Quikr vs Olx free essay sample

Before you sit down to plan the future of your club’s marketing activities, you need to take stock of where your club is now and why you are there. One useful way to get a clear picture of where your club currently sits is by using a SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities and Threats. By using the SWOT analysis you can identify where your club stands in the market, which provides a useful launch pad for making future marketing plans. Take the time to work through the SWOT process carefully and you will have a clearer idea of: The things your club does well, and the things you need to improve on (strengths and opportunities). †¢ What types of competition exist for your club and which ones can be defended (strengths and threats) †¢ Whether your club needs to change the product itself to protect from outside influences (weaknesses and threats) †¢ Which issues your club needs to make as its priorities (weaknesses and opportunities). We will write a custom essay sample on Quikr vs Olx or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Strengths When you look at the strengths, concentrate on the club itself and whether it can achieve the outcomes you want. Examples of strengths include: †¢ Strong financial base. †¢ Strong local need for your product, many new members, etc. †¢ Group of skilled volunteers. †¢ Support from local businesses, politicians, etc. †¢ Well-equipped clubhouse. †¢ Committee is well-structured, enthusiastic, capable, etc. Weaknesses Weaknesses often appear as the direct opposite of the strengths listed above and include: †¢ Weak financial base. †¢ Diminishing need or desire for your product, fewer new members, etc. †¢ Few volunteers. †¢ No support from local businesses, politicians, etc. Out of date ill equipped clubhouse. †¢ Committee is poorly structured, overworked, disinterested, etc. Opportunities Opportunities refer to the possibilities of new growth because of the changes in the external environment and can include such things as: †¢ Promotion of sport by government authorities, e. g. renewed ‘Push Play† campaign. †¢ New population of potential users moving into the area, e. g. with children. †¢ Grants by local and national government to encourage sport and recreation. †¢ Organisations looking to sponsor local activities. Seasonal interest in particular sports, e. g cricket in summer, football in winter. †¢ International or national interests the activity your club is involved in, e. g Commonwealth or Olympic Games. †¢ Promotion of your activity to a different age group or gender e. g. lawn bowls to teenagers, rugby to girls. Threats As with strengths and weaknesses, the threats are often very similar to the opportunities. Examples of threats include: †¢ Traditional sponsors of sport and recreation changing the way they spend their sponsorship dollars. Seasonal interest in particular sports or activities which is in direct competition with your own, e. g. competing codes of Rugby. †¢ Promotion of sport to different age groups or gender which competes with your club’s interest e. g. ballet and soccer for girls. †¢ Other interests including television, video games, school activities, part-time work for teenagers, and so on. †¢ Time related issues for example, competition for volunteers time, longer working hours, both parents working – children unable to attend, limited available free time for both children and parents. Other organisations with better facilit ies. †¢ Lack of knowledge and interest in your product. A SWOT Analysis should be drawn up to look like this: |Internal |STRENGTHS |WEAKNESSES | |Factors |Vision : simple and quick |Not having international experience, therefore diversification | |(Things about |Strong funding |might be a problem at later stage. |your club) |Experienced partners: Norwest Venture Partners brings in a lot of |No acquisition till date as a result OLX has surpassed quikr. | | |experience |Employee base is very low: Need to increase the sales force and| | |Horizontal rather than vertical |target other opportunity to increase market share. | |Customer Centric, not just technology centric : Free missed call | | | |Investment in analytics, mobile platforms | | |External |OPPORTUNITIES |THREATS | |Factors |Internet penetration(10%) is bound to increase |Low entry barrier | |(Things |Internet surfing through mobiles has surpassed PC. Competitors have international experience and deep pockets. | |outside of |Mobile base is huge and recently they have introduced a mi ssed call |Zero switching cost. | |your club) |feature. |Intense Competiton | | |Cloud computing (SaaS, PaaS) could be useful in reducing the cost. | | | |Network Effects | | It’s a great idea to draw this up on a whiteboard or large piece of paper and use as a brainstorming base at a committee meeting.

Caesar Sat on the Dais

Caesar Sat on the Dais Caesar Sat on the Dais Caesar Sat on the Dais By Maeve Maddox The words Caesar and dais are not exactly everyday words, but when they do appear in stories or news items, they are often misspelled. The problem with Caesar is that the English pronunciation is /see zer/ so the English speaker wants to put the e directly after the C. I learned how to spell it when I took high school Latin. I liked writing the AE as a digraph (two letters written as one). My Latin teacher didnt mind, but my English teacher hated it. Indeed, my love of the joined AE influenced my adoption of the name Maeve. The error with dais is to reverse the vowels. I first encountered dais in stories about King Arthur. At every feast, Arthur and Guinevere were seated on a daà ¯s. English doesnt generally make use of accents, but with a few words, like dais, the diaeresis (two dots over the letter), is an aid to pronunciation since it tells the reader that the second vowel begins a new syllable: daà ¯s, a platform raised usually above the floor of a hall or large room to give distinction or prominence to those occupying it coà «val, of the same or equal age or antiquity naà ¯ve, marked by simplicity Boà «thius, author of Consolation of Philosophy Charlotte Brontà «, author of Jane Eyre Zoà «, popular female name from Greek, meaning life giving Bettà « Davis (1908-1989), liberated woman who created a new kind of screen heroine. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowThe Many Forms of the Verb TO BEHow Do You Determine Whether to Use Who or Whom?

The Moche Culture, Guide to the History and Archaeology

The Moche Culture, Guide to the History and Archaeology The Moche culture (ca. AD 100-750) was a South American society, with cities, temples, canals, and farmsteads located along the arid coast in a narrow strip between the Pacific Ocean and the Andes mountains of Peru. The Moche or Mochica are perhaps best known for their ceramic art: their pots include life-sized portrait heads of individuals and three-dimensional representations of animals and people. Many of these pots, looted long ago from Moche sites, can be found in museums throughout the world: not much more about the context from where they were stolen is known. Moche art is also reflected in polychrome and/or three-dimensional murals made of plastered clay on their public buildings, some of which are open to visitors. These murals depict a wide range of figures and themes, including warriors and their prisoners, priests and supernatural beings. Studied in detail, the murals and decorated ceramics reveal much about the ritual behaviors of the Moche, such as the Warrior Narrative. Moche Chronology Scholars have come to recognize two autonomous geographic regions for the Moche, separated by the Paijan desert in Peru. They had separate rulers  with the capital of the Northern Moche at Sipn, and that of the Southern Moche at the Huacas de Moche. The two regions have slightly different chronologies and have some variations in material culture. Early Intermediate (AD 100-550) North: Early and Middle Moche; South: Moche Phase I-IIIMiddle Horizon (AD 550-950) N: Late Moche A, B, and C; S: Moche Phase IV-V, Pre-Chimu or CasmaLate Intermediate (AD 950-1200) N: Sican; S: Chimu Moche Politics and Economy The Moche were a stratified society with a powerful elite and an elaborate, well-codified ritual process. The political economy was based on the presence of large civic-ceremonial centers that produced a wide range of goods which were marketed to rural agrarian villages. The villages, in turn, supported the city centers by producing a wide range of cultivated crops. Prestige goods created in the urban centers were distributed to rural leaders to support their power and control over those parts of society. During the Middle Moche period (ca AD 300-400), the Moche polity was split into two autonomous spheres divided by the Paijan Desert. The Northern Moche capital was at Sipan; the southern at the Huacas de Moche, where the Huaca de la Luna and Huaca del Sol are the anchor pyramids. The ability to control water, particularly in the face of droughts and extreme rainfall and flooding resulting from the El Nià ±o Southern Oscillation drove much of the Moche economics and political strategies. The Moche built an extensive network of canals to increase agricultural productivity in their regions. Corn, beans, squash, avocado, guavas, chili peppers, and beans were grown by the Moche people; they domesticated llamas, guinea pigs, and ducks. They also fished and hunted plants and animals in the region, and traded lapis lazuli and spondylus shell objects from long distances. The Moche were expert weavers, and metallurgists used lost wax casting and cold hammering techniques to work gold, silver, and copper. While the Moche did not leave a written record (they may have used the quipu recording technique that we have yet to decipher), the Moche ritual contexts and their daily lives are known because of excavations and detailed study of their ceramic, sculptural and mural art. Moche Architecture In addition to the canals and aqueducts, architectural elements of Moche society included large monumental pyramid-shaped architecture called huacas  which were apparently partly temples, palaces, administrative centers, and ritual meeting places. The huacas were large platform mounds, built of thousands of adobe bricks, and some of them towered hundreds of feet above the valley floor. On top of the tallest platforms were large patios, rooms and corridors, and a high bench for the seat of the ruler. Most of the Moche centers had two huacas, one larger than the other. Between the two huacas could be found the Moche cities, including cemeteries, residential compounds, storage facilities and craft workshops. Some planning of the centers is evident, since the layout of the Moche centers are very similar, and organized along streets. Ordinary people at Moche sites lived in rectangular adobe-brick compounds, where several families resided. Within the compounds were rooms used for living and sleeping, craft workshops, and storage facilities. Houses at Moche sites are generally made of well-standardized adobe brick. Some case of shaped stone foundations are known in hill slope locations: these shaped stone structures  may be of higher status individuals, although more work needs to be completed. Moche Burials A wide range of burial types are evidenced in Moche society, roughly based on the social rank of the deceased.  Several elite burials  have been found at  Moche sites, such as  Sipn, San Josà © de Moro, Dos Cabezas, La Mina and Ucupe in the Zana Valley. These elaborate burials include a considerable quantity of grave goods  and are often highly stylized. Often copper artifacts are found in the mouth, hands and under the feet of the interred individual. Generally, the corpse was prepared and placed in a coffin made of canes. The body is buried lying on its back in a fully-extended position, head to the south, upper limbs extended. Burial chambers range from an underground room made of adobe brick, a simple pit burial or a boot tomb.  Grave goods  are always present, including personal artifacts. Other mortuary practices include delayed burials, grave reopenings and secondary offerings of human remains. Moche Violence Evidence that violence was a significant part of Moche society was first identified in ceramic and mural art. Images of warriors in battle, ​decapitations, and sacrifices were originally believed to have been ritual enactments, at least in part, but recent archaeological investigations have revealed that some of the scenes were realistic portrayals of events in Moche society. In particular, bodies of victims have been found at  Huaca de la Luna, some of which were dismembered or decapitated and some were clearly sacrificed during episodes of torrential rains. Genetic data support the identification of these individuals as enemy combatants. History of Moche Archaeology The Moche were first recognized as a distinct cultural phenomenon by archaeologist  Max Uhle, who studied the site of Moche in the early decades of the 20th century. The  Moche civilization  is also associated with Rafael Larco Hoyle, the father of  Moche archaeology who proposed the first relative chronology based on ceramics. Sources A photo essay on the  recent excavations at Sipan  has been constructed, which includes some detail concerning the ritual sacrifices and burials undertaken by the Moche. Chapdelaine, Claude. Recent Advances in Moche Archaeology. Journal of Archaeological Research, Volume 19, Issue 2, SpringerLink, June 2011. Donnan CB. 2010. Moche State Religion: A Unifying Force in Moche Political Organization. In: Quilter J, and Castillo LJ, editors.  New Perspectives on Moche Political Organization. Washington DC: Dumbarton Oaks. p 47-49. Donnan CB. 2004.  Moche Portraits from Ancient Peru. University of Texas Press: Austin. Huchet JB, and Greenberg B. 2010.  Flies, Mochicas and burial practices: a case study from Huaca de la Luna, Peru.  Journal of Archaeological Science  37(11):2846-2856. Jackson MA. 2004. The Chimà º Sculptures of Huacas Tacaynamo and El Dragon, Moche Valley, Peru.  Latin American Antiquity  15(3):298-322. Sutter RC, and Cortez RJ. 2005. The Nature of Moche Human Sacrifice: A Bio-Archaeological Perspective.  Current Anthropology  46(4):521-550. Sutter RC, and Verano JW. 2007.  Biodistance analysis of the Moche sacrificial victims from Huaca de la Luna plaza 3C: Matrix method test of their origins.  American Journal of Physical Anthropology  132(2):193-206. Swenson E. 2011.  Stagecraft and the Politics of Spectacle in Ancient Peru.  Cambridge Archaeological Journal  21(02):283-313. Weismantel M. 2004. Moche sex pots: Reproduction and temporality in ancient South America.  American Anthropologist  106(3):495-505.

Supporting Statement for a Secondary School Teacher of ICT Role Essay

Supporting Statement for a Secondary School Teacher of ICT Role - Essay Example Over the years, I have been able to identify many settings other than the regular class room, such as the laboratory, the cafeteria, or even a sporting event. As a teacher, it is my firm belief that my duty is not limited to a few hours of teaching. Rather, I also have an obligation of teaching my students to think out of the box and extend their thinking beyond the surroundings of the course. Therefore, my aim is to create such learning experiences for the students that allow them to recognize the innovative outcomes, understand the concepts, and identify places where these ideas connect in real life. My experience with teaching indicates that an idea is better understood if related with real life. I take teaching very seriously and believe it to be one of my greatest skills. As far as the teacher’s evaluation is concerned, my score had always been higher than the average score of other departments in almost all categories. The categories included the likes of encouraging tea mwork, zest in teaching methods, and whether or not the students would suggest me to other students. The evaluation also recorded students enjoying my teaching and indicated their interest in taking another course with me in future. As a teacher, I believe in collaborative learning and always aim to foster teamwork in the class room. Although my students will work as an independent unit, but in-spite of forming a group, they will also learn to work as a team where not only they are an independent unit but also recognize ‘one’ same goal. Considering the fast pace of the ICT environment, I understand that a teacher must learn to make the most of this subject and must continuously match the pace with the remarkable changes of the setting. As an ICT teacher, I would be aiming to help the students make use of this subject to enhance their capabilities in various areas of the subjects. Therefore, my diploma in this field will work as an important tool in helping me educating and training the students. As for the professional practice in ICT, I hope to make the most of this diploma as well. When it comes to leadership and management of the curriculum, I can easily instill the expectation of setting high standards for all. I always promote good attendance and have, in the past, achieved a 3 percent increase in attendance over my years of service. In order to develop such a culture, I always support the habit of ‘fun learning’ so that they learn to identify the worth of education and consequently maintain good attendance. In the past I have used tools like videos, competitions, and presentations that encouraged the importance of time management and how they can enjoy their work with effective prioritization. Newsletters and assemblies were also used which gave way to achievement oriented behavior in the students. Therefore, my aim is pretty simple, rather than presenting creative education as an alternative to literacy, I strive to maintain a teaching style that is a balance of both. I have also gained a substantial amount of familiarity with data base management system in the past. Being the primary instructor, I have thus gained enough sound knowledge of working with others. With the art of analyzing and applying various software development methodologies at hand, my delivery method in teaching inculcates the same style. I understand that one class can never be like the previous one. Where a new class changes with a new

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 Essay

Did the USA need to drop bombs on Hiroshima and Nagasaki in 1945 - Essay Example Simultaneously, it demonstrated a change within the nature of warfare, as well as the beginning of a novel age. American Head of state Harry Truman’s contentious verdict to drop an atomic-bomb on Japan concluded the 2nd World War as well as initiated the nuclear era (Leahy 2008). Since the culmination of the warfare, Truman’s verdict has been the focus of much debate, largely becauseof the huge civilian fatality toll, which ensued from the assaults. Nevertheless, the setting of the era as well as the demand to culminate the 2nd World War rendered the usage of the nuclear-powered weapons an indispensible action to force the Japan’s surrender. Truman’s verdict to employ the atomic-bomb over Japan was vindicated by the historic setting of the 2nd World Warfare, Japan’s repudiation to surrender totally, and the huge death toll projected from an attack of central Japan. Revisionists have reckoned the usage of the atomic-bomb a misdemeanor against humanit y because of the high civilian casualties as well as horrific effects, which ensued from the attacks. The subject of morals has made this debate much more controversial (Leahy 2008). Assessed by today’s ethical standards, the usage of the nuclear bomb on Japan that produced thousands of fatalities is commonly viewed as ethically wrong (Hayes 2006). Nearly 150,000 nationals were murdered because of the attack of Nagasaki and Hiroshima. Only forty three thousands of Hiroshima’s populations of three hundred and fifty thousand were soldiers (McNulty 2005). Conferring to the American Strategic Bombing Assessment, all but three thousand, two hundred and forty three of the seventy thousand people slayed by the bombing of Hiroshima were civilians (The United States Strategic Bombing Survey 2006). Because of the large civilian death-toll from the bombardments, the usage of the nuclear explosives is contended to be unlawful (Frank 2009, pg. 19). Rendering to the ‘Draft Rul es of Aerial Warfare’, outlined in February of 1923, the bombarding of nationals was an illegal and illegitimate usage of military force. The ‘Draft Rules of Aerial Warfare’ assert that the Aerial bombing is legal only when aimed at a martial objective, namely, a purpose where the injury or destruction would establish a distinctive military benefit to the destructive, and additionally firms that if legal military goals such as martial establishments as well as factories employed for military reasons are so positioned, that they can never be attacked without the undiscerning assault upon the civilian populace, the aircraft should abstain from assault (Leahy 2008). The bombing of Japan’s warfare production industries unavoidably resulted to the prevalent bombings of huge areas occupied by civilians. Hence, according to global law, Nagasaki and Hiroshima were not legal military targets (McNulty 2005). As the attack of these towns was unlawful, the usage of th e nuclear bombs is contended to have been unfounded rendering to the prevailing international decree during the 2nd World War (Hayes 2006). The large civilian death-toll, which ensued from the attack of Nagasaki and Hiroshima, occurred in a dreadful manner. Radiation illness afterwards claimed tens-of-thousands’ of lives of people who were not directly murdered by the attack (Hayes 2006). Burchett Wilfred, a journalist who went to Hiroshima on September of 1945, depicted the predicament of radiation fatalities that in Hiroshima, 30 days following the first nuclear

Consequences Of Cheating In Exams

Consequences Of Cheating In Exams In todays age when you look at the word Cheating, you may find many different definitions or meanings. Whether you cheat at work; known as fraud, cheat at home; known as dishonesty, or at school, this act of conduct can lead to many consequences made by ones choice. Cheating is defined in the dictionary as, to deceive by trickery; swindle, however the dictionary fails to tell you if it is right or wrong to cheat. People have many different beliefs when it comes to cheating; some think its fine to do while others completely disapprove. School systems today are so lenient in their rules, guidelines and consequences; thus causing cheating, copying or forgeries to be frequently used. Many students take advantage of copying someone elses work whenever they are given the chance. Other times, students will simply have someone else do their work and turn it in as their own, not realizing the effects this behavior can create. This creates a lack of creativity, no sense of responsibility and the students will never acquire new knowledge. These practices of cheating, copying and forgery by students are unethical and should be brought to the surface whenever possible. Students that copy other students work are hurting themselves in the long run. Their creativity level drops every time they copy or have someone else do their work. After a while of copying and forging, the students ability to think creatively and successfully becomes next to nothing. Educators must continue to socialize students of all ages about the importance of maintaining high ethical standards,. The educational system is where students learn these tricks and proceed to carry them on into there professional careers. Corners are too easy to cut these days, and in order for people to keep their minds as functional as possible, they need to do their own work. It is too easy for students to buy a students paper that had the same class the quarter before, reword it a little, and turn it in as their own. Students are no longer able to write a fictional story by themselves because the computer or someone else can do it for them. Students also begin to lose the sense of responsibility when they have other people do their work. They dont feel that they have to do anything to pass a class, only that as long as they turn in a paper, their thoughts or not, they will receive credit for the assignment along with a passing grade. This creates the feeling that life will always be a handed to them on a silver platter. This type of thinking is what is going into the work environment when these people leave the education system. Employers dont want workers that cant pull their own weight, and that is all they are going to get from these people that think cutting corners is all right. Even worse is when these people that cut the corners hold management positions. These crooked managers infringe on the ethical workers by asking them to do unethical practices on the job, such as asking their factory workers to pretend they didnt see the failing scores from the health and safety inspections. Thanks to ethical resisters some of these unethical practices are being brought to the surface, exposed and corrected. Along with losing their creativity, the students that copy others work never get to feel that sense of accomplishment that comes when the paper you have been working on is finally complete. They dont get the uplifting feeling when they get their paper back and they have received a good score. The feeling isnt there because the work isnt their own. They use other people to receive the score, but they feel nothing. If they never have that feeling, there is nothing to motivate these people to do better the next time around. Yet, there may be one thing that is the worst of all when people pass off someone elses work as their own. That would be that the forger doesnt gain any knowledge. People can only learn from the things they do, and if someone else is doing their work, they are never going to learn anything. Making mistakes and learning from them may be one of the most effective methods of learning. For instance, if a student performs extremely poorly on a very important paper, chances are that student will always remember what they did wrong and what would have been better. Where as the same student wont even remember the lecture that was taught for an entire week straight. If people dont do the work themselves, they can never learn from their mistakes. These people that cheat will go through life expecting someone else to always be there to do their work. When the time comes that they will actually have to do the work themselves, they arent going to have a clue on where to start. They wont know to take responsibility for the things they do and they will never be able to think something up on their own. They will be so used to simply grabbing someone elses work that they will fail at anything they try to accomplish themselves. These people need to be stopped not only for their sake but because it is not fair to the people whose work they are always stealing. People work hard and should receive credit for the things they do, the people that dont work hard, should not receive credit. We must reward the ethical resisters that are brave enough to speak up when they notice these unethical practices taking place. For ethical resisters are,indeed, the heart of a national resolve for individual responsibility on behalf of the common good Cheating in academics is never the proper way to achieve academic greatness, but it can be an easy way out for any level student. In less technical days, cheating in education was left to hiding notes in odd places or glancing over another students shoulder. Teachers were able to catch cheaters either by visual proof or evidence within the similarities of test. Cheating held consequences but nothing that could ruin an educational future. Todays technology is so advanced that cheating is on a whole other level. Computers, cell phones, and hand held devices all add to the cheating craze that has swept high school and college level education. Different technologies provide different ways to cheat that make teachers and professors jobs to educate a bit more difficult. The cheating era has made cheating a more serious offence with education ending consequences. Computers come in small packages in present day and can offer students the opportunity to cheat more accessible. Not all cheating is done with ill intentions. Students use the internet for research all the time and there are instances that those who cheat are unaware of cheating. Students often share information via blogs. According to Problogger.net, a blog is a type of website that is usually arranged in chronological order from the most recent post (or entry) at the top of the main page to the older entries towards the bottom (Problogger.net 2008). Some students may find information on those blogs and use it as their own without properly citing them or determining if they are reliable or not. Some students will exchange emails with answers to test or study questions which is cheating. One final issue can be that students lack investigation skills to find out if their sources are reliable or not. All these issues with computers just scratch the surface of the issue, as technology c ontinues to grow so will the opportunity for students to cheat. Students

Types of Drivers

What kind of a driver are you? Are you the one to piss people off or the one to scare them and make them wonder if they will live or that safe driver that everyone wants to be? Driving is the best transportation to getting to places whenever you want. Having your license is a privilege . Not everyone has it. So be careful and take care of it and don’t go all crazy on the road because it can cause your death and others as well. There are three types of driver that you mostly see everyday or hear about. Drunk drivers have become the most dangerous drivers out on the road cause you never know till they strike someone or you on the road. These drivers come out mostly out on the weekends after a long night of clubbing; they are so drunk that they have convinced themselves that they are sober enough to operate a car. I mean come on like seriously do they not have just one friend to stay sober and be the designated driver to get home safe instead of endangering us all. If you see a car that keeps swerving lane to lane that can’t keep straight your best choice is to stay away as possible. Hopefully they’ll get caught get that DUI and maybe that’ll teach them a good lesson. The slow pokes out on the road can piss you off when you are trying to get somewhere on time. These people are scared of even passing the speed limit thinking maybe a cop might poof pop out of the air and catch them. The old folks are even worse they seriously go under the speed limit like if you can’t see or are too old to be driving to even know what is going on just stop driving it’ll save us a lot of extra time. Seriously the back roads are for me to go fast and just beat traffic but when you are driving slow then what was the point of even taking the back road you should of stayed in traffic you fools. Despite what people say fast drivers are the save drivers. Why? Must you ask? Well, we tend to drive 5 mph over the speed limit, which is acceptable, and don’t have anyone driving close to us. Fast drivers keep their eye on the road for that reason they are alert to what is going on in front of them and will generally slow down before its too late. The true safe drivers are the ones that know how to drive not just operate the car. Fast drivers only create a problem when they become truly aggressive and tailgate, passing others really close to them and cutting off without a warning. Driving is so much fun. By the way guys, the ladies find a man attractive if he has his license. She wouldn’t want to be using the train or bus for the rest of her life. Don’t expect the roads to be a racetrack because you will be endangering lots of people’s life so don’t be an idiot. Have fun out there and focus on the road don’t text and drive as well don’t drink and drive.