Contrasting programs and policies related to poverty Research Paper

Contrasting programs and policies related to poverty - Research Paper Example On the other hand, it can be apparently observed that America is still undergoing through a tough phase in tackling its poverty level, which fluctuates on a constant basis (The World Bank Group, 2014). With this concern, the research paper would describe the programs along with the policies associated with poverty that adopt and implement by the countries i.e. the US and China. Moreover, a comparison would also be taken into concern regarding the same in the discussion of the research paper. Prior to contrasting the programs along with the policies associated with poverty between China and the US, a detailed description of these programs as well as policies of both the nations has been provided hereunder. Since the year 1980, the Chinese government has shown significant improvement in declining the poverty rates. The projected poverty rate in China in the year 1980 was estimated 84%, which came down to 13% by the year 2012. The reason contributed in making this terrific improvement is the rise particularly in GDP rates. This can be justified as that the GDP rate rose from 1.89% in the year 1980 to 11.57% in the year 2012, which further resulted towards increase in per capita income by nearly about 30 folds from $205 to $6064 in recent times (The Economic Times, 2013). However, despite the significant success in uplifting the critical concern of poverty, China in the current scenario, is still facing certain issues relating to poverty. In this regard, the increase in the inequality levels and the concentration of the left over poverty populaces in the rural areas are becoming critical concern for the Chinese government (The World Bank Group, 2014). As a corrective measure, China along with ‘The International Bank for Reconstruction and Development (IBRD)’ has concentrated their efforts on two vital aspects. One of these is the pilot projects that will be brought under superior technical

Expose Article Example | Topics and Well Written Essays - 500 words

Expose - Article Example However, the electrician did nothing and said he would come to fix it later. Many residents believe that short circuit catalysed the occurrence of the fire. After the fire, the casualties were moved to another labour camp In AlShahaniya. Also, the employees were promised 200 riyals above their April salaries as compensation for the damage. Many volunteers have been appealing for food and clothe donations for the displaced men. Firstly, the article highlighted the troubling facts about the living conditions of the employees in the labour camps. Kovessy (2015) indicates that over eight men live in one room and there are no fire safety measures in the labour camps such as fire extinguishers and emergency exits despite the overcrowding of the rooms. Questions have been raised about Qatar’s commitment to safeguarding the welfare of their labour force despite the enormous wealth of the country. The evident negligence of the camp supervisors should have been questioned in courts since it was the major cause of the fire. The majority of the Sri Lankan employees are opting to go home despite the Sri Lankan embassy encouraging them to go back to work. They claim that they still don’t trust the safety standards of the labour camp. It is not understandable why the Sri Lankan government is not doing enough to cater for the rights of their nationals. A spokesman for the Sri Lankan embassy stated that no one was killed in the disaster; however, unconfirmed reports indicated that two Bangladesh nationals were killed in the fire. The statement exposed how the Sri Lankan Government is trying to cover up Qatar despite the fact that their nationals are suffering. Despite the fact that, the spokesperson was indicating the fire was evidence for the substandard housing conditions for the labourers, they agreed to settle for only 200 Riyal per employee. The displaced employees only escaped with the clothes on their bodies and 200 riyals could not possibly compensate for

Cognitive Effects of Early Bilingualism Essay Example for Free

Cognitive Effects of Early Bilingualism Essay The American educational system has fallen behind other leading nations in the world in many respects, one of which is in bilingual instruction. This has traditionally been overlooked in the United States until the high school level. Children in today’s society should be made more prepared for the growing globalism and technological advances throughout the world instead of losing educational opportunities due to economic downfall and lack of resources. This includes a second language acquisition introduced earlier in the program. On top of political reasons, the positive effects to the cognitive development of the brain when introduced to a second language are many. The age of acquisition is crucial due to the plasticity of the brain which, according to the critical period hypothesis, begins to plateau after five years of age. The current policy in early education limits greatly the amount of extracurricular lessons provided in accordance with government policies such as No Child Left Behind, which restricts school funding based on standardized testing only in certain subject areas. School programs, realistically beginning in elementary education, should include foreign language study due to the strong evidence that bilingualism in children can develop higher cognitive abilities which can be enhanced with proficiency and positively influence skills in other areas. Old arguments suggest that, â€Å"children who are instructed bilingually from an early age will suffer cognitive or intellectual retardation in comparison with their monolingually instructed counterparts† (Diaz 24). Much of the research from the past supporting this argument focused on older bilinguals, mostly adults who may have shown competent abilities in a second language but who had much later ages of acquisition and who usually acquired the second language outside of the home. Many early studies in this field worked with children of immigrants who showed lower abilities in cognitive tasks most likely because of the lack of proficiency in the second language (L2) and lack of proper schooli ng in relation to this deficiency (Kovà ¡cs 307). In correlation with poorly chosen test subjects, the studies were typically done with orthographic representations of words that would have been more difficult for younger test subjects to work with. For example, a study done by Ton Dijkstra, Professor of Psycholinguistics and Multilingualism at the Donders Institute, which focused only on adult English/Dutch bilingualsthe youngest being fifteen years old, all of whom studied their L2 in a middle or high school level. This study included only written examples of words and had the subjects determine if the word was English or Dutch. The results were able to somewhat prove Dijkstra’s theory of Bilingual interactive activation (BIA) which underlines the effects orthography has on L1 and L2 word retrieval that is â€Å"assuming, of course, that the same orthography is used in the input† (Dijkstra 217). If this study were done on younger children, it is sure they would not have performed as well since children are typically less familiar with the written language than with the spoken. Older language learners would make more use of the written approach to learning, such as a textbook, while younger learners typically lear n more from a speech-based approach, like conversationally in the home. The textbook approach is a symbolic processing which differs from the more embedded cognitive retrieval of the speech-based learning approach utilized by younger children to understand the two languages. There have been many studies over the past few years that have proven the opposite of these older arguments. Many of the studies have tested the cognitive abilities of young children, usually aged six and under in accordance with the critical period hypothesis, with both monolingual and bilingual proficiency. These experiments are concerned with cognitive tasks including false-belief tasks and grammar testing to determine the ability to hold abstract thought in the L2 as well as phonemic testing in order to find if there is an ability to distinguish between the phonemes of the different languages. The majority of these studies have tested subjects using visual representations and vocal experiments with proctors who have experience working with children and are trained in both languag es being tested. The more useful subjects are usually taught implicitly, or passively in the home. Although some make use of explicitly taught subjects, meaning they learned actively in a class setting. It has been proven that an infant of four months has the incredible linguistic discrimination abilities to distinguish languages with different prosody and phonemes (Kovà ¡cs 303). An infant is then better equipped to attain more native-like proficiency later in life when exposed this early to the sounds and rhythm of the L2. Doctor in Communication Sciences, Karsten Steinhauer explains, â€Å"that late L2 learners stabilize at some point short of native-like attainment [which] most recently has been discussed in terms of phonological/prosodic interference from L1† (Steinhauer 15). When a young child is introduced to two separate languages, the mechanisms of attention, selection, and inhibition become more fine-tuned due to the experience of attending to one language and ignoring the other (Kovà ¡cs 303, 308). The training in encoding and the association of two correspondi ng words with a common concept underlines the superior representational abilities a bilingual retains especially when the L2 is entrenched in the brain the way early acquisition allows. Linguist à gnes Melinda Kovà ¡cs presents research proving that monolinguals typically attain these abilities at the age of four years while young bilinguals gain these skills much earlier (Kovà ¡cs 316). The brain’s plasticity allows the young child to hold and use the two languages without interference and with continued usage the child will be more likely to attain full native-like proficiency in both languages. Kovà ¡cs also explains that since the brain remains active during demanding tasks, the brain may take on the extra load of two languages as a constructive challenge. The young, malleable brain may possibly â€Å"greatly adapt to [the challenge], for example, by changing its morphology† (Kovà ¡cs 308). A type of adaptation has been proven in studies done by neuroscientist Andrea Mechelli, which were concerned with the grey matter surrounding the left inferior parietal cortex, the general area associated with language use containing the Broca’s are a. These studies confirmed that the grey matter in this area is denser in early-acquired bilinguals. The density decreases in correlation with proficiency in the L2 with monolinguals having the least dense matter (Mechelli 757). This may be the case because a later acquired L2 is held at a more surface level of the brain and requires the use of the declarative memory instead of the procedural memory. Many tests have been done to determine the amount of brain activity associated with language in the left inferior parietal cortex through the use of event-related brain potential, or ERPs. Dr. Steinhauer describes ERPs as â€Å"reflecting the real-time electrophysiological brain dynamics of cognitive processes with an excellent time resolution in the range of milliseconds,† and that ERPs â€Å"have been hypothesized to be linked to rule-based automatic parsing† (Steinhauer 16). Measurements of ERPs are taken while subjects perform syntactically poignant tasks. Since it is thought that syntactic processes are generally automatic or a part of â€Å"implicit grammar processi ng† (Steinhauer 17), the ERP components would be more difficult to elicit in later acquired bilinguals. Steinhauer et al. performed several studies in this area, working with many real and one artificial language labeled BROCANTO 2. In each case, the subjects were given grammaticality judgment tasks in the given language, such as subject-verb agreement violations and lexical anomalies. For each group, the early acquired or implicitly taught subjects educed the same type of ERP responses as native speakers. Late-acquired or explicitly instructed subjects showed more shallow responses, if any at all in this area. These findings show that â€Å"syntactic processes appear to be sensitive to delays in L2 acquisition† (Steinhauer 19). One of the most prominent issues in L2 proficiency is attaining the phonemic boundary between the two languages. Monolinguals are usually unable to distinguish the sounds of a language other than their own. The more proficient a bilingual is in their L2, the more able they are to perceive the two types of phonemes and to determine which is correct in a given phonological circumstance. The phonemic boundary is the least likely area to be fossilized in a late-acquired bilingual. There have been several studies done which have proven this, including a 2008 study done by Adrian Garcia-Sierra, professor of Communications at the University of Texas. In this study, the voice onset time, or VOT, of thirty college students was tested. Half of the students were English monolinguals while the other half were English/Spanish bilinguals who described themselves as fluent speakers of both languages and who learned their L2 at home. This study was done in Austin, Texas where some Spanish is integrated into the daily culture. The results showed that the more fluent bilinguals were more apt to â€Å"a perceptual shift†¦associated with high level of confidence in English and Spanish†¦[and] that highly confident L2 bilinguals are more likely to possess a double phonemic boundary† (Garcia-Sierra 378). This shows that more proficient bilinguals will have a stronger ability to determine different phonemes, which also underlines the effects bilingualism has on a dvanced discrimination and attention skills. Another recent study performed on early bilinguals was done by a group of psychologists headed by Michael Siegal. The experiments tested the pragmatic skills of 41 children in northeastern Italy. All were between the ages of three and six years old, with 19 Italian monolinguals and 22 Italian/Slovenian bilinguals who attended the same preschool taught only in Italian. The children were tested on the Gricean maxims of conversational understanding. These are four basic rules which provide a foundation for pragmatic competence including quality, quantity, relevance, and politeness. The groups of children were shown cartoons with characters having conversations that contained one response created in order to break one of the maxims. The children were then asked which of the characters said something strange or rude and to provide a more appropriate response when the statement was positively identified. The main thesis in this study was that bilingualism requires â€Å"the capacity for flexibility in the representation of language and objects [which] suggests that early bilingualism should be accomp anied by advanced meta-pragmatic skills† (Siegal 115). This theory was upheld by the results of these tests in which the bilingual children outperformed the monolinguals by much more than a chance margin, especially in the maxims of politeness and quality even though many bilinguals had a delayed vocabulary in their L2. The psychologists behind this study suggest that bilingualism can be â€Å"accompanied by an enhanced ability to appreciate effective communicative responses† (Siegal 115). The results of this research seem to highlight the idea that the acquisition of a second language allows a child to remove themselves from the comfortable context of their native language and to realize that it is more necessary to provide useful information and use polite tones for more a successful exchange in both languages. Recently, studies have been performed concerning the effects and importance of early-acquired bilingualism in patients with neuropsychiatric disorders such as Parkinson’s and Alzheimer’s diseases. Research in this area shows that it is less likely for a bilingual individual to be affected by these types of diseases. The majority of the hypotheses behind this statistic pertain to the activity in the brain that is needed to think and speak bilingually. This constant activity exercises the brain in a way that is counterintuitive to the deterioration involved with these disorders (Paradis 216). The research behind Parkinson’s disease explains that the procedural memory is affected greatly sometimes causing a loss of the L1. This is partnered with a tendency to â€Å"produce a smaller portion of grammatical sentences†¦and exhibit deficits in comprehension of complex syntactic forms† (Paradis 217). This is likely linked to the deterioration of the left inferior parietal cortex, the same area in the brain discussed earlier, which is associated with syntactic processes and holding the L1. On the other hand, bilingual patients with Alzheimer’s show a loss in t heir L2 as well as in semantic abilities and a gradual loss of pragmatic, phonological, and syntactic structures. More common in this type of dementia is a puzzlingly inappropriate mixture of the two languages (Paradis 222). This is due to the break down of the declarative memory caused by the dementia. The declarative memory is involved with metacognition, which is why it affects such things as the less familiar language, pragmatic skills, and the selective attention abilities of bilinguals. The major finding in these studies is that â€Å"the differences observed in psychotic conditions as well as in dementias are caused by the increased reliance on declarative-memory-based (and hence consciously controlled) explicit metalinguistic knowledge† (Paradis 222). The advances made in early bilingual research have been great over the past few decades. Through these studies and so many more, it has been made clear that bilinguals with early ages of acquisition not only achieve more native-like proficiency but also tend to have more advanced cognitive abilities than their monolingual peers. These include but are not exclusive to increased analytical, representational, selective, and control abilities. Bilingualism also implies more developed metalingustic awareness and mental flexibility. Early bilinguals have also shown greater abilities in pragmatics and phonemic discrimination. In opposition to old arguments, Kovà ¡cs writes, â€Å"The bilingual condition could be stimulating for the highly plastic developing mind of the child, and induces specific changes in the brain and cognitive systems† (Kovà ¡cs 317). The higher development has been seen in ERP testing and in the density of grey matter involved in the linguistically apt area of the brain. Educators and policy makers should consider this information when planning early education programs. Those enriched with the benefits of a bilingual education are not only better off cognitively, but in the modern world, would be more prepared for the global society and workplace. Works Cited Diaz, R â€Å"Thought and Two Languages: The Impact of Bilingualism on Cognitive Development.† Review of Research in Education 10 (1983): 23-54 Dijkstra, Ton. â€Å"Task and Context Effects in Bilingual Lexical Processing.† Cognitive Aspects of Bilingualism (2007): 213-235. Garcia-Sierra, Adrian, Randy L. Diehl, and Craig Champlin. â€Å"Testing the double phonemic boundary in bilinguals.† Speech Communication 51 (2009): 369-378. Kovacs, Agnes Melinda. â€Å"Beyond Language: Childhood Bilingualism Enhances High- level Cognitive Functions.† Cognitive Aspects of Bilingualism (2007): 301-323. Mechelli, A., Crinion, J. T., Noppeney, U., O’Doherty, J., Ashburner, J., Frackowiak, R. S., and Price, C.J. 2004. Structural plasticity in the bilingual brain. Nature. 431: 754. Siegal, Michael, Laura Iozzi, and Luca Surian. â€Å"Bilingualism and conversational understanding in young children.† Cognition 110 (2009): 115-122.

St Thomas Aquinas Five Ways Philosophy Essay

St Thomas Aquinas Five Ways Philosophy Essay St. Thomas Aquinas is most famous for his Five Ways. He regarded that the ontological argument as invalid. We cannot prove that God exists, merely by considering the word God, as the ontological argument in effect supposes. For that strategy work, we would have to presume to know Gods essence. The proposition of God exists is not self-evident to us mere mortals. Although people can prove Gods existence in several ways, we cannot do it just by examining the concept of God. We have to consider what it is about nature that makes it manifest that it requires God as its original cause. According to Aquinas, the existence of God can be proved are in fact five, and it is his most famous Five Ways The first way to prove that God exists is to consider the fact that natural things are in motion. According to Aquinas, a first mover must exist. If first mover do not exists, there would be no other mover and nothing would be in motion. It means all the natural things are in motion, and it needs another moving thing to move it. As we look around the world and survey move things, it becomes clear that they do not put themselves into motion. But all things are all in motion, and they cannot move by their own, therefore, a first mover must exist and it is not moved by other, and that thing is God. The most important idea Aquinas wants to say is that things do not put themselves into motion, do not suppose that he thought that people cannot get up out of their chair and walk across the room. He means that things do not just bring themselves into existence, there must be someone put themselves into motion. The second way of proving Gods existence is kind of similar to the first one. Aquinas says in the world of sensible things, nothing causes itself. It means everything is causes by something else. It has to be a first cause, if there have no first cause exist, there would be no first effect. In fact, there would be no second or third effect either. If first causes must exist, then we must admit that is God. Aquinas did not say anything in either of the first two proofs about things being moved or caused by earlier motion or causes. The various motions and causes he is talking about are simultaneous. In Aquinass opinion, there is no philosophical reason that the chain of causes could not go back infinitely. But there cannot be an infinite series of simultaneous causes or movers. His argument is that things must be causes by something earlier, and because this chain of causes cannot go back infinitely, therefore, it must have a first cause, and it is God. The Big Bang theory is a good example to proof Aquinass theory. The Big Bang is accepted by most scientists that the universe is an explosion. The Big Bang is the beginning of space and time of matter and energy, and it is the beginning of our expanding universe. But the universe does have an absolute beginning, which was a first physical event. It is difficult to believe that the first physical event has no explanation, for that amounts to saying that the entire universe is just a chance occurrence. If the physical event is explicable, then it would seem that the explanation must refer to some sort of nonphysical phenomenon, which is God. The third way is the most complicated of the Five Ways, God is the necessary of our being existence. Aquinas says everything can lay our hands on belongs to need-not-exist category, if everything belongs to this category, then at one time nothing existed, and then it would have been impossible for anything to have begun to exist, and thus even now nothing would exist. There must exist something the existence of which is necessary. Aquinas believed that he had not yet ruled out the possibility that the necessity of this necessary being might be caused by another necessary being, whose necessity might be caused by another. He asserted that it is impossible to go on to infinity in necessary things which have their necessity caused by another. Therefore, he concludes that there must be some necessary being that has its own necessity, and that is God. Aquinass first three proofs of Gods existence are versions of what today is called the cosmological argument. The cosmological argument is actually not one argument but a type of argument. This type of argument means that the existence of contingent things, things that could possibly not have existed, points to the existence of a noncontingent or necessary being, God, as their ultimate cause or source of being. Aquinass fourth way to prove God is the gradation to be found in things. It has to consider the fact that all natural things possess degrees of goodness, truth, nobility, and all other perfections. The gradation in things in the sense that something can be more good. Therefore, there must be that which is the source of these perfections, namely, pure goodness and truth, and this is what we call God. The fourth proof about the existence of goodness or good things is called the moral argument. This argument is supporting the existence of God, it argues that God is the best and is the only explanation for morality. God is the best moral for everything; God must exist to support that moral order exists. The last way to proof of Gods existence is predicated on the observation that natural things act for an end or purpose. That is, they function in accordance with a plan or design. Accordingly, an intelligent being exists by which things are directed toward their end, and this intelligent being is God. Arguments like Aquinass fifth proof, according to which the apparent purposefulness or orderliness of the universe or its parts or structure points to the existence of a divine designer, are called teleological arguments. The teleological argument suggests that, given this premise, the existence of a designer can be assumed, typically presented as God. According to Aquinas, some theological truths, truths of revelation, are such that philosophy could never discover them. For example, philosophy cannot establish that the universe had a beginning and is not eternal. And not everything discovered by philosophy is important for salvation. But philosophy and theology, although separate disciplines, are not incompatible, they complement each other. From standpoint of theology, that God exists is a given, a truth that people start out knowing. Thus, Aquinass proofs of Gods existence are philosophical proofs. They do not depend for their soundness on any religious principles.

Corporal Punishment :: essays research papers

The whip that a lion-tamer uses is the single most important tool that will assists him in successfully taming the lions. To demonstrate his point clearly to the beasts, he must thrash the lions with his blood-sucking whip whenever they perform an incorrect act. This is the only way that he can communicate with these low-intelligence animals, because lions cannot even understand the most indecent word in the English language. But as for humans, most of us are able to understand the language that the people around us speak. Therefore whipping, caning, strapping, or any kind of corporal punishments are not necessary -- they are reserved for animals only. Not too long ago, teachers at school and parents at home use various forms of corporal punishment on their students and children -- there are also several techniques associated with each of them. But as our society becomes more civilized, these savage acts are now looked upon with disdain and contempt. What used to be considered as corporal punishment is now considered as physical abuse. It should be thought of that way long ago. Physical abuse as penalty surely works. It arouses resentments and bitterness, but it works. If a student does something wrong and gets a whipping for it, he or she will cease doing the same erroneous act again. Though it will not change the way he or she thinks, but it WILL work. The student will not understand why he or she should not behave in that particular manner, and will continue to think that he or she is right, but physical abuse can stop them from doing it again -- it definitely works. But in long-term, some people are inclined to rebel against the authority who impose corporal punishments on them. Once they can overpower the authority, they will challenge their masters. Others, like Duddy Kravitz, they get used to their punishments and cannot care less for them. Duddy gets strapped so often that he virtually asks Mr. MacPherson for it. "So when he led Duddy Kravitz into the Medical Room that afternoon, breaking with a practice of twenty years, the actual blows were f eeble, and it was Duddy who emerged triumphant, racing outside to greet his classmates." Duddy also excitedly announced to his peers: "Hey, look! Look, jerkos! Ten on each. Mac strapped me. Mac, of all people." Obviously, Duddy is no longer intimidated by strapping. Corporal Punishment :: essays research papers The whip that a lion-tamer uses is the single most important tool that will assists him in successfully taming the lions. To demonstrate his point clearly to the beasts, he must thrash the lions with his blood-sucking whip whenever they perform an incorrect act. This is the only way that he can communicate with these low-intelligence animals, because lions cannot even understand the most indecent word in the English language. But as for humans, most of us are able to understand the language that the people around us speak. Therefore whipping, caning, strapping, or any kind of corporal punishments are not necessary -- they are reserved for animals only. Not too long ago, teachers at school and parents at home use various forms of corporal punishment on their students and children -- there are also several techniques associated with each of them. But as our society becomes more civilized, these savage acts are now looked upon with disdain and contempt. What used to be considered as corporal punishment is now considered as physical abuse. It should be thought of that way long ago. Physical abuse as penalty surely works. It arouses resentments and bitterness, but it works. If a student does something wrong and gets a whipping for it, he or she will cease doing the same erroneous act again. Though it will not change the way he or she thinks, but it WILL work. The student will not understand why he or she should not behave in that particular manner, and will continue to think that he or she is right, but physical abuse can stop them from doing it again -- it definitely works. But in long-term, some people are inclined to rebel against the authority who impose corporal punishments on them. Once they can overpower the authority, they will challenge their masters. Others, like Duddy Kravitz, they get used to their punishments and cannot care less for them. Duddy gets strapped so often that he virtually asks Mr. MacPherson for it. "So when he led Duddy Kravitz into the Medical Room that afternoon, breaking with a practice of twenty years, the actual blows were f eeble, and it was Duddy who emerged triumphant, racing outside to greet his classmates." Duddy also excitedly announced to his peers: "Hey, look! Look, jerkos! Ten on each. Mac strapped me. Mac, of all people." Obviously, Duddy is no longer intimidated by strapping.

Animal Testing Journal Articles :: Animal Testing

This article is summarized as the experimentation to observe the intelligence and mental abilities of the Baboons. The achievements of the experiment are to better our understanding of the â€Å"high mental processes† of animals, chiefly Primates. The experiment entailed two baboons and two humans in a couple of relation experiments on a computer. Both pairs were subjected to the find correlations and relations on a computer screen and then using a joystick point in the direction of the correct answer. The correct answer would result in a smell food pellet for the baboons and the wrong answer would result in a 7-second timeout.   Ã‚  Ã‚  Ã‚  Ã‚  In the APA guidelines they outline some very important issues sot the animals involved in the experiments are not abused. The first one I looked at is that research should be undertaken on animals only for a clear scientific purpose, I believe this rule will discourage random testing. The second guidelines of the APA is that the research have a significance sufficient to allow use and testing of animals. This also includes a clause on human pain is the equivalent of animal pain. The final guideline of the APA that I researched is section E which describes the psychologists behaviors as a monitor for the â€Å"animal(s) welfare through out† the research.   Ã‚  Ã‚  Ã‚  Ã‚  My views on animal testing both psychological and other must be done under two conditions: (1) the animals are being used for the purpose of bettering humanity or the human condition and (2) the animals must be treated if not like humans than better. The first condition is my way of saying that my experiment really does not follow my guidelines. The experiment was there just to see whether baboons (Papio papio) are capable of doing complex tasks, this has nothing whatsoever to do with bettering the human condition today which is in need of desperate aid. The second condition was once again broken by the use of food as the motivating factor behind the experiment, this means the animal was put in this situation hungry and HAD to be involved in order to acquire a must for survival, food.   Ã‚  Ã‚  Ã‚  Ã‚  The ethical problems in this experiment were minimal so the treatment of Baboons. The protocol is normal to allow the baboons enough space in which to be comfortable and the experiment did not involve deception or possible injury or physical harm.

Regulate Irresponsible Cell Phone Users on the Road

The U. S constitution should pass a federal law to ban cell phone use on any moving vehicles. The law should include all 50 states. We get irritated when we are in certain places such as a library, movie theater or a concert when a person is talking or texting on his/her cell phone. But at least our lives are not in danger of extinction. When we are driving on the streets or the highways, however, drivers using their cell phones behind the wheels are more than irritating. These foolish cell phone users are putting our lives at risk.I have witnessed drivers so distracted by texting, chatting or updating their Facebook profiles that they resemble drunk drivers, merging between lanes or nearly driving into pedestrians in the crosswalks. These motorists are not convincing they are dangerous because the governments are not interfering with their careless behaviors. Only a few states are taking action to fines these drivers who are ignoring these safety warnings. For example, New York was the first state to ban motorists from using their cell phone while driving.In the state of New York, drivers that are found guilty of talking or texting behind the wheel, they will automatic fine a $150 violation fees and penalty of two points under the distracted driving handheld law. Many countries and cities in Europe are banning cell phones while driving and are persecuting drivers who are violating the cell phone laws. Some legislators introduce a number of bills to regulate these foolish drivers; apparently, those bills were rejected because most lawmakers do not think it is required.For example, Gary Biller the president of National Motorist Association (NMA) claimed the laws banning cell phone use while driving is not necessary. According to the NMA, talking and texting while driving are already covered by existing distracted-driving laws. It would be more productive, he said, to invest resources in campaigns that discourage careless driving in general. Mr. Biller quoted tha t drivers could easily become distracted by other actions such as having a conversation with their passengers, changing the radio stations, eating or applying make-up.Regulations on cell phone use while driving needed, because technologies are advancing, and more people are becoming more obsessed with their cell phone every five minutes in a day. Seemingly, 80% of people who live in the US have a cell phone and more people owning cell phones are expecting to grow in the future due to the arising of Smartphone’s. Drivers who are using their cell phone while driving are becoming more dangerous, and the laws on negligent and distracted driving are not sufficient to punish those offenders.None of us can disagree with that cell phone users on the road have caused traffic deaths and accidents. New studies verify drivers that are texting while behind the wheel, their reactions are the same as drivers behind the wheel intoxicated at the legal blood-alcohol limit. Insurance companies and researchers suggest that using cell phone while driving is dangerous. National Highway Traffic Safety Administration estimated that three thousands fatal traffic accidents nationwide that occurred last year were caused by distracted drivers and 70% of those polled were phoning.A survey published by State Farm Insurance, states that using a cell phone while driving delays reaction time the same amount as having a blood alcohol concentration of 0. 08 the legal limit. In 2006, a Utah psychologist did a study and confirms that driving while on the phone is as impaired as drunken driver. By comparing these two types of motorist, here are the psychology results: â€Å"We found that people are as impaired when they drive and talk on a cell phone as they are when they drive intoxicated at the legal blood-alcohol limit† of 0. 8 percent, which is the minimum level that defines illegal drunken driving in most U. S. states, says study co-author Frank Drews, an assistant professor of psychology. â€Å"If legislators really want to address driver distraction, then they should consider outlawing cell phone use while driving. † The report first gained lawmakers attention, but they later compared it with distracted drivers. Nevertheless, the comparison with drunk driving is very serious and lawmakers should look deeper into creating a federal law to prohibit drivers from using their cell phone while on the road.If past studies have demonstrated that using a cell phone while driving is as risky as driving intoxicated. Therefore, law makers should focus to have every states keep a record on fatal accident involving cell phone, based on the statistics—they should pass a federal law on whether a driver should allow to use cell phone while driving or not. Many researchers report the dangers of driving while on the cell phone. Sadly, some lawmakers argued that the states which create those traffic laws to regulate cell phone while driving use are unnecessary .Harvard Center Risk Analysis performed a research in 2002 on how many fatal accidents were results each year due to cell phones usage while driving on the road. They have calculated 2,600 people die each year in car accident due to using their cell phones while driving. I could use myself as an example; I work for TracFone Wireless which is a prepaid cell phone company—where I release information on customers such as call detail records and subscriber information when served a subpoena by third parties.I have come across subpoenas from the deceased family members where the family’s attorney requests cell usage to compare the time of the collision with the phone records. In addition, one day I received a subpoena from a deceased’s family attorney requesting a call record on one of our customers. Although, I have received numerous requests similar to this one, on this particular request, the attorney was more detailed in the subpoena which gets me more aggravated when I see drivers on their cell phones behind the wheel.He requested the call details record to confirm the time the accident occurred that the accused driver was on the phone. The attorney reports that the customer ran a red light at 50 mph broadsided his client vehicle and killed him instantly. From that day forward, I would think twice before I use my cell phone while driving. Furthermore, in 2010 a British news-paper reported a teenager girl who killed a grandmother while she was reading an incoming text message. The police stated that the victim receive the incoming text seconds before the collision.Since mobile phones are becoming more technology advancing which are creating obsessions among many young adults. Legislators should pass a federal law on a national level to restrict use of cell phones while behind the wheel. Moreover, cell phone use on moving vehicles should be enforcing as a primary law in all the 50 states. It will make more sense if the law is not legislated in a state level. As of November 2, 2012, only 10 states restrict motorists from using their cell phones, and 32 states banned school bus drivers from using cell phones behind the wheel.Because researchers and scientist have made public awareness and confirm the dangers of using cell phones while driving. Legislators should focus on drafting a nationwide federal law to enforce hands-free cell phones on all motorists while behind the wheels. It is not fair; the law to ban cell phones is only made available on a few states. If cell phone uses on any moving vehicle are regulating, people will feel safer on the road and it will eliminating unnecessary car accidents. The time has come for the federal governments to adopt legislation to ban the use of cell phone while driving.