African Folktales Essay

In the real Nigeria clan African folktales, structure a significant piece of the African culture. There are various routes in how those folktales influence the African culture when all is said in done; one of this ways is that it’s utilized as a method of imparting. There is a rich, ripe heritage of old stories from Africa. On this tremendous mainland, people stories and fantasies fill in as a methods for passing on conventions and customs starting with one age then onto the next. The narrating convention has flourished for ages due to the nonappearance of literature. Society stories plan youngsters forever, as there are numerous exercises to be gained from the stories from the historical backdrop of this enormous mainland, this incorporates the mighty transplanting of the individuals into servitude on different landmasses. Notwithstanding the people stories, there are fantasies, legends, numerous axioms, tongue twisters, and puzzles. In the African society stories, the tales mirror the way of life where creatures flourish; therefore, the monkey, elephant, giraffe, lion, zebra, crocodile, and rhinoceros show up as often as possible alongside a wide assortment of winged animals, for example, the ostrich, the secretary fowl, and the hawk. The creatures and winged animals take on human attributes of insatiability, desire, genuineness, forlornness, and so forth. Through their conduct, numerous significant exercises are found out. Likewise, the environmental factors where the stories occur uncover the endlessness of the land and instruct the peruser about the atmosphere, for example, the dry season when it hasn’t came down for quite a long while, or the blustery season when the slopes are smooth with mud. The acacia trees influencing in a delicate breeze, sloppy streams that are home to fish, hippos and crocodiles, greenery secured rocks, and mammoth ant colonies that fill in as a â€Å"back scratcher† for tremendous elephants, give the peruser a feeling of the assortment of life in this dry or lavish land in this piece of the world. There is abundance of folktales in the African culture of various types a few instances of them are: Uncle Remus Tales, Tortoise and the Hare, Crocodile Tales, The voice of the Drums, The Kind of Lion, String Tales, The Sacred Vulture, Anansi, and Dilemma Tales. Those sorts of stories above are only a few instances of the colossal African folktales repertory, and the subcategories which play a significant job in the African and Nigerian culture and society, mirroring the creatures that proliferate there. Taking everything into account, I can say that folktales assumes a significant job in the African Society, much more than books or other sort of source, this is on the grounds that in Africa are not very many assets of recorded history, so they find out about their history by means of these folktales; without folktales, African history might be inexistent References: Achebe, Chinua. Things Fall Apart. New York: Random house, Inc., 1995 http://www.teachervision.fen.com/people stories/asset/3716.html?page=1&detoured=1

What It Means To Be A Optometrist †Health Science Essay

Being An Optometrist †Health Science Essay Free Online Research Papers Being An Optometrist Health Science Essay I think the perfect possibility for tomorrow’s optometrist ought to be somebody who can value the entwining of innovation and optometry, yet simultaneously, can comprehend that optometry is as much a workmanship as it is a science. My assurance to turn into an optometrist has fortified through the span of numerous years’ considering, as the more I found out about this calling, better I comprehended about myself. I pick optometry due to its interdisciplinary nature, its scholarly difficulties, and in particular, the fulfillment in realizing that I can affect people’s lives in a significant manner through the demonstration of mending. I have never questioned that I need to work in a field of wellbeing science. In my postsecondary years, I took numerous science courses with the goal that I will be decidedly ready to seek after advanced education in this calling. During a course in Human Anatomy, I came to understand that the human body is to be sure the best hardware at any point designed, and one thing that pulls in me the most is the natural eye, the organ which gives us the feeling of sight, permitting us to get familiar with the encompassing scene than we do with any of the other four detects. From that second, I comprehend what I need to be, an eye specialist, an Optometrist. To investigate more in this field and to get familiar with being an optometrist, I chipped in Dr. Chen’s Office this year, who is a specialist of optometry. Interfacing with patients, being prepared to confront each comprehensible circumstance, collaboration, time and spending the executives were all significant exercises I gained from him. In this experience, I understood that optometry is a dynamic and testing vocation that permits me to help individuals, accomplish self-improvement and network regard. It is a profession that loaded up with energizing difficulties and boundless prospects, and I realize that I won't question my conviction to turn into a decent optometrist. Not long after I decide for optometry, I began looking into the field. I looked through numerous schools; one that captivated me is Pennsylvania College of Optometry. Not just in light of the fact that it is the main establishment for vision care around the world, yet in addition it is the world’s bi ggest extensive eye care facility, The Eye Institution. One of Optometry’s greatest interests to me is the chance to work intimately with individuals and assemble solid bonds. Mentoring English and Math in the course of recent years has been a consistent wellspring of satisfaction on account of the trust my understudies put in me and the substantial distinction that I believed I made in their scholastic vocations. During my second and third year of University, I chipped in at Mount Sinai Hospital as a Chinese Interpreter. This carried me closer to the social insurance field, when I move between different departments to help individuals with troublesome interchanges with doctors. In the Hospital, I see good and bad times, the tears and grins, the difficult work and the prizes. Seeing the bitterness of relatives at the moderate decay of their friends and family filled me with feelings and wants to help. At better occasions, when I had the option to utilize a decent visit to divert a patient from his torments, maybe just for a second, the positive sentiments of delight would light up my day. I figured out how to be delicate, to be a decent audience, to comprehend and grasp contrasts, (all the while, understand that how comparable we are at the root) and simultaneously, to acknowledge how comparative we are at the root. Turning into an optometrist is by all accounts a characteristic subsequent stage in my life. My numerous encounters have all contributed in settling on and confirming my choice to devote myself into a vocation in optometry, and Pennsylvania College of Optometry is certainly my first decision. I figure this century will be an energizing one for optometric headways, and I want to be on the cutting edge of carrying clear vision to each person at any age. Research Papers on What It Means To Be An Optometrist - Health Science EssayArguments for Physician-Assisted Suicide (PAS)Marketing of Lifeboy Soap A Unilever ProductStandardized TestingCapital PunishmentPersonal Experience with Teen PregnancyLifes What IfsInfluences of Socio-Economic Status of Married MalesGenetic EngineeringThe Fifth HorsemanBook Review on The Autobiography of Malcolm X

Effective Classroom Presentations with Mind Maps - Focus

Effective Classroom Presentations with Mind Maps - Focus If youre looking for a way to  create more  engaging and  effective classroom presentations and maybe save some time while doing so, this article is for you. In this quick guide well show you how to use  MindMeister  as a powerful  alternative to classic and often convoluted  options such as PowerPoint or Prezi. MindMeister uses the mind map principle to help students  comprehend and retain information better and offers numerous  practical  ways of utilizing and repurposing content both during and after the presentation. What Is a Mind Map Presentation? A mind map is a diagram that uses keywords, colors, images and other graphical elements to represent information. When you create a mind map, all of its  content is visualized on one single page. The maps subject is always located right at the center of this page. All related subtopics and keywords are arranged around the center in a radiant, two-dimensional structure and connected to it  via lines. A mind map presentation, then, is a dynamic slideshow that you create from such a mind map. Each slide shows a detail of the map, such as a branch or an individual topic. At the beginning, the end, and at key points during the presentation, you can zoom back out so the whole map can be displayed for the audience. How Does a  Mind Map Presentation Work? In a classic Power Point presentation, students are presented with a number of independent  slides, one after the other, with no way of seeing the big picture. There may be a table of contents shown on the first slide, but a list of unfamiliar keywords and headlines is all too quickly forgotten. In order to comprehend and retain individual pieces of information, students need to be able to place them in context and understand how they relate to one another. Its the difference between merely collecting dots, and connecting them. Seeing all topics of the presentation laid out in  the two-dimensional structure of a mind map  helps students do exactly that. How to Create a Mind Map Presentation The best part about mind map presentations is that they are incredibly easy and fast to create. Do you remember how much time you invested in making your last Prezi look good? Or how time-consuming it can be to make  your PowerPoint slides look a little less boring? On the other hand, you can create  a good-looking mind map presentation in less than three minutes. All it takes are 4 simple steps: 1. Map out the content of your presentation Start by creating a new, blank mind map in MindMeister. Write the subject of your presentation in the center of the map, then use the TAB and ENTER keys to create new topics. The TAB key creates sibling topics, the ENTER key creates child-topics. Tip:  Use keywords or short phrases for the topics in your map. You can add additional information in the form of notes, links, comments and even attached files without cluttering up your presentation. 2. Add visuals to your map Visuals function as memory  triggers, so make sure to add lots  of images, icons and colors to your map to make the presentation as memorable as possible. You can upload your own images using the sidebar on the right side of the map editor, or simply drag-and-drop images  onto a topic. You can also use different font sizes to highlight individual keywords. 3. Create the presentation slides Now its time to turn your mind map into a presentation. In the footer of the mind map  editor, click on the presentation symbol to open presentation mode. While pressing  the CMD key (or CTRL key if youre on Windows), click and drag  your cursor over topics in the map to create the slides. Start with the topic in the center, then create the other slides in chronological order. Tip:  Show the whole mind map  at the beginning,  somewhere in the middle, and once at the end of the presentation to ensure your audience knows how everything is connected and related to each other. 4. Present your slideshow When all your slides are created, click on the Start Slideshow button to play the presentation inside your browser. You can present to the classroom just like you normally would, by connecting a projector to your computer and projecting the slideshow onto a big screen. Alternatively, you can invite students to the map (making sure to give them read-only access) and broadcast the presentation to their screens (a great way to reach remote learners and support distance education!). Check out this real-time screen recording of us creating a  mind map presentation for a  book report: 5. Utilize and repurpose your presentation Gone are the days when students had to study from those tiny  hard copies of  teachers presentation slides  trying to fit up to 9  slides onto a single A4 sheet to save money on ink, and adding their own barely decipherable notes to the sheet. With MindMeister you can easily share your mind map presentation and enable students to repurpose it for their personal study needs, such as Real-time note taking Export your mind map presentation as a .mind file and either send it to students via email or make it accessible for download in your shared cloud space. Tell students to download and import the file into their own MindMeister account. During your presentation, students can take notes directly inside the mind map, adding details to the keywords as well as emphasizing what seems important to them. This way, they dont end up with two sources of information (namely your slides and their notes), and they  dont feel the need to copy the content  of your slides alongside their own notes just to make sense of them later on. Real-time collaboration If the goal of your presentation is to spark a discussion among students, share your mind map with the whole classroom, ensuring that all students have write-access to it. You can do this  either by creating a secure link and sending it to them, or by inviting them directly via email (take a look at our guide about inviting whole groups of students at once).  As soon as  everyone is logged in, all students can take notes, add ideas and vote others ideas up or down inside the map and all in real-time. Make your map accessible to a wider audience You can publish your mind map to make it accessible for all people on the world wide web. Public mind maps can be found through Google searches, are automatically added to MindMeisters public map library, and can also be embedded into websites, blog posts and Google Pages. Embedded maps are interactive and map presentations can be played just like an embedded Slideshare slideshow. Give it a try by clicking on the play button on the embedded mind map presentation below: Your browser is not able to display frames. Please visit Book Report on MindMeister. Are you ready to give mind map presentations a try? MindMeister offers great discounts for teachers and students. Sign up for one of our educational plans today or create up to three mind maps for free with our Basic plan. Effective Classroom Presentations with Mind Maps - Focus If youre looking for a way to  create more  engaging and  effective classroom presentations and maybe save some time while doing so, this article is for you. In this quick guide well show you how to use  MindMeister  as a powerful  alternative to classic and often convoluted  options such as PowerPoint or Prezi. MindMeister uses the mind map principle to help students  comprehend and retain information better and offers numerous  practical  ways of utilizing and repurposing content both during and after the presentation. What Is a Mind Map Presentation? A mind map is a diagram that uses keywords, colors, images and other graphical elements to represent information. When you create a mind map, all of its  content is visualized on one single page. The maps subject is always located right at the center of this page. All related subtopics and keywords are arranged around the center in a radiant, two-dimensional structure and connected to it  via lines. A mind map presentation, then, is a dynamic slideshow that you create from such a mind map. Each slide shows a detail of the map, such as a branch or an individual topic. At the beginning, the end, and at key points during the presentation, you can zoom back out so the whole map can be displayed for the audience. How Does a  Mind Map Presentation Work? In a classic Power Point presentation, students are presented with a number of independent  slides, one after the other, with no way of seeing the big picture. There may be a table of contents shown on the first slide, but a list of unfamiliar keywords and headlines is all too quickly forgotten. In order to comprehend and retain individual pieces of information, students need to be able to place them in context and understand how they relate to one another. Its the difference between merely collecting dots, and connecting them. Seeing all topics of the presentation laid out in  the two-dimensional structure of a mind map  helps students do exactly that. How to Create a Mind Map Presentation The best part about mind map presentations is that they are incredibly easy and fast to create. Do you remember how much time you invested in making your last Prezi look good? Or how time-consuming it can be to make  your PowerPoint slides look a little less boring? On the other hand, you can create  a good-looking mind map presentation in less than three minutes. All it takes are 4 simple steps: 1. Map out the content of your presentation Start by creating a new, blank mind map in MindMeister. Write the subject of your presentation in the center of the map, then use the TAB and ENTER keys to create new topics. The TAB key creates sibling topics, the ENTER key creates child-topics. Tip:  Use keywords or short phrases for the topics in your map. You can add additional information in the form of notes, links, comments and even attached files without cluttering up your presentation. 2. Add visuals to your map Visuals function as memory  triggers, so make sure to add lots  of images, icons and colors to your map to make the presentation as memorable as possible. You can upload your own images using the sidebar on the right side of the map editor, or simply drag-and-drop images  onto a topic. You can also use different font sizes to highlight individual keywords. 3. Create the presentation slides Now its time to turn your mind map into a presentation. In the footer of the mind map  editor, click on the presentation symbol to open presentation mode. While pressing  the CMD key (or CTRL key if youre on Windows), click and drag  your cursor over topics in the map to create the slides. Start with the topic in the center, then create the other slides in chronological order. Tip:  Show the whole mind map  at the beginning,  somewhere in the middle, and once at the end of the presentation to ensure your audience knows how everything is connected and related to each other. 4. Present your slideshow When all your slides are created, click on the Start Slideshow button to play the presentation inside your browser. You can present to the classroom just like you normally would, by connecting a projector to your computer and projecting the slideshow onto a big screen. Alternatively, you can invite students to the map (making sure to give them read-only access) and broadcast the presentation to their screens (a great way to reach remote learners and support distance education!). Check out this real-time screen recording of us creating a  mind map presentation for a  book report: 5. Utilize and repurpose your presentation Gone are the days when students had to study from those tiny  hard copies of  teachers presentation slides  trying to fit up to 9  slides onto a single A4 sheet to save money on ink, and adding their own barely decipherable notes to the sheet. With MindMeister you can easily share your mind map presentation and enable students to repurpose it for their personal study needs, such as Real-time note taking Export your mind map presentation as a .mind file and either send it to students via email or make it accessible for download in your shared cloud space. Tell students to download and import the file into their own MindMeister account. During your presentation, students can take notes directly inside the mind map, adding details to the keywords as well as emphasizing what seems important to them. This way, they dont end up with two sources of information (namely your slides and their notes), and they  dont feel the need to copy the content  of your slides alongside their own notes just to make sense of them later on. Real-time collaboration If the goal of your presentation is to spark a discussion among students, share your mind map with the whole classroom, ensuring that all students have write-access to it. You can do this  either by creating a secure link and sending it to them, or by inviting them directly via email (take a look at our guide about inviting whole groups of students at once).  As soon as  everyone is logged in, all students can take notes, add ideas and vote others ideas up or down inside the map and all in real-time. Make your map accessible to a wider audience You can publish your mind map to make it accessible for all people on the world wide web. Public mind maps can be found through Google searches, are automatically added to MindMeisters public map library, and can also be embedded into websites, blog posts and Google Pages. Embedded maps are interactive and map presentations can be played just like an embedded Slideshare slideshow. Give it a try by clicking on the play button on the embedded mind map presentation below: Your browser is not able to display frames. Please visit Book Report on MindMeister. Are you ready to give mind map presentations a try? MindMeister offers great discounts for teachers and students. Sign up for one of our educational plans today or create up to three mind maps for free with our Basic plan.

Problems Caused by Dyslexia Essay - 2567 Words

Introduction: My father is dyslexic and as a child was labelled stupid and disruptive by most of his classmates. As a result he had an unhappy time at school and consequently he ended up abandoning school at the age of sixteen, as he was made to feel incapable of learning literacy. His parents did not encourage and support him much either. From the way he reads, writes and spells I assume that my father has a level of literacy of age 10. He is able to decipher words in reading but has problems with decoding and comprehending all of them especially long, new, words. He knows how to write but more often than not he has problems with spelling. When I was young I used to sympathise with him as he is an intelligent, wonderful person†¦show more content†¦In my opinion the most accurate definition I found was that offered in 1994 by the International Dyslexic Association: Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single-word decoding are often unexpected in relation to age or other cognitive abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by a variable difficulty with different forms of language, including, in addition to a problem with reading, a conspicuous problem with acquiring proficiency in writing and spelling. I believe that this definition, found in Snowling, M.J. (2000) pp.24-25, brings to light some very important points. In my opinion dyslexia needs to be considered independently of other learning difficulties that exist, even if in most cases it co-occurs with other disorders. In fact the International Dyslexic Association defines dyslexia as one of the various kinds of learning difficulties that exist. The second important point cited in this definition is that dyslexic students have severe problems with phonological awareness. Dyslexic studentsShow MoreRelatedEssay Research Article Critique1359 Words   |  6 Pages04/25/2012 Abstract Causes of dyslexia or reading disabilities have been hotly debated by researchers and educators. Knowledge regarding the causes of reading disabilities is important as they define the strategies that will used to help students with dyslexia learn. Dyslexia is caused by differences in the information processing patterns of learning disability students. Language and phonological skills have been found to be the main cause of reading problems. This paper presents a critique andRead MoreThe Roles of Genetics and Nurture on People with Dyslexia1487 Words   |  6 PagesThe Roles of Genetics and Nurture on People with Dyslexia Dyslexia is a lifelong struggle with constant challenges with reading and speaking. About five to ten percent of the United States population deals with the learning disorder dyslexia (Van den Honert, n.d.). It is a neurological condition that is mainly caused by genetics but there are some rare cases in which it is acquired. Dyslexia interrupts the normal processes of reading and speaking (Van den Honert, n.d.). All of which areRead MoreThe Effect Of Reading Abilities On Dyslexia Over The Past Four Decades877 Words   |  4 Pagesfindings of research that evaluates possible causes of reading abilities in dyslexia over the past four decades. The main purpose of this paper is to provide a comprehensive review of research on the fundamental cause(s) of developmental dyslexia. The secondary purpose is to present the evidence that reveals the differences between early reading difficulties caused mainly by cognitive/biological deficits and those caused primarily by instructional defi cits. 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Derived from the Greek words dys (poor or inadequate) and lexis (words or language), dyslexia and other learning disabilities affect about 15% of the population. (What is dyslexia!) Dyslexia itself can manifest itself in many different ways. People with dyslexia do not see words backwards or have other vision problems. Many dyslexics areRead MoreThe Effects Of Dyslexia On Children And Adults1229 Words   |  5 PagesDyslexia was first diagnosed in 1896: since then there have been many new developments in its diagnosis and treatment (French, 2013). Dyslexia is a learning disability that affects reading, writing, and spelling in children and adults. Depending on the individual the diagnosis of dyslexia can be mild or severe (French, 2013). The following word â€Å"cat†, is a simple word to read, however a dyslexic would read it â€Å" Tac, act, tca, at c†. Now that was not as easy as reading it as a person with no dyslexicRead MoreDyslexi A Common Reading Disorder1748 Words   |  7 PagesDyslexia is a common reading disorder that is often first recognised when children enter school. It is often characterized as, a disorder where individuals struggle with reading but this struggle does not generally have anything to do with the individual s overall intelligence. Different people are affected to varying degrees by dyslexia, some people have difficulties in spelling words, reading quickly, writing words, sounding out words in their the head, pronouncing words when reading aloud or

How China Has Improved International Presence - 2056 Words

China was the most civilized country having outpaced other world regions for several centuries. The country faced a major backlash in the nineteenth and twentieth countries whereby it experienced civil wars, foreign occupations, dreaded famines, and military attacks that left the security of the country prone to attacks. Chinese government supported communism after World War II consequently adopting an autocratic leadership style to cater for the welfare of Chinese citizens. However, the successors of Mao Zedong adopted a market-oriented economic system which sky-rocketed the economic growth of China since 1978. Currently, China has the second largest economy after the USA and boasts of its fastest economic growth rate in the world. Eventually, the living standard of the large portion of the Chinese population has dramatically increased. Moreover, Chinese have been given the freedom to make personal decisions, but the political measures are still tight (The World Factbook, 2016). Chi na has enhanced its international presence by ensuring that it participated in the international organizations and enhanced the global outreach. China has applied authoritative leadership style for centuries whereby the subjects are given little autonomy make decisions. Chinese leaders make decisions without the involvement of subjects. The leaders motivate their citizens by making visions that inspire Chinese citizens to conduct their duties with determination and diligence. Mao ZedongShow MoreRelatedDjibouti: How Culture in the Horn of Africa is Influencing Global Interests1226 Words   |  5 PagesSociologists define culture as â€Å"the ways of thinking, the ways of acting, and the material objects that together form a people’s way of life† (Macionis 40); but when and how are cultures developed? 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Car Accidents Free Essays

CAUSE AND EFFECT PARAGRAPH -CAUSES OF ROAD ACCIDENTS Car accidents are something that has become common in human life. Almost everyday car accidents happen around us within anytime and anywhere around the worlds. It harms everyone without exception to anybody. We will write a custom essay sample on Car Accidents or any similar topic only for you Order Now The tragic part of car accidents is when it involving fatal. It is very unfair for every living body to die in the car crash and it such a wasted. Furthermore car accidents are something that can be avoided if we altogether concern about the factors that can lead to the crash. First and foremost, careless driver is one of the factors of car accidents. They are not paying 100% attentions on the road while driving. Some of them are talking on the phone, and controlling the car with only one hand. This actually increases the risk of getting involved in car accidents. There are also driver that are not in proper condition to drive. As example, the driver does not getting enough sleep to be able to drive safely resulting in falling asleep while driving and may lead to car accidents. Secondly, poor road conditions also contribute to car accidents. Irregularly surface of road can cause driver to lose control on the car. Unclear road signs that are hard to be seen especially during night and improper placed of speed bump are really disturbing the driver and thus car accidents are more likely to occur. Finally, bad weather is also the causes of car accidents. Heavy rain, storm and snow limit the driver’s visibility and put themselves and others on risk. As example, when it is raining heavily, the road become slippery and car’s tyres have fewer grips on the surface of road. Consequently, the cars will collide with each others. As a conclusion, peoples especially drivers should take note the factors that cause the car accidents as they will beware when driving and thus can help avoiding car accidents. How to cite Car Accidents, Papers Car Accidents Free Essays I. Introduction Crash, boom, bang! In an instant, a car accident can change a person’s life forever. Each year, many unsuspecting drivers, passengers, and pedestrians are killed on the roads of the United States. We will write a custom essay sample on Car Accidents or any similar topic only for you Order Now The main question we ask ourselves is why? Are people killed because of high speed crashes? Did the airbags not deploy at the proper time? Were the roads in acceptable conditions? Unfortunately, we can not always determine the causes of all accidents, simply because we were not on the scene of the accident. There are many different reasons why fatal car accidents occur. Some accidents involve distractions, alcohol consumption, road hazards, or inclement weather. In this econometric paper, the goal is to determine why fatal car accidents occur and what we can do to prevent a possible fatal accident from occurring. II. Empirical Model Specification The following empirical equation is used to determine fatal car accidents (per 100,000 registered vehicles) using ten independent variables. Cross sectional data is collected from 2003, from all fifty states. Eq (1): FCA = f(FUN, SAF, MIL, GAS, SPD, SBT, ROD, DRIY, DRIS, SUV + error term) Where FCA measures the total number of fatal car accidents per 100,000 registered vehicles. Table 1 lists the independent variables, their definitions, and their expected effect on fatal car accidents. Table 1: Definition of Fatal Car Accident Independent Variables |Variable |Definition |Expected Sign | |FUN |State funding per mile of highways in 2003, |Negative | | measured by the amount of dollars spent (in | | | |thousands) for funding highways, divided by the| | | |total road length miles (in thousands) for each| | | |of the fifty states | | |SAF |Federal highway safety program funding programs|Negative | | |per registered motor vehicle in 2003, measured | | | |by the total amount of allocated federal funds | | | |for safety programs in each of the fifty states| | | |(in thousands of dollars), divided by the total| | | |motor vehicle registrations in each of the | | | |fifty states (in thousands of registered | | | |drivers). | | | | | | | | | | | | | | | | | |MIL |Total average vehicle miles traveled per |Positive | | |registered motor vehicle in each of the fifty | | | |states (in thousands) in 2003. | |GAS |Average gas price of unleaded fuel price in |Negative | | |each of the fifty states (in dollars) in 2003. | | |SPD |Urban interstate speed limit in each of the |Negative | | |fifty states, (in miles per hour) in 2003. | | |SBT |Seat belt fine amount for each of the fifty |Negative | | |states (in dollars) in 2003. | |ROD |Percentage of roads in very good and good |Negative | | |conditions, measured by the total amount of | | | |very good and good roads, divided by the total | | | |number of roads in each of the fifty states in | | | |2003 | | |DRIY |Percentage of drivers, under age 25 in each of |Positive | | |the fifty states. | |DRIS |Percentage of drivers, over age 65 in each of |Positive | | |the fifty states. | | |SUV |Percentage of sport utility vehicle ownership |Positive | | |in each of the fifty states. | | |DPM |The number of licensed rivers per square mile |Positive | | |in 2003, measured by the total number of | | | |licensed drivers per state, divided by the | | | |number of square miles per state . | | The independent variable FUN is the amount of state funding per mile of highways in 2003. Specifically, this variable is measured by the amount of dollars spent in 2003 (in thousands) for funding highways, divided by the total road length miles (in thousands) in 2003 for each of the fifty states. According to Peters (2004), SAFETEA or The Safe, Accountable, Flexible, and Efficient Transportation Equity Act of 2003 is greatly increasing highway funding and making roads safer. When more money is spent per mile on highways, we would expect that fewer fatal car accidents will occur because roads are likely to be safer, due to newly constructed roads, more rumble strips, sturdier guard rails, and medians. Therefore, the expected sign of the coefficient of this independent variable is negative. The independent variable ROD measures the total amount of very good and good roads, divided by the total number of roads in each of the fifty states. The better the road conditions, the less likelihood of a fatal accident. When road conditions are very good or good, we consider them to be safe roads. For example, Persaud, Retting, and Lyon (2004) indicate that roads with rumble strips reduce fatalities by up to 25 percent; many good, safe roads have rumple strips. Thus, safe roads often lead to fewer accidents because they will not be as dangerous at higher speeds to drivers as roads that are considered fair, mediocre, or poor. As a result, the expected sign of the coefficient of this independent variable is negative. The independent variable SAF is the amount of funding for highway safety programs per registered motor vehicle in 2003, measured by the total amount of allocated federal funds for safety programs in each of the fifty states (in thousands of dollars), divided by the total motor vehicle registrations in each of the fifty states (in thousands of registered drivers). According to Dorn and Barker (2004), drivers that follow highway safety professional driver training are safer drivers than those who do not follow a highway safety program. When more money is spent per registered motor vehicle for highway safety programs, we would expect that fewer fatal car accidents will occur because drivers will be provided with education and safety programs. As a result, there will be a reduction in fatal car accidents. Thus, the expected sign of the coefficient of this independent variable is negative. The independent variable MIL is the average amount of total vehicle miles traveled per registered motor vehicle in each of the fifty states (in thousands) in 2003. The more miles a driver puts on a vehicle, the more likely they are to be involved in a fatal car accident because high mileage drivers spend a significant amount of time on the roads. As a result, the expected sign of the coefficient of this independent variable is positive. The independent variable GAS is the average 2003 unleaded fuel price in each of the fifty states (in dollars). When gas prices increase, economic theory tells us that the quantity demanded for gasoline will decrease. The expected decrease in demand for gasoline will result in fewer miles driven. As a result, fatal accidents will decrease because fewer people will drive when gas prices are high; they will find alternative modes of transportation. Thus, the expected sign of the coefficient of this independent variable is negative. The independent variable SPD is the urban interstate speed limits in each of the fifty states, measured (in miles per hour) in 2003. High speeds often result in an increase chance in fatal car accidents. Navon (2001) states that high driving speeds increase crash rates, injury rates, and the probability of a driver losing control of the automobile. Thus, the higher the speed limit, the more likelihood of a fatal car accident. As a result, the expected sign of the coefficient of this independent variable is negative. The independent variable SBT is the seat belt fines amount for each of the fifty states (in dollars) in 2003. If drivers are fined for not wearing seatbelts, they will likely take precaution in the future. The higher the seatbelt fine, the more likely a driver will start wearing a seatbelt on a regular basis because they will want to avoid receiving a hefty fine in the future. Seatbelts have been proven to save lives. Robertson (1976) states that death occurs 50-80% less often in an accident when a person is restrained, rather than unrestrained. Wearing a seatbelt will lower the likelihood of a fatal accident. Therefore, the expected sign of the coefficient of this independent variable is negative. The independent variable DRIY is the percentage of motor vehicle drivers under the age of twenty-five in each of the fifty states. Younger drivers are inexperienced and are sometimes not familiar with hazardous road conditions. Many young drivers also tend to think of speed limits as insignificant, and often driver faster than the state speed limit. According to Bingham and Shope, motor vehicle crashes are the leading cause of death in individuals under the age of 35. Moreover, young drivers are more likely to be involved with drug and alcohol misuse. Based on the above arguments, the expected sign of this independent variable is positive. The independent variable DRIS is the percentage of motor vehicle drivers over the age of sixty-five in each of the fifty states. Senior citizens often have health problems that can impair their driving, such as glaucoma or hearing loss. According to West, Gildengorin, et al (2003), poor vision is the most common impairment of senior drivers. The reflex skills and some motor skills of senior citizens are not at the same level as those much younger. As a result, the expected sign of this independent variable is positive. The independent variable SUV is the ratio of sport utility vehicle registrations to the total vehicle registrations in each of the fifty states. Sport Utility Vehicles are popular today, but have an increased chance of rollovers. According to Rivara, Cummings, and Mock (2003), 60% of all rollover accidents occur in sport utility vehicles. Many Sport Utility Vehicles have safety features that are sub par to that of minivans, trucks, and small cars. Thus, the expected sign of the coefficient of this independent variable is positive, because increasing the chance of a rollover increases the chance of a fatality. The independent variable DPM is the number of licensed drivers per squared mile in 2003, measured by the total number of licensed drivers per state, divided by the number of square miles per state. States located in the northeast tend to be heavily populated per square mile. As a result, there are many drivers in small areas. With a large number of drivers in a small area, we can expect that the occurrence of accidents is high, due to the amount of traffic and number of vehicles on the road. Therefore, the expected sign of the coefficient of this independent variable is positive, because large numbers of cars per square mile increases the chance of a fatal accident. Table 2 lists the maximum value, minimum value, and average value of each of the independent variables, along with the respective states for each value. Table 2: Data Analysis of all independent variables |Variable |Minimum Value |Maximum Value |Average Value | |FCA (fatal car accidents) |69 deaths (Vermont) |4215 deaths (California) |815. 92 deaths | |FUN (state funding of highways) |$4. 37 (North Dakota) |$119. 93 (Delaware) |$30. 9984 | |SAF (federal highway safety program|$5. 68 (Florida) |$77. 26 (West |$22. 42 | |funding) | |Virginia) | | |MIL (total average vehicle miles |7037 miles (New York) |18376 miles (Wyoming) |10566 miles | |traveled) | | | | |GAS (average gas price) |$1. 15 (Georgia) |$1. 59 (Hawaii) |$1. 3578 | |SPD (speed limit) |50 MPH (Hawaii) |75 MPH (Idaho, New Mexico, North |63. 15 MPH | | | |Dakota, South Dakota) | | |SBT (seat belt fine amounts) |$0 (New Hampshire) |$100 (New York) |$26. 8 | |ROD (percentage of roads in very |9. 52% (New Jersey) |85. 489% (Geo rgia) |40. 367% | |good and good conditions) | | | | |DRIY (percentage of drivers under |10. 625% (Connecticut) |21. 254% (Utah) |13. 932% | |the age of 25) | | | | |DRIS (percentage of drivers over |7. 599% (Alaska) |22. 57% (West Virginia) |14. 6% | |the age of 65) | | | | |SUV (percentage of sport utility |5. 6782% (Alabama) |18. 605% (Alaska) |12. 318% | |ownership) | | | | |DPM (the number of licensed drivers|0. 73 (Alaska) |656. 92 (New Jersey) |108. 85 | |per square mile) | | | | One might find it surprising to see West Virginia as having the highest amount of federal highway safety program funding. Typically, one would think that larger states, such as Texas or California would have the highest amount of funding, because of the size of the states. In calculating these values, consideration is placed on the dollar amount per registered driver. Nearly one quarter of West Virginia’s registered vehicles have drivers over the age of 65. This is surprising because when one thinks of a state with many senior citizens, Florida comes to mind. A reason for Florida not having the highest percentage may be that married senior citizens may only have one car. The percentages were calculated by the number of registered vehicles. Thus, a vehicle may be registered to one person, but two people may drive the vehicle. III. Test of Multicollinearity Multicollinearity occurs when two or more independent variables have a linear relationship, or correlation, with one another. There are two important consequences associated with multicollinearity. First, standard errors of the coefficients contain higher than normal standard errors. The result of this is an increased probability type two error increases (failing to reject a false null hypothesis). Secondly, the most important consequence of multicollinearity is that the Ordinary Least Squares method of estimation will not run. As a result, an accurate regression can not be done. A correlation coefficient matrix is used to show correlation (multicollinearity) between independent variables. With absolute values greater than |. 70| on the correlation matrix, multicollinearity is present. Table 3 shows the correlation between each of the independent variables Table 3: Correlation Matrix | |DPM |DRIS |DRIY |FUN | |Variable |Coefficient |Expected Sign |t-Statistic Absolute Value |Significance at 5% level | |FUN |1. 19 |- |. 5 |No | |SAF |-15. 03 |- |1. 76 |Yes | |MIL |-. 10 |+ |1. 15 |No | |GAS |-4534. 62 |- |2. 72 |Yes | |SPD |18. 66 |- |. 86 |No | |SBT |3. 94 |- |. 9 |No | |ROD |-6. 30 |- |. 69 |No | |DRIY |-153. 03 |+ |2. 02 |Yes | |DRIS |-50. 35 |+ |. 80 |No | |SUV |18. 66 |+ |. 30 |No | |DPM |-1. 82 |+ |1. 9 |No | | | | | | | | | | |R2 = . 33 | | | | | |Adjusted R2 =. 13 | | | | | |* Critical T-stat 1. 684, with a two | | | | | |tailed test at 5% level of | | | | | |significance. | | After running the t-test, I discovered that the coefficients of the variables FUN, MIL, SPD, SBT, ROD, DRIS, SUV, and DPM were not significant at the 5% level. As a result, I cannot support the statement that any of these variables have a significant impact on the dependent variable FCA. The first coefficient of the variable that failed the t-test was FUN. At the 5% level of significance, the state funding per mile of highways in 2003, measured by the amount of dollars spent (in thousands) for funding highways, divided by the total road length miles (in thousands) for each of the fifty states does not have a significant impact on the dependent variable FCA. The second coefficient of the variable that failed the t-test was MIL. At the 5% level of significance, the total average vehicle miles traveled per registered motor vehicle in each of the fifty states (in thousands) in 2003 does not have a significant impact on the dependent variable FCA. The third coefficient of the variable that failed the t-test was SPD. At the 5% level of significance, the urban interstate speed limit in each of the fifty states, (in miles per hour) in 2003 does not have a significant impact on the dependent variable FCA. The fourth coefficient of the variable that failed the t-test was SBT. At the 5% level of significance, the seat belt fine amount for each of the fifty states (in dollars) in 2003 does not have a significant impact on the dependent variable FCA. The fifth coefficient of the variable that failed the t-test was ROD. At the 5% level of significance, the percentage of roads in very good and good conditions, measured by the total amount of very good and good roads, divided by the total number of roads in each of the fifty states in 2003 does not have a significant impact on the dependent variable FCA. The sixth coefficient of the variable that failed the t-test was DRIS. At the 5% level of significance, the 2003 percentage of drivers over age 65 in each of the fifty states does not have a significant impact on the dependent variable FCA. The seventh coefficient of the variable that failed the t-test was SUV. At the 5% level of significance, the 2003 percentage of sport utility vehicle ownership in each of the fifty states does not have a significant impact on the dependent variable FCA. The eighth coefficient of the variable that failed the t-test was DPM. At the 5% level of significance, the number of licensed drivers per square mile does not have a significant impact on the dependent variable FCA. Of the ten independent variables and their coefficients, only three passed the t-test. The first coefficient of the variable that passed the t-test was SAF. At the 5% level of significance, the Federal Highway Safety Program funding programs per registered motor vehicle in 2003, measured by the total amount of allocated federal funds for safety programs in each of the fifty states (in thousands of dollars), divided by the total motor vehicle registrations in each of the fifty states (in thousands of registered drivers) is significant. According to the regression analysis, when Federal Highway Safety Program funds are considered significant and increased by one thousand dollars, fatal car accidents, per 100,000 registered vehicles are decreased by 14. 67 deaths. The second coefficient of the variable that passed the t-test was GAS. At the 5% level of significance, the average gas price of unleaded fuel price in each of the fifty states (in dollars) in 2003 is significant. According to the regression analysis, when gas prices are increased by one dollar and considered significant, fatal car accidents, per 100,000 registered vehicles are decreased by 3800. 26 deaths. The third coefficient of the variable that passed the t-test was DRIY. At the 5% level of significance, the percentage of drivers, under age 25 in each of the fifty states is significant. According to the regression analysis, for each one percent increase of drivers under the age of 25, fatal car accidents, per 100,000 registered vehicles are decreased by 136. 85 deaths. The reason for the opposite expected sign of the coefficient DRIY is that the eq (1) contains omitted variable bias. Omitted variable bias occurs when an important variable to the model is omitted. As a result, a low adjusted R2 is present. The low correlation results, presented in the multicollinearity section of this paper, are also most likely due to omitted variable bias. After finding these results, I added the variable DPM to eq(1) to help adjust for the low adjusted R2. The newly added variable helped improve the regression results slightly. VI. Conclusions The results of my data are surprising. First, my analysis shows that my model had no heteroskedasticity or multicollinearity. It is rare that a model does not contain heteroskedasticity or multicollinearity. When estimating the model, I believed that some of the coefficients of the independent variables would be highly correlated with one another. All of the coefficients of the independent variables had a correlation of under |. 70| with one another, with the exception of FUN and DPM. Perhaps what is even more surprising is that only three of the coefficients of my ten independent variables were significant in explaining the determinants of fatal car accidents. The coefficients of the independent variables SAF, GAS, and DRIY are significant in my model. I did not expect that the actual sign of DRIY would be a negative, based on what the media tells us of hazardous young drivers. My model suggests that when more young drivers are on the road, fewer fatalities occur. Empirical literature can probably back this claim, as well as disagree. The coefficient of the independent variables SAF and GAS are also considered to be significant in this model. Unlike DRIY, I expected that increasing both funding for highway safety programs and increasing gas prices would result in a reduction in fatal car accidents; my hypothesis was correct. It is important to keep in mind that my model only captured part of the data that determines fatal car accidents. Much data could not be processed, due to its nature and difficulty to find. For instance, I could not capture the percentage of day time versus night time driving for drivers in each state. Factors like this help to further explain the determinants of fatal car accidents. My goal in examining this topic is to find out what determines fatal car accidents. While I may not have captured all of the variables and their coefficients, I leave knowing more about fatal car accidents and why they occur than before. By applying econometrics and literature, I now know why some fatal accidents occur and how to help avoid them. VII. Data Sources Department of Energy, Energy Information Administration. â€Å"Average Motor Gasoline Prices, All Grades. † Petroleum Marketing Annual. November 2004. http://www. eia. doe. gov/oil_gas/petroleum/data_publications/petroleum_marketing_annual/pma. html. Insurance Institute for Highway Safety. â€Å"Maximum Posted Speed Limits by Type of Road. † Maximum Posted Speed Limits for Passenger Vehicles. October 2004. http://www. hwysafety. org/safety_facts/state_laws/speed_limit_laws. htm. United States Department of Transportation, Federal Highway Administration. Highway Statistics 2003. November 2004. http://www. fhwa. gov/policy/ohpi/hss/index. htm. United States Department of Transportation, National Highway Traffic Safety Administration. Traffic Safety Facts 2003 Early Edition. October 2004. http://www-nrd. nhtsa. dot. gov/pdf/nrd-30/NCSA/TSF2003EarlyEdition. pdf. VIII. Works Cited Bingham, Raymond and Jean Shope. â€Å"Adolescent Problem Behavior and Problem Driving in Young Adulthood. † Journal of Adolescent Research 19. 2 (2004): 218-223. Dorn, Lisa and David Barker. â€Å"The Effects of Driver Training on Simulated Driving Performance. † Accident Analysis and Prevention 37. 1 (2004): 63-69. Narvon, David. â€Å"The Paradox of Driving Speed: Two Adverse Effects on Highway Accident Rate. † Accident Analysis and Prevention 35. 3 (2003): 361-367. Persaud, Bhagwant, et al. â€Å"Crash Reduction Following Installation of Centerline Rumble Strips on Rural Two-Lane Roads. † Accident Analysis and Prevention 36. 6 (2004): 1073-1079. Peters, Mary. â€Å"New Federal Transportation Safety Initiative: Implications for the States. † Spectrum: Journal of State Government 77. 1 (2004): 25-26. Rivara, Fredrick, et al. â€Å"Injuries and Death of Children in Rollover Motor Vehicle Crashes in the United States. † Injury Prevention 9. 1 (2003): 76-82. Robertson, Leon. Estimates of Motor Vehicle Seat Belt Effectiveness and Use: Implications for Occupant Crash Protection. † American Journal of Public Health 66. 9 (1976): 859-864. Studenmund, A. H. Using Econometrics: A Practical Guide. Boston: Addison, Wesley, and Longman, 2001. West, Catherine, et al.  "Vision and Driving Self-Restriction in Older Adults. † Journal of the American Geriatrics Society 51. 10 (2003): 1348-1354. Wikipedia. â€Å"List of U. S. States by Area. † 15 April 2005. http://www. mywiseowl. com/articles/List_of_U. S. _states_by_area. Crash, Boom, Bang: The Determinants of Fatal Car Accidents An Econometric Study by John White Economics 421 Submitted to Dr. Jacqueline Khorassani April 18, 2005 How to cite Car Accidents, Essay examples

What Is WordCamp Everything You Need to Know, Plus Tips for Attending

It’s easy to get so wrapped up in your own website or development work that you forget about the wider world of WordPress. As a community-maintained and supported platform, WordPress relies on collaboration between the many people who use it. There’s no better way to see this in action for yourself than to attend a WordCamp.WordCamps are offline events lasting one or more days, which bring WordPress users of all types together. They offer presentations, social gatherings, hands-on workshops, and much more. A WordCamp is the perfect way to learn more about the platform, make connections, and find new opportunities. What is WordCamp? An introductionIf you want to learn about WordPress, there are a lot of ways to do so. You can check out the official Codex, take a dedicated course, and read blogs like ours – just as a starting point. These are all excellent options, but what if you’re looking for something a little more social and hands-on?The answer is simpl e: you can head out to one of the many upcoming WordCamps. These are community-organized events held all around the world. For a weekend or so (the length depends on the specific event), you can spend time with hundreds or even thousands of other WordPress users, completely immersed in the platform and culture.If youve never attended a WordCamp, there’s no better time to start than right now. However, before signing up you may want to know a little about what to expect and how to prepare.What to expect from a WordCampThere are a lot of WordCamps – in fact, more are popping up all the time. Each one is a little different, depending on its location, organizers, budget, and attendee rate. There are large, elaborate events like WordCamp US and WordCamp Europe, as well as smaller, more modest gatherings. However, most WordCamps do have some things in common.In general, a WordCamp will last from one to three days. You’ll have to purchase a ticket, although the rates a re kept as reasonable as possible (the ticket prices are capped at a maximum of $25 per day).Before the event, its organizers will post a schedule so you know what’s happening and when. That way, you can plan your days accordingly:Here are some of the most common events offered during WordCamps:Presentations and talks. This is a large part of most WordCamps. Speakers will be brought in to discuss a wide range of topics, from technical developer-level issues to more general educational subjects. There’s a lot you can learn from these presentations, no matter what your expertise level is.Workshops. If you prefer a hands-on approach, there’s plenty of that on offer too. You’ll have the chance to attend practical workshops, which will again range from complex development practices to beginner-friendly tutorials.Networking and social events. Since WordCamps bring so many people together in one location, they’re the perfect opportunity to meet new friend s and do some networking. You can find potential clients, collaborators, employers, and more – either through structured events or simply by hanging out and chatting.The most important thing to understand about WordCamps is that theyre open to everyone. There are events and opportunities available for complete beginners and seasoned developers alike. So you don’t need to worry about getting in over your head. You can attend whatever presentations and workshops most interest you, and work your way up to the more advanced topics over time.How to find a local WordCampActually finding a WordCamp to attend is quite simple. There’s an entire website dedicated to collecting all these events and organizing information about them:On the Schedule page, you’ll see a list of all the WordCamps planned for the coming year. By clicking on each one, you’ll be taken to a dedicated website with information about the specific event. This usually includes a schedule, volunteer opportunities, a way to buy tickets, and so on:For instance, you’ll see that the upcoming WordCamp Europe 2019 will be held from June 20-22. By visiting the event website, you’ll see it’s happening in Berlin, Germany. And as the event gets closer, the team will add a detailed schedule for you to peruse.You can also keep an eye on local WordCamps right from your WordPress website. In your dashboard, you’ll find a widget called WordPress Events and News:By selecting the pencil icon next to the text Attend an upcoming event near you, you can tell this widget where you’re located. Thereafter, it will keep you updated on WordCamps and other significant WordPress events happening nearby.How to prepare for your first WordCampAttending a WordCamp is a pretty simple matter. You buy a ticket, show up, and participate in whatever you’d like. However, you can get more mileage out of your first WordCamp if you do a little preparation ahead of t ime.Some of this involves the obvious basics, such as finding a place to stay if the event lasts more than one day. However, you’ll also want to:Check out the schedule as soon as it’s available. This enables you to plan out what events you’d like to attend. You can still be flexible during the WordCamp itself, of course, but this way you won’t miss anything you’re interested in.Bring along a few essentials. This should include your laptop and whatever other devices you might need. Paper and pens will also come in handy for taking notes during presentations. Finally, if you’re a freelancer or business owner, don’t forget a generous stack of business cards for the networking events.Reach out to your existing contacts. If you work with other WordPress developers, website owners, or businesses, you may want to reach out and see if they’ll be attending the WordCamp as well. This is particularly pertinent if you know they’re l ocated nearby. WordCamps are a great chance to meet up with people you’ve only ever communicated with online.We have some more tips in our guide to last years WordCamp Europe. And you can also read our WordCamp Europe retrospectives from past years to get an idea of how everything works:201820172016It’s worth noting that once you have a WordCamp or two under your belt, you may want to get more involved. These are volunteer-organized and run events, after all. If you’re interested in helping out, you can check out each WordCamp’s individual site, or the community/outreach section of the Make WordPress website.ConclusionIf you want to learn more about WordPress or get involved in its community, attending a WordCamp is a great idea. These events are the perfect place for educational experiences, making new connections, and getting some practical advice.Fortunately, there are a lot of WordCamps happening every year, from big events like WordCamp Europe to sma ller local affairs. You can find information about each one on the dedicated website, and even get notifications in your WordPress dashboard. If you bring along a few basic supplies and an open mind, you’re sure to get a lot out of the experience.Are you thinking of attending a WordCamp event? Share your thoughts and questions with us in the comments section below! What is #WordCamp? Here's the answer, plus how you can get involved. #WordPress