Drunk Driving In 2012

Drunk Driving In 2012, 10,322 people were killed and approximately 345,000 were injured. Each crash, each death, each injury impacts not only the person in the crash, but family, friends, classmates, coworkers and more. Even those who have not been directly touched help pay the $132 billion yearly price tag of drunk driving. But together we can eliminate drunk driving. Americans take 233 billion trips in cars each year. Of those, about one out of every two thousand trips are taken by those who are driving under the influence of alcohol.Yet, almost one out of every three traffic deaths involve drunk driving. Texas leads the nation in drunk driving deaths with 1,213 people fatalities in 2011. In Texas 1,296 reWhen an intoxicated individual makes a decision to sit behind the wheel of an automobile and drive home, he endangers everyone on the road. This one decision, which may not seem important at the time, can have a crucial impact . When the choice whether or not to drive under the in fluence of alcohol faces a person, he often does not realize the consequences of his actions, and therefore makes an extremely uneducated decision.Many people believe that increasing fines for drunk driving offenders will play a significant part in the cutting down of driving under the influence. However, while stiffer DUI laws will look affective on paper, they will not make a substantial step in the fight against drunk driving. The only benefit of increased drunk driving fines goes to the law enforcement agency that collects the fines. Because the majority of DUI stops happen to individuals who do not believe that they have become drunk, a person who chooses to drive does not even consider the fine that he may receive, no matter the amount.If an intoxicated person believes that he has the ability to drive home safely, a new law passed by state representatives will not stop them. A state increasing its DUI fines, will not make the police notice a decline in the amount of drunken dr iving stops, nor a decreased amount of alcohol related accidents. The only change that would come from such an increase would come in a boost in state government funds pouring in from DUI offenders. While the fight against drunk driving seems to have no end, many other solutions exist besides the raising of fines.One such solution lies in education. If the general public becomes properly educated about the meaning of intoxication, they will have the ability to make a proper choice when it comes time to decide whether or not to drive home. An individual needs to know facts such as how many drinks it takes to push them above the legal blood alcohol limit to drive. The legal blood alcohol content in Kentucky stands at . 08. this means that if an officer stops a driver who’s blood alcohol content proves above .08, the officer recognizes this person as impaired, and can proceed with giving them a DUI.The public also needs to know consequences far more great than a simple fine, suc h as the risk you take of killing yourself or others when driving while impaired. Simply knowing certain facts about driving under the influence can become the difference between a person driving drunk and taking a cab home. The difference between life and death lies in this choice, so it should lie in the hands of an educated person, not someone who does not know the facts about drunk driving.Another factor that can affect a person’s decision to drive drunk comes with his friends. A person needs to possess enough common sense to not let someone who is obviously intoxicated sit behind the wheel. While a possible fine will not stop someone from driving drunk, a close friend telling them not to drive will prevent them from doing so. In order to stop an intent person who has decided that he wants to drive drunk, a friend must also prove intent in stopping them. The saying, â€Å"Friends don’t let friends drive drunk,† could not have any more accuracy.Many times, a person will use every excuse in the world to convince someone to let them drive. A true friend should never let someone drive drunk, no matter the circumstances. The fact remains true, that no matter what anyone does, whether increasing the punishment, or educating the public, we cannot completely solve the problem of drunk driving. â€Å"Preaching to me about the evils of drinking didn’t stop me though. † This quotation from â€Å"An Indian Story†, by Roger Jack, demonstrates the average person’s attitude towards alcohol.People posses their own determination and will do what they want to do, and this willpower becomes even stronger when alcohol enters the picture. Judgment becomes impaired, and a person’s decision making goes downhill. This fact alone contributes greatly to the fact that people will always drive drunk, no matter what anyone does. Although nothing can totally prevent drunk driving, certain steps such as the education of not only th e potential driver, but his friends as well, can play a significant role.The increase in fines, however, would prove completely ineffective and have no impact whatsoever on the amount of drunk driving that takes place. People simply do not consider the legal punishment when making the decision to drive while intoxicated. Knowing that consequences can go so much further that an easy fine and even be as serious as death, however, may sway someone’s choice. The prevention of drunk driving does not lie in legislation, but in education.Educated people make educated decisions, and educated people will not make the decision to drive drunk. You can order a custom essay, term paper, research paper, thesis or dissertation on Drunk Driving topics at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost presen ting 38% of all total traffic deaths, a 7% increase from last year. ï » ¿Drunk Driving In 2012 10,322 people were killed and approximately 345,000 were injured. Each crash, each death, each injury impacts not only the person in the crash, but family, friends, classmates, coworkers and more. Even those who have not been directly touched help pay the $132 billion yearly price tag of drunk driving. But together we can eliminate drunk driving. Americans take 233 billion trips in cars each year. Of those, about one out of every two thousand trips are taken by those who are driving under the influence of alcohol.Yet, almost one out of every three traffic deaths involve drunk driving. Texas leads the nation in drunk driving deaths with 1,213 people fatalities in 2011. In Texas 1,296 reWhen an intoxicated individual makes a decision to sit behind the wheel of an automobile and drive home, he endangers everyone on the road. This one decision, which may not seem important at the time, can have a crucial impact.When the choice whether or not to drive under the influence of alcohol faces a person, he often does not realize the consequences of his actions, and therefore makes an extremely uneducated decision. Many people believe that increasing fines for drunk driving offenders will play a significant part in the cutting down of driving under the influence. However, while stiffer DUI laws will look affective on paper, they will not make a substantial step in the fight against drunk driving.The only benefit of increased drunk driving fines goes to the law enforcement agency that collects the fines. Because the majority of DUI stops happen to individuals who do not believe that they have become drunk, a person who chooses to drive does not even consider the fine that he may receive, no matter the amount. If an intoxicated person believes that he has the ability to drive home safely, a new law passed by state representatives will not stop them.A state increasing its DUI fines, will not make the police notice a decline in the amount of drunken driving stops, nor a decrea sed amount of alcohol related accidents. The only change that would come from such an increase would come in a boost in state government funds pouring in from DUI offenders.While the fight against drunk driving seems to have no end, many other solutions exist besides the raising of fines. One such solution lies in  education. If the general public becomes properly educated about the meaning of intoxication, they will have the ability to make a proper choice when it comes time to decide whether or not to drive home. An individual needs to know facts such as how many drinks it takes to push them above the legal blood alcohol limit to drive. The legal blood alcohol content in Kentucky stands at .08. this means that if an officer stops a driver who’s blood alcohol content proves above .08, the officer recognizes this person as impaired, and can proceed with giving them a DUI.The public also needs to know consequences far more great than a simple fine, such as the risk you take of killing yourself or others when driving while impaired. Simply knowing certain facts about driving under the influence can become the difference between a person driving drunk and taking a cab home. The difference between life and death lies in this choice, so it should lie in the hands of an educated person, not someone who does not know the facts about drunk driving.Another factor that can affect a person’s decision to drive drunk comes with his friends. A person needs to possess enough common sense to not let someone who is obviously intoxicated sit behind the wheel. While a possible fine will not stop someone from driving drunk, a close friend telling them not to drive will prevent them from doing so. In order to stop an intent person who has decided that he wants to drive drunk, a friend must also prove intent in stopping them. The saying, â€Å"Friends don’t let friends drive drunk,† could not have any more accuracy. Many times, a person will use every excuse in the world to convince someone to let them drive. A true friend should never let someone drive drunk, no matter the circumstances.The fact remains true, that no matter what anyone does, whether increasing the punishment, or educating the public, we cannot completely solve the problem of drunk driving. â€Å"Preaching to me about the evils of drinking didn’t stop me though.† This quotation from â€Å"An Indian Story†, by Roger Jack, demonstrates the average person’s attitude towards alcohol. People posses their own determination and will do what they want to do, and this willpower becomes even stronger when alcohol enters the picture. Judgment becomes impaired, and a person’s decision making goes downhill. This fact  alone contributes greatly to the fact that people will always drive drunk, no matter what anyone does.Although nothing can totally prevent drunk driving, certain steps such as the education of not only the potential driver, b ut his friends as well, can play a significant role. The increase in fines, however, would prove completely ineffective and have no impact whatsoever on the amount of drunk driving that takes place. People simply do not consider the legal punishment when making the decision to drive while intoxicated. Knowing that consequences can go so much further that an easy fine and even be as serious as death, however, may sway someone’s choice. The prevention of drunk driving does not lie in legislation, but in education. Educated people make educated decisions, and educated people will not make the decision to drive drunk.You can order a custom essay, term paper, research paper, thesis or dissertation on Drunk Driving topics at our professional custom essay writing service which provides students with custom papers written by highly qualified academic writers. High quality and no plagiarism guarantee! Get professional essay writing help at an affordable cost presenting 38% of all tota l traffic deaths, a 7% increase from last year.1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 413 277 342 515 457 431 501 408 281 351 404 350DUI Arrests GradeC47 people per 10,000 are arrested for DUI in Victoria County, TX County annuallyIn Texas 59 out of 10,000 are arrested for DUI each year

The tourism and events

The rapid growth of events In the past decade led to the formation of an Identifiable events Industry (Bowdon et al. , 2006). This paper will be focusing mainly on the sports events Industry and will Identify and discuss what the events Industry actually has to offer. Firstly It will investigate the different sizes of sporting events followed by examining its characteristics and their economic value.The past motive for an event used to be creating an opportunity to get away from the normal routine of day to day life and loud spring organically from communities or prompted by personal, individual milestones usually triggered by nostalgia. An event could also be a cultural occasion such as Christmas when all societies can celebrate and commemorate together. Personal and cultural occasions are no longer the only motive for an event, today the events industry is widely known for generating extremely attractive business chances and Is frequently economically motivated.Sporting events appe al to a large number of participants and spectators and can vary In size from community events, for example the local schools sports day, to a mega event such as the Olympics or the World Cup. Hallmark events and major events are the other two groups within the industry that events are categorized under. Marries in Get (2005, p. 1 8) defines a mega event in the following way: â€Å"Their volume should exceed one million visits, their capital cost should be at least $500 million, and their reputation should be that of a ‘must see' event. Where as Get (2005, p. 6) will interpret a mega event to be one that also yields extraordinarily high levels of tourism, media coverage & prestige. The proliferation of sporting events are linked to a combination of factors, one of them being IT and communications. As technology has developed the coverage of sport can now be broadcast to a global audience, this attracts companies and sponsors who will Inject money into the event and use It as a marketing and advertising opportunity. Sporting events are major contributors to the economic growth and development of the host country. † Road et 2011) Mega sprung events can help promote and develop cities and be utilized to Improve transport infrastructure, adapt buildings, construct cultural spaces, landmarks and dernier sports facilities. They can increase tourism levels, which can then have a positive knock on effect to the local community. Local businesses will benefit and the injection of income into the local economy can potentially create more Jobs.These mega events attract global media coverage, it can put the hosting country at a new level of local, national and international importance and the venue can become a tourism landmark for the foreseeable future. â€Å"The London 201 2 Games have definitively served as a catalyst for development and Improvements, both tangible and Intangible, which would otherwise have taken decades to achieve. There Is no doubt that the citizens of London and Great Brutal will benefit from the Games for a long time to come. † (Great Britain, UK Government. 013) potential threats and inconveniences have to be considered. The risk of terrorist attacks on the events location can drastically increase, the event could have negative effects on the environment and traffic congestion can become an inconvenience for participants, spectators and locals if the right planning and management has not been addressed. Sporting events employ drama and can attract large numbers of people so to keep negative impacts on the host country or organization to a minimum understanding the events characteristics is an important factor when planning an event of any size.Event managers should investigate the area type; whether it is in a rural, urban or metro environment, the event location and the time the event is held and its duration, a prediction of the expected attendance and who the event is aimed at and how you are going to market the event and finally how your going to accommodate your customers and participants. In sporting events you also need to consider the sports governing body and employ the correct professionals to ensure he governing body rules and regulations are met and maintained throughout the event.For a mega event such as the Olympics the opening and closing ceremonies and the medals being awarded to the competitors are significant and memorable characteristics of the sporting event. In conclusion, the events industry has a lot to offer, with the government's support, increase in tourism and continuing to create ways in which to attract events to the county the industry will continue to flourish and play a significant role in the economy, as well as having a positive input on the coal community and the host country it will also go on to provide memorable experiences for those involved.

Aerobic Training vs. Anaerobic Training Comparative Essay

Aerobic Training vs. Anaerobic Training Each person has different goals when wanting to become physically fit, but not many people know the difference between aerobic and anaerobic training. Even though aerobic and anaerobic training both contribute in maintaining overall health and both produce energy through glycolysis, which is the conversion of glucose into pyruvate, the training are different to achieve different results and the metabolic processes used by these two types of training are different. It is very important to know how to distinguish the differences between aerobic and anaerobic exercises to achieve different goals. Both aerobic and anaerobic training are equally important as stated by Lauren Bateman, â€Å"However, you need both anaerobic and aerobic exercise to be truly healthy† (Bateman, 2006-2011). I will discuss the difference between aerobic and anaerobic training so that you can achieve your goals effectively and proficiently. Aerobic training consists of physical activities such as jogging, brisk walking, rowing, cycling, skiing, and swimming. These are simple exercises that are performed at a low or moderate intensity and at longer period of time. When performing aerobic exercises, you activate the slow twitch muscles in your body. Lauren Bateman states, â€Å"Aerobic exercise means that you need to get continuous and large amounts of oxygen in order to generate energy† (Bateman, 2006-2011), so aerobic training produces energy through glycolysis by using oxygen to break down glucose as part of its metabolic process. Aerobic training should be for individuals whose goals are to lose weight and get slimmer, burn fat and tone their body, improve the circulation of blood and transportation of oxygen in the body, or strengthening and the muscles involved in respiration which is increasing their stamina. Anaerobic training consists of physical activities such as sprinting, jumping, weightlifting, and stress training. These are high intensity exercises that are performed for a short period of time. When performing anaerobic exercises, you activate the fast twitch muscles in your body. As stated by Lauren Bateman, â€Å"Anaerobic exercise such as weight lifting does not require large amounts of oxygen because the activity itself is very brief and intense† (Bateman, 2006-2011), so anaerobic training produces energy through glycolysis by the use of phosphocreatine, stored in the muscles, to break down glucose instead of oxygen as part of its metabolic process. Anaerobic training should be for individuals whose goals are to increase speed, power, strength, body mass, and agility depending on the anaerobic exercises. For instance, sprinting improves speed and power, weightlifting improves strength and body-mass, and vertical jumps improve muscular power and agility. In conclusion, choosing whether to conduct aerobic or anaerobic training depends on the goal that certain individual is trying to achieve. Even though aerobic and anaerobic training both contribute in maintaining overall health, it is very important to know how to distinguish the differences between aerobic and anaerobic exercises to achieve different goals effectively and proficiently. Even though it is important to know the difference between aerobic and anaerobic training, just remember they are also equally important. References Bateman, L. (2006 – 2011). Aerobic Vs Anaerobic Exercise. Retrieved June 8, 2011, from Todays Women and Health Website: http://www. todays-women-and-health. com/anaerobic-exercise. html

Nursing practicum project Annotated Bibliography

Nursing practicum project - Annotated Bibliography Example The author referred to the universal precautions as a number of protocols that are use in handling the fluids in the body in a proper way. Such fluids may include saliva, blood, vomit, and urine. The author describes the body isolation substance as alternative and acceptable procedures towards the universal precautions. These procedures may differ in handling the substances and body fluids. In this case, the author suggest that the universal precautions may include avoiding punctures, hand washing, using the containers having the plastic liners for disposal of the contaminated tissues, use of gloves to handle the body fluids, and having some specific containers to dispose the sharp and contaminated objects. The author also suggests that cleaning the surfaces using disinfectant may also be a precaution towards the blood-borne pathogens. The author reports on the problems of one small one hundred and ten hospital community in giving the infusion therapy to various patients. The patients had experienced a short peripheral catheter. The author reported that the midline catheter responded to the needs. The author advanced the literature and found that among the four samples published presentations, only one had a similar outcome. The author examined the patient management. The publication discussed the implementation of a midline program of infusion together with the implementation of the infusion midline program and the result. The author reviews those practices of 136 nurses and the sizes of syringe used in accessing the implemented devices of vascular access. The presentation argued that the syringe size selection was as per the procedures and policies, personal preferences, and not on the recommendations of the manufacturer’s. A significant number of nurses in the stud had the knowledge that the small syringes gave out a high percentage in terms of the personal preference. The study did not know the

Climate and Storms Research Paper Example | Topics and Well Written Essays - 750 words

Climate and Storms - Research Paper Example A low pressure region is developed in the Atlantic and high pressure region in Peru in a normal year and therefore trade winds flow strongly from the east to west in the pacific and therefore warm waters are carried westward, in el Nio years the low pressure region is replaced by a relatively high pressure region in the pacific and this reduces the strength of trade winds and therefore there is an accumulation of warm water in Peru, in la Nina periods results after the el Nino period whereby there is an accumulation of cold water in the pacific. .. References: Columbia (2009) ENSO, retrieved on 29th November, from http://iri.columbia.edu/climate/ENSO/globalimpact/TC/Atlantic/index.html CCD (2009) la Nina report, retrieved on 29th November, from Http://www.ccd.ucar.edu/lanina/report/baethgen.html CPC (2009) List of El Nio and la Nina years, retrieved on 29th November, from http://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/ensoyears.shtml Physical geography (2009) ocean circulation differences in El Nio and la Nina years, retrieved on 29th November, from http://www.physicalgeography.net/fundamentals/7z.html Wunder Ground (2009) 1997 hurricanes, retrieved on 29th November, from http://www.wunderground.com/hurricane/at1997.asp Wunder Ground (2009) 1995 hurricanes, retrieved on 29th November, from

Business immigration Law Essay Example | Topics and Well Written Essays - 2500 words

Business immigration Law - Essay Example Firstly and most importantly, it is unfortunately the case that the United States does not currently offer any type of visa allowance for an individual that is merely the girlfriend/boyfriend of an individual who currently has legal immigration status within the United States. Rather, all types of pieces that allow for individuals to join their loved ones within the United States are necessarily confined to familial relationships; inclusive of marriage and the offspring that it might yield. Nonetheless, this does not necessarily provide an end to your inquiry. Rather, it merely helps to shine a level of focus upon some of the means by which Isabella might seek to attain a visa on her own. In this way, the options related below will focus specifically on this determinant. The first option is of course with relation to the business visa. The B-1 visa allows for individuals to stay in the United States as long as they renew their visa, and have adequate and reasonable state of employmen t. This would necessarily required you and your firm to possibly create a position in which Isabella to whom they serve. In such a way, the level and extent to which the B-1 visa would be granted would be strong. Due to the fact that several members of your firm have already attained business visas status, it is unlikely that a further applicant be denied as long as legitimate business grounds, consulting services, or other means necessitated her presence within the United States. This should not be understood to encourage you, nor any member of your firm to create something of a made up and unrealistic position. This would necessarily equates to fraud is punishable by hundreds of thousands of dollars in fines and possible imprisonment. Rather, this particular route is the most easy and perhaps the most logical the fact that the firm was originally founded upon the ideals and funding of Isabella Newton and your family. In such a way, she can legitimately be seen as a primary source of advice and direction through which the joint venture would likely proceed in that your future. Similarly, a little-known aspect of the B-1 visa is that allows for individuals to apply it merely wish to volunteer within the United States. In such a way, it is possible to leverage Isabella’s prior work as a seamstress and designer within the correct segment of volunteering. Means by which this could be accomplished would necessarily be for him Isabella to approach many of the volunteer organizations and exist within the United Kingdom and seek to discuss whether or not they would be willing to employ her as a volunteer or otherwise sponsor her to come to the United States. Regardless, the privileges and rights that a B-1 volunteer visa holder has as compared to the B-1 business visa holder are indistinguishable (Eagly 1290). In such a way, this approach is both logical and helpful as a means of providing a link than stay the by your side in the United States. It must be note d that just as with the B-1 business visa, the B-1 volunteer visa will require that Isabella participates regularly and volunteer efforts and ascribes by all pertinent rules and regulations under which the visa might originally

Charlie Sheen Case Study Example | Topics and Well Written Essays - 750 words

Charlie Sheen - Case Study Example Part B: Personality Charlie Sheen has an extraversion individuality that is indicated by his life that is full of energy and happiness around people and is full of vigor and stamina. This scenario of Charlie Sheen’s individuality is reflected in Sigmund Freud’s theory of Psychoanalysis. This is evident in the case of Charlie Sheen who grew in a family of actors who helped him nurture his career from babyhood. Openness to experience is a cognitive style that differentiates between resourceful people from the introverts. Charlie Sheen as evidenced in this style remarks that his intellectual abilities have a symbolic thinking that is in the form of performance and artistic cognition. The three theories of Freud, Adler and Erikson explain similar behaviors. These occur at birth and up to five years, while Erikson concurs with Freud assumption but suggests that development occur even after infancy. Adler emphasized the quintessence of developing equal interests and the same family structures when raising children. He stated how feeling inferior can affect a person’s self-esteem and can affect a person’s health. He is also of the opinion that a person should have a holistic life that will improve a person’s development. I believe that the MBTI type of Charlie Sheen is that of Extroversion, as characterized by his choices and actions. His upbringing has played a major role in the choice of his career and has used his ego to achieve what and make the choices he has made in life. Charlie Sheen has taken and grown in the culture of the parents having brought up in a family that has long been known for the acting career. He is gifted and a swift thinker as evidenced in his steady growth and success in his media career. He has had Psychosocial Development because... Psychological theories are useful in understanding of personality because one is able to distinguish between dissimilar aspects of personality. One is able to appreciate why an individual behaves the way he does. Psychological theories are vital when bringing up children to help them realize their full latent and advise them accordingly. From the study of these theories, it shows that trust starts at an early stage in life when a child feels that it can stay for some time without the presence of the mother. Every individual has a different personality from another. Finally, the development of one’s behavior that is morally and emotionally squarely lies with the family. A family determines the future of a person by pressing out the positive traits and nurturing them.

Ethical Consumption - attitudes, behavior, ethical consumption Essay

Ethical Consumption - attitudes, behavior, ethical consumption literature - Essay Example Thus due to the growing importance of ethical consumption it has become crucial for marketers to understand the meaning and the relation between ethical attitudes and behaviour. Ethical behaviour denotes the characteristics of honesty, dignity, diversity and equality in interpersonal and professional approaches (Darley & et. at., 2001). On the contrary, ethical attitude suggests the principles or morality of a human being (Cowan, 2006).In the backdrop of this, the essay intends to explain why attitudes may not always help to predict behaviour and why the attitude-behaviour gap might be so prevalent throughout the ethical consumption literature in particular. During the discussion the initial object is to define the theory of reasoned action. It can be asserted as a model of guessing the behavioural aim. In accordance with General liberal arts (2014), it can be asserted as person’s attitude always leads to a particular behaviour for a certain outcome. Theory of reasoned action relates with reflecting relationship between attitude and actual behaviour. According to this theory behaviour and intention for behaviour is the dependent variables, whereas attitude towards the behaviour and subject norms are independent variables (General Liberal Arts, 2014). A person’s intention to perform a particular behaviour is measured by the behavioural intention. It has been observed that attitudes and norms are not measured equally in predicting behaviour. Instead, it depends upon the individual person and the situation (Vallerand & et. at., 1991). These factors can put different effects on behavioural intention. Correspondingly, these fac tors are identified below. According to the theory of reasoned action, attitude is an outcome of collection of beliefs regarding a particular behaviour based on the evaluation of these beliefs. It can be best understand through an example. Correspondingly, it can be asserted

A+ Assignment Example | Topics and Well Written Essays - 500 words

A+ - Assignment Example Question 2: In economics, the concept of allocation of resources is sometimes linked to efficiency and equity. Efficiency and equity often come in contrast to each other and in most instances both cannot be maintained. There is a difference of treatment of employees of high tech firms compared to those of the franchising firms. This is because the high tech firm employees are more economically efficient as their work has greater returns. This results in better compensations. On the other hand the returns of other workers like salesman or layman is lower compared to those at high level white collar jobs. As in economics people prefer efficiency rather than equity those who are more efficient get more benefits. Question 3: This is again related to efficiency and equity. â€Å"Related to the notions of efficiency and equity is that of social welfare and a concept called Pareto efficiency, named for the Italian economist Vilfredo Pareto. If no reallocation of resources or trade of goods and service can be made that increases value to some individual without anyone else being made worse off, the situation is Pareto efficient.† (National Oceanic and Atmospheric Administration) Therefore, as mentioned above by allowing for equitable distribution in some situations there is a chance of not only achieving Pareto efficiency but also increasing the standard of living of the people. This may in turn increase spending and will inject money back into the economy. Therefore, in an entirety this is beneficial. Question 4: The higher gasoline price is a matter of concern for the government. This is because it will increase prices and cause further inflation and unrest. Therefore, the government will encourage them to buy hybrid care. This can be done by reducing the taxation on these hybrid cars. Adding a support price will also be an excellent benefit. This can be further reinforced by increasing taxation on the gasoline fueled care. As the costs of those cars

Cyber crime and identify theft #7 Essay Example | Topics and Well Written Essays - 250 words

Cyber crime and identify theft #7 - Essay Example Often times, it has been seen that individuals invade the user content on the web, hack websites and crack codes just for satisfying their own whims. At other times, the competitors or rival groups are behind such heinous attacks (Rider, 2001). What is most important is how well these cyber crimes are being engaged in the first place. If these bring out the results for the intended hackers and criminals as they ought to be called, then the element of crime is indeed a magnanimous one. The theory that describes it best is related with the criminal psychology where such behaviors are studied in detail to find out where the morally wrong issue has come in from and what could be done to thwart the basis of failure which exists within the realms of the cyber age and technology (Broadhurst, 2006). Such theories in essence dictate the basis of finding out where the society is going wrong and what collective good is required at the end of the

French Revolution Essay Example for Free

French Revolution Essay I hold it, that a little rebellion, now and then, is a good thing, and as necessary in the political world as storms in the physical. Thomas JeffersonPolitical rebellion takes place when the people of a country feel it is essential that a change in government is made. Different nations have different ideas about the responsibilities of government, and as a result there are many possible reasons for political rebellion. John Locke, an English medical doctor and philosopher who lived until 1704, published his liberal theories about government, property, and the rights of man, in his book Second Treatise of Government. Edmund Burke, a writer with a legal background who spent his life involved in English politics, published his opinions about revolution in 1790 in his book Reflections on the Revolution in France. Both Locke and Burke support political rebellion, but Lockes belief that politics are based upon abstract natural rights drives his support for the complete dissolution of government in the event of rebellion, while Burkes belief that rights and morals are derived from the conventions of society makes his support for rebellion more reserved and conditional. This comparison is significant to any individuals considering revolution as a means of changing government. The outcomes of rebellion can depend on the underlying beliefs driving it, and both writers positions are useful to establish the underlying reasons for revolution, and some of the risks involved depending on the extent of the change. Locke believes that before we form civil society by consenting to establish government, we live in a State of Nature. He describes this pre-political state as,a state of perfect freedom to order their actions, and dispose of their possessions and persons, as they think fit, within the bounds of the law of nature, without asking leave, or depending on the will of any other man. (Locke, 1980, p. 81)The State of Nature is ruled essentially by human nature. Liberty, equality, self preservation, reason, and property are the most prominent principles that Locke feels are innate to humans. Locke explains how nature intended for all men to be equal,creatures of the same species and rank, promiscuously born to all the same advantages of nature, and the use of the same facilities should be equal amongst another (Locke, 1980, p. 8)Locke comes to the conclusion that humans are self preserving in the State of Nature, through his observations that we are attracted to pleasure and have aversions to pain. He believes that God gives us these attractions and aversions that preserve us, because we are essentially all the property of God. This limits the perfect freedom present in the State of Nature. Since we belong to God, we do not have the liberty to destroy ourselves. Although we are not all born with property (except through inheritance which Locke fully supports) the ability to acquire property is present in the State of Nature, for it is attained by our labor and resources. Our self preserving instinct produces a great desire among us to protect property that we have attained, therefore measures taken to protect our property are considered just. Since government does not exist in this state, individuals have the right to uphold the law. Locke believes that any individual, who breaks the laws of nature, proves that he is not ruled by reason and equality, as the rest of the inhabitants in the state are. Breaking the law can be defined as doing harm to innocent others, this includes stealing property or acts of physical harm. These offenders are dangerous to mankind, and their peers must invoke punishment, every man hath a right to punish the offender, and be the executioner of the law of nature. (Locke, 1980, p. 10)Punishment in the State of Nature takes on two distinct forms: reparation and restraint. Only the victim of the crime committed is entitled to reparation, to compensate for the damage he has received. Restraint is the method used to ensure that the crime will not be committed again, usually by causing repent. Since there is no judge to decide to what extent offenders should be punished, it becomes a decision based on the instinct and reason of the individuals involved. Locke outlines some details about invoking punishment to make this individual license more clear, every man, in the State of Nature, has a power to kill a murderer, both to deter others from doing the like injury, which no reparation can compensate, and also to secure men from the attempts of a criminal, who having renounced reason, the common rule god hath given to mankind, hath, by the unjust violence and slaughter he hath committed upon one, declared war against all mankind (Locke, 1980, p. 11) While Locke gives complex details about this theoretical pre-political state, Edmund Burke does not believe it exists at all. Burke believes that we are born into civil society, and that the qualities Locke describes in the State of Nature, are not innate, but are derived from societal institutions. for I have in my contemplation the civil social man, and no other. (Burke, 1987, p. 522) Since our rights develop from experience, compromise, convention, and reason (which is learned) natural and abstract rights do not exist in a universal sense. Burke believes that such abstract ideas about natural rights are too simple to fit into the real world, and if something were true, it would have to possess the ability to be contextualized. in the gross and complicated mass of human passions and concerns, the primitive rights of men undergo such a variety of refractions and reflections that it becomes absurd to talk of them as if they continued in the simplicity of their original direction. The nature of man is intricate; the objects of society are of the greatest possible complexity; and therefore no simple disposition of direction of power can be suitable wither to mans nature or to the quality of his affairs. (Ayling, 1988, p. 210)Burke also fears that abstract rights, expressed by philosophers such as John Locke, place too much emphasis on individualism, restricting essential human affections. Burke believes that affections preserve society; for it is the respect, love, and admiration of the past, those around us, and those who are not yet born that solidifies traditions and institutions. On the scheme of this barbarous philosophy laws are to be supported only by their own terrors and by the concern which each individual may find in them from his private speculations or can spare to them from his own interests our institutions can never be embodied, if I may use the expression in persons, so as to create in us love, veneration, admiration, or attachment. But that sort of reason which banishes the affections is incapable of taking their place. (Burke, 1987, p.68) Burke does believe that we posses liberties, but that they are flexible and particular to each society. These liberties are exercised through societal institutions, so if the institutions are erased then so are our liberties. In the following quote, Burke explains his conception of the rights of man, by listing rights that are specifically satisfied by institutions such as law courts, hospitals, and educational facilities. Men have a right to do justice they have a right to the fruits of their industry, and to the means of making their industry fruitful. They have a right to the acquisitions of their parents; to the nourishment and improvement of their offspring; to instruction in life, and consolation in death. (Burke, 1987, p. 51)Burke and Locke agree that humans have a need for government. Locke explains chaotic anarchy as the dark time in the State of Nature, the tragedy of the commons. This situation occurs after currency has been created in the State of Nature, leaving individuals free to accumulate money. The demise of the golden age (the era of harmony) is brought about by property disputes, greed, and insecurity. When the inhabitants of the State of Nature realize that they will not be able to cure the inconveniences of the state (the insecurity of property and inability to settle disputes due to lack of impartial judges) they realize the need for government and learn a system of political rationality. Burke uses the example of the French revolution to illustrate the need for organized government. He believes that the state is an organic body; it can be adjusted but if it is destroyed total chaos is likely to result. Although the French attempted to set up new governments such as the National Assembly and later the National Convention, they were short lived and unstable. The French revolution brought about periods of anarchy, a state of a suspended constitution, overturned laws, destabilized economy, and the closing of essential institutions. The violent era known as the Reign of Terror is certainly comparable to Lockes tragedy of the commons. When Napoleons Coup detat took place in 1799, the French people were desperate for an organized government to bring an end to the terror and re-build their society. Locke stresses the importance of the social contract that occurs during the transition from the tragedy of the commons to civil society. Political power is manifested peacefully by a voluntary agreement between the people and the sovereign or ruling body. Burke does not acknowledge this specific moment of consent that Locke professes, but Burke values a consent of a more tacit nature. Burke attributes given consent far back in history, At some time or another all the beginners of dynasties were chosen by those who called them to govern. (Burke, 1987, p. 13) and he implies that consent to the government is inherited though generations. we transmit our government and our privileges in what we improve we are never wholly new; in what we retain we are never wholly obsolete adhering in this manner and on those principles of our forefathers In this choice of inheritance we have given to our frame of polity the image of a relation in blood, binding up the constitution of our country with the dearest domestic ties, adopting our fundamental laws in to the bosom of our family affections, keeping inseparable and cherishing with the warmth of all their combined and mutually reflected charities our state, our hearths, our sepulchres, and our alters. (Burke, 1987, p. 30)Burke might say that by being born under any government, we are naturally subjects to it since we inherit the choices of our forefathers. Locke disagrees with this, taking into account that children can not be completely free, yet he still insists that there is a specific time in each persons life where they must give consent to the government in order to become part of the body politic. a child is born a subject of no country or government. He is under his fathers tuition and authority, till he comes to the age of discretion; and then he is a free man, at liberty what government will he put himself under, what body politic he will unite himself to (Locke, 1980, p. 63)Property is sacred to both writers. Locke and Burke agree that the main function of government is for the protection of our property. The government is also responsible for protection from external attack and from each other. Locke speaks of why men give up some of their natural liberties, such as punishing offenders, to the government, for the mutual preservation of their lives, liberties, and estates, which I call by the general name property. (Locke, 1980, p. 66) Burke also defends property as an important liberty, it is the property of the citizen, and not to the demands of the creditor of the state, that first and original faith of civil society is pledged. (Burke, 1987, p. 94) Locke believes that government, the protector of our property, has no right to confiscate it, The supreme power cannot take from any man any part of his property without his own consent: for the preservation of property being the end of government (Locke, 1980, p. 73) And Burke agrees with him by expressing his distaste for the massive amounts of church property that were confiscated by the National Assembly in the French Revolution. we do not approve your confiscation of the revenues of bishops, and deans It is in the principle of injustice that the danger lies (Burke, 1987, p. 133) He explains how the governments violation of property rights can lead to failure of government by angering the people. if governments provide for debts by heavy impositions, they perish by becoming odious to the people. (Burke, 1987, p.136) Tyranny is condemned by both Locke and Burke. Both support a system with a division of power in the he government. When a government has power divided into different bodies it is forced to be held responsible for decisions made to the other branches of government, and to the body politic. This system of checks and balances makes arbitrary rule unlikely to occur. Citizens feel more secure and protected form the government, and since they are given a chance to assert their concerns (for example, Englands House of Commons) drastic action like revolution becomes unnecessary. Revolution to Locke means the dissolution of the government in power. The citizens then return to the State of Nature until they choose to give consent to create a new government. He supports revolution in two possible instances he describes the first, governments are dissolved, when the legislative, or the prince, either of them, act contrary to their trust. (Locke, 1980, p. 111) Locke gives examples of the government breaking the trust of the body politic as tyranny, usurpation, or the violation of the social contract that was established between the people and the government when civil society was formed. This social contract enabled the government to have power, and the people agreed to obey the laws in return for government protection of property and rights. The second instance in which rebellion is likely to occur is,When so ever the legislative put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands and it devolves to the people, who have a right to resume their original liberty (Locke, 1980, p.111) Since the social contract that created the government commits the people only to the government they have chosen to lift them from the tragedy of the commons, the government does not posses the right to forfeit the body politic to another power by conquest. It is the responsibility of the government that was peacefully formed to protect the people from the conquest of arbitrary outside powers. To Edmund Burke, revolution is the last resort to be used as a solution to a problem with the ruling body. The line of demarcation where obedience ought to end and resistance must begin is faint, obscure, and not easily definable. It is not a single act, or a single event, which determines it. Governments must be abused and deranged, indeed, before it can be thought of; and the prospect of the future must be as bad as the experience of the past. (Burke, 1987, p. 27)His opinions differ from Lockes regarding the way that effective revolution should initiate change. Burke agrees that the government should be responsible for protecting its citizens, however in the event that the government breaks this trust we do not return to our natural liberty, as Locke believes. Burke finds this return to natural liberty impossible, not only because of his disbelief in the existence of the State of Nature, but also because Burke flatly denies the peoples right to form government for them. He believes that we inherit liberties and government from our previous generations, and government contains more wisdom, captured through the state institutions, than one human is ever capable of possessing. He speaks of England, our constitution preserves a unity in a so great a diversity of its parts. We have an inheritable crown, and inheritable peerage, and a House of Commons and a people inheriting privileges, franchises, and liberties form a long line of ancestors A spirit of innovation is generally the result of a selfish temper and confined views. People will not look forward to posterity who never looks backward to their ancestors. (Burke, 1987, p. 29)Burke believes that completely dissolving government and starting over with a blank slate is bound to fail, because a blank slate leaves no elements to form ideologies from, and is ignorant to the trials and errors of past governments. He uses the French revolution as an example, you chose to act as if you had never been molded into civil society and had everything to begin anew. You began ill, because you began by despising everything that belonged to you. You set up trade without a capital Respecting your forefathers, you would have been taught to respect yourselves. (Burke, 1987, p. 31)To clarify his expectations about successful and justified revolutions burke uses the example of the Glorious revolution of England in 1688. King James the Second was a Catholic king. He was accused of not representing the interests of the majority, since England was primarily of Protestant religion, and the King showed favoritism to Catholics. Burke explains the accusations against the King as,They who led the revolution grounded the virtual abdication of King James upon no light and uncertain principle. They charged him with nothing less than a design, confirmed by a multitude of illegal acts, to subvert the Protestant church and state, and their fundamental, unquestionable laws and liberties; they charged him with having broken the original contract between king and people. (Burke, 1987, p. 24)Burke admires this revolution because it was bloodless reform as opposed to violent rebellion. However, he admits that violence can be used to achieve change in government but only if absolutely necessary. In England it had become obvious that a change was needed in the government, and the people took only the necessary actions to complete the change and return the country to normal. King James abdicated the throne, and was replaced by a Protestant king. An irregular convulsive movement maybe necessary to throw off an irregular convulsive disease (Burke, 1987, p.22) the glorious revolution made great improvements in English government. Burke approves of the fact that the revolution did not begin until the leaders had accumulated evidence and facts that the King was irresponsible. The spirit of the revolution was not to dissolve society and begin anew, but had a more realistic spirit of eliminating the specific problem in the government while preserving societal institutions. they regenerated the deficient part of the old constitution through the parts that were not impaired. (Burke, 1987, p.19). This type of revolution provided stability for the English people; their rights were re-asserted in Declaration of Right, and the government was made more responsible to the people. They secured soon after the frequent meetings of parliament, by which the whole government would be under constant inspection and active control of the popular representatives and of the magistrates of the kingdom. (Burke, 1987, p. 24) Burke contrasts this example of effective revolution with The French revolution of 1789, which he believed was ill spirited and caused further problems in French society. He feels that the French did not have just cause to rebel,The French rebel against a mild and lawful monarch with more fury, outrage, and insult than ever any people has been known to rise against the most illegal usurper or the most sanguinary tyrant. Their resistance was made to concession, their revolt was from protection, and their blow was aimed at a hand holding out graces, favors, and immunities. (Burke, 1987, p. 34)Burke feels that their cause for revolution was unreasonable and foolish, rash and ignorant counsel in a time of profound peace. (Burke, 1987, p. 34) The National Assembly, the government created upon the execution of the King of France, had the potential to become tyrannous. Burke believes that since the assembly had been created form a blank slate it was a danger to society. That assembly, since the destruction of the orders, has no fundamental law, no strict convention, no respected usage to restrain it. Instead of finding themselves obliged to conform to a fixed constitution, they have a power to make a constitution which shall conform to their designs. Nothing in heave or earth can serve as a control on them. (Burke, 1987, p. 39)Locke feels that people will impose restraints of power on their government as they see fit. He fully supports the division of powers, and believes that tyranny is a worse state for society to be in than the tragedy of the commons. The reason behind this being that a tyrannical government may force its citizens to live a life without liberties, but the tragedy of the commons although a dark and unstable time, is a time without government, where each man has natural liberties by the law of nature. One of the commonly known reasons that the French people rebelled against their monarch, was because of the poor economy. However, Burke makes it clear that a poorly planned revolution can bring worse times than those of the past. They have found their punishment in their success: laws overturned; tribunals subverted; industry without vigor; commerce expiring; the revenue unpaid, yet the people impoverished; a church pillaged, and a state not relieved; civil and military anarchy made the constitution of the kingdom; everything human and divine sacrificed to the idol of public credit, and national bankruptcy the consequence (Burke, 1987, p. 34)People who are dissatisfied with their government, and considering revolution as a means of change must take both Burkes and Lockes positions into account. The individuals must define the rights that they feel entitled to, and decided if the government and society can reform to assert these rights. If they find revolution to be necessary, these individuals must decide what type of political situation would embody these rights through institutions and government actions. Both Burke and Locke see a need for revolution when government is ineffectual. However, they differ in opinion on how and when revolution should take place, because of their beliefs on what society is like without established government. Locke feels that the peoples return to the State of Nature is a chance to build a new civil society when they see fit, based on their desire to have their natural rights protected. Burke believes that there is no State of Nature for us to return to, escaping civil society is not possible. In order to preserve the lives of the people and the establishments that have been built by past governments, the government must be reformed rather than abolished. Thus summing it up I would say that the reflection of the ideas of Burke and Locke can definitely be seen today especially in democratic form of governments like our India. Both Burke and Locke talk on the aspects of Liberty, equality, self preservation, reason, and property. They believe that these aspects are a must for governments in order to sustain continuity and thus we do see all these aspects in a modern democratic system of a government. Burke and Locke believe that revolution is not the correct method to achieve things in a democracy. They say that governments shouldnt be thrown out by means of a revolution. Revolution to them is merely a way of bringing about a change in government by exercising out rights and privileges that the democratic government system offers to us and not by dissolving a government by means of revolution as per the meaning during the 17th century. Therefore Burke and Lockes ideas fit very well for new emerging, growing and existing democratic systems of government today and must be reviewed upon before taking extremist decisions like abolishing a government completely. And thus I see their ideas and views on revolution did have immense influence during the period they lived in and the importance of ideas and views of Burkes and Lockes continue to be of immense importance to governments today and tomorrow. BibliographyAyling, S. (1988). Edmund Burke: His life and opinions. New York: St. MartinsBurke, E. (1987). Reflections on the revolution in France. (reprint) Indianapolis: HackettLocke, J. (1980). Second treatise of government. (reprint) Indianapolis: Hackett.

Travel Motivation For Young Tourists

Travel Motivation For Young Tourists Tourism is one of the industries that are significant to the global economy last few decades. Yet, the changing of the travel trend recently leads to the economic growth. The changes are cause by the youth travelling frequency and the travel periods. They tend to travel more frequently and for longer periods, thus these groups of people become an increasingly important segment of the global tourism industry. Richards and Wilson (2003) indicate that, Youth and student travel has been an important cornerstone of the international travel market for over 50 years it is only the recent explosive growth of the international students population that has thrust this market into the spotlight. From the World Tourism Organization (WTO) report as cited in Taiyab (2005), international trips taken by young travelers grew from 14.6% in 1980 to 20% in 2001, and reach 25% in 2005. According to the Federation of International Youth Travel Organizations reports as cited in Kim, Jogaratnam and Noh (2006), from the 140 million of international tourist arrivals per year, 20 percent of them are the young tourists. Youth Travel Market The WTO defines that the young travelers are between 16 to 25 years old who take a trip involving at least one nights stay. However, Canada expanded the definition to include young adults of between 26 to 30 years old (Taiyab, 2005). Taiyab (2005) indicates that youth travel markets are being categorized into 2 independent youth travel and youth group travel. There are different characteristics, motivations and product requirement among these 2 groups to fulfill or suit their needs and wants. Independent youth travel also known as independent youth travelers, free independent youth travelers, foreign independent travelers or backpackers. They usually travel to a place either in a small informal group or alone. Most of them are internet savvy, they will search the information for that particular travel destination via internet, so that the pre-trip planning can be well arranged. The distance of the travel destination normally will be very far away from their home and it takes a longer period because they want to gain experience, increase their knowledge and explore different cultures at different environments. Besides, they tend to be price sensitive for travelling expenses including the food, accommodation and etc. While for the youth travel group, it is formed by a group of 6 young people or more that are travelling together. This category is divided into 2 groups which are the school-based youth group travel and non-school-based youth group travel. Generally, school-based youth group travel is related to the curriculum or co-curricular activities such as school societies, music performance, sport competition, educational tours, cultural exchange trips and so forth. Those activities are carried out in a group structure and accompanied by teachers or school personnel. In the other hand, non-school-based youth group travel is also in a group structure, it may occurred in smaller groups, but the activities are organized by the societies outside of the school such as sports team, church group, cultural or musical performance troupe, Scouts or Girl Guides, youth club and more. The group will be led by parents or other adults. Literature Review of Travel Motivation 2.1 Motivation Gnoth, 1997 (as cited in Yoon and Uysal, 2005) defined that motivation is an internal and external motives. An internal motive is connected with drives, feelings, and instincts while external motive involves mental representations such as knowledge or beliefs. Motivation is the driving force behind all aspects of human behavior (Fodness, 1994, as cited in Petersen, 2009). Motivation is the fundamental for the development of tourism, it could not exist without any interest or the need to travel (Murphy, 1985, as cited in Bonera, n.d.). 2.2 Travel Motivation Travel motivations defined as the global integrating network of biological and cultural forces which gives value and direction to travel choices, behavior and experience (Pearce, Morrison Rutledge, 1998 as cited by Banerjea, n.d.). According to Crompton McKay, 1997, as cited in Petersen, 2009, travel motivation can be understood as a dynamic process of internal psychological factors which create an unbalanced equilibrium in the individual, and this is what brings the person to travel. Tourism motivation is a multi-motive dimensional (Zhang and Marcusen, 2007). When choosing a certain destination, people will often have more than one motive to visit the place. For example, a person may choose Pangkor Island with a motive of relaxation in a pleasant safe place combined with visiting a local historical heritage. The Theory of Travel Motivation Maslows Hierarchy Theory According to Maslow (1943) as cited in Banerjea (n.d) there are five needs to form a hierarchy based on Maslows Hierarchy Theory, progressing from the lower to the higher needs. The lower needs are physiological, safety, belonging and love. Self-esteem and self-actualization would be the higher needs. Maslow stated that if the lower needs are fulfilled, the individual would be motivated by needs and proceeds to the next level of the hierarchy. For example, a person would not travel to the country that is infected by H1N1, he or she will only visit the particular destination whenever it is safe. Four Motivational Needs Beard and Ragheb (1983) as cited in Banerjea (n.d) stated four motivational needs as derived from the work of Maslow (1970) which are the intellectual component, the social component, the competency-mastery component, and the stimulus-avoidance component. Intellectual component assesses the extent of individuals involve in leisure activities such as learning, exploring, discovering, thought or imagining. The social component assesses the extent of individuals engage in leisure activities for social reasons such as the need for friendship and interpersonal relationships and the need for the esteem of others. The competence-mastery component assesses the extent of individuals engage in leisure activities in order to achieve, master, challenge and compete. The stimulus-avoidance component of leisure motivation assesses the drive to escape and get away from over-stimulating life situations such as the need for some individuals to avoid social contacts, to seek solitude and calm condition s and others. Factors that Motivated Young Tourist to Travel Pull and Push Model Dann (1977) as cited in Bonera (2008) proposed a two level scheme of factors that motivate young tourists in the travel decision making process: push and pull factors. Young tourists are motivated to travel because of the pull and pushed factors. The idea of the push-pull model is the decomposition of a young tourists choice of destination into two forces (Bansal and Eiselt, 2004). The internal or psychological forces pushed young tourists to make travel decision while the external forces of the destination attributes pulled young tourists to travel to that particular place (Crompton, 1979; Dann, 1977; Uysal Jurowski, 1994 as cited in Yoon and Uysal, 2005). The pull motivations are more connected to emotional aspects whereas push motivations are related to cognitive aspects (Yoon and Uysal, 2005). Push factors are intangible factors that pushes a tourist away from home, while pull factors are tangible characteristics pulling tourists towards the destination (Andreu, Bigne ´, Coop er, 2000, as cited in Jonsson and Devonish, 2008). Push factors are intrinsic desires of the young tourist such as the desire for escape, rest and relaxation, adventure, health, or prestige while pull factors are related to the attractiveness of a given destination such as beaches, accommodation and recreational facilities, and cultural and historical resources (Uysal and Jurowski 1994 as cited in Chi and Sung, 2008). Reasons of Young Tourist Travel Young tourists have their very own reasons to travel, which the reasons can be internally or externally (McGhee, Loker-Murphy, Uysal, 1996 as cited in Yoon and Uysal, 2005). The young tourist will go for traveling because of push motivations such as the desire for escape (e.g. getting away from school or job, escape from responsibilities, reduce stress, being away from demands at home, get a chance to be free, being physically or emotionally refreshed, experience a simpler lifestyle and etc), rest and relaxation (e.g. doing nothing at all, getting a change from a busy work, to relax, to enjoy good weather and etc), health and fitness (e.g. get close to nature, engage in sports, view sport events and etc), adventure and social interaction (e.g. being daring and adventuresome, finding thrills, meeting new friends and local people, rediscovering oneself and etc) , family togetherness (e.g. visiting friends and relatives, being together as a family, visiting places where family came from and etc), and excitement(e.g. being physically active, finding excitements and etc). The pull motivations that affected the young tourists are sun and beaches (e.g. warm and sunny weather, sea and beaches and etc), natural environment (e.g. rivers/lakes/streams, snow or mountains, beautiful scenery and landscapes, quiet rest area and etc), time and cost (e.g. travel time, good value for the cost, easy accessibility, convenient transportation, availability of information about a destination and etc), cultural and historical resources (e.g. educational opportunities, learning something new or increasing knowledge, experiencing a new culture or new life-style or new destination or exotic food and etc). Conclusion In a nutshell, young tourists are gaining markets in the tourism industry. Tourism industry is become more important to great benefits to the society and enhances economies of each country. It helps to develop the country with the infrastructure development, inflow of foreign currency, increases job opportunities and others. On top of that, the government will focus on the panning, management and evaluation of tourism industry development. Travel becomes more important and indispensable among young people in their live as it can satisfy young people needs and wants. In addition, individual development can be achieved via certain enchantments of the travel such as improving their knowledge, understand the other countries cultural and heritage.

Strategies for an Inclusive Classroom Setting

Strategies for an Inclusive Classroom Setting Robyn Clark Contents Introduction Explanation of key terms Literature Study Gender Roles Cultural and Racial Identity Example of cChecklist Written Report on findingsFindings School A School B Suggestions Resources Introduction Explanation of key terms Anti-bias Oxford Dictionary gives the definition of bias as â€Å"[the] inclination or prejudice for or against one person or group, especially in a way considered to be unfair†. Thus, anti-bias is an approach implemented to ensure that bias does not occur in any context in the classroom environment. â€Å"In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right† (Derman-Sparks Edwards, 2010: 5) Identification According to Gestwicki (2014:261) identification is the process of imitating or adopting ideas of admired individuals. Diversity Diversity refers to a range of different things. In the context of this paper, it refers to differences in the following aspects cultures, learners, learner’s backgrounds, languages and ability groups. Multi-cultural Multi-cultural education is an adaptive process that incorporates Education the idea that all learners have equal opportunities in school, regardless of their gender, sexual orientation, social class, and ethnic, racial or cultural characteristics (Banks, 2013: 1) Gender Identity Awareness of gender in biological terms that an individual is either male or female Prejudice Prejudice is defined as a â€Å"judgement or opinion, against or in favour of a person or thing formed beforehand or without due examination of the facts† (Lemmer, Meier van Wyk, 2012: 31). Stereotypes According to Oxford Dictionary, a stereotype is defined as a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is when one creates â€Å"mental cages in order to place people items or events into conceptually specified groups† (Lemmer, Meier van Wyk, 2012) Culture Culture is a multi-faceted concept, composed of many interrelated aspects, all of which have an influence on the teaching and learning process. According to Coetzee, van Niekerk Wydeman (2008) cultures are processes of social and human interactions; embrace a body of knowledge; dynamic, creative and continuous processes; continuously modified over time and every culture has its own system of values, beliefs, norms and attitudes. Race Race refers to a group of people who are grouped together or classified according to a common physical characteristic, such as the colour of their skin. Racial / Cultural Identity Understanding of one’s racial or ethnic understanding (Gestwicki, 2014: 262) Literature Study An anti-bias approach to education aims at developing a sense of self-awareness in each individual, fostering a sense of appreciation, tolerance and understanding for the differences between children and cultures, and highlighting the similarities between them. Instilling an anti-bias approach is particularly important in Early Childhood Development. There are four core goals of anti-bias education, namely; children demonstrate self-awareness, confidence, family pride, and positive social identities; each child expresses comfort and joy with human diversity and is able to use accurate language to describe human differences as well as form deep human connections; children increasingly recognize unfairness and are able to describe unfairness, understanding that unfairness hurts; and children will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions (Derman-Sparks Edwards, 2010). Anti-bias includes bias relating to gender, race, culture, religion, disability, age and language. This approach aims at incorporating different cultures fully into the environment in an inclusive, integrated and on-going process, avoiding superficial representations, isolated and trivial representations., and patronizing events (Gordon Browne, 2014:259). Children as young as two years old begin to notice differences in race and gender, as well as form categories and classifications about the world, and people, around them (Gordon Browne, 2014 : 258). During their early years, children begin to develop socially and emotionally. Identification, the process in which a child imitates an admired individual in their environment, takes place during these formative years, and is a key step in a child’s development, particularly pertaining to personality and social development. According to Gestwicki (2014: 261) the identification process is related to issues of acquiring gender or sex-role identities, acquiring cultural or racial identities as well as developing a sense of self-confidence and personal competence. For optimal learning, children derive meaning from what is being taught by connecting the new knowledge with what they already know. Thus it is crucial that each child’s own cultural or family reference is reflected in their learning environment. A child’s experiences â€Å"are embedded in the social exchange within their own cultural groups and their frame of reference, which reflect[s] the shared meanings and experiences of those groups† (Meier Marais, 2012:130) Gender Roles During their Early Childhood years, children begin to form their gender identities. A gender identity is composed of two different aspects; an awareness of sexual identity, such as whether they are male or female biologically, and an awareness of sex-role behaviour. Sex-role behaviour, often determined by the culture, is the different roles and behaviours of the two genders. A child seeks to understand what being male or female means, and learns about the different roles through observation and asking questions. Before the age of four, children often engage in gender neutral games, wherein boys and girls play together comfortably. Thereafter, children tend toward gender-specific forms of play, and choose to play with children of the same sex (Gestwicki, 2014:261). Children learn about their gender roles through observation and imitation of those in their immediate environment. Thus parents and teachers, and the way in which they encourage gender roles and model specific gender charac teristics and behaviour also have a profound influence on the child’s gender role perceptions. Their perceptions of gender role are also influenced by the media, and stereotyping in their immediate surroundings and society. In order to steer clear of gender stereotyping in the classroom, teachers need to be mindful of their words and actions in the class that could be perpetuating gender stereotypes (Gordon Browne, 2014:124). In a predominantly female environment, such as early childhood education programmes, one needs to aware of the behaviour they model, and ensure that the environment, materials, examples used, as well as expected behaviour are fair and non-bias, and cater to boys too. Although there are developmental differences between the genders, in the rate of maturity, as well as the rate of physical growth, there are â€Å"no significant differences between girls and boys intelligence and reasoning behaviour† (Gordon Browne, 2014: 124). Consequently, teache rs should not hold unequal expectations for the genders, as this inhibits the child’s ability to reach their full potential (Meier Marais, 2012: 139). In order to avoid gender based bias, teachers need to be actively involved in self-reflection and be engaged in a constant state of awareness of their expectations and the behaviour they are emulating, and the effect these expectations and behaviours have on a child’s growth and development. During a child’s formative years, the child is in the process of forming a healthy gender identity, and the teacher is actively involved in aiding in this development. According to Gestwicki (2014:274) teachers facilitate this development when they answer child’s questions about their bodies and themselves in a factual manner. Teachers also offer experiences and scenarios that challenge stereotypes of gender behaviour as well as organise the children’s environments to encourage cross-gender play. Teachers should also be mindful of language and images in books, and teaching materials, to ensure diversity in work and home life is portrayed. It is also essential that teac hers work closely with learner’s families, and are aware of the possible cultural influences that could influence a parents views on non-traditional gender roles. It is important to maintain open communication to avoid tension, and to better understand and be respectful of the child as well as their family and background. One also needs to be actively challenging child’s stereotypical words or actions, and â€Å"[t]eachers [RC1]intervene with immediate and follow-up activities to counter [the] cumulative, hurtful effects of these messages† (Derman-Sparks Edwards, 2010). A healthy gender identity is very important to a child’s development, and it is during their formative years that this identify is formed and moulded. It is the teacher’s ethical responsibility to provide an environment and classroom-culture that is free from bias and stereotypes. The teacher should be actively trying to eliminate bias, and to intervene when children use actions or comments that are stereotypes or bias. It is important that a teacher remain mindful of their own perceptions of gender roles and actively model behaviour and language that is free from bias and stereotypes. Cultural and Racial Identity Creating an anti-bias environment that conveys a genuine respect for all diversity fosters positive attitudes towards cultural and racial identities. It is crucial that the core aims of an anti-bias approach (Derman-Sparks Edwards, 2010) are achieved, and the structures and processes are in place to effectively achieve these aims. South Africa is a multi-faceted and diverse country, with multiple different cultures and races. Diversity however â€Å"not only constitutes groups such as ethnic, race, language and religious groups† (Lemmer, Meier van Wyk, 2012: 19) but also the range of personal differences between the individuals within the different ethnic groupings. In the classroom setting, each teacher and child is a unique individual, with unique and â€Å"distinct set of beliefs, values and attitudes to form a complex and unique classroom culture† (du Plessis, Conley du Plessis, 2007). Culture is a complex human phenomenon, and in the multi-cultural education per spective, â€Å"culture can be viewed as a composite of significant and interrelated aspects, all of which have specific significance for the teaching-learning process† (Coeetzee, van Niekerk Wydeman, 2008:117). Unfortunately there are learners that enter the class with preconceived prejudices that they have picked up from their home environment or immediate surroundings. According to the SAHRC report of racism in schools, â€Å"[l][RC2]earners approach schools with the prejudice imbued in their home environments† and it is necessary to â€Å"transform the minds of learners†. It is not only parents attitudes that instil a sense of prejudice in young children’s lives; other sources include â€Å"school, classmates, siblings and the media† (Lemmer, Weier van Wyk, 2012:32). As some children are entering the classroom with prejudices, it is essential that the teacher is proactive and actively deals with those prejudices and stereotypes as and when they arise. It is important that the teacher acknowledges and respects the different cultures in their class, and ensures that this respect is incorporated in all aspects of the daily programme. It is the teacher’s r esponsibility to ensure that the all interactions, materials and experiences convey respect for all people. It is important to bear in mind that education is a â€Å"powerful agent of cultural transmission and preservation† (Coeetzee, van Niekerk Wydeman, 2008:118). According to Gestwicki (2014: 277) teachers must be aware of what is included or excluded in the classroom environment, as this is a clear reflection of what is valued by the educational institution and teachers. A lack of respect for the varying cultures in the class, or a serious cultural alienation could lead to cultural isolation, cultural erosion, learning problems, behaviour problems, conflict and communication problems (du Plessis, Conley du Plessis, 2007:152). Young children are aware of cultural and racial differences, and their perceptions of these differences and different cultures are developed and moulded during their pre-school years. According to Gestwicki (2014: 262) children, by the age of four, are aware of their racial or cultural identity and have absorbed attitudes, negative and positive, towards their own and other’s identities. Thus it is crucial that young children are taught to respect one another’s differences, enjoy and cherish human diversity, as well as use accurate and non-bias or stereotypical language for human differences (Derman-Sparks Edwards, 2010). Although differences between individuals and cultures are discussed, the similarities between them are also emphasised and celebrated. Children learn to identify with one another through their similarities and to respect their differences. Teachers should create a classroom environment that will â€Å"allow optimal learning in a climate of safety, car e and acceptance† (Coeetzee, van Niekerk Wydeman, 2008:119). Children feel accepted in a classroom community when they see themselves, their families and their cultural background reflected in every aspect of their school day. â€Å"All children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being† (Derman- Sparks, 2010) To ensure anti-bias in their classrooms, and to make sure that their class and curriculum reflects the plurality of their contemporary society, teachers must ensure that all pictures and books realistically portray the diversity in the class, and give a realistic and well-rounded view of different cultures, avoiding stereotypes and over simplification (Gestwicki, 2014:276). They should endeavour to provide toys, materials and activities throughout the class that children can identify with, that represent their various families as well as the â€Å"major groups in the community and nation† (Gestwicki,2014:278). Content about different ethnic groups should to fully integrated into the curriculum, and should occur regularly and naturally, not as an appendage to the curriculum. Different cultures should be discussed in depth and holistically, and teachers should maintain open and constant communication with parents and families to ensure that they too fully understand the children ’s backgrounds in their class. Parents should be fully involved, and invited to school regularly to share songs, stories or traditions of their cultural and language background (Gestwicki, 2014:278). Language Religion Disablity Language Example of checklist Facility: _________________________________________ Address: ________________________________________ Manager: ________________________________________ Telephone Number: _______________________________ SECTION A SECTION B Interview questions Interviewee: ______________________________Interviewer: ____________________ Position: _________________________________Time: _________________________ How does your selection process work? What process do you use to divide your classes? Collectively, do your staff speak / understand a range of South African languages? What is your school’s language policy? How do you ensure each child’s unique family is reflected in the classroom? Do you consider your facility open and non-bias towards all families? Including gay-lesbian families, single parents, cross-cultural families and adoptive families? How does your curriculum reflect the diverse nature of our society? How do you communicate with the learners families? What is your policy regarding learners with physical disabilities? How do you deal with different religious holidays? Do you do Bible stories in your Morning Ring? Are the meals you prepare catered to all religions / cultures? Do you cater for gender differences in your educational activities and art activities? How do you deal with bias, racism or stereotypes in the classroom or on the playground? Do you consider your facility to be anti-bias? Participants Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Written Report on findings School A School B Suggestions Resources Banks, J. A. 2013. An Introduction to Multicultural Education. 5th Edition. Pearson: New Jersey Coetzee SA, Van Niekerk EJ Wydeman JL. 2008. An Educators Guide to Effective Classroom Management. First Edition. Van Shaik: Pretoria Deiner, P. L. 2010. Inclusive Early Childhood Education: Development, Resources Practice. 5th Edition. Wadsworth Cengage Learning Derman-Sparks, L Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. Washington, DC. Du Plessis, P; Conley, L du Plessis E. 2007. Teaching and Learning in South African Schools. First Edition. Van Shaik: Pretoria Gestwicki, C. Developmentally Appropriate Practice : Curriculum and Development in Early Education. 5th Edition, International Edition. Wadsworth Cengage Learning Gordon, AM and Browne, KW. 2014. Beginnings and Beyond. Foundations in Early Childhood Education. 9th Edition. Boston: Ally Bacon Lemmer, E. M; Meier, C van Wyk, J.N. 2012. Multicultural Education: A manual for the South African teacher. Second Edition. Van Shaik: Pretoria Meier C Marais P. 2012. Educational Management in Early Childhood Development. Second Edition. Van Shaik: Pretoria Mittler, P. 2000. Working Towards Inclusive Education: Social Contexts. First Edition. David Fulton Publishers: 2000 Recchia, S.L Lee, Y. 2013. Inclusion in the Early Childhood Classroom: What Makes a Difference? First Edition. Teachers College Press: New York Vally, S Dalamba, Y. 1999. Racism, racial integration and desegregation in South African public secondary schools. A report on the study by South African Human Rights Commission (SAHRC). Johannesburg: SAHRC Department of Education (2011). Curriculum and Assessment Policy Statement Grades R-3 English Home Language. Pretoria: Department of Basic Education Department of Education, National Protocol for Assessment, Gr R -12 (CAPS). Pretoria: Department of Basic Education [RC1] [RC2]?

The Beauty of Color Essay -- Creative Writing Essays

As the car stopped, he caressed me immediately; in synch with the stopping of the engine was the start of us. I say us because I feel like that’s what it is to become intimate with someone, you merge, mesh, mix into some form of a united being. I enjoyed him. Intimacy was an act of passion. It didn’t take love to feel passion, and it didn’t take an appropriate union to become a part of another person. We were one as he kissed me, touched me. I felt him and he felt me. One. â€Å"You like that,† he said, panting like some needy animal. Please be quiet. â€Å"Say it if you like it,† he panted some more. Shut the hell up. â€Å"Is it good?† â€Å"Quiet!† I yelled without realizing that my thoughts were vocalized. He pulled back and stared at me as if I were some whacko, needless to say the look was returned. A quick awkward expression and a not so melodious cry ended the moment. Now, the only sounds we heard other than the heavy breathing of us both was the zooming of passing vehicles. As I licked over my dry lips I recognized the taste of sweat in my mouth, kissing his neck I guessed. As he got up and scooted to ‘his side’ of the van I scratched my head noting that my hair felt like shit. Relaxed hair need not get sweaty; I felt the naps I tried so hard to conceal creeping back into the roots of my follicles. No ‘good’ hair here. His eyes were closed and I could see the moon reflecting light off of his caramel-complexioned skin. I got up and moved, naked, to the front of the van to roll down the windows; the dankness of the vehicle was enough to make me gag. â€Å"When are you going to take me home?† I asked. Without opening his eyes he shrugged his shoulders and gestured for me to shut up. â€Å"I would like to get back before my show... ...ooks, Paw-Paw was the only person in the world to ever call me beautiful. *** â€Å"You are not like me.† I said plainly. I opened my eyes to see that he was no longer listening. One thing about us, we connect during intimacy, but other than that we play tag. I want to tell him, though. Shake him and explain that his color makes me squirm. The way others of his ‘paper-bag-brown’ have talked down to me, made me question myself. Tell him that it took years to reverse the hatred that I grew for myself. I was eager, wanting to spill it all to him, make him understand. But I mellowed out. Looking at the moon on his skin I just pulled him towards me into my shadow, my dark shadow. Instead of telling him how I felt I would show him. Show him my hatred, my love, my curse, and my blessing. And in that van, in the dark of my shadow, we were both as black as we wanted to be. The Beauty of Color Essay -- Creative Writing Essays As the car stopped, he caressed me immediately; in synch with the stopping of the engine was the start of us. I say us because I feel like that’s what it is to become intimate with someone, you merge, mesh, mix into some form of a united being. I enjoyed him. Intimacy was an act of passion. It didn’t take love to feel passion, and it didn’t take an appropriate union to become a part of another person. We were one as he kissed me, touched me. I felt him and he felt me. One. â€Å"You like that,† he said, panting like some needy animal. Please be quiet. â€Å"Say it if you like it,† he panted some more. Shut the hell up. â€Å"Is it good?† â€Å"Quiet!† I yelled without realizing that my thoughts were vocalized. He pulled back and stared at me as if I were some whacko, needless to say the look was returned. A quick awkward expression and a not so melodious cry ended the moment. Now, the only sounds we heard other than the heavy breathing of us both was the zooming of passing vehicles. As I licked over my dry lips I recognized the taste of sweat in my mouth, kissing his neck I guessed. As he got up and scooted to ‘his side’ of the van I scratched my head noting that my hair felt like shit. Relaxed hair need not get sweaty; I felt the naps I tried so hard to conceal creeping back into the roots of my follicles. No ‘good’ hair here. His eyes were closed and I could see the moon reflecting light off of his caramel-complexioned skin. I got up and moved, naked, to the front of the van to roll down the windows; the dankness of the vehicle was enough to make me gag. â€Å"When are you going to take me home?† I asked. Without opening his eyes he shrugged his shoulders and gestured for me to shut up. â€Å"I would like to get back before my show... ...ooks, Paw-Paw was the only person in the world to ever call me beautiful. *** â€Å"You are not like me.† I said plainly. I opened my eyes to see that he was no longer listening. One thing about us, we connect during intimacy, but other than that we play tag. I want to tell him, though. Shake him and explain that his color makes me squirm. The way others of his ‘paper-bag-brown’ have talked down to me, made me question myself. Tell him that it took years to reverse the hatred that I grew for myself. I was eager, wanting to spill it all to him, make him understand. But I mellowed out. Looking at the moon on his skin I just pulled him towards me into my shadow, my dark shadow. Instead of telling him how I felt I would show him. Show him my hatred, my love, my curse, and my blessing. And in that van, in the dark of my shadow, we were both as black as we wanted to be.

Shooting an Elephant :: essays research papers

A police officer in the British Raj, the supposedly 'unbreakable'; ruling force, was afraid. With his gun aimed at a elephant's head, he was faced with the decision to pull the trigger. That officer was George Orwell, and he writes about his experience in his short story, 'Shooting an Elephant';. To save face, he shrugged it off as his desire to 'avoid looking the fool'; (George Orwell, 283). In truth, the atmosphere of fear and pressure overwhelmed him. His inner struggle over the guilt of being involved in the subjugation of a people added to this strain, and he made a decision he would later regret enough to write this story. Early on in his essay, Orwell describes how the abuses and treatment he witnessed oppressed him '… with an intolerable sense of guilt,'; (Orwell,277). This is not some minor pang, or nagging worry. The shame pressed down on his shoulders with an unbearable weight. He also describes the injustices in detail, using vivid pictures like 'The wretched prisoners huddling in the stinking cages…'; (Orwell,277). This does not come from someone who condones such behavior. It stems from a troubled, remorseful soul. The mob, thousands by his description, also pressured him. 'I could feel their two-thousand wills pressing me forward, irresistibly,'; he emphasizes (Orwell, 280). It is hard to resist the peer pressure of one or two people, much less a crowd of thousands. He admits, '…in reality I was only an absurd puppet pushed to and fro by the faces behind.'; Thus, the desire and will of the crowd urge him on, ominously. The people despised him. He speaks of being 'hated by large numbers of people'; and the 'sneering yellow faces of young men that met me everywhere..." (Orwell, 276). As one man, how could he dare to go against them? Two thousand could easily overtake one. They would not have aided him, should anything go wrong, and eagerly anticipated that eventuality. He describes his fear that they would watch him be '…pursued, caught, trampled on, and reduced to a grinning corpse…'; should the elephant charge (Orwell, 281).

Adolescent Alcohol Abuse Essay -- essays research papers

Adolescent Alcohol Abuse: What Factors are Present?   Ã‚  Ã‚  Ã‚  Ã‚   Over the years, many researchers have dedicated their time and energy to study adolescent alcohol abuse. They have found that there are many factors that contribute to adolescent alcohol abuse. These factors are psychological, environmental, social, and cultural. Not all of these factors play a part in every adolescent who abuses alcohol, but one of these factors is usually present. Psychological disorders have been found in both American, and Taiwan adolescents who abuse alcohol. The health risks of adolescent alcohol abuse are great. Alcohol affects the physiology of a young person. It disrupts the genetics and hormonal balances that are critical in the early development of youngsters. Treatment of alcohol abuse is a great state of change and development. Many therapists, doctors and counselors are trying to incorporate new treatment ideas and methods into the traditional techniques that have been used for years now.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to research the factors that contribute to adolescent alcohol abuse because if these factors are detected early, and an adolescent is put into a prevention program the likelihood that they will abuse alcohol will greatly decrease. Psychological Factors   Ã‚  Ã‚  Ã‚  Ã‚  According to the research, there have been many psychological problems found in adolescents who abuse alcohol. The majority of the research has been done in order to solve the question of whether or not these psychological factors are present before an adolescent abuses alcohol, or after the alcohol abuse has occurred. In the research done by Rhode, Lewinsohn, and Seeley (1996), they used a community sample of 1,507 adolescents between the ages of fourteen and eighteen. The adolescents were classified into the categories of abstainers, experimenters, social drinkers, problem drinkers, and abuse and/or dependent groups.   Ã‚  Ã‚  Ã‚  Ã‚  In this study, 373 subjects met the criteria for depression, 15 were bipolar, 93 suffered from manic core symptoms, and 124 had an anxiety disorder (Rhode et al., 1996). Furthermore, anxiety disorder and depression were psychological disorders that were more prevalent in female adolescents with alcohol abuse than their male counterparts. Males who abused alcohol tended to suffer from antiso... ...bsp;  Ã‚  Ã‚  adverse life events in adolescents with alcohol   Ã‚  Ã‚  Ã‚  Ã‚  abuse and dependence. Journal of the American Academy   Ã‚  Ã‚  Ã‚  Ã‚  of   Ã‚  Ã‚  Ã‚  Ã‚  Child & Adolescent Psychiatry, 36 (12), 1744-1751. Clark, D., & Bukstein, O. (1998). Psychopathology in   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  adolescent alcohol abuse and dependence. Alcohol Health &   Ã‚  Ã‚  Ã‚  Ã‚  Research World 22 (2), 117-121. Epstein, J., Botvin, G., & Diaz, T. (1999). Impact of social   Ã‚  Ã‚  Ã‚  Ã‚  influences and problem behavior on alcohol use among inner-  Ã‚  Ã‚  Ã‚  Ã‚  city hispanic and black adolescents. Journal of Studies on   Ã‚  Ã‚  Ã‚  Ã‚  Alcohol 60 (5), 595-604. Rhode, P., Lewinsohn, P., & Seeley, J.R. (1996). Psychiatric   Ã‚  Ã‚  Ã‚  Ã‚  comoribidity with problematic alcohol use in high school   Ã‚  Ã‚  Ã‚  Ã‚  students. Journal of the American Academy of Child &   Ã‚  Ã‚  Ã‚  Ã‚   Adolescent Psychiatry 35 (1), 101-109. Adolescent Alcohol Abuse Juvenile Delinquency