401284586
American Federal and State Government
GOVT 2302
►SECTION # 302 ► CRN # 21754 ► BAY CITY HIGH SCHOOL ITV► MWF 1-1:50 pm
Instructor:
Office: ►
Ronald W. Vardy Ph.D.
240 K [Fort Bend Technical Center] Phone: 281 239 1583 ►
Email: rvardy@aol.com
INSTRUCTOR’S OFFICE HOURS:
MONDAY- WEDNESDAY- FRIDAY ► 11-1pm ► SUGAR LAND ► RM: 354
TUESDAY
► 9-1PM ► FBTC
► RM 240K
THURSDAY
►9-1PM ► SUGAR LAND ►RM 354
& BY APPOINTMENT
COURSE DESCRIPTION: Survey of the legislative, executive, and judicial branches of the national
government and of the State of Texas. The course also encompasses a study of civil rights, civil liberties and
public policy. Prerequisite: TASP reading and writing requirements met.
.
BOOKS:
Politics in America [8th Edition], 2009 , by Thomas R. Dye, Bartholomew H.
Sparrow, L. Tucker Gibson Jr., and Clay Robison
[Custom Edition for Wharton Country Junior College]
ISBN # 0558217672 [AVAILABLE IN THE WCJC BOOKSTORE]
Course Objectives The objective of this course is twofold. First, you have the opportunity to become a
more informed citizen. The political research shows that the more educated and informed our citizens are,
the more they are likely to participate, which a democracy depends on. The more people that participate in
American politics, the more we can be sure that the demands of the public are known, and hopefully
responded to by those who represent us in the government.
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Second, you probably need these three credits this semester, so another goal is to get you through this
course successfully. While I play a large part in this effort, the final result is up to you. To pass this course,
you will be asked to learn and demonstrate a sufficient level of knowledge in American government and
politics. How to do this is what you would expect. You will have to attend class, read the assigned material,
and perform adequately on the exams and the complete the paper assignments as assigned.
Students will gain an enriched appreciation of the role of government in their daily lives. Students
will become more informed citizens in regard to understanding the various institutions, processes
and participants in government decision-making. Students will be better equipped to participate in
our democracy by focusing on the political, constitutional and institutional interaction within the
American system. A study of American democracy including a survey of the legislative, executive,
and judicial branches of the national government and of the State of Texas. The course also
encompasses a study of civil rights and civil liberties and public policy.
Government 2301 and Government 2302 are fully transferable to other colleges and universities, and
together meet the legislative requirement for government.
STUDENT LEARNING OUTCOMES
(1) Students will improve competence in mastery of basic concepts, theories and methods of studying
government in American democracy and become conversant with current political issues
(2) Students will be able to locate relevant sources of research and buttress their arguments concerning
various aspects of government within the context of the course syllabus, be able to properly cite sources, will
be able to analyze and present research and argument relevant to American and Texas state government
(3) Students will be able to a write clear and original papers directed to the appropriate audience.
COURSE REQUIREMENTS AND GRADING: There are several requirements for this course, including
the following: (1) attending class having read the assigned material (2) completion of two short paper,
students may write a third extra credit paper IF the first two papers are completed by THE FIRST CLASS
PERIOD OF
THE WEEK OF April 12 [ALL THREE PAPER SCORES WILL BE ADDED AND
DIVIDED BY 2] (3) there will be several quizzes, both announced and unannounced, administered
throughout the term, generally over the material to be covered that day or from the previous class period.
Exams and quizzes may include current events – read the papers and or keep up with the news. Total quiz
grade scores will be summed and divided by the number of quizzes minus one. Students are encouraged to
read appropriate sections of the current WCJC catalog.
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Attendance: Students are expected to attend class. Attendance will be monitored and factored into the
student’s final grade.
Attendance: Students are expected to attend class. Attendance will be monitored and factored into the
student’s final grade.
Grade composition:
Final Letter Grade
Exam 1 1
20 %
90-100
=A
Exam 2
20 %
80-89
=B
Exam 3
20 %
70-79
=C
Exam 4
15 %
60-69
=D
Dept. Post Test
10 %
Below 60 = F
Short Paper (2) (10 % each)
20 %
Quizzes
15 %
If you take
ALL quizzes and all exams as scheduled or administered I will add 5 points to
your overall grade for the class. NOT NEGOTIABLE AND NO EXCEPTIONS.
For measurement of student progress, this course will incorporate a "Pre-Test/Post-Test System" and the
use of a "Standardized, Comprehensive, and Exit Examination."
The Pre-Test will consist of fifty (50) multiple-choice questions that will be given by the second-class day of
semester. The student is expected to bring a #2 pencils and scantron for this test and all exams.
The fifty (50) multiple-choice questions are subdivided into five (5) academic sub-categories: Executive
Branch [national and state], Legislative Branch [national and state], and Judicial Branch [national and state].
Public Policy, and Civil Rights/Civil Liberties. The Post-Test will also serve, at least in part, as the
"Standardized, Comprehensive, and Exit Examination." As with the earlier Pre-Test, it will consist of fifty (50)
multiple-choice questions that will be subdivided into the same five (5) academic sub-categories as listed
above.
Comments on exams, quizzes and papers.
1
I will drop your lowest exam grade of, exam one, two, or three. If you do not take the exam, it is a zero, and
is dropped. This is NOT negotiable or subject to revision. There are NO make-up exams.
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1.
No make up on quizzes (don’t ask). If you come to class late, after the quiz has been
distributed, you, of course, can join the class, but you cannot take the quiz, likewise if you leave
early on an announced quiz the quiz score counts as zero.
2.
Papers are due at the beginning of class, late papers will not, repeat not accepted.
3.
If you miss an exam, you must provide sufficient verifiable documentation in advance, missed exams
result in the student making up the missed exam during review week, subject to satisfactory
documentation as to why you could not take the regularly scheduled exam. Make up exams are
essay in nature.
SHORT PAPER GUIDELINES2
1.
Double space, no triple or larger spacing between paragraphs, one inch margins all around, all
papers must be typed or word processed, no larger than 12 fonts, do not right justify your paper.
2.
PAPER LENGTH, BETWEEN FOUR FULL AND SIX PAGES, excluding cover page, begin paper
on line one page one of paper body, do not repeat title (it is on cover page) ► remember 3.9 is
less than 4.0. Papers not meeting the required paper length receive a zero.
3.
Cover page with name, date, course number & section and topic, of course the cover page is not
included in item 2 above, do not place paper in anything, simple staple upper left hand corner
4.
Paper topics to be distributed/discussed the first class period of each week, papers due the
BEGINNING of class the first class day of the following week.
5.
Papers are NOT research papers but do require research, they are primarily intended to be
analytical in nature: quickly develop and discuss the issue at hand plus offering your, the students
opinion and rational. Papers must contain evidence of additional research and referenced as
appropriate. Throughout the term choose which weeks and which topics to write on- only one paper
per week and a maximum of three per student.
6.
Papers will not be graded on which position you adopt. They will be graded on the accuracy of the
compliance with paper format, summary, clarity of argument, style, usage and grammar etc.
7.
Paper should be organized in the following manner: (a) Part I – Introductory paragraph, telling the
reader what the paper is about, its main focus or point, and why this topics is important (b) Part II
-- summary of the facts, article or dispute {about ½ the paper} (c) Part III – students
opinion/analysis and why {about ½ of paper} (d) Part IV – concluding or summary of your paper,
2
Paper Topics are available on our course web page for downloading and printing. Remember, paper topics
are only good for one week and no more than one paper per week.
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telling the reader the main topic and students overall opinion and primary rationale. [sample A
papers from previous classes are available by emailing me at rvardy@aol.com ]
DATES TO REMEMBER AND PLAN ACCORDINGLY
EXAM DATES……………………………………….SEE COURSE SCHEDULE [BELOW]
MARCH 15-19, SPRING BREAK…………………NO CLASS
APRIL 2, EASTER HOLIDAY……………………..NO CLASS
LAST DAY TO DROP ……………………FRIDAY , APRIL 16th
FINAL EXAM………………………………………..WEDNESDAY, MAY 12th
Withdrawal: The withdrawal
12:30-2:30 pm
date (Drop-day) for this semester is FRIDAY, APRIL 16th ,
(WCJC schedule of classes). Students are responsible to withdraw themselves from class with the approval of
a counselor or advisor. If a student does not withdraw from class, does not attend class, and does not complete
the required assignments and examinations, that student will receive the grade of F.
Academic Dishonesty - If a student uses the work of others and presents it as his/her own or otherwise
cheats or is academically dishonest in any way, that student will be given the grade of F and withdrawn from
class immediately and may be expelled from the class and the college. Students need to familiarize themselves
with the Misconduct section of the current WCJC catalog.
STUDENT CONDUCT AND DISCIPLINE3
The proper role of the student while on the Wharton County Junior College campus is to attend classes and
to engage in related educational activities. Students' involvement in the affairs of the college is encouraged
and avenues of communications are provided, but abuse of democratic process is not tolerated.
All WCJC students are expected to obey the law, to show respect for properly constituted authority, and to
observe correct standards of conduct. In addition, they are expected to refrain from other types of improper
and socially unacceptable behavior that is specified in the Student Handbook. Students who
violate these rules of appropriate conduct as defined by the college are subject to
3
Please see the WCJC catalog
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disciplinary action. Misconduct for which students are subject to discipline include the following
categories:
1. Dishonesty, such as cheating, plagiarism, or knowingly furnishing false
information to the college. (Plagiarism and cheating refer to the use of
unauthorized books, notes, or otherwise securing help in a test; copying
tests, assignments, reports, or term papers.)
2. Being in unauthorized places such as offices or buildings after hours or
in any instructor's office without his or her permission.
3. Forgery, alteration, or misuse of college documents, records or
identification.
4. Obstruction or disruption of teaching, research, administration, or other
college activities, including its public service functions or other
authorized activities on college premises.
5. Physical abuse of any person on college-owned or -controlled property
or at college-sponsored or -supervised functions, or conduct that
threatens or endangers the health or safety of any such persons.
6. Theft of property or damage other than accidental to property of the
college or of a member of the college community or of a campus
visitor.
7. Violation of college policies or regulations.
8. Use, possession, or distribution of alcohol, narcotics, or dangerous
- 32 - WCJC 2009-2010 Catalog
drugs.
9. Disorderly conduct or lewd, indecent, or obscene conduct or expression
on college-owned or -controlled property or at college-sponsored or supervised functions.
10. Failure to comply with reasonable directions of college officials acting
in the performance of their duties.
11. Making unreasonable noise on campus.
12. Conduct that adversely affects the student's responsibility as a member
of the academic community.
13. Use or possession of firearms, explosives (including fireworks),
swords, daggers, straight razors, or illegal knives is not permitted on
campus or in automobiles on campus streets or in parking lots.
14. Any form of gambling.
15. Improper dress. In consideration of sanitation, distraction, or
offensiveness to other students and faculty, students are expected to
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wear appropriate clothing.
16. Unauthorized use of facilities.
17. Failure to have an official student identification card. Students are
required to show the ID card upon the request of a staff member,
faculty member, or security officer.
Misconduct may result in the student being placed on disciplinary probation or
suspension (dismissal).
WCJC has identified certain behaviors which are possible grounds for
immediate dismissal from the college. If any of these six situations occurs,
immediate dismissal may result:
1. Illegal use or possession of controlled substances (alcohol, drugs)
anywhere on college property or at a college event or collegesponsored
activity.
2. The presence of the opposite sex in a student’s dorm room.
3. Willful destruction of property, damage to buildings or furnishings, or
defacing college property.
4. Physical assault or threat of physical assault on anyone on college
property or at a college event or college-sponsored activity.
5. “Hate messages” including, but not limited to, racial epithets or
derogatory remarks attacking or belittling someone’s religious beliefs,
lifestyle, national origin, physical attributes, etc., whether delivered
orally or in writing.
6. Refusal to comply with legitimate directives from dorm supervisors,
security personnel, or any college officials or exhibiting defiantly
disrespectful behavior to such persons.
Services for Students with Disabilities
Wharton County Junior College is committed to providing a discrimination-free environment for its students
with disabilities. Students with disabilities are encouraged to inform the college of any assistance they may
need upon application. Early self-identification will allow the student to receive whatever accommodation he
or she may need as quickly as possible.
Students with disabilities are encouraged to register with the ADA Coordinator, located in the Office of
Student Services and to provide appropriate medical documentation. This action entitles qualified students
with disabilities to their legal rights and assures them of receiving information on services and procedures
available to them. Disability information is strictly confidential and is not released without consent of the
student.
It is the responsibility of the student with a disability to voluntarily and confidentially disclose information
regarding the nature and extent of the disability. Wharton County Junior College does not assume
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responsibility for providing special accommodations and services to students who have not identified
themselves as having a qualifying disability and who have not made their need known.
Specific disability services are based on individual needs and circumstances. To initiate services, students
should contact the ADA Coordinator, prior to each semester. The ADA Coordinator’s office is located in the
Office of Student Services at 979-532-6384.
ADDITIONAL COMMENTS REGARDING THE SHORT PAPERS
1. WIKIPEDIA OR SIMILAR SOURCES ARE NOT AN ACCEPTABLE ACADEMIC
SOURCE.
2. YOUR PAPER MUST NOT USE ONLY WEB BASED SOURCES.
3. The papers in this class are NOT research papers, they DO require research
to develop you opinion and analysis.
4. The papers in this class do NOT require a works cite page or reference page.
WCJC LIBRARY :
http://www.wcjc.edu/library_n/default.asp
WELCOME TO THE WCJC LIBRARY
How to find articles—On-line tutorials
Articles from newspapers, magazines, and scholarly journals (or peer-reviewed
journals) are essential components of any research project. WCJC libraries
subscribe to about 27,000 eBooks and over 20 online databases to provide
access to millions of multi-disciplinary and full text publications and peerreviewed journals.
A registered student can log in remotely to our subscription databases 7
days/24 hours through the page of the library proxy server at
http://libproxy.wcjc.cc.tx.us/login or visit WCJC web site at http://wcjc.edu.
select Library, choose Search Databases and click on Online Databases (Proxy
Server)
You will need to enter Username: Your last name (either upper or lower case is
fine)
Password: Your birth date (Entered as MMDDYYYY Example: 01211976)
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WK
WEEK OF
TOPIC & REFERENCE
1
JAN 20
Introduction/Orientation Pre-test will be administered FRIDAY 22nd of Jan.
Friday: Jan 22 discussion of course papers
2
JAN 25
Politics ►Ch. 1
Congress ► Ch. 10
3
FEB 1
Congress ► Ch. 10
The Texas Legislature ► Ch. 22
4
FEB 8
The President► Ch.11
5
FEB 15
REVIEW FOR EXAM 1
EXAM 1, WEDNESDAY - FEB 17
The Texas Executive and Bureaucracy in Texas ►Ch. 23 and Texas Plural
Executive B-1
6
FEB 22
The Texas Executive and Bureaucracy ►Ch. 23 and Texas Plural Executive B-1
The Courts ►Ch. 13
7
8
MAR 14
MAR 8
The Courts ►Ch. 13
The Texas Judiciary ►Ch. 24 & Do Texas Have a Right to Jury Trial or Not: A-1
Politics of Personal Liberties ►Ch. 14
Politics of Civil Rights ►Ch. 15
NO CLASS SPRING BREAK/EASTER HOLIDAYS5 MARCH 15 – MARCH 19
4
9
MAR 226
Politics of Civil Rights ►Ch. 615
REVIEW FOR EXAM 2
10
MAR 297
EXAM 2, MONDAY, MAR 29
The Bureaucracy► Ch. 12
11
APRIL 5
The Bureaucracy► Ch. 12
Politics of Social Welfare Policy ► Ch. 17
12
APRIL 12
Politics of Social Welfare Policy ► Ch. 17
Politics of the Economy ► Ch. 16
13
APRIL 19
Politics of the Economic ► Ch. 16
REVIEW FOR EXAM 3
EXAM 3, FRIDAY, APRIL 23
14
APRIL 26
Politics of National Security ► Ch. 18
15
May 3
Executive Agreements D-1
REVIEW FOR EXAM 4
EXAM 4, FRIDAY, MAY 7
16
(Last Day of Class, May 10, Monday) REVIEW FOR POST TEST
MAY 10
(POST EXAM) POST TEST WEDNESDAY MAY 12, 12:30 - 2:30 pm
No Class, Friday, March 5th, TCCTA Conference
SEE WCJC SPRING 2010 CREDIT CLASS SCHEDULE FOR MORE INFORMATION –SPRING BREAK
No class, Mar. 26, Friday, student holiday, University Interscholastic League. [UIL]
7
No class, April 2, Friday, Easter Holiday
5
6
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CRITICAL THINKING SKILLS

Recognizing and evaluating sources of information

Organizing, classifying, and prioritizing information

Dividing concepts into individual parts and combining parts into a cohesive unit

Comparing and contrasting related concepts and institutions

Fusing isolated ideas into more sophisticated concepts

Formulating relationships between concepts or things

Identifying examples, recognizing symbolism, and making analogies

Appreciating perspectives, motivations, and roles of various institutional actors

Questioning core assumptions and unspoken understandings

Analyzing logical argument and chains of thought

Using and evaluating evidence to defend or attack a proposition

Distinguishing between cause and effect

Distinguishing between relevant factors and irrelevant factors

Explaining unexpected phenomena and predicting events and results

Testing hypotheses and choosing between alternatives

Applying information and principles to the real world

Measuring the short-term against the long-term and the costs against the benefits

Creating and evaluating reforms and solutions to problems

Expressing one's ideas in persuasive writing
http://www.indiana.edu/~wts/pamphlets.shtml
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SAMPLE PAPER
PART 1: In this paper, Andrew DeMillo’s article, “States send mixed message on texting
and driving,” will be summarized and analyzed using articles and other sources. In his
article, Andrew DeMillo discusses the latest controversy that the use of Twitter for traffic
updates on mobile devices sends mixed signals about the no texting while driving laws
and bans that are set in place. He provides insight on what states enforce the law, and he
also uses examples of actual car accidents that have resulted from texting while driving.
This issue is important because it will push lawmakers to either further extend the ban of
cell phone use while driving and restrict the Twitter traffic updates, or allow the use of
Twitter as an exception.
PART 2: In this section of the paper, I will summarize the article. The issue of texting
while driving and its newest law already seem to be ineffective. DeMillo makes notice of
this issue and the latest cause of distractive driving in his article “States send mixed
messages on texting and driving”. He begins by discussing the “mixed signal” that is being
conveyed by the 22 states that ban texting while driving to some extent, yet provide up-tothe-minute traffic updates via Twitter. He goes on to further explain these laws and there
extent that ranges from all together banning the use of electronic devices to just reading
from a device. Many believe that the Twitter updates blatantly undermine text messaging
bans and provide a new excuse for drivers to use their mobile devices on the road. To
defend this belief, state transportation officials say that they strongly encourage drivers to
get online and read the tweets before hitting the road. To continually relay this message,
officials use the following phrase as a reminder for drivers “know before you go”. DeMillo
continues to describe this conflict and its two-sided nature where on one side you have the
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transportation departments who are trying to help drivers avoid hectic traffic, and on the
other side lies the legislatures concerned about what could result from distracted driving.
In addition, Washington State is one of the few states that allow people to tweet
back and forth while in most states the information is solely fed one-way, or used primarily
for emergencies such as hurricane evacuations. Another example that DeMillo uses in the
article to further exemplify the use of Twitter in Washington State are the actual Tweets
shared between a user and transit officials. Their tweets were as follows, “Got home got
changed, now heading back to Seattle for the Mariners game. Keep the roads clear for me
on I90.” To respond, transit officials say “No promises, but we will do our best : ) Enjoy the
game!” This concerns many safety experts because the transit officials could potentially be
part of a car accident, which begs the question of whether or not it is really worth it.
DeMillo then goes on to describe some actual devastating accidents that have
occurred due to texting while driving. One instance includes a high school girl who was
killed when she drove off the road while texting her friends. Another upsetting accident that
DeMillo describes is a train wreck that killed a total of 25 people, including the train
operator who was texting at the time.
DeMillo continues to use examples to support his article, but this time by
interviewing actual Twitter users. One man when asked if he used his phone for Twitter
updates while driving said that he does sometimes but tries to be smart , and does not use
his phone at certain miles per hour. Washington resident, Eric Zinn also admitted to using
Twitter for driving updates, although proceeds to say usually not when driving. He also
points out that people behind the wheel are distracted by several other things such as
food, makeup, and kids in addition to their phones.
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One of the most important things that DeMillo wants to portray in his article is that
there are several mixed signals being made by states contradicting the laws that they
passed. He allows both sides to of the issue to be presented fairly, but also does
emphasize the detrimental danger of distractive driving. As the Twitter phenomenon
continues to grow, the Twitter user population will as well. For this reason, states must find
a medium or boundary to place upon the law.
PART 3: In “States send mixed message on texting and driving,” Andrew DeMillo
discusses a very important issue that deals with the electronic device that seems to be
glued to many Americans hands, cell phones. DeMillo describes Twitter as the latest
distraction that causes drivers to stare at their phones more than the road. It was not too
long ago that texting and other phone use was made illegal by lawmakers in several
states, but now we’ve yet again found another excuse for drivers to whip out their cell
phones. There are two sides to this Twitter traffic update phenomenon which is why we
must take a closer look to see what state lawmakers and law enforcement should be
doing.
Initially, one might read or hear about the excessive use of cell phones and its
deadly effects while driving and just take it lightly, though it is much more serious than
most realize. In an article written by Gigi stone, entitled “DWT: Driving While Texting” 8 she
describes a story of a boys parents who are now experiencing heartache as a result of
their son being killed by a driver who was using their phone. Gloria Wilhelm, the mother of
the boy states “There’s nothing worse than watching my son die before me very eyes.”
She also goes on to say that “People can hear all the statistics they want, but unless there
are severe penalties – financial penalties or revoking licenses if the accidents are severe
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enough – that behavior won’t change.” This mere fact of reality is disturbing. At what point
will people begin to realize how dangerous it is to drive while distracted? For most drivers,
they have little or no concern until it hits home. In Lindsay Melvin’s article, “Texting behind
wheel can be more deadly than drunken driving, studies find” 9 she discusses what recent
studies have revealed about texting behind the wheel and driving under the influence.
They’re both just as deadly. She also recalls a young boys death after being killed in a
deadly wreck due to driving while texting. It hit home for many in that small hometown, yet
one young lady who still texts behind the wheel claims “I know it’s dangerous, but I can’t
stop.” Stories of this nature have little or no affect on most drivers who use their phone and
drive, and I think these drivers need to understand how great of an impact distractions
have on their driving. Lindsay Melvin also calls to attention a public service announcement
released in the United Kingdom on driving while texting that is now swarming all over the
U.S. on YouTube. The video illustrates “...the scene of a teenage girl driving and texting
with her two girlfriends in the car, [which] turns into a bloody neck-snapping accident.” This
type of message is what law enforcers now have to stoop to in order to reveal the severity
of this issue.
I believe that DeMillo is trying to make known that this issue cannot be taken lightly.
According to Lance Whitney’s article entitled “Survey: 26 percent admit to texting while
driving” 10 he provides the statistics from a survey conducted, “Eighty-three percent of the
people surveyed said they feel texting while driving should be illegal.” While these people
believe it should be illegal, they’re usually guilty themselves of texting while driving. Not all
states have fully banned texting while driving, and I think these states should move
8
9
http://abcnews.go.com/print?id=5825124
http://www.commercialappeal.com/news/2009/sep/24/under-the-influence/?printer=1/
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forward and take action in order to save lives. Many argue that it would be too much
legislation, but I have yet to hear one good story that has resulted from cell phone use
while driving. Furthermore, those states that have fully banned texting while driving and
provide traffic information via Twitter are very contradictory to the law itself. How can we
tell drivers not to text while driving and at the same time allow social networking sites that
many use on their mobile devices to be an exception? On the other hand, states such as
Mississippi and Nebraska that use Twitter strictly for emergencies such as hurricanes or
winter weather are much more understandable than that of Washington State where they
were exchanging responses with a citizen about the Mariners game. I find that ridiculous,
updating the world on your play-by-plays is not worth costing someone else their life.
Moreover, in Lindsay Melvin’s article “Texting behind wheel can be more deadly
than drunken driving, studies find” she states, “According to a Harvard study, cell phone
use causes an estimated 2,600 U.S. traffic deaths every year.” This leads to my point that
why should transportation officials using Twitter be aloud to be part of a potential accident
that accounts for one of these 2,600 accidents? I understand that the transportation
department does have good intentions in wanting to help drivers, but what ever happened
to the radio? One of the latest alternatives that has been made available to keep drivers
eyes on the road and still be able to text or Twitter is discussed in Craig Howie’s article
“Driving while texting – do you know the cost?” 11 where he describes the new Electronical
Virtual Assistant known as EVA, “EVA offers a live transcribing service which can send
and receive e-mail or text messages via voice mail. The system reads all-important e-mail
or text message back to you on a hands-free kit.” The EVA system is a reasonable
10
11
http://news.cnet.com/8301-1035_3-10245391-94.html
http://cnn.site.printthis.clickability.com/pt/cpt?action=cpt&title=Driving+while+texting+--...
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solution for those drivers who absolutely cannot resist using their cell phones while driving.
Ultimately, I strongly believe that in addition to the banning of texting while driving, Twitter
should be included as well, and restricted to only emergencies. There are alternatives to
getting traffic updates without using cell phones on the road, and people need to consider
these alternatives instead of taking their eyes off the road and endangering others. With
that said, I ultimately believe any type of cell phone use behind the wheel is a major
distraction for drivers which is why both should not be done at the same time.
PART 4: This paper has discussed the controversial issue that the use of cell phones for
Twitter traffic updates contradicts the no texting while driving laws already set in place.
Andrew DeMillo clearly describes this issue as he discusses the existing laws, and the
accidents that have resulted from cell phone use while driving. My opinion is that Twitter
traffic updates should be restricted. Why give drivers an excuse to be on their cell phones?
I also strongly believe in and support the no texting while driving laws. Therefore, lets save
lives, not endanger them.
END OF SAMPLE PAPER.
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