomes). Consumption smoothing through pensions transfers economic resources from employment to retirement when households use their accumulated savings to provide the necessary income and maintain similar standards of living during retirement (Barr, 2012). Furthermore, pension annuities aim to provide insurance against a range of uncertainties, such as the risk that a person will outlive their savingsRead MoreThe Great Depression Of 1929 And World War II988 Words   |  4 Pagesmainly of women and men widowers who live alone for half of them, especially women. This cohort had significant opportunities in education as a post-war economic boom struck America. 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The No Child Left Behind Act - 1633 Words

According to the Nation’s Report Card, only forty percent of 4th graders and thirty-three percent of 8th graders are performing at or above levels of proficiency on the National Assessment of Educational Progress (NAEP) mathematics test in 2015. These numbers are unchanged from 2013, showing that no progress is being made. The United States education system needs to drastically be reformed so that our test scores and work output is comparable to that of higher-achieving nations such as China and Japan. One policy currently in place that is making it difficult for teachers to teach the way they would like is the No Child Left behind Act. The act was originally made so that schools are held accountable for their students’ progress, parents get more choices of which school their children will attend and so that there is more flexibility for how funds can be distributed by the schools. The No Child Left Behind Act needs to be reformed because it encourages teachers to teach to the tests, gives money to schools already succeeding, and forces teachers to focus mainly on students struggling rather than average or excelling students. The No Child Left Behind Act was originally written in 1965 and signed by Lyndon B. Johnson as the Elementary and Secondary Education Act (ESEA). The act explained that â€Å"full educational opportunity† should be the nation’s priority. In 2002, the act was rewritten by former President George W. Bush and renamed the No Child Left Behind Act. TheShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 fund ing that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Notes for Driving Free Essays

string(75) " Speed Limit Signs These are white, mostly rectangles, with black writing\." When you become a driver you are part of the â€Å"system†. This â€Å"system† is the Highway Transportation System (HTS) 3 parts to the HTS: 1- People 2- Vehicles – all types 3- Roadways The goal of the HTS is to move people and cargo from one place to another in a safe, efficient, and economical manner. How is the HTS regulated? By local, state, and federal government agencies. We will write a custom essay sample on Notes for Driving or any similar topic only for you Order Now The federal government established the National Highway Safety Act. All agencies enforce the following guidelines set forth in this act. 1- Vehicle code – the laws that have been passed – Assure that these laws are obeyed 3- Motor vehicle departments set the rules to assure that driver and vehicle standards are met 4- Rules for the courts to go by for guilty or innocent 5- Engineers plan, build, and maintain roadways The driving task This involves all of the social, physical and mental skills required to drive. You MUST develop habits to perform these tasks with low-risks results. Habits you MUST develop: 1- Using knowledge and visual skills 2- Obey all traffic laws 3- Judging time and space – Anticipating how your car will react under normal and emergency situations SOCIAL SKILLS – You must be able to drive while interacting with other people – Courtesy and cooperation make low-risk driving possible PHYSICAL SKILLS You need to practice and develop the skills needed to drive, until they become a habit. MENTAL SKILLS Decision-making is a mental skill you need to develop in order to be a safe, low-risk driver. Developing the IPDE System into your driving. I – identify important information in the oncoming scene. P – predict when and where possible points of conflict will develop. Compare and Contrast Driving in the Winter and Driving in the Summer iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/compare-contrast-driving-winter-driving-summer/embed/#?secret=yAe4twwpBu" data-secret="yAe4twwpBu" width="500" height="282" title="#8220;Compare and Contrast Driving in the Winter and Driving in the Summer#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe D – decide when, where, and how to communicate, adjust speed, and/or change position to avoid conflict. E – execute the right action to prevent conflict. There are two other systems that can help you in the IPDE system: 1- The Smith System – helps develop seeing habits 2- The Zone Control System – helps you manage the space around your car. You need to develop the system approach to become a defensive driver. This will help you lower your risks and keep you and others from dangerous situations. Your Driving Responsibilities DRIVING IS A PRIVILEGE – NOT A RIGHT The privilege is based on the assumption that you will be a responsible traffic citizen and obey the traffic laws. ATTITUDE Your attitude toward driving as well as life affects your willingness to develop the habits needed to be a safe driver. ROAD RAGE What is it and what causes it Breakdowns in the HTS. These occur when any part of the HTS does not work well. Collision – occurs when a vehicle has a problem and hits another object. Which is more correct? Collision or Accident? An accident is something that happens by chance†¦ a collision is something that has a predictable cause. The most common cause for a collision is†¦ DRIVER ERROR (P. 9) Causes of deaths: A major cause of vehicle deaths is†¦ LACK OF EXPERENCE Social and Economical Loss Collisions cause social and economical loss by: – property damages (p10) – time away from work or school – medical fees – insurance premiums Your financial responsibilities. – vehicle related costs: fuel, maintaince, and insurance. – Any damage that you cause while driving. Your environmental responsibilities. – air and water pollution – chemical spills – land pollution What you need to do: 1- maintain your vehicle – buy fuel efficient vehicles 3- use fuel efficient driving practices 4- recycle materials you can 5- car pool or use public transportation when you can 6- work with the government to encourage use of energy-efficient driving DRIVERS LICENSE Most of the time young drivers simply make mistakes from inexperience. 41% of young people killed in collisions died in single car collisions. GETTING YOUR LICENSE IN SC The Graduated Licensing System 1- Permit – can drive with an adult licensed driver – must have permit for 6 months (180 days) must log at least 40 hours of driving at night 2- Intermediate (restricted) – must have had a permit for 180 days and completed a driver’s education course – can drive from dawn ‘til dusk by yourself – drive at night with a licensed adult – limited number of passengers – must not get into a collision or have any violation for 180 days. Violators turn the clock back to zero. – Repeated violations could land you in traffic school. 3- Full License – unrestricted driving – as related to time of day you can drive alone. Organ Donor Program You may indicate on your license that you wish to be an organ donor. IMPLIED CONSENT PROGRAM (LAW) When you sign your license in SC you give an officer the right to test your blood alcohol content (BAC). If you refuse the test you will lose your driving privilege. WHY DO YOU TAKE A DRIVER’S EDUCATION COURSE Chapter 2 Signs, Signals, and Roadway Markings Traffic Signs There are three types 1- Regulatory – control traffic flow 2- Warning – alerts of a possible hazard or road condition 3- Guide – give direction Stop Signs This is the only red, octagon sign we have. You must come to a COMPLETE(full) stop at this sign. Four-way stops – rules you need to follow 1- The first one stopped gets to go first 2- If 2 cars get there at the same time, the car on the right gets to go first 3- If 2 cars get there together and are across from each other, the car traveling straight goes first 4- If 3 or 4 cars get there together, one needs to enter the intersection to show intent, but with caution 5- ALWAYS CHECK THE INTERSECTION BEFORE ENTERING IT Yield Signs This is the upside down triangle – red and white You must allow others in the intersection or approaching the intersection to go first before you. This is called giving the right of way. Right of way is given, not taken. p. 2 Speed Limit Signs These are white, mostly rectangles, with black writing. You read "Notes for Driving" in category "Papers" They indicate what the safest maximum speed for that roadway in IDEAL conditions. Basic Speed Laws state that when conditions are not IDEAL you must not travel faster than what is safe for the conditions. Advisory Speed Limits are set for certain sections of the roadway. Once you have cleared that section you may resume the posted speed limit. Warning Signs These are yellow signs that warn you of upcoming conditions in the roadway. Most are diamond shaped with black symbols. School Signs indicate where school zones and crossings are. They are shaped like a house (pentagon). No Passing Signs are placed before where the roadway begins to narrow. Construction Signs indicate where construction zones are. They are orange signs with black symbols and letters. Railroad Signs – There are two types of railroad signs; a yellow circle with a black â€Å"X† and two â€Å"R†s also black and a white cross with black railroad crossing letters. The yellow sign indicates you are approaching a railroad crossing and the white â€Å"X† indicates where the railroad tracks begin. p. 3 Guide Signs These signs mark routes, intersections, service areas, and other points of interest. Route signs are local, state, U. S. and interstate markers. US = white shield on a black sign with black #s State = white square with black #s and letters Interstate = red and blue shield with white letters and #s Even #s = east and west Odd #s = north and south 3 numbered route that begins with an odd # goes into a city 3 numbered route that begins with an even # goes round a city (beltway) Other guide signs are: Green = give information on destinations and distances Blue = roadway service information (hospital â€Å"H†) Brown = recreation areas and points of interest TRAFFIC SIGNALS Include traffic lights, arrows, flashing signals, lane signals, and pedestrian signals. Traffic lights are red, green, and yellow. Red = stop Green = proceed through the intersection if it is clear to do so. Yellow = slow and stop if you can do so safely. Right turn on red and left turn on red. When can you do it. p. 4 Flashing signals: Red – treat it as a stop sign Yellow – treat it as a yield sign Arrows tell you the direction in which your lane must travel. Green = proceed if it is clear to do so Yellow = yield and stop if possible Red = Stop only in that direction Lane Signals – these lights will switch the direction of traffic in a certain lane to control the need for traffic flow. Pedestrian Signals – allow walkers to cross at an intersection safely. â€Å"walk† â€Å"don’t walk† When a police officer is standing in the intersection, their directions overrule any signal. Roadway markings These are yellow or white lines as well as arrows, stop lines and crossings. Broken Yellow Line = separates two-way traffic and you may pass when it is clear to do so. Solid Yellow Lines = separate two-way traffic and you are not allowed to pass. Shared Turn Lanes = you may enter and wait until it is clear before you turn left across traffic. Broken White Line = separates traffic traveling the same direction. You may pass if it is clear to do so. Solid White Line = indicates the right side of the road and should not be crossed. White Arrows = indicate which direction you are allowed to travel in that particular lane. Rumble Strips — Lane Reflectors – Yellow Curb Markings Chapter 3 Basic Vehicle Controls INSTRUMENT PANEL Speedometer – tells you how fast you are going Tachometer – tells you how many revolutions your engine makes in one minute Odometer – tells you how far your car has traveled in its lifetime Fuel Gauge – tells you how much gas is in your gas tank Temperature gauge or light – warns you when the coolant in your engine is too hot Oil pressure warning light or gauge – warns you when the oil is not circulating at the proper pressure Alternator warning light or gauge – tells you there is a problem with your electrical system, the alternator is not generating enough electricity to keep the engine running Brake system warning light – tells you 1st that your parking brake is engaged and 2nd that there is a problem in your braking system Antilock braking system light – tells you that your ABS is working properly Safety belt light – reminds you to fasten your safety belt Air bag warning light – tells you that your air bags are working properly Turn signal indicators – tells you which direction that you have indicated you are going to turn. Most are small green arrows. High beam indicator – tells you that your high beam head lights are on, blue light. VEHICLE CONTROLS Steering wheel – controls the direction of the front wheels. Turn right to go right and turn left to go left. Steering wheel adjustment lever – can tilt the wheel up and down Selector lever – lets you put the car in a gear. Either on the steering column or in the center console. Gear shift lever – lets you put a manual transmission car into a gear. Ignition Starter switch – you start the engine by putting the key into the ignition switch. Page 42 – picture or positions Cruise control – lets you set and maintain a certain speed. Parking brake – keeps the car in place when it is parked. Locations? Clutch pedal – is in a manual transmission car, is located to the left of the foot brake and s pushed down (in) to change gears. Foot brake pedal – push the pedal down to slow and stop the car. Also makes the brake light on the back of your car light up. Accelerator pedal – Located to the right of the brake pedal, push it down to get the car to go faster, release the pedal to get the car to slow down. SAFETY, COMMUNICATION COMFORT DEVICES Safety belts – always wear you seat belt when your car is in motion. It will help protect you from injury in a collision. Head restraints – padded devices that help prevent head injuries in collisions. Inside and outside rearview mirrors – these mirrors help you see what is behind your car ithout turning around and looking. Blind spots are the areas that your mirrors do not show you. Horn – located on the steering wheel. Hazard flasher control – located on the steering wheel or control panel. Turns on both sets of turn signals when engaged. Windshield wipers and washers – one switch for both usually, it turns on your wipers and squirts water onto your windshield to clean off the dirt. Light switch – controls the headlights, taillights, side marker lights, instrument panel, license plate and dome light. Hood release lever – located on the left side under the instrument pa nel, pull to release he hood, then go out and open by releasing the front latch. Heater, air conditioner, and defroster – heating and air conditioner warm and cool the car passenger area and the defroster keeps the windows clear of moisture. Sun visors – located above the windshield, pull down to block the sun. Seat adjustment lever – usually at eh lower front or left side of the seat. GETTING READY TO DRIVE Outside Checks 1- Walk around the car looking for obstructions and spills. 2- Glance at the tires. 3- Where are the front wheels pointed. 4- Make sure that the windows are clean and clear. Lights also. – Check back window ledge for sight obstructions. 6- Look inside for any unwanted passengers. Getting into the car 1- Have your keys ready, especially if you enter from the road side. 2- Walk around the front of your car and back to the door facing traffic. 3- Get in quickly, lock the doors and put the key in the ignation. Inside Checks 1- Lock the door s 2- Adjust your seat and steering wheel so that you are about 10 inches from the wheel 3- Your hands should be able to reach the steering wheel with your elbows slightly bent and you should be able to reach the pedals with your knees slightly bent. – Your head restraint should be adjusted to hit the middle of your head. 5- Adjust your rear view mirror and side mirrors 6- Fasten seat belts. DRIVING AN AUTOMATIC VEHICLE Gear selector lever positions: P = park – transmission is locked in this position. R = reverse – used for backing up (backup lights) N = neutral – allows the wheels to roll without engine power D = drive – moves your car forward (overdrive) Low (L1, L2 or 1,2) = allow you to put more power to the wheels at lower speeds Starting the Engine 1- make sure that the parking brake is set 2- gear selector is in park – don’t press the accelerator (fuel injection) 4- Turn the key to ON and then START. Release the key when the eng ine starts 5- Check your gauges, lights and fuel level CHAPTER 4 Managing Risks with the IPDE Process The IPDE Process Every driver uses some kind of process to help them drive. Those who don’t, have a higher risk of collisions. The IPDE process helps reduce these risks. Risk can cause collisions. Factors that contribute to this risk are the driver, the vehicle, the roadway and the environment. Driver-contributed factors: – adjusting the radio – being angry or upset – blurred vision grooming – driving while drinking – cell phones If you are doing one or more of these and the driver you meet is doing one or more of these then you are increasing your risk. You can control what you do but you can’t be sure about what the other driver is doing. Vehicle-contributed factors: – bald tires – bad brakes – dirty windshield – broken or burnt out headlights – worn out wiper blades Roadway and environment-contrib uted factors: – bright sun – construction – dark shadows – snow or ice – sharp curves Good drivers make an effort to lower these risks if at all possible. Taking care of your vehicle and practicing a process, such as the IPDE, you can lessen your risks while you drive. The IPDE process Safe driving depends of your ability to see and analyze traffic situations correctly. The driving task is mostly a thinking task. When you are not thinking about your task of driving you increase your risk of a collision. By using the IPDE process you can develop the habits that allow you to drive more effectively while thinking of other things. The four parts of the IPDE, identify, predict, decide and execute. The IPDE process can be enhanced with the aid of The Smith System: – Aim High – Get the big picture – Keep your eyes moving – Leave yourself a way out – Make sure they can see you As well as the Zone Control System: – See a zone change – Check other zones – Create time and space by getting the best speed control, lane position, and communication Identify – you must know when to look, where to look, how to look and what to look for. The sooner you can learn to identify the correct things the more time you will have to react. The Zone Control System aids you in this. You have six zones around your car, each zone is about the width of a lane and extend as far as the driver can see. (pic. 65) An open zone is a space you can drive without a restriction to your line of sight or your intended path of travel. Your target area is the section of the road that is the center of your intended path. Far out there, up the road. A closed zone would be an area that your car can not go into without conflict. Book example is a red traffic light. You have to react to the light. The sooner you identify the closed zones the more time you have to respond. You should develop searching habits in three ranges: 1- your target area range – as far as you can see 2- 12-15 second range – 12 to 15 sec. in front of you 3- 4-6 second range – where your car will be in 4-6 seconds How to develop an Orderly Visual Search Pattern: steps on page 67 Your Field of Vision affects how you search. Most people have a field of vision which covers about 90 degrees to each side or 180 degrees total. Central Vision is what you are focusing on, it’s about 10 degrees. Peripheral Vision is the rest of your field of vision that is not in focus. When you are scanning the scene you need to Aim High in Steering. This means to look down the road, into your target area, and not just in front of your car. You also need to keep your eyes moving, this helps you scan the scene. If you put all of these scanning methods together you will Get the Big Picture. What do you need to look for? Look for open zones – you want to look for things that could cause the open zone to close. Look for other users – look for anyone who could affect your path of travel. Ground viewing – look at the vehicle approaching for clues that they will come into your path. Look for roadway features and conditions – intersections, hills, curves, width of the road (multilane to single lane, change in width of lane, surface hazards) Look for traffic controls – know where controls are located at different times and places. Predict – once you have identified, you need to predict how the hazard might affect your path of travel. How you go through the predicting process will help determine how the hazard may affect you. Learning how to look at a situation is important. You must identify all possible hazards to determine what each one may do. Knowledge of driving laws and this class will help you predict. You know what the driver is supposed to do and how they are supposed to react to certain traffic situations. You must however make yourself prepare ahead of time for situations that could occur. Play the head games at times. The main thing that makes you a better predictor is EXPERENCE. You can’t get it if you don’t experience it. The two things that you must be able to predict are the actions of other vehicle users and the way your car is going to react in situations. When predicting the actions of others you need to look at their path of travel, the actions they may make, do I have an open zone? , and where might the point of conflict be? Predicting the reactions of your vehicle is the easiest of this process. You should know what condition your car is in, how are the tires, how soon can I stop, etc. Decide – Once you have identified and predicted what may happen, you now need to decide what you need to do. Maintain, swerve, brake, speed up, or just communicate with my lights or horn. You may decide to change your speed. You can avoid conflicts by maintaining, slowing down, or speeding up. To make a change in direction you need to look at your zones. Try to leave yourself a way out or cushion so you are able to move into that area without conflict. You may also avoid conflict by changing you position in your lane. You may need to be centered, slightly left or slightly right in your lane. If you decide that all you need to do is communicate with the other driver you may do this by your lights, horn, car position or eye contact. You want to try to minimize your number of hazards by separating the hazards. Sometimes you are going to have to pick the hazard that will possibly do the least amount of damage. This is compromising space. Give way to the big truck swerving into your lane. Execute- Once you make your decision you need to execute it. Remember, DON†T second guess yourself. The three areas that you have execution control over are speed control, steering, and communication. The hardest thing when driving is how so I handle multiple conflicts that occur? Being able to use the IPDE process effectively takes practice and time. You are not as good at using it today as you will be next week. You will learn how to use the IPDE process selectively. This means that you start one process and something else will come up that makes you begin the process all over again. Remember this: You used the IPDE Process getting to this class today and you will use it again going to every class you take today. Chapter 5 Natural Laws and Car Control In this chapter you will learn about gravity and energy of motion, friction and traction, stopping distance and controlling the force of impact. Gravity – Gravity is the force that pulls you to the earth. Going up and down hills in a car you can feel the pull of gravity. You need to be able to adjust your driving to accommodate for this pull. The point at which your car’s weight is evenly distributed is called the center of gravity. The lower the center of gravity, the better the handling of the car. Energy of Motion – Energy of motion is called kinetic energy. What you must understand about this energy is the way it will affect your driving. The faster your vehicle is moving, the more energy you have, the heavier it weighs, the more energy of motion it has. Two important facts to know† 1- Your energy of motion doubles when the weight doubles 2- Your energy of motion increases by the square when your speed increases by a certain amount. ( speed doubles – energy quadruples) If your energy of motion increases your stopping distance will also go up that amount. Friction and Traction Friction is the force that keeps your tires from sliding on the road. Traction makes it possible for your vehicle to grip the road for you to change speed and direction. The grooved surface of the tire is called the tread. This tread cuts through the water on the road allowing your tire to grip the road. As the amount of tread decreases, the amount of traction also decreases. If the tire tread gets worn almost completely off (bald tire) the possibility of a blowout becomes great. A blowout is when the tire loses all pressure at once. The way your tire is inflated also determines how much of the tire tread is touching the road. An under inflated tire causes the tread to gap in the middle. An over inflated tire causes the tire tread to only touch in the middle (like a balloon) Things that could reduce the traction you have are: 1- bad tires 2- bad shocks 3- faulty steering system 4- road surfaces Checking for traction while you are driving can be done but must be done carefully. – check rear zone – brake gently for response – if you don’t slow down reduce speed Driving on curves can be very tricky. The energy of motion tries to keep your car in a straight line but the traction from the tires pulls you around the curve. Driving around curves: – Speed – reduce your speed to avoid skids 2- Sharpness – the sharper the curve the more traction you will need to go around it. 3- Banked – most curves are banked, this helps prevent your car from wanting to stay in a straight line. 4- Load – The heaver the load or weight of your vehicle the more friction it is going to take to get through the curve. Stopping Distance Total Stopping Distance – the distance your car travels while you are making a stop. Total stopping distance is made up of three parts: 1- perception distance 2- reaction distance 3- braking distance Look at the chart on page 98. To estimate the distance you need to stop you can use the four second rule. – pick a spot in the road, a sign or driveway – When the car in front of you reaches that point begin counting, one-thousand one, one-thousand two†¦ – If your car gets to that same point after you reach one-thousand four you have enough space to stop if you need to. Factors that affect you’re stopping distance: – Speed – the higher the speed the longer the distance – Car condition – worn out tires, etc need more distance – Surface – rain, snow, ice, dirt, leaves gravel increase the distance Driver ability – if distracted or impaired you increase the distance – ABS – helps when stopping while turning – Hills – up or down hills shortens or lengthens the distance – Loads – the weight of your vehicle, heavier takes longer. Force of Impact The force at which a moving object hits another obje ct is force of impact. Force of impact is determined by: 1- Speed 2- Weight 3- Distance between impact and stopping Safety Belts When you are in a collision, three collisions actually take place. First the car hits an object and stops. Second, you hit the inside of the car or a restraining device (seat belt) Third, your body organs slam against your skeleton or each other. There are two types of restraining devices: 1- restraining devices – seat belts 2- passive restraining devices – air bags (automatic) Air Bags Air bags deploy automatically. They are there to protect your life. When an air bag deploys it comes out at a speed over 200 mph. Air bags are designed to work with the seat belts. Just relying on the air bag will not save your life. To avoid the air bag injuring your arms or shoulders you need to keep your hands about 9 and 3 or a little below. You don’t want to sit too close to the air bag, @ 10 away is good. Tilt your steering wheel to deploy the bag at your chest and not your face. Of course, child seats need to be in the rear seat or facing away from the air bags. Some air bags now have a feature that senses the weight of the person in the seat and will deploy in two stages. Some vehicles have switches for you to turn the passenger air bag off. Other protective devices in vehicles today: n Automatic seat belts n Front and rear crush areas n Energy absorbing bumpers n Side door beams n Reinforced windshields Energy absorbing steering wheel and column n Padded dash n Child seats built in n Head restraints Chapter 6 Performing Basic Vehicle Maneuvers STEERING Straight forward: hands should be at a comfortable spot, look ahead and avoid looking at your feet and hands. You need to pay attention to what is approaching you. Try to avoid over or under-steering: over-steering is when you make too sharp of a turn and you w eave from side to side; under-steering is when you don’t turn the wheel enough to keep it on its intended path. When you are trying to back a straight line (driving test skill) you need to: – keep the brake pressed and put the car in reverse 2- turn your body to the right, put your right arm over the back of the passenger seat and look out of the back window. 3- Place your left hand at 12 o’clock on the steering wheel 4- Release your pressure on the brake enough to get moving 5- Adjust your position by turning the wheel in the direction that you wish to go 6- Keep you foot over the brake (covering) and take quick glances to the front and sides checking for traffic. When you wish to stop keep looking out of the back window until you have come to a complete stop. SIGNALING Make it a habit to signal your intent every time you plan to turn or stop. You must use your turn signals when you are making a left or right turn, changing lanes, pulling over to the side of the road. Make sure that you know the hand signals for when you are driving. Left arm out and angled up = right turn Left arm out and pointing straight out = left turn Left arm out and angled down = braking You need to remember to signal early but not too early. CHANGING LANES You must be able to make the lane change smoothly and safely each and every time. Try to get the steering down. You don’t want to over or understeer. Steps for a lane change: – Check traffic in front and to the side in which you are going to move into 2- Signal your intent and check your blind spot 3- Increase your speed slightly as you steer into the next lane; if it is clear to do so 4- Cancel your signal, if it did not do so automatically, and adjust your speed and steering. MAKING TURNS AND TURNABOUTS Tw o methods for steering your car: 1- Hand over hand 2- Push – pull Left and Right Hand Turns You should make a turn only after you have checked traffic. 1- Look for pedestrians and oncoming vehicles; check your rear zone for cars getting ready to pass you. – Plan well in advance. Put yourself in the correct lane well before the turn. 3- Obey all traffic signals and controls plus roadway markings. When turning left you MUST yield to oncoming traffic. Procedures for turning: (page 114) 1- Get in the proper lane 2- Brake early and get to the proper speed 3- Do a visual search 4- Before the crosswalk you should be at about 10 mph 5- Turning right you need to check left then right and begin your turn when your front bumper reaches the curve of the curb line. 6- For a left turn check left then right and then left again. Begin your turn when your front bumper gets to the center of the intersection. 7- As you begin your turn check your blind spot and turn into the first lane you come to. When you are backing to your left you want to look more over your left shoulder to where you are trying to back. If backing right you want to look over your right shoulder. You will use hand over hand steering and do the visual search before you begin the maneuver. Turnabouts Precautions when you are planning to do a turnabout: †¢Be sure that local laws permit it †¢Need at least 500 feet of visibility Don’t do on hills or curves or within 200 feet of an intersection †¢Should not be done where high-speed traffic or any traffic would be †¢Check all zones while doing the turnabout U-Turn Select your spot and signal right to move over and stop. When the way is clear, turn on your left signal and move into the lane Check your front and left rear zones and your blind spot. Turn the wheel hard left and move through the turn until you have completely turned around. Driveway turnabouts Backing into on the right Pull in on the left Pull in on the right Which of these is the safest? Three point turnabout (driving test skill) Check your zones, signal right and pull to the curb (or side of road) and stop Signal left, turn the wheel hard left and pull across the road as far as you can Signal right, put the car in reverse, turn the wheel hard right and back as far as you need to back Signal left, put the car in Drive, turn the wheel hard right and pull forward finishing the turnabout. Parking When you are trying to park you need to have speed control, steering control and accurate judgment. Before parking you need to find a space big enough for your car to get into. Avoid end spaces or beside large trucks or poorly parked vehicles. You need to learn some reference points for parking. You will be exposed to standard reference points, these are for a typical vehicle and driver, and you will learn your personal reference points, ones that you like to use. Angle parking: This parking is done diagonally to the curb. Mostly in shopping center parking lots. 1- Check for peds. Position your car about 6 feet from the parked cars. Signal right and begin braking. 2- Check your right blind spot and continue braking. 3- Move forward until you can see the middle of the space without obstructions. Turn your wheels hard right and ease into the space. – Straighten your wheels when you are in the center of the space and pull forward as far into the space as you can. Perpendicular parking: This parking is when your car is at a right angle to the curb. 1- Set up about 8 feet from the line of parked cars or as far over as you can. Signal right, check your blind spot, and begin braking. 2- Check traffic to the rear and contin ue braking. 3- Turn hard right when your front bumper passes the back bumper of the car to the left of the parking space. Slowly enter the space and check your rear right to make sure that you have missed the car. – Straighten the wheels when you are centered in the space and pull forward. Leaving both of these spaces (angle and perpendicular) 1- Ease straight back with your foot covering the brake. 2- When your front bumper is even with the rear bumper of the car to your left turn hard right. 3- Back into the nearest lane and straighten your wheels. Put the car in drive and pull away. Parallel parking (driving test skill) This is parking your car parallel to the curb. Select your space that is 5 – 6 feet longer than your car. 1- While approaching the space, signal right and brake. Stop with your car 2-3 feet away from the car on the right and your back bumper even with the back bumper of the car to the right. Put the car into reverse and check traffic. Turn the wheel hard right and ease into the space. 2- When the back of your seat is even with the back bumper of the car to the right straighten the wheels. Ease straight back into the space. 3- When your front bumper is even with the rear bumper of the car to your right turn the wheels hard left. Ease back looking out of your rear window. 4- When your car is parallel to the curb straighten the wheels and stop. Pull forward and center your car in the space. Put the car in park. My cues when we do this in the car: Wheels – hard right, straight, hard left Reference points – back bumpers even, rear of seat even with bumper, front bumper even with the rear bumper, don’t hit the barrier. Parking on hills: Up hill with a curb – turn the wheels left, ease back to touch the curb, engage parking brake, put car in park, turn the car off. Up hill without a curb, Downhill with or without a curb – turn the wheels to the right, ease until you touch the curb (if there is a curb), engage the parking brake, turn the car off. Chapter 7 Negotiating Intersections Searching the Intersection When you are approaching any intersection there are things that you need to look for. The main cause of collisions in intersections is the driver’s failure to identity a safe path of travel. Clue you need to look for: Signs and lights Roadway markings Crossing traffic Park car on the cross street Turning traffic Rows of fences and mailboxes Traffic stopping Power lines Most intersections are + or X, but some are Y or T When you are approaching an intersection you need to check your front zones to make sure that your path of travel in open. Look for anything that may cause your path to close and cause you to change your plans. The closer you get to the intersection the more you need to search your side zones for obstructions. Scan and focus on what may cause you a problem, don’t just keep your eyes in constant motion. Once you approach your point of no return you need to continue through the intersection but still scan your zones. Your point of no return is the point at which you can no longer make a safe stop outside of the intersection. Sometimes when you get close to the intersection your path of travel closes causing you to need to change lanes. Do this at an intersection only if there is no other option. You are not allowed to legally change lanes within the intersection. If your decision at the intersection is to stop, for what ever reason, you now need to do the full 180 degree scan before you inter the intersection. Controlled Intersections A controlled intersection is one that has signs or lights that determine the right of way. With signs – The two signs that control an intersection are Stop and Yield. At a stop sign you MUST come to a complete stop and at a yield sign you need to slow down and give the right of way to any vehicle in the intersection. At stop signs you need to begin your search of the intersection well back of the stop sign. As you approach you need to scan front, as well as 45 degrees to the right and left for anything that may interfere with your path of travel. Crossing Traffic with a blocked view†¢ Search your front and rear zones, look for pedestrians and prepare to make your legal stop at the sign, ease up to the intersection and stop again, scan for obstructions and inter the intersection only when it is clear for you to go through the intersection without conflict. (7 sec gap) Joining traffic – right turns Go through the same checks as above. When you get stopped at the sign and can’t see, ease up until you can without going into the intersection and stop again. Look for a gap of at least 7 seconds. When you have a clear path make your turn and accelerate keeping the car about 4 feet from the side of the road. Joining traffic – left turns †¢ Do your scans as with the other ap proaches. Stop at the sign and pull forward and stop again before entering the intersection. When the way is clear (7 sec gap) move forward and recheck your zones. Accelerate into the proper lane and adjust your steering. Light Controlled Intersections When you are approaching an intersection controlled by lights you need to use your IPDE process to determine what the intersection will be like when you reach it. How may the lights change your path of travel? Stale Green Light – this Is a light that has been green for a while, expect It to change Fresh Green Light – this is a light that has Just turned green, you may still not have a safe path of travel. Check your intended path for obstacles. Yellow Light – this is a light that is telling you that the intersection is closing to your traffic lane. If you have reached the â€Å"point of no return† you have to determine whether to proceed through or try to stop, hat can influence this decision? Red Light – at this light you MUST stop. You need to check your rear zones as you apply the brakes. An unprotected left turn is a left turn done at an intersection that does not have a left turn green arrow. You MUST be sure that you can complete the turn before beginning it Protected Left Turns At these turns you will have three things apparent 1- Left turn light, this is an entire light sequence (R,Y,G) to guide you at your left turn. – Green arrow – appears with the normal light system, when the arrow goes off you simply do not have a protected left turn. 3- Delayed green light – at these lights you light is green and the opposing traffic light is still red. Turning on Red Light Right on red means that you are allowed to make a right hand turn at a red light AFTER you have made a complete stop and hav e scanned the intersection. When it is safe to proceed you can make the turn. Left on red is allowed in most states when you are turning left from a one-way street onto a on-way street going to your left. Some states allow this if you are in a left turn only lane (two way traffic) and are turning onto a one way street. A controlled railroad crossing has lights and/or a stop arm. You must come to a complete stop and stay until the lights have stopped flashing and the arm has come up. DO NOT EVER go around the stop arm to cross. Uncontrolled Intersections An uncontrolled intersection is one in which there are no traffic controls. As you approach one of these intersections you MUST expect traffic problems. NEVER assume that the other driver will give you the right of way. You must really use your IPDE process as you approach these intersections. It is best to treat these intersections as yield signs. There are also uncontrolled railroad crossings. Simply slow down, scanning the tracks for trains and do not cross if you see or hear one coming. Determining Right of Way Right of way describes the privilege of having immediate use of a certain part of the roadway. Right of way is GIVEN not taken. You may have to YIELD and allows others to go first in order to be safe. Judging Gaps A gap is the distance between two vehicles. When you are at an intersection you have to make sure that you can successfully get through the intersection. Chapter8 Sharing The Roadway With Motorcycles: About 2000 people a year are killed on motorcycles. The primary reason is there are so many body parts not protected when riding a motorcycle. You MUST use the IPDE process when motorcycles are around. They can hide in spots, they spend longer times in your blind spots and many cyclist take more chances that car drivers do. ‘†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ ‘†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ †¢Ã¢â‚¬ ¢- †¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢ †¢ ‘ ‘ -i -†¢Ã¢â‚¬ ¢ ‘†¢ -‘- ;†¢Ã¢â‚¬ ¢; †¢;†¢ Problem areas in which you need to really look for motorcyclist: a vehicle turning left in front of a motorcycle a vehicle turning right at an intersection or into a driveway a motorcycle turning left inblindspots a tailgating motorcyclist one passing you on the right or left – meeting an oncoming motorcycle When you are going to pass a motorcycle you need to stay well back to avoid shocking the cyclist, use t he entire lane to make the pass and wait until you can see them in your rearview mirror to move back over. It is just like passing a vehicle. With Bicycles, Mopeds and Motor Scooters: Bicyclist need to remember that when they are on the road they have the responsibility to follow ALL of the traffic laws just as the other vehicles do. They need to wear a helmet, know the rules for riding on roads as well as idewalks, and wear light colored clothing (especially at night), keep from wearing headphones, and keep their bike in good condition. When you encounter a bike you need to increase your scanning to avoid serious conflict. If you pass a bike you need to follow the same rules as passing a car. Remember that some bicyclist do not have great control over their bike and may swerve or fall into your path. Mopeds and scooters create the same types of problems as bikes do. They are low powered and very small. They are hard to see and the people riding them may not be able to handle them p roperly. People on mopeds and scooters do not have to have a drivers license but they do have to follow the rules of the road, just as bicyclist and drivers do. Pedestrians Pedestrians are the most vulnerable users of the HTS. It is the drivers responsibility to protect the pedestrians. Children and old people are at most risk. Children do not know about consequences and old people may not hear or see well. When you drive in an area with pedestrians you need to heighten you IPDE usage. Look for pedestrians in areas where you expect to see them. Playgrounds, sidewalks, residential areas, parks, and parking lots. Sharing the roadway with emergency vehicles is a common thing in populated areas. You should yield the right of way to the emergency vehicles when they are traveling with their light and/or sirens on. Simply move to the right side of the road if you can and or to the lane as far to the right as possible. If you have to you can stop but make sure that you are as little a hazard as possible. With Trucks: The type of truck you need to really worry about when driving are the big semis (18 wheelers, tractor trailer, transfer). The main reason is that they are sooo big and can do a whole lot of damage to your car in a very little amount of time. These larger trucks make wide right turns. When you are near one and they put on their right turn signal you have to make sure that you are not to their right because the trailer of the truck will turn into your lane when they turn. You need to avoid following these trucks because they have big blind spots which make you hard to see. If you can not see their face in the mirror, they can not see your car. Use caution when passing a truck. Because their blind spots are larger you have to make sure that they see you during your pass as well as before your pass. When you meet a large truck on a two lane roadway you need to prepare for the after wave when they go by. The air that they push to the right and left will make your car jump of vibrate. Also on wet roads the trucks will throw up water that will cover your windshield. Simply grasp the steering wheel tightly and steer through the problem. Chapter 9 Driving in Urban Traffic Adjusting to Urban Traffic Two of the main factors that make urban driving difficult: 1- Traffic is more dense – there are more cars, buses, trucks and pedestrians per mile than on rural roads – City hazards are closer to you – more things are closer to your car than in the country. Mile per mile, city roads have the highest number and variety of hazards. It takes time to do the IPDE process and in cities you don’t have as much time to process the information as in the country. When you are on urban streets you have to pay attention and try to identify hazards as early as possible. Follow ing Traffic on City Streets Space cushion refers to the space between your car and the car in front of you. If you have a good space cushion you have some advantages: 1- You can see further ahead and get the â€Å"big picture† – You can be seen better 3- You have more time to do the IPDE process 4- You are in better position to avoid the car in front of you if they stop suddenly. The 3-second following distance. When you are 3 seconds behind you have enough cushion to avoid most collisions in most normal driving situations. 1- Pick out a spot on the road ahead 2- When the car in front gets to that spot begin counting; 1001,1002,1003 3- If your car has not gotten to the spot by 1003 you have enough cushion to avoid a collision. If you reach the spot before you get to 1003, you need to back off a little. The faster you are traveling the bigger your space cushion will be. Being Followed on City Streets A tailgater is a vehicle that is following you too closely. The main hazard of a tailgater is that if you have to do a sudden stop they will hit you in the rear. They think that they are saving time by going so fast and getting close to you. If you have a tailgater behind you, you need to increase your following distance so you will not have to react as quickly when a car in front of you makes a sudden stop or move. When you are meeting cars in the city you have to really look ahead for your front zone to close. Oncoming drivers may cross the center line and block your path. Reasons that people cross the center line are: 1- driver impairment 2- poor judgment 3- poor visibility 4- reduced space 5- sudden moves for others 6- vehicle failure 7- turning car, buses or trucks 8- double parked vehicles Managing Space on Urban Streets Look ahead – try to see at least one block ahead but if you can see farther, look as far as you can but IDENTIFY possible problems. , When you are approaching a traffic light and you first see the light green you need to expect it to change. If you see a green light but the crosswalk light is flashing â€Å"don’t walk† you need to anticipate that the light is getting ready to change. NEVER speed through an intersection trying to beat the light. Covering you brake means that you have taken your foot off of the accelerator pedal and have it in front of the brake pedal, but not pushing it down. You are anticipating that you are going to need to brake. This takes away your reaction distance/time if you need to brake suddenly. Riding your brake means that you have your foot on the brake pedal and you are pushing it down slightly. Most people that two foot drive end up riding their brakes. On city streets that have parked cars on your right you need to anticipate that a car door may open when you get to it. To help avoid hitting the door you need to drive about the width of a car door away from parked cars. Chapter 10 Driving in Rural Areas Characteristics of Rural Traffic 82% of all of the roadway miles in the US are considered rural roads. When you approach a curve on a rural road with an advisory speed limit, you should be at that posted speed before you enter the curve. Advisory speeds are posted to help keep cars from having a collision on a curve because they entered the curve at too great a speed to control the car. Speed kills on rural roads. Twice as many deaths occur on rural roads as opposed to urban roads. On rural roads in normal (ideal) conditions the 3 second rule for following is sufficient. If you are following another car using the 3 second rule and a car cuts in between you and the other car you need to reestablish your 3 second rule with the new car. The basic speed rule states that you should not drive faster than the road or traffic conditions allow you to. It is more difficult to maintain control of your car at higher speeds. When you are driving on rural roads you are going to encounter slow moving vehicles, animals in the road and oncoming traffic that is close to you. Roadside hazards that you will come across are narrow shoulders, bridges, ditches, guardrails, and trees. You are not going to have as many tailgaters here because of the type of driving you are doing plus there are not as many cars on the road. In rural areas your speed is going to be faster so your IPDE process is affected. At higher speeds you decrease your time to make a decision using the process. So the faster you are driving, the farther you need to look ahead so you can perform the IPDE process. When driving on these roads you may see mailboxes, reflectors on posts, or small utility lines. These are all clues that you are approaching a driveway. When you are driving in the mountains you are going to come to sections of the road that have sharper curves and steeper hills. When you are going down a steep hill you should NEVER shift your car into neutral. If you change gears you need to shift to a lower gear to avoid burning your brakes. Passing in rural areas is done generally on two lane/two way roads. If you are passing another car you must make sure that you can complete the pass safely and before the passing area ends. When you think that you need to pass another car you need to think before you pass. One main question that you need to ask is, is it safe to pass here? When driving at night on rural roads you are going to encounter car light that pop up from around curves or hills. To avoid being temporarily blinded you need to look to the right side of the road, white line. Chapter 11 Driving on Expressways An expressway is defined as a roadway that has limited-access or controlled-access. Driving on expressways is more dangerous because of the higher speeds and the number of cars. For this reason, collisions on expressways are generally more serious. Expressways have minimum speed limits posted. If you are going below this minimum speed then you are a hazard on the roadway. To drive effectively on expressways you must be willing to cooperate with other drivers. They also have multiple lanes which means that when you change lanes you need to do so one lane at a time. You are driving on an expressway and you need to exit; the ramp you need to get off on is totally Mocked by traffic, preventing you from getting over. Wiat should you do? Go to the next exit and come back up the expressway. If you get onto the wrong entrance ramp you should go ahead and get on the expressway and travel to the next exit, get off and turn around. It is NEVER permissible to back up an entrance ramp. The entrance lane has three parts; the ramp, the acceleration lane and the merging lane. When you are coming down the ramp you need to check for a gap to merge into by looking over your left shoulder as well as into your left mirror. If you are entering an expressway on the entrance ramp and your way is blocked so that you can not merge onto the road you should avoid stopping. Stopping on the ramp in the acceleration lane can cause a rear end collision. If you are driving in a group of car on an expressway you are driving in a â€Å"wolf pack†. You are driving in the center lane of the expressway and you keep getting passed on the right and left, you should move into the right lane to avoid being a hazard. Highway hypnosis happens when you get lulled into staring while driving. If you stare for long enough you will put yourself to sleep. If you are taking a long trip on expressway you need to plan ahead for food, fuel and rest This will make your trip more enjoyable and safe. How to cite Notes for Driving, Papers

Digital Story Telling Literature Review free essay sample

The use of technology has become very predominant in the teaching of literacy skills. For a time there was some trepidation in incorporating technology into teaching literacy as educators felt that it may actually hinder the development of language and literacy (Rosen Bloom, 2006). The use of computer technology in teaching literacy is now common practice. In order to prepare students to be literate in a changing world, the definition of literacy is changing. The students are â€Å"reaping the benefits of what is coming to be known as a ‘new literacies’ curriculum† (Kist, 2004). There is a growing movement among educators that suggests we should not only be teaching literacy children in the traditional sense, which has meant acquiring the skills of communication by reading, writing and storytelling; but also teaching the â€Å"new literacies†. In this review I will be presenting some current definitions for the terms literacy and digital literacy. I will be providing evidence to suggest that the infusion of digital technology and media into the English language arts classroom may not only improve student engagement but also improve student achievement in writing. I will narrow my focus to current research on the use of Digital Story Telling as a tool in teaching literacy skills and its effect on student writing achievement. New Literacies Reading and writing text in the form of essays, books, magazines is still a part, and may always be a part of literacy. An issue facing educators today is that students are being asked to be literate in an ever increasing number of areas. In addition to reading and writing, students are expected to attain proficiency in scientific, economic, technological, visual, informational, and multicultural literacy† (Gunter Kenny, 2008) â€Å"There is a new movement in curriculum and literacy instruction that says there are other kinds of texts we should have kids read, and that there are other ways to respond to these texts than through the writing of essays† (Kist, 2004) For discussion in this review digital literacies will make reference to the exponentially growing mediums in which information is co mmunicated using technology. The ‘new literacies’ that Kist (2004) identifies, include reading and writing web pages, MP3 files and video. Add to that list wiki’s, blogs, text messaging and instant messaging. This list is not meant to be exhaustive, but rather to put into perspective the multitude of modalities that students must be competent with, in order to communicate, to find, read, and critically analyze information. It is important not to confuse digital literacy with digital media or technologies. The two are inexplicably related but becoming digital literate is to develop the skills necessary to be competent with using the digital technology and/or media in and outside of school. We know that students are making use of these modalities outside of school and it is incumbent upon educators to allow students to work in print and non-print based media, to ensure â€Å"that their in-school communication can be as limitless as their out-of-school communication† (Kist, 2004) In an article written by (Ohler, 2005) the discussion is clearly supportive of using digital technologies in educating students in literacy. The focus is on using digital technologies to support literacy skills and not to replace what we already do. The final product in digital story telling or a digital book talk is media based but a quality final product still depends on the planning and story telling, and as Ohler (2005) points out, the key component to digital story telling is still the writing. Students continue to benefit from digital technologies. â€Å"Such technologies give voice to a number of otherwise quiet students and to students whose skills dont fit the usual academic mold† (Ohler, 2005). In the same ways that writing can give voice to a student that is uncomfortable speaking in front of a class or otherwise presenting thought and ideas orally, digital technologies can allow students to show competence and even mastery of traditional and new literacy skills. What is Digital Story Telling There are a number of definitions of digital story telling but they are common in that they focus on telling stories through personal narrative using any number of digital media technologies. Alan Davis defines a digital story as a form of short narrative, usually a personal narrative told in the first person, presented as a short movie for display on a television or computer monitor or projected onto a screen. (Davis, 2004). Digital stories bring together some mixture of digital graphics, text, recorded audio narration, video and music to present information on a specific topic (Robin, 2006). The Digital Storytelling Association defines digital storytelling as â€Å"the modern expression of the ancient art of storytelling†¦ using digital media to create media-rich stories to tell, to share, and to preserve. Digital stories derive their power through weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, and insights† (Digital Storytelling Association, 2002). Digital story telling is used in many different curriculum, however the focus for my own research will be on digital story telling in the literacy curriculum. Does a positive relationship exist between use of digital story telling and achievement in writing? Digital Story Telling –Impact on Writing. There has been significant effort made into proving and understanding a correlation between the use of digital technology and an increase in student motivation and engagement in the language arts classroom. Educators are recognizing that if students are engaged in the classroom this increased engagement can have a direct impact on their effort and self-efficacy towards mastering literacy skills. Some of the more current research still looks at attitudes and motivation but has also posed some new questions about using digital literacies in conjunction with traditional literacy. Educators need to take notice of new learning and communications paradigms being adopted by today’s learners, how they are modifying traditional notions about literacy, and whether they are directly affecting how basic reading and writing skills are acquired (Leu, 2000). A recent study address whether digital literacies can be used as a means of assessing student mastery of traditional literacy skills (Behmer, Schmidt, Schmidt, 2006) and another study (Ballast, Stephens, Radcliffe, 2008) investigates whether or not tools such as digital story telling actually lead to developing improved skills in reading and writing. In a study conducted by (Behmer et al. , 2006)the researcher takes a look a what students learn about content and technology by using digital story telling as a measure of the literacy skills that students are expected to acquire. In other words the digital story telling project was a way for students to demonstrate the mastery of literacy and technology skills taught in class. The participants in the study were seventy grade 7 students in three in tact classrooms with the same teacher. Recommendations that came up were the creating extended blocks of time to work on the project, providing some preliminary training with the technology so that students would have context and necessary skills to produce the digital story. The study shows much promise in its initial intent of measuring the capacity of digital story telling as a means of assessing literacy skills but in the conclusion no mention is made of the part of the study. The disappointing part of this study is that, in the end, the major conclusions drawn are once again that digital story telling has potential to improve young student motivation in telling stories to others. One of the challenges facing researchers that are studying how digital literacies impact traditional skills of reading and writing is that there is less than an abundance of research studies available to look back to, identified by (Ballast et al. , 2008) This challenge is also exciting opportunity for a researcher studying literacy in that there are so many unanswered questions that need further investigation. In a recent six week, quasi-experimental study of fifty, sixth grade students in Central Texas the researcher investigates attempts to address some of the areas that have limited research. There is a revisit to the much studied question of how using technology, and in this case digital story telling, affects student attitudes towards writing. The other focus of the study is to determine whether using digital story telling could actually have a positive effect on student writing skills. An effort was made to have an accurate assessment of each students writing in both control and experimental groups by using results from students grade 5 state administered exams to determine writing abilities. Further grouping was done to compare â€Å"honours† students from each group and â€Å"regular† students. Both of the teachers shared similar teaching philosophies and used the same methods of instruction to teach writing. Each group was involved in a â€Å"technology project†. After the six weeks (Ballast et al. 2008)reports that the class that completed the digital story telling project showed significantly better results in writing than the control group. The troubling results from this study were that both groups, treatment and control, showed a decrease in performance in writing on the post-test when compared to the pre-test. â€Å"Both groups dropped in writing performance, the treatment group slightly, and the control group substantially† (Ba llast et al. , 2008) and this confound was explained as end of the year student apathy. A suggestion was proposed by participating teachers that perhaps a study at the beginning of the year would produce different results. To improve upon this study I think it must be over a longer time period and I agree that it should be started at the beginning of the year. Conclusion Although not universally agreed upon, it has been widely accepted that there is benefit to using technology as a tool to support teaching literacy in the classroom. Not only does this technology support traditional skills in literacy but it has also created an evolving definition of literacy. Learners must become competent in the ‘new literacies’ as discussed previously as well as in the traditional forms. One of the problems that remain unanswered is to determine how to best use digital technology to support literacy. The past trend has been to teach digital literacy in a digital media class; separately from literacy as it has been taught in an English language arts class. It is now much more commonplace to see digital media and literacy skills taught alongside or inclusively in the language arts classroom. Rather than a separate technology curriculum, curriculum in literacy is being re-written to include digital literacy and technology outcomes. The students in today’s classroom are referred to as the â€Å"digital natives† and by school age many have already developed a level of comfort using and exploring digital technologies. There has been recent research done on how digital technologies like digital story telling and digital book talks increase student engagement and self-efficacy in the writing process (Ballast et al. , 2008; Behmer et al. , 2006). Digital stories help to integrate of digital, oral, and written communication. Used as a tool to compliment how educators currently deliver literacy instruction using digital technologies like digital story telling can sharpen critical thinking, research, and writing skills. The use of Digital story telling is not a new phenomenon but research into digital storytelling and the impact of its utilization on literacy skills such as reading and writing has not been investigated completely. The question that needs further study is: can incorporating digital story telling in the literacy education lead to increased improvements in writing over literacy education that does not incorporate digital story telling?

Induction Training Essay Example

Induction Training Essay Induction Training is extremely vital for Beginners. Good induction training make sure new comers are retained, and settled in quickly and happily. Induction training is more than skill training. It is about the basics that new employees take. By doing this the employees would know when the shifts are, where the notice-board is, whats the routine for holidays, sick days, where the canteen is, what is the dress code, and where the toilets are, new employees need to understand the organizations tasks, goals, values, personnel practices, health and safety rules, and the job theyre required to do with understandable methods. Proper induction training is a legal requirement. Employers have the duty to provide new employees with all relevant information and training relating to health and safety. As a manager for new employees it is their responsibility to ensure that induction training is properly planned. The trainers must make sure its planned and organized properly for their new comer. An induction training plan must be issued to each new employee, before the new employee starts, and this is copied to everyone in the organization who is involved in providing the training, so the new comer and everyone else involved can see whats happening and that everything is included. Creating and issuing a suitable induction plan for each new comer will help them do their job better and quicker and with less dependence on the employers time in the future. Employees who are not properly inducted need a lot more looking after. We will write a custom essay sample on Induction Training specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Induction Training specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Induction Training specifically for you FOR ONLY $16.38 $13.9/page Hire Writer On The Job Training  The Advantages of Using On Job Training:  Training can be delivered at a specific time, for example immediately before a job is to be performed for real in the workplace. The trainee will have opportunities to practice immediately and they would have instant feedback. Training an employee in their own working environment, with equipment they are familiar with and people they know, can help them gain direct experience. The Disadvantages of Using On Job Training:  The training may be given little by little and not properly planned; the trainee would then get an unclear picture of the organization. Too much training can be delivered in one session leading to information overload and trainee fatigue. This would make the trainee forget things, miss understand things, or not know things. The trainer may not have sufficient knowledge of the company and this would make the training pointless as he or she would know sufficient things but also insufficient things. The trainer may also pass on bad habits for the trainee to learn. Basics of On The Job Training  Preparation:  Good preparation is essential; the best trainers  have useful examples of practice exercises. The worst thing of on the job training is trying to demonstrate how to use equipment when the trainer has forgotten the password that gives access to the computer program or the key to the equipment cupboard. So preparing the training is vital. Start with the Learner:  The trainee begins by learning how much the trainer knows already. It would save a lot of training time if the trainee knows some information on how to use computers etc. instead of the trainer training them to use them. For example, Tescos have hired two new employees and they have to train on how to work the computers at the till. If the employees know the basic functions of the computer already, then it would save training time, all the trainer has to do is make sure of this and just teach them the parts they dont know about. Picking the Best Time: When employees train, they need to select the best time for them too. Otherwise the training days would clash with something the employee had already planed, if there is a clash, and then the employee would have to tell the Human resources department that, they cannot make that time or day. Also if the employee misses the training day, then he or she would miss information about their job and might also fail the course. Off The Job Training:  Off the job training is basically when, trainees work off the job. This is issued when it is not suitable for training on the job. The sorts of things that need off the job training are things to do with machines. E.g. in Tescos, the machines at the tills would be off the training because trainees would need to know the functions and controls and how to use the machine correctly.  Disciplinary:  Disciplinary is to do with, Health and safety, Attitude and Behavior, Equipment, Uniform and pending investigations.  When an employee or employees are hired, they have to follow the disciplinary procedure. This procedure is used to ensure the health and safety of staff and customers, attitude towards customers, behavior, uniform and equipment. With health and safety, Tescos would use warning signs to show slippery surfaces etc. These sign are put up to ensure that both the Employees and customers are safe, not being able to put up a warning sign whether if the employee didnt spill anything, the risk of safety towards the customers is vast. Also if the employee who did spill something but hasnt put up a warning sign, he or she would probably get a sack or get a warning. The warnings that are issued are, verbal, formal, and if the employee still disapproves then they would get a sack. Customer Service  Customers always expect good customer services in any stop. In Tescos  customers would expect to look for help when they are looking for a particular item. Staff would give guidance to the customers and guide them to the aisle. Without customer service, a customer would have to look all around the store looking for the item, when it would have been far easier if the staff provided the customer service. Customer service do many things one of the out store services is collecting trolleys that have been abandoned or left randomly in a parking space; the staff also collects them in the trolley parks. This is helpful for the customers as it enables them to get a trolley just outside the store instead of walking to the trolley parks to get them. Another Service in store would be smart cars or wheel chairs for the disabled; this helps the disabled big time because if they couldnt push a trolley or walk they can use these instead. So, Tescos provide these to enable disabled people to also shop with ease.  Customer service is all about how the staff treats and helps the customers, the staff have to be in full uniform (if they have one), dressed neatly, correct attitude, handling goods safely and polite. If this were not met then it would be poor customer service and could put a mark on the companies name.

Youve Got Mail essays

You've Got Mail essays Email has become a societal norm, and is considered to be an acceptable form of communication. Today email is being used across the country by professors, businesses, for personal use, and marketing and advertising. Email can be utilized for many types of conversations or announcements including day to day conversations between friends, memos throughout an office, communication between teacher and student, college campus announcements, marketing for a company, and many more. There are many advantages to using email rather than the telephone or sending a letter via snail mail. Emailing all began with one engineer, Rob Tomlinson, who sent the first email in 1971 and now email has become the number one form of communication in the United States. As with most things there are people that are for and against the use of emails. Nicholas Negroponte who is for the use of email states, One of the enormous attractions of email is that it is not interruptive like a telephone. You can process it at you leisure, and for this reason you may reply to messages that would not stand a chance in hell of getting though the secretarial defenses of corporate, telephonic life. (Negroponte 672) Rather than guessing who is on the other end of the ringing telephone, email allows you to see who sent the message, when it was sent, and the subject. This allows the recipient to decide the importance of each message and reply accordingly. Email also allows for messages to be sent at anytime, unlike using the telephone which could wake up a family or interrupt dinner. Email is exploding in popularity because it is both asynchronous and a computer-readable medium. (Negroponte 672) Email can be used for the delivery of bad news. Psychologists call peoples reluctance to deliver bad news the mum effect. Dreading the task of delivering bad news, people delay and sugarcoat the m ...

A general view of God from a Christian perspective Essay

A general view of God from a Christian perspective - Essay Example I t is clear that these elements continue to haunt the religious When the Bible was compiled. In Parables, Jesus warns about the darkness that may corrupt Christianity. First and foremost is the idea that darkness is everywhere. Light must be created in order to fight the darkness. Similarly, God is all Omni-benevolent but the question of the test must be considered. If salvation was that easy, then all individuals would achieve salvation. The fact is that God himself says that humans will be tested with elements of hunger, warfare, plague in order to re-emphasize the idea of the test. This same notion corrupted Christianity. All these notions became a crucial element where finger pointing leads to power. Power corrupted Christianity because it allowed the elites to took control and dictate resources. In times of despair, individuals that were seeking the truth became the felons. As a matter of fact, many true Christians were persecuted because they stood out for the truth. The few a nd pure that stood against the Church or clergy were at once banished or killed because they were dangerous to the elite. The few those rose up against this notion were persecuted. 3. Violence is a key problem for our current society. Choose one example of violence, describe it and relate this issue to some aspect of a religious perspective. Violence is a huge issue in religion and society because it incites human emotion. In today’s society school violence has caught the attention of nearly everyone in the United States.

Film Studies (Realism) Essay Example | Topics and Well Written Essays - 1750 words

Film Studies (Realism) - Essay Example Before I refer to the film of my choice which is deemed a visual translation of Brechtian thought into celluloid it's important to give due recognition to the man behind the magic and the very definition of critical realism. When you begin to delve deeper into what realism is about you can begin to comprehend that it actually attempts to explore the relationship between consciousness (thinking and, as consciousness is embodied, feeling) and consciousness of the social conditions (our social being, as Marx put it) shaping our consciousness. Moreover the theme that remains predominant all throughout a movie that makes it Brechtian or subject to critical realism is its reflexive quality that shines through each frame. Especially not in a narrow stylistic sense, but in the sense that it explores the relation between consciousness and its material ground. What is perhaps important is that the goal of a critical, dynamic and a realistic movie remains that it spins and kick starts the think ing mind to connect webs that pull consciousness and the social being closer together. Magnolia-released in 1999, and directed by Paul Thomas Anderson, is a movie that beautifully narrates about all the things important to us. Two parallel stories are in motion that dramatizes men about to die; who in spite being different are both estranged from a grown child and their attempts at making contact with their children seems to fail miserably. What remains consistent throughout this movie is the choice in its three forms-the present, the past and the future, made by different age groups and how we come to either succumb to one over the other, or sometimes completely negate logic and take a different route. Earl Partridge's son is charismatic, Jimmy Gator's daughter on the other hand is a on drugs. The story progresses with a nurse's intervention in Earl's life who helps him in reaching out to his son. In an almost similar fashion through outside interception an upright officer meets Jimmy's daughter, bringing more calm and piece in her life. In all these variations and r ole reversals, Earl's young wife, with two whiz kids-one grown and battling with life, the other wonderfully young and pressured are shown to be coming to term with their own ghosts and problems, in various permutations and combinations. Another common component that sustains itself, throughout in the characters, is the emptiness that gnaws at them. We also find in the same breath a common thread in the two distinct characters-that of regret. The thought that drives the movie is real and critical to each frame, the way the movie takes shape because it talks about what most of us have to face up to everyday. It doesn't seem like an alien concept, which one cannot relate to. What it does achieve is, connect. An awesome plot where two lives, share the same transitions and the same conflicts. It is reminiscent of how things usually take shape, for people depending on the choices they make in life-completely real in all its reel magic. Although many lives seem to be woven into the movie, they seem like voices from the field of life. The film actually begins with a narrator and then moves into three lives, based on the rather debatable them of coincidence. From there on, we meet

SIM #11 Essay Example | Topics and Well Written Essays - 250 words

SIM #11 - Essay Example Paul expounds on the scope of leadership and the responsibility of every leader. 1 Thessalonians 5:12-24 is an important text because it defines the attitude that people should exhibit towards leaders in the community. Paul puts into perspective a number of issues such as the faint hearted and those who are bound by passion to respond to the call of the community of believers. There are weak believers who act differently from the rest of community of believers2. Paul states that leaders should strive to deal with individuals who are deemed deviant in the community as a consequence of making them have a sense of belonging. Consequently, Paul appeals to the leaders to encourage the faint hearted and the weak. In Mark 10: 42-45 the Bible says that an appropriate service commands respect that is shown through love. In the subsequent passages Paul elaborates on the life of a believer and the various tribulations that Christians face. The apostle Paul tells the believers to rejoice despite the tribulations and advises on the essence of prayer. Additionally, Paul underscores the importance of living a life that is guided by the spirit. He notes that spiritual well-being brings a connection to the divine. Paul also integrates the importance of the gift of prophecy among the believers. Ideally, leaders and the followers should have a relationship that is based on mutual respect and understanding everyones

effects, uses and benefits of coffee

effects, uses and benefits of coffee INTRODUCTION : Coffee is one of the most popular beverages in the world and it is the second most traded physical commodity worldwide, ranking second only to petroleum. There are two main types of coffee beans which are Arabica and Robusta. These two types of coffee beans make up over 90% of coffee beans sold worldwide.   Arabica typically produce higher quality coffees, while Robusta are more economically favourable for their hardiness to thrive. From the beans, it can be turn out to many types of coffee drinks such as cappuccino, latte, espresso, mocha and others. The taste of the coffee that is simply delightful of course makes it as one of the reasons why people love to drink coffee. In Seremban, Malaysia (my current location), there are so many coffee shops such as Starbucks, Old Town White Coffee, etc. The fact that why I chose coffee to be my experiment is because there are so many waste coffee being produced every day, whether from kitchen waste or from coffee shops. It is such a waste if the waste coffee is being thrown away just like that. The question in my mind about what can I do with these waste coffee had trigger me to do a research in internet and I found that many people use waste coffee grounds to be as fertilizer and they claim that the waste coffee grounds can stimulate the growth of plants. I admit that this knowledge is something new to me. Then, I make a further reading about coffee in the internet. It was said that coffee grounds can stimulate the growth of plants is because due to the nutrients that present in coffee grounds such as nitrogen, potassium, calcium etc which are the elements essential to plant growth. Not only that, coffee grounds also help plants by being a great slug deterrent because the presence of caffeine in coffee gives toxic effect on slugs and thus slugs will avoid eat plants that have coffee solution (high concentration of caffeine can kill the slugs). Another reason that makes coffee be as a good fertilizer is because the pH of the coffee that is acidic, which is in range between 3.0 and 5.0 that can help plants to grow better by reducing the pH of the soil (increase soil acidity) thus it is suitable to use on acid loving plants. Besides that, the presence of coffee grounds in the soil can attract worms to eat them. As we know, the presence of worms plays a vital role in soil and aids in the growth of plants such as help water flow through the soil, break down organic matter, produce castings that act as fertilizer and others. As been mentioned above, there are several reasons why people said waste coffee grounds are good for plants. But, there are also arguments that said coffee can retard the growth of plants because the presence of caffeine that makes the growth of the plant to slow down and make the plant tend to be small in size. So, it can be that the plants are growing slower because of the caffeine and it also can be a possibility that the benefits of coffee that I stated in paragraph before cause the plants to grow much faster and better. There is no definite answer regarding this. Thus, there are so many questions in my mind regarding this whether waste coffee grounds can help the plants to grow much better or not, and why. Is it because the nutrients present in the coffee, or the acidity of the coffee, or because coffee can attract worms and deter slugs? So, this doubt has leaded me to choose this topic to be as my Biology Extended Essay topic in IB programme. I would like to carry out an experiment to study the relationship between waste coffee grounds and its effects on plant. A research question has been constructed which is How do different concentrations of used coffee grounds which are 0 gram, 2 grams, 4 gram and 6 grams affect the growth of Coleus, Solenostemon scutellarioides sp in term of height, diameter and number of leaves?. To narrow the scope of the study, from the reasons why coffee is said can help to stimulate the growth of plants, I chose to eliminate the factor of slug deterrent and worms attraction by having this experiment conducted in my bedroom (near the window). So, the scope of study is whether the nutrients and acidity in the coffee affect the growth of the plants or not. As stated in the research question, the plant that will be used in my experiment is Solenostemon scutellarioides sp. and the type of coffe e to be used is arabica. The coffee used in this experiment: Coffea arabica Coffea arabica, also known as mountain coffee or arabica coffee, is a species of coffee from Rubiaceae family and it is native to the countries of Yemen and Ethiopia. Due to its quality, coffea arabica are said to be among the best coffee beans in the world and contains less caffeine compared to some other coffee plants such as robusta and liberica. A high quality coffee should consist of 100% arabica beans in order to produce a good taste and flavour. Thus, for my experiment, I will use waste coffee from McDonald because they use 100% arabica beans in their coffee drinks and plus, the location of McDonald is near to my hostel. The plant used in this experiment: Coleus, Solenostemon scutellarioides sp. Locally know as ati-ati, Coleus or scientifically known as Solenostemon scutellarioides sp is a species of perennial and a member of Lamiaceae family. Originally from Southeast Asia and Malaysia, Solenostemon scutellarioides sp is now grown over most of the world. This plant also known as painted leaf, painted nettle and flame nettle. Desired for their colourful foliage, Solenostemon scutellarioides sp has more than 300 cultivars in a huge variety of colours. The leaves of Solenostemon scutellarioides sp can exist in several colours such as green, yellow, red, maroon, pink, purple and almost every colour except for blue. Most leaves have two or more sharply contrasting colours. Solenostemon scutellarioides sp as is used widely in Malaysia as traditional medicine to cure headache, fever, cough etc. Coleus.  (2010). Retrieved August 07, 2010 from Margarets Garden: http://margaretsgarden.wordpress.com/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹07/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹29/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹coleus/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹ Reasons for choosing Solenostemon scutellarioides sp for my experiment: Solenostemon scutellarioides sp is a beautiful plant, and I can say it is one of my favourite plants. Solenostemon scutellarioides sp is easy to get (since it is native to Malaysia) and easy to care because it needs low maintenance. Since Solenostemon scutellarioides sp can grow in partially shaded area where the sunlight is indirect, I can place them in my bedroom for this experiment. Solenostemon scutellarioides sp can grow fast and also resistant to most diseases and insects. From my reading in internet, there is no experiment has been done to study the effects of coffee on the growth of Solenostemon scutellarioides sp. The significance of this experiment: To find alternative to chemical fertilizers. To implement 3R (reduce, reuse, recycle) method on organic waste. To reduce the cost of planting. Limitations: Further investigation: According to statistic that had been announced by Ministry of Housing and Local Government Malaysia, each person in Malaysia produced at least 0.8 kg of waste every day, and 40% of the waste is organic waste which is from kitchen waste. For my experiment, I just use one of the organic wastes which is coffee to be tested on plants. So, my further investigation in the next time is to use other organic waste such as tea waste, animal bones (chicken, fish), fruit peels (mango, orange), animal exoskeletons (crab, prawn) and others. HYPOTHESIS : From my introduction, there are opinions that said coffee grounds can promote the growth of plants. It might be because of the use of used coffee grounds would add nutrients to the soil such as nitrogen, potassium, calcium and others. Coffee grounds also are said can increase the soil acidity due to the behaviour of the coffee that is acidic. Since Solenostemon scutellarioides sp best grows in slightly acidic or neutral soil, so I will use alkaline soil which pH in range between 7.5 and 8.5 so the coffee grounds can reduce the pH of the soil to neutral or slightly acidic soil. By using this assumption, a hypothesis is constructed which is the higher the concentration of waste coffee use the greater the growth of Solenostemon scutellarioides sp, with my prediction that Solenostemon scutellarioides sp that grow in pots that receive the highest concentration of used coffee grounds will show the most positive growth, meaning that the Solenostemon scutellarioides sp have the greatest increase in term of height, diameter and number of leaves compared to the other Solenostemon scutellarioides sp in the other groups. The reason is because the Solenostemon scutellarioides sp supposedly got the highest nutrients from the coffee grounds which are mainly nitrogen and potassium compared to the other Solenostemon scutellarioides sp in the other groups. APPARATUS AND MATERIALS : 12 small pots (height: 10cm, diameter: 14cm) metre ruler thread pH meter 50 cm3 beaker 10 litres of black soil 12 Coleus stems (Solenostemon scutellarioides sp) 2 kg used coffee grounds (coffea arabica) water spatula permanent marker pen electronic balance spade VARIABLES : Independent variable : weight (gram) of used coffee grounds which are 0 gram (no coffee grounds), 2 grams, 4 grams and 6 grams. Use different concentrations of used coffee grounds to add on to different pots of the Solenostemon scutellarioides sp. The concentrations are manipulated by using different weight of used coffee grounds in the unit of gram. Dependent variable : the growth of Solenostemon scutellarioides sp The growth of Solenostemon scutellarioides sp is indicating by the diameter of the stem, height and number of leaves of the Solenostemon scutellarioides sp. Height is measured from the ground to the highest part of the plant. Diameter is measured at the same part of the stem each time measurement is taken. That part is mark by using a permanent marker pen. Height and diameter are measured in the unit of centimetre by using thread and metre ruler. Constant variable : for all experiments, these things are need to be constant The type of plant used which is Coleus, Solenostemon scutellarioides sp The volume of water each time the Solenostemon scutellarioides sp is watered which is (30.0  ± 0.5) cm3 The time to water the plant which is at morning (8.00 am) and evening (5.30 pm) The type of soil used which is black soil. The type of coffee ground use which is arabica. The volume of soil per pot which is (6.0  ± 0.5) cm (height) of the pot. The size of the pot used which height is 10 cm and diameter is 14 cm. The quantity of Solenostemon scutellarioides sp stem per pot which is one. The location of the experiment which is at partially shaded place where the plant can get at least 6 hours of sunlight. For this experiment, the place will be in my room. The duration of the experiment which is 4 weeks. PARAMETERS : The following parameters are recorded throughout my experiment The height of the Solenostemon scutellarioides sp. The stems diameter of the Solenostemon scutellarioides sp. The number of leaves of the Solenostemon scutellarioides sp. The pH of the soil. PROCEDURE : Prepare four groups of pots. Each group has three pots. Name the groups as A, B, C and D. Labelled all the pots according to their group Group A Pot A1, A2 and A3 Group B Pot B1, B2 and B3 Group C Pot C1, C2 and C3 Group D Pot D1, D2 and D3 Measure the pH of the black soil that will be used by using a pH meter. Then fill each pot with the black soil until it reaches a height of 6 cm. For all pots, put a Solenostemon scutellarioides sp stem into the soil. Place all the pots at a partially shaded place where the Solenostemon scutellarioides sp can receive at least 6 hours of sunlight. (For this experiment, the place will be in my room) During week 1, water each of the Solenostemon scutellarioides sp with (30.0  ± 0.5) cm3 of water twice a day in the morning at 8.00 am and at the evening at 5.30 pm by using a 50cm3 beaker. At the end of week 1, measure the height of Solenostemon scutellarioides sp and diameter (in the unit of centimetre) by using thread and metre ruler. Starting from week 2, water all the plants as in step 5, but at time 5.30 pm, add together with the water For each pot in: Group A Controlled experiment. Add no coffee grounds. Group B Add 2 grams of used coffee grounds. Group C Add 4 grams of used coffee grounds. Group D Add 6 grams of used coffee grounds. For every week, measure the diameter of the stem, height and number of leaves of the Solenostemon scutellarioides sp in each pot. Repeat steps 6 and 7 until week 4. At the end of week 4, measure the pH of the soil in each pot. Record all the data in the table below. Note : * Dry the used coffee ground first before use it to prevent mould from growing on it. * For each of the Solenostemon scutellarioides sp, mark a point at the part of the stem that is (2.0  ± 0.5) cm above the ground for diameter measurement by using a permanent marker. Every diameter measurement will be taken at the part of the stem that has been marked. WEEK 1 : Group Pot Height / cm ( ±0.05) Diameter / cm ( ±0.05) Number of leaves Soil pH A A1 A2 A3 B B1 B2 B3 C C1 C2 C3 D D1 D2 D3 WEEK 2 : Group Pot Height / cm ( ±0.1) Diameter / cm ( ±0.1) Number of leaves Soil pH A A1 A2 A3 B B1 B2 B3 C C1 C2 C3 D D1 D2 D3 WEEK 3 : Group Pot Height / cm ( ±0.1) Diameter / cm ( ±0.1) Number of leaves Soil pH A A1 A2 A3 B B1 B2 B3 C C1 C2 C3 D D1 D2 D3 WEEK 4 : Group Pot Height / cm ( ±0.1) Diameter / cm ( ±0.1) Number of leaves Soil pH A A1 A2 A3 B B1 B2 B3 C C1 C2 C3 D D1 D2 D3 Changes in quantitative data from week 1 to week 4 : Group Pot Changes in height / cm ( ±0.1) Changes in diameter / cm ( ±0.1) Changes in number of leaves Changes in soil pH A A1 A2 A3 B B1 B2 B3 C C1 C2 C3 D D1 D2 D3