The Thrill That Kills
Street racing has become a very dangerous sport in the 20th century. In the article The Thrill That Kills by Paul-Mark Rendon, he describes the dangers and consequences of illegal street racing. This article was published Sept. 17, 2001 in MacLean’s. This is an article that tries to reach out to street racers and also anyone interested in knowing more about street racing and its dangers. The article discusses how for the driver, racing is an exciting adrenaline rush, but for the people, is an endangerment to their safety. The author uses facts like how dozens of innocent people have died due to street racing. Even drivers themselves die because of losing control or hitting another car. This article makes readers think twice about wanting to go out on the streets and race. This article gives evidence that street racing is very dangerous.
The author gives clear evidence to support his topic that illegal street racing is dangerous. Racing on a public road can have many variables that can lead to the worst. Some of these variables are that “where unexpected traffic, uneven roads and inexperienced drivers, some as young as 16, form a deadly combination.” The author tells how an innocent person walking across the street, was hit by one of three cars racing that were traveling approximately 200 km/h in a 50 km/h zone. The body was thrown 80 meters and died before he hit the ground. “In Vancouver alone, police count six fatalities from street racing in the past year.” Mark uses this information to get his point through to the readers because people are most affected when they hear about other people dying.
Paul- Mark explains how driving experience on the streets is very low. Hardly any of the...
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...there. Paul-Mark tells how the Darknights are a good cause, but “there’s always going to be a situation where there’s heated argument and no one wants to waste their time and say, ‘We’ll settle this at the racetrack.’ We’ll pick a road, we’ll do it for this much and then we’ll go home.” This makes the reader realize how even though street racers are aware of the tremendous dangers of street racing and have a legal way to do it, they still would rather put people’s lives at risk and race on the streets.
Although this article appeals to common sense the most, Paul-Mark’s claims are obvious with very good example to back those claims up. Readers get the full picture of what is really going down in the street racing scene and how the dangers continue to exist. Paul-Mark has strong appeals and emotions throughout this paper that keeps readers hooked the entire time.
Dangers on roadways is an issue that describes the discrepancy between perception and reality of road rage. The media, for some odd reason, tends to make road rage a huge controversial issue. As seen on talk shows from Oprah Winfrey to CNN, they reveal to people that road rage could happen at any time and to always be looking over your shoulder. These talk shows and news programs also put fear into our minds by explaining that most roadragers often use guns to kill or injure their victims. Glassner contradicts the media's speculations by stating that out of approximately 250,000 people killed on roadways between 1990-1997, AAA attributed that one in one thousand was an act of road rage (pg.5).
In his article,“Driving While Stupid”, David Barry expresses his opinions toward the drivers in Miami, and in different countries as well. Even though he has met bad drivers throughout his life, he strongly believed that Miami drivers are the worst drivers because of the way the drive. David Barry describes all the bad drivers he has seen to prove his point that drivers in Miami are still the worst drivers.
A recent development in public education has been the decline in arts programs nationwide. Budget cuts to arts programs are responsive to decreases in state funding, especially in states with conservative economic policies. Many states have also enacted legislation disabling local school districts’ abilities to justify employing art and music teachers. Consequently, several problems have manifested themselves, including the loss of arts programs proving detrimental to the overall quality of education for today’s children. First and foremost, arts programs improve overall performance in core school subjects; this is demonstrated clearly through higher test scores amongst students with exposure to arts and positive correlations between arts and core class engagement. Other reasons supporting retaining arts programs include to help foster community development, produce creative minds, develop problem-solving skills, aid in child development and visual-spatial skills, and encourage underprivileged students to remain in school (Metla, 2015). By removing arts programs from some public schools, an alarming issue of public concern arises. Public education, given that it is considered to be a non-rivalrous and non-excludable, is deemed a public good (Clark, 2016). Cutting arts programs in public schools, especially when cuts transpire in schools saturated with heavy minority populations, creates inequitable education and creates a serious issue of public concern.
A Mark IV Toyota Supra and Chevy Camaro SS pull up at a red light on a lonesome stretch of flat road amongst a dimming blue sky; the drivers nod at one another, rev the engines, and jam the accelerator pedals. When two drivers try to outrace each other on public streets, automobile driving makes a turn into the illegal form of motor racing known as street racing. Several possible causes to this aggressive street driving include a recent release of movies that inspire racing by the desire to fulfill the adrenaline rush raging in young people, the overall convenience of street racing, and most importantly, a way for teenagers to achieve nobility status in a short a time.
No one can say that they have never been in a rush to go somewhere. We all like to be on time and sometimes that results in speeding on the road. When drivers speed, they run the risk of endangering themselves and others. This public service announcement created by Northern Ireland’s DOE Road Safety department depicts the harsh reality of speeding as well as the consequences speeding causes. This ad uses fear to show the very real and horrifying consequences of speeding. The DOE employs a strong use of rhetoric in this PSA with an emphasis on Pathos. Using children as the victims in the video is a solid choice as it draws in a very large demographic. Whether you have a kid or not, it is extremely gruesome to see a child die. Let alone a whole classroom full.
It is common for Hollywood to glamorise high speed police chases, often depicted with police vehicles speeding through the streets with sirens blaring and the offender always being caught without incidence, however this depiction could not be further from the truth with police chases often having serious consequences and the outcome often far from ideal. It is due to these less than ideal outcomes that the media and public at large often call for the practice to be banned or for further regulations to be imposed. This essay will look at police pursuits, it will explore their effectiveness and why they are initiated. It will also be asked whether the practice is safe for all those involved, police, offenders and the public at large. In conclusion it will be asked whether there is a viable alternative to high speed police pursuits and whether the practice should be allowed to be continued. It is first worth looking at the way a pursuit is defined, ‘Pursuit may be defined as an active attempt by a law enforcement officer on duty in a patrol car to apprehend one or more occupants of a moving motor vehicle, providing the driver of such a vehicle is aware of the attempt and is resisting apprehension by maintaining or increasing his speed or by ignoring the law enforcement officer’s attempt to stop him’ (May & Headley, 2008).
Since 2001, budget cuts in art education have increased dramatically. In New York from 2006-2011 funding for art education in public schools were cut 68% (Phifer 2).This epidemic is spreading all across America due to the push for better standardized test scores. Reading and math have become the governments highest priority, leaving the arts in the shadows. But what if the arts could also improve test scores? Despite what many government leaders believe, budget cuts in art education are depriving Americas children emotionally, academically and socially.
There are many positive aspects associated with the arts and it is important people are aware of these benefits. According to Smithrim and Opitis, “reported benefits of the arts include the development of the imagination (Greene, 1995), greater motivation to learn (Csikszentmihalyi, 1997), increased student creativity, lower dropout rates, and increased social skills (Catterall, 1998; Luftig, 1995)” (110). These advantages can possibly set a student up for am extremely successful life. They should be embraced and utilized as opposed to overlooked and unmentioned.
We hear it on a daily basis. It is posted on the sides of the roads. We see it on the ads in between our favourite TV shows. We even hear it while we are committing the crime. Don’t speed! But it’s still not enough to make a difference. How can speeding be beneficial? Perhaps only in a very desperate emergency is it called for. But that doesn’t account for the number of incidents on our roads. It really does destroy lives. We need to make a change before it is too late. More than 1200 people die each year from speeding on our Australian roads. 4000 people are injured in speed-related incidents. 40% of these injured people weren’t even the driver behind the wheel. Speeding occurs in 33% of all fatal crashes. The careless drivers are punishing
The value of arts in education is not really an arguable at all. When looked at objectively, it is a must, a non-negotiable, a mandate that our schools need to embrace. It’s all about the money, though, and art is seen as nonessential. Eric Jensen (2001) says, “There’s good evidence that (art) activities are not only what makes school interesting to many students, but what also can help boost academic performance”...
When thinking of school, one might imagine a place filled with students lugging around heavy backpacks full of math and English homework, teachers giving lectures on the Civil War or the functions of the cell, and classrooms full of desks and dull decorations. But, it is exactly this mindset that proves America has gone wrong when it comes to education. Instead of a learning environment in which students are constantly regurgitating information, school should be a place where new and creative thinking is encouraged. In order to achieve this, special attention should be brought to the one area that specializes in creativity the most, fine arts education. This includes drawing, painting, sculpting, theater, and music, and while some would consider
The arts has been a big part of our history; it help shape our society. Many students who loves art, music, and theater are well aware that the art education in public schools might not be part of the school’s curriculum, due to the cutting down of the budget. As a result, debates arise on what curriculum should disappear and stay. One of the choices is the art education because many believes that art education isn’t important, and the schools should focus more on classes that are important to students like mathematics, science, and reading, so that the United States could compete with the other nations when it comes to academics. However, there has been a lot of research, which proves that art education is a necessity to a student’s success
Arts education is very important. One of the reasons it’s important is because it boosts test scores. The National Endowment for the Arts, an independent agency of the United States Federal Government, issued a report linking extensive arts access among at-risk youths to positive academic and civic outcomes (Robelen, 2012). This means the kids who have access to the arts have had improved scores in academics, and played a role in their community. Mississippi State University states that schools that effectively implement
Across America, schools have been cutting arts programs to save money, because the arts are often viewed as nothing more than a hobby or pastime, but those who see it as unimportant look over the variety of arts surrounding them. Even in the subtlest of ways, art makes its way into the lives of everyone, from eye-popping commercials desperate to grab the audience’s attention, to the music played on the overhead speakers of a grocery store.
Because each art discipline appeals to different senses and expresses itself through different media, each adds a special richness to the learning environment. Arts help people Learn to identify, appreciate, and participate in the traditional and non-traditional art forms of their own communities and the communities of others. Art teaches us how to be imaginative, creative, and reflective. Different art forms help us develop the verbal and nonverbal abilities necessary for lifelong learning. The intellectual demands of the arts help us develop problem-solving abilities and such powerful thinking skills as analyzing and evaluating. Numerous studies point toward a consistent and positive comparison between concrete education in the arts and student achievement in other subjects. A program in arts education would engage students in a process that helps them develop the self-esteem, self-discipline, cooperation, and self-motivation necessary for success in life. Most important, the arts should be experienced and studied for their own true value.