African American Inventors - Names Beginning with H

African American Inventors - Names Beginning with H Black history inventors are listed alphabetically: Each listing has the name of the black inventor followed by the patent number(s) which is the unique number assigned to an invention when a patent is issued, the date the patent was issued, and a description of the invention as written by the inventor. If available, links are provided to in-depth articles, biographies, illustrations and photos on each individual inventor or patent. How to submit to the database. G Haines to Harper, Harris to Hill, Hilyer to Hyde I James Henry Haines #590,833, 9/28/1897, Portable shampooing basin William Hale #1,563,278, 11/24/1925, Aeroplane#1,672,212, 6/5/1928, Motor vehicle Lloyd Augustus Hall #1,882,834, 10/18/1932, Asphalt emulsion and manufacture thereof#1,914,351, 6/13/1933, Protective coating, Enoch L.Griffith (co-inventor)#2,022,464, 11/26/1935, Vitamin concentrate,#2,097,405, 10/26/1937, Manufacture of bleached pepper products#2,107,697, 2/8/1938, Sterilizing foodstuffs, Carroll L. Griffith (co-inventor)#2,155,045, 4/18/1939, Inhibited detergent composition#2,189,949, 2/13/1940, Sterilizing colloid materials#2,251,334, 8/5/1941, Protein composition of matter#2,321,673, 6/15/1943, Yeast food#2,357,650, 9/5/1944, Puncture sealing composition and manufacture thereof#2,363,730, 11/28/1944, Manufacture of nitrogen-fortified whey concentrate#2,385,412, 9/25/1945, Capsicum-containing seasoning composition#2,414,299, 1/14/1947, Production of protein hydrolysate flavoring material#2,464,200, 3/15/1949, Manufacture of stable dry papain composition#2,464,927, 3/22/1949, Antioxidant#2,477,742, 8/2/1949, Gelatin-base coating for food and the like#2,493,288, 1/3/1950, Synergistic antioxidants and the methods of preparing the same #2,500,543, 3/14/1950, Antioxidant#2,511,802, 6/13/1950, Synergistic antioxidant#2,511,803, 7/13/1950, Antioxidant flakes#2,511,804, 7/13/1950, Antioxidant salt#2,518,233, 8/8/1950, Synergistic antioxidant containing amino acids#2,536,171, 1/2/1951, Production of protein hydrolysate#2,758,931, 8/14/1956, Antioxidant composition#2,770,551, 11/27/1956, Meat-curing salt composition#2,772,169, 11/13/1956, Antioxidant material and use of said material in treating meat#2,845,358, 7/29/1958, Method of preserving fresh frozen pork trimmings Virginia E Hall #4,016,314, 4/5/1977, Embroided fruit bowl wall hanging Julia Terry Hammonds #572,985, 12/15/1896, Apparatus for holding yarn skeins Felix Harding #614,468, 11/22/1898, Extension banquet table Michael C Harney #303,844, 8/19/1884, Lantern or lamp David Harper #D 187,654, 4/12/1960, Mobile utility rack#D 190,500, 6/6/1961, Bookcase Solomon Harper #1,772,002, 8/5/1930, Electrical hair treating implement#2,648,757, 8/11/1953, Thermostatic controlled hair curlers, combs, irons#2,711,095, 6/21/1955, Thermostatic controlled fur and material dressing equipment G Haines to Harper, Harris to Hill, Hilyer to Hyde I Betty W Harris #4,618,452, 10/21/1986, Spot test for 1,3,5-triamino-2,4,6-trinitrobenzene, TATB Edward L Harris #2,756,129, 7/24/1956, Apparatus for handling corrosive acid substances Emmett Scott Harrison #3,606,971, 9/21/1971, Gas turbine air compressor and control therefor#4,242,865, 1/6/1981, Turbojet afterburner engine with two-position exhaust nozzle Jesse Harrison #1,844,036, 2/9/1932, Combination tooth brush and paste holder Joycelyn Harrison #7402264, July 22, 2008, Sensing/actuating materials made from carbon nanotube polymer composites and methods for making#7015624, March 21, 2006, Non-uniform thickness electroactive device#6867533, March 15, 2005, Membrane tension control#6724130, April 20, 2004, Membrane position control#6689288, February 10, 2004, Polymeric blends for sensor and actuation dual functionality#6545391, April 8, 2003, Polymer-polymer bilayer actuator#6515077, February 4, 2003, Electrostrictive graft elastomers#6734603, May 11, 2004. Thin layer composite unimorph ferroelectric driver and sensor#6379809, April 30, 2002, Thermally stable, piezoelectric and pyroelectric polymeric substrates and method relating theret#5909905, June 8, 1999, Method of making thermally stable, piezoelectric and proelectric polymeric substrates#5891581, April 6, 1999, Thermally stable, piezoelectric and pyroelectric polymeric substrates William D Harwell #4,664,344, 5/12/1987, Apparatus and method of capturing an orbiting spacecraft Joseph Hawkins #3,973, 3/26/1845, Gridiron Randall Hawkins #370,943, 10/4/1887, Harness attachment Roland C Hawkins US 7,150,638, 12/19/2006, Cover device and method for electrical connector, Co-inventor Carl Eric Fonville Walter Lincoln Hawkins #2,587,043, 3/26/1952, Preparation of 1,2 , Di-Primary amines#2,889,306, 6/2/1959, Stabilized straight-chain hydrocarbons#3,304,283, 2/14/1967, Stabilized alpha-mono-olefinic polymers Robert Hearns #598,929, 2/15/1898, Sealing attachment for bottles#628,003, 7/4/1899, Detachable car fender William Hearns #1,040,538, 10/08/1912, Device for removing and inserting taps and plugs in water mains Tony W Helm #2,760,358, 8/28/1956, Universal joint Henry Fairfax Henderson Jr #4,111,336, 9/5/1978, Weight loss control system Andre D. Henderson #5,603,078, 2/11/1997, Remote control device with credit card reading and transmission capabilities having multiple IR LEDs, (Co-inventors William H. Fuller, James M. Rotenberry) Henry Aaron Hill #2,988,545, 6/13/1961, Curing furfuryl-alcohol-modified urea formaldehyde condensates#3,141,002, 7/14/1964, Foamable composition comprising a thermoplastic polymer and barium azocarbonate and method of foaming#3,297,611, 1/10/1967, Manufacture of azodicarbonamide G Haines to Harper, Harris to Hill, Hilyer to Hyde I Andrew F Hilyer #435,095, 18/26/1890, Evaporator for hot air registers#438,159, 0/14/1890, Water evaporator attachment for hot air registers Samuel J Hines #1,137,971, 5/4/1915, Life preserver #1,911,278, 5/30/1933, Lawn mower John E Hodge #2,936,308, 5/10/1960, Novel reductones and methods of making them#2,996,449, 8/15/1961, Glucose-amine sequestrants#4,146,650, 3/27/1979, Substituted benzodioxan sweetening compound Elijah H Holmes #549,513 12/12/1895 Gage Lydia M Holmes #2,529,692 12/14/1950 Knockdown wheeled toy Harry C Hopkins #4,704,570 11/3/1987 Power controller June B Horne #4,498,557, 2/12/1985 Emergency escape apparatus and method of using same Darnley E Howard #2,145,116, 1/24/1939, Optical apparatus for indicating the position of a tool Darnley Moseley Howard #3,451,127, 6/24/1969, Method of making radome with an integral antenna Isaiah D Hughes #687,312, 11/26/1901, Combined excavator and elevator Wilson E Hull #3,286,064, 11/15/1966, Mass release mechanism for satellites#3,424,403, 1/28/1969, Sublimination timing switch John W Hunter #570,553, 11/03/1896, Portable weighing scale James E Huntley #3,880,255, 4/29/1975, Emergency fire escape mechanism Robert N Hyde #392,205, 11/6/1888, Composition for cleaning and preserving carpets Continue black history database I

General Sir William Howe in the American Revolution

General Sir William Howe in the American Revolution General Sir William Howe was a central figure during the early years of the American Revolution (1775-1783) when he served as commander of British forces in North America. A distinguished veteran of the French and Indian War, he took part in many of the conflicts campaigns in Canada. In the years after the war, Howe and his brother, Admiral Richard Howe, were sympathetic to the concerns of the colonists. Despite this, he accepted a post to fight the Americans in 1775. Assuming command in North America the following year, Howe conducted successful campaigns that saw him capture both New York City and Philadelphia. Though victorious on the battlefield, he consistently failed to destroy General George Washingtons army and departed for Britain in 1778. Early Life William Howe was born August 10, 1729, and was the third son of Emanuel Howe, 2nd Viscount Howe and his wife Charlotte. His grandmother had been the mistress of King George I and as a result Howe and his three brothers were the illegitimate uncles of King George III. Influential in the halls of power, Emanuel Howe served as Governor of Barbados while his wife regularly attended the courts of King George II and King George III. Attending Eton, the younger Howe followed his two elder brothers into the military on September 18, 1746 when he purchased a commission as a coronet in Cumberlands Light Dragoons. A quick study, he was promoted to lieutenant the following year and saw service in Flanders during the War of the Austrian Succession.  Elevated to captain on January 2, 1750, Howe transferred to the 20th Regiment of Foot. While with the unit, he befriended Major James Wolfe under whom he would serve in North America during the French and Indian War. Fighting in North America On January 4, 1756, Howe was appointed major of the newly formed 60th Regiment (re-designated 58th in 1757) and traveled with the unit to North America for operations against the French.  Promoted to lieutenant colonel in December 1757, he served in Major General Jeffery Amhersts army during its campaign to capture Cape Breton Island. In this role he took part in Amhersts successful siege of Louisbourg that summer where he commanded the regiment. During the campaign, Howe earned a commendation for making a daring amphibious landing while under fire. With the death of his brother, Brigadier General George Howe at the Battle of Carillon that July, William attained a seat in Parliament representing Nottingham.  This was aided by his mother who campaigned on his behalf while he was overseas as she believed that a seat in Parliament would aid in advancing her sons military career. Battle of Quebec Remaining in North America, Howe served in Wolfes campaign against Quebec in 1759. This began with a failed effort at Beauport on July 31 that saw the British suffer a bloody defeat. Unwilling to press the attack at Beauport, Wolfe decided cross the St. Lawrence River and land at  Anse-au-Foulon to the southwest. This plan was executed and on September 13, Howe led the initial light infantry assault which secured the road up to the Plains of Abraham. Appearing outside of the city, the British opened the the Battle of Quebec later that day and won a decisive victory. Remaining in the region, he helped defend Quebec through the winter, including participation in the Battle of Sainte-Foy, before aiding in Amhersts capture of Montreal the following year. Colonial Tensions Returning to Europe, Howe took part in the siege of Belle ÃŽle in 1762 and was offered the military governorship of the island.  Preferring to remain in active military service, he declined this post and instead served as the adjutant general of the force that assaulted Havana, Cuba in 1763.  With the end of the conflict, Howe returned to England. Appointed colonel of the 46th Regiment of Foot in Ireland in 1764, he was elevated to governor of the Isle of Wight four years later. Recognized as a gifted commander, Howe was promoted to major general in 1772, and a short time later took over training of the armys light infantry units. Representing a largely Whig constituency in Parliament, Howe opposed the Intolerable Acts and preached reconciliation with the American colonists as tensions grew in 1774 and early 1775. His feelings were shared by his brother, Admiral Richard Howe. Though publicly stating that he would resist service against the Americans, he accepted the position as second-in-command of British forces in America. American Revolution Begins Stating that he was ordered, and could not refuse, Howe sailed for Boston with Major Generals Henry Clinton and John Burgoyne. Arriving May 15, Howe brought reinforcements for General Thomas Gage. Under siege in the city following the American victories at Lexington and Concord, the British were forced to take action on June 17 when American forces fortified Breeds Hill on the Charlestown Peninsula overlooking the city. Lacking a sense of urgency, the British commanders spent much of the morning discussing plans and making preparations while the Americans worked to strengthen their position. While Clinton favored an amphibious attack to cut off the American line of retreat, Howe advocated a more conventional frontal attack. Taking the conservative route, Gage ordered Howe to move forward with a direct assault. Bunker Hill In the resulting Battle of Bunker Hill, Howes men succeeded in driving off the Americans but sustained over 1,000 casualties in capturing their works. Though a victory, the battle deeply influenced Howe and crushed his initial belief that the rebels represented only a small part of the American people. A dashing, daring commander earlier in his career, the high losses at Bunker Hill made Howe more conservative and less inclined to attack strong enemy positions. Battle of Bunker Hill. Photograph Source: Public Domain Knighted that year, Howe was temporarily appointed commander-in-chief on October 10 (it was made permanent in April 1776) when Gage returned to England. Assessing the strategic situation, Howe and his superiors in London planned to establish bases in New York and Rhode Island in 1776 with the goal of isolating the rebellion and containing it in New England. Forced out of Boston on March 17, 1776, after General George Washington emplaced guns on Dorchester Heights, Howe withdrew with the army to Halifax, Nova Scotia. New York There, a new campaign was planned with the goal of taking New York. Landing on Staten Island on July 2, Howes army soon swelled to over 30,000 men. Crossing to Gravesend Bay, Howe exploited the light American defenses at Jamaica Pass and succeeded in flanking Washingtons army.  The resulting Battle of Long Island on August 26/27 saw the Americans beaten and forced to retreat. Falling back to fortifications at Brooklyn Heights, the Americans awaited a British assault. Based on his earlier experiences, Howe was reluctant to attack and began siege operations. Battle of Long Island by Alonzo Chappel. Public Domain This hesitation allowed Washingtons army to escape to Manhattan. Howe was soon joined by his brother who had orders to act as a peace commissioner. On September 11, 1776, the Howes met with John Adams, Benjamin Franklin, and Edward Rutledge on Staten Island. While the American representatives demanded recognition of independence, the Howes were only permitted to extend pardons to those rebels who submitted to British authority. Their offer refused, they began active operations against New York City. Landing on Manhattan on September 15, Howe suffered a setback at Harlem Heights the next day but ultimately forced Washington from the island and later drove him from a defensive position at the Battle of White Plains. Rather than pursue Washingtons beaten army, Howe returned to New York to secure Forts Washington and Lee. New Jersey Again showing an unwillingness to eliminate Washingtons army, Howe soon moved into winter quarters around New York and only dispatched a small force under Major General Lord Charles Cornwallis to create a safe zone in northern New Jersey. He also dispatched Clinton to occupy Newport, RI. Recovering in Pennsylvania, Washington was able to win victories at Trenton, Assunpink Creek, Princeton in December and January. As a result, Howe pulled back many of his outposts. While Washington continued small-scale operations during the winter, Howe was content to remain in New York enjoying a full social calendar. Two Plans In the spring of 1777, Burgoyne proposed a plan for defeating the Americans which called for him to lead an army south through Lake Champlain to Albany while a second column advanced east from Lake Ontario. These advances were to be supported by an advance north from New York by Howe. While this plan was approved by Colonial Secretary Lord George Germain, Howes role was never clearly defined nor was he issued orders from London to aid Burgoyne. As a result, though Burgoyne moved forward, Howe launched his own campaign to capture the American capital at Philadelphia. Left on his own, Burgoyne was defeated in the critical Battle of Saratoga. Philadelphia Captured Sailing south from New York, Howe moved up the Chesapeake Bay and landed at Head of Elk on August 25, 1777. Moving north into Delaware, his men skirmished with the Americans at Coochs Bridge on September 3. Pressing on, Howe defeated Washington at the Battle of Brandywine on September 11. Outmaneuvering the Americans, he captured Philadelphia without a fight eleven days later. Concerned about Washingtons army, Howe left a small garrison in the city and moved northwest. Fighting around Cliveden during the Battle of Germantown. Photograph Source: Public Domain On October 4, he won a near-run victory at the Battle of Germantown. In the wake of the defeat, Washington retreated into winter quarters at Valley Forge. Having taken the city, Howe also worked to open the Delaware River to British shipping.  This saw his men defeated at Red Bank but victorious in the Siege of Fort  Mifflin. Under severe criticism in England for failing to crush the Americans and feeling he had lost the kings confidence, Howe requested to be relieved on October 22. After attempting to lure Washington into battle late that fall, Howe and the army entered winter quarters in Philadelphia. Again enjoying a lively social scene, Howe received word that his resignation had been accepted on April 14, 1778. Later Life Arriving in England, Howe entered into the debate over the conduct of the war and published a defense of his actions. Made a privy counselor and Lieutenant General of the Ordnance in 1782, Howe remained in active service. With the outbreak of the French Revolution he served in a variety of senior commands in England. Made a full general in 1793, he died on July 12, 1814, after a prolonged illness, while serving as governor of Plymouth. An adept battlefield commander, Howe was beloved by his men but received little credit for his victories in America. Slow and indolent by nature, his greatest failure was an inability to follow up on his successes.

Mid-Term Essay Example | Topics and Well Written Essays - 1250 words

Mid-Term - Essay Example She loves new experiences, unstructured work activities and creative space. This means that her qualities suit any industry that involves a great deal of interactions, communication and creativity. This includes marketing and advertising, product development, design (both fashion and industrial), teaching, research, social work, and information technology (IT). These fields will exploit Chris’s strengths and allow her to thrive. She will also have the opportunity to make a difference, directly and indirectly, to people’s lives. Research is a highly demanding career that involves spending a lot of time alone. This will compliment Chris’s introverted nature and allow her to be in her element. While pursuing research, she can use her progressive, out-of-the-box mindset, investigative traits, analytical skills, dynamism, and vision to conduct research that can change the lives of people around the world. Her introverted nature would be ideal for laboratory work, since most research involves conducting lab experiments, analyzing data, and establishing and decoding patterns and relationships. As a teacher, Chris can use her analytical skills to engage her students and to develop new pedagogical methods that improve their learning experience. She is also likely to benefit from the psychological dimension of teaching, which involves evaluating students to determine their strengths and weaknesses and how to improve their performances. Her affinity for new experiences, goal-setting and time-consciousness, and creativity will allow her to carry out her teaching duties at the highest possible standards. Finally, since she is a visionary, she can inspire her students to work harder and improve so that they can achieve their goals. She would find assisting students grow and develop a highly fulfilling endeavor. Chris needs a workplace where she can participate in social, investigative, and artistic activities. Her investigative nature requires

The Effect of Excessive Alcohol Consumption Research Paper

The Effect of Excessive Alcohol Consumption - Research Paper Example The researcher states that excessive alcoholism verses performance among college and university students literature contains results of many research projects that were contacted over a period of time. It is evident that the total number of such publications is quite overwhelming, although this does not mean that all the pertinent publication were reviewed, though none of those that were applicable and useful to this work were excluded intentionally. Difficulties that were encountered in review of literature are an attempt to develop the relationship between the two parameters. Initially there has been an attempt to quantify the existing relationship between the heavy alcohol consumption and life frustrations, as well as cigarette smoking and alcoholism by a wide range of researchers. According to AKsir & Charles; Boston Coalition; Baer; Core Institute, showed that based on the DSM-IV-TR, the addiction to alcohol is characterized by various behavioral, psychological and physiological elements. The commonality of these studies is that alcohol is characterized by incidences of recurrent alcohol intake, which is accompanied by the failure to fulfil roles and responsibilities, such as domestic and job responsibilities. Secondly, this study showed that addiction is characterized by increased use of alcohol in the situations that are considered to be physically hazardous, for instance, driving under the influence of alcohol. In other independent studies Babo, Borsari and Carey found that alcohol abuse is also characterized by the increased encounters with legal problems. This study, as well showed that alcohol abuse is also characterized by the continued alcohol abuse, even when victims are aware of the inherent problems such as domestic squabbles that they cause. In yet another study, Bailey, Fiore, and Cohen carried out a research on co morbidity and noted that alcohol abuse is associated with adverse health risks and social consequences relating to the alcohol int oxication, dependency characteristics, as well as its toxicity. Reporting on the treatment of Alcohol abuse, among college students, APA.

Helen Keller: A Medical Marvel or Evidence of the I-Function? Essay

Helen Keller: A Medical Marvel or Evidence of the I-Function? Everyone cried a little inside when Helen Keller, history's notorious deaf-blind-mute uttered that magic word 'wa' at the end of the scientifically baffling classic true story. Her ability to overcome the limitations caused by her sensory disabilities not only brought hope for many like cases, but also raised radical scientific questions as to the depth of the brain's ability. For those who are not familiar with the story of Helen Keller or the play 'The Miracle Worker', it recalls the life of a girl born in 1880 who falls tragically ill at the young age of two years old, consequently losing her ability to hear, speak, and see. Helen's frustration grew along side with her age; the older she got the more it became apparent to her parents that she was living in more of an invisible box, than the real world. Her imparities trapped her in life that seemed unlivable. Unable to subject themselves to the torment which enveloped them; watching, hearing and feeling the angst which Helen projected by throwing plates and screaming was enough for them to regret being blessed with their own senses. The Kellers, in hopes of a solution, hired Anne Sullivan, an educated blind woman, experienced in the field of educating sensory disabilities arrived at the Alabama home of the Kellers in 1887. There she worked with Helen for only a little over a month attempting to tea ch her to spell and understand the meaning of words v. the feeling of objects before she guided Helen to the water pump and a miracle unfolded. Helen understood the juxtaposition of the touch of water and the actual word 'water' Anne spelled out on her hand . Helen suddenly began to formulate the word 'wa... ...ther or not the I function exists in the literal sense, its presence began to make its way into scientific rationality long before Christopher Reeves. Sources Cited: 1)jstor home page, Scientific Monthly Vol.15 No.3 http://serendip.brynmawr.edu/bb/neuro/neuro03/web1/www.jstor.org 2)originresearch home page http://originresearch.com/sd/sd3.cfm 3)The Life of Helen Keller http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_keller.hcsp 4)Scientific America http://www.sciam.com/askexpert_question.cfm?articleID=000BADA4-F9F7-1C95-8EEF809EC588F2D7&catID=3 5)Sensory Perceptions Homepage http://216.239.33.100/search?q=cache:zYyZf7MEJKYC:www.hhmi.org/senses/senses.pdf+%22helen+keller%22+scientific+research+analysis+%22her+brain%22&hl=en&ie=UTF-8 6)More of the Life of Helen Keller http://www.broadwaybeat.com/ridge/rrmircle.htm

Causes of Car Accidents

Causes of car accidents Car accidents can happen to drivers anytime, anywhere. â€Å"According to the National Safety Council, which stated that more than 2. 5 million collisions back every year, making it the most common type of car accidents, it is also known that the accident rear end as incidents of injury, because the nature of the collision leads often in whiplash injury the driver in the car in front and about 20% of people who participated in a rear collision injury symptoms of this kind. , (NHTSA, auto-accident-resource. com). Among the car accidents, the teenage group is the only age group who is number of deaths is increasing instead of decreasing. Also, all the people are exposed to risk and actually every one of them has got car accident at least once that could have been easily prevented. There are many reasons car accidents happen such as drunken drivers, using cellular phones while driving, and teenage drivers. First reason is drinking and driving which is the leadin g cause of car accidents. â€Å"Over 1. 1 million drivers were arrested in 2010 for driving under the influence of alcohol or narcotics†, (Federal Bureau of Investigation, â€Å"Crime in the United States: 2010†, madd. org). Also,† drunk driving costs the United States $132 billion a year â€Å", (NHTS FARS data, 2012, madd. org). Driving while intoxicated is dangerous, because drinking increases your inhibitions and self-confidence but lowers your driving performance. In other words, alcohol impairs the decision-making ability of the brain. For example, when people get drunk, they do not even think they are drunk.They may feel like they can do anything. But they cannot. Many accidents occur because of drinking. These accidents involve mostly one car, but other people can be killed by drunk drivers. People have to be educated about drinking and driving, so they do not kill themselves or innocent people on the road. Second reason, using cell phones while driving causes car accidents. According to the Harvard Center for Risk Analysis, â€Å"2,600 people died in 2004 and 330,000 more were injured while using cell phones just before an accident†. doityourself. com). When a cell phone is used while driving, it distracts the attention of the driver, leading to car accidents. While using a cell phone many people tend to miss traffic signals, because they are not really concentrating on driving. The process of dialing or answering the phone can make them lose control of the vehicle as well. Even though the driver is looking at the road, he or she can easily get distracted by the conversation. This can result in fatal accidents.Third reason of accidents on the road is teenage drivers. â€Å"2,739 teenagers died in car accidents in the United States during 2008 â€Å", (drivesteady. com). Some teenagers cause fatal accidents, because of immaturity and lack of experience. Teenagers are very impulsive. Although not intending to hurt anyone, t hey sometimes drive very aggressively. It is not difficult to find teenagers driving with one hand on the steering wheel, seat pushed back, and with loud music playing. In traffic they go wild, trying to seek attention.They underestimate the risk of what they are doing. All these acts result in serious consequences on the road. Many accidents of young drivers result from their own mistakes. In conclusion, many people do not realize that being intoxicated while driving, using cellular phones and teenage drivers may bring serious injuries to everybody. Some people may enjoy drinking without care until they get into car accident, which can even result in the deaths of many innocent people.The car accidents caused by these problems are really serious but preventable. If everybody tries to eliminate these problems by following the rules of the road, driving can be less dangerous, and we will not waste time on car accidents. REFERENCES: 1- (http://www. auto-accident-resource. com/statisti cs. html). 2- (http://www. madd. org/statistics/). 3- (http://www. madd. org/drunk-driving/about/drunk-driving-statistics. html). 4- (http://www. doityourself. com/stry/driving-safety-tips-statistics-on-deaths-by

How an Extended Response Item Can Enhance Learning

Extended response items have traditionally been called essay questions. An extended response item is an open-ended question that begins with some type of prompt. These questions allow students to write a response that arrives at a conclusion based on their specific knowledge of the topic. An extended response item takes considerable time and thought. It requires students not only to give an answer but also to explain the answer with as much in-depth detail as possible. In some cases, students not only have to give an answer and explain the answer, but they also have to show how they arrived at that answer. Teachers love extended response items because they require students to construct an in-depth response that proves mastery or lack thereof. Teachers can then utilize this information to reteach gap concepts or build upon individual student strengths. Extended response items require students to demonstrate a higher depth of knowledge than they would need on a multiple choice item. Guessing is almost completely eliminated with an extended response item.  A student either knows the information well enough to write about it or they do not. Extended response items also are a great way to assess and teach students grammar and writing. Students must be strong writers as an extended response item also tests a students ability to write coherently and grammatically correct. Extended response items require essential critical thinking skills. An essay, in a sense, is a riddle that students can solve using prior knowledge, making connections, and drawing conclusions.  This is an invaluable skill for any student to have. Those who can master it have a better chance of being successful academically.  Any student who can successfully solve problems and craft well-written explanations of their solutions will be at the top of their class.   Extended response items do have their shortcomings. They are not teacher friendly in that they are difficult to construct and score.  Extended response items take a lot of valuable time to develop and grade.  Additionally, they are difficult to score accurately.  It can become difficult for teachers to remain objective when scoring an extended response item. Each student has a completely different response, and teachers must read the entire response looking for evidence that proves mastery. For this reason, teachers must develop an accurate rubric and follow it when scoring any extended response item. An extended response assessment takes more time for students to complete than a multiple choice assessment.  Students must first organize the information and construct a plan before they can actually begin responding to the item.  This time-consuming process can take multiple class periods to complete depending on the specific nature of the item itself. Extended response items can be constructed in more than one way. It can be passage-based, meaning that students are provided with one or more passages on a specific topic. This information can help them formulate a more thoughtful response. The student must utilize evidence from the passages to formulate and validate their response on the extended response item.  The more traditional method is a straightforward, open-ended question on a topic or unit that has been covered in class.  Students are not given a passage to assist them in constructing a response but instead must draw from memory their direct knowledge on the topic. Teachers must remember that formulating a well written extended response is a skill in itself.  Though they can be a great assessment tool, teachers must be prepared to spend the time to teach students how to write a formidable essay.  This is not a skill that comes without hard work.  Teachers must provide students with the multiple skills that are required to write successfully including sentence and paragraph structure, using proper grammar, pre-writing activities, editing, and revising.  Teaching these skills must become part of the expected classroom routine for students to become proficient writers.