Alcohol Related Accidents Essay - 874 Words

Alcohol Related Accidents Someone in America dies every twenty-two minutes, because of an alcohol related accident. Most people feel that they will never be part of this statistic, but experts on this subject say that everyone has a forty percent chance of being in an accident with a drunk driver. Drunk driving is a serious problem that the United States, as well as the world, is trying to deal with, because it does not only effect a select few, it effects everyone. Drunk driving amongst high school students is an enormous problem that the United States is trying to cope with. Many programs have come to surface over the past few years, that educate students on this situation. MADD, mothers against drunk driving, is a non profit†¦show more content†¦Even if the person appears to be fine and there is no one to drive their car, call a taxi. The amount of money that it costs does not even compare to how priceless a life is. Many little things come into affect when you are socially drinking and it is bett er to be safe then sorry. Children always are afraid that their parents will be upset with them if they are intoxicated. One hundred percent of parents would rather have their kids home alive and drunk, then get in a car with a drunk driver and run the risk of death. Driving drunk impairs everyone and no one is immune to it. Driving an automobile while under the influence of alcohol is one of the most dangerous things a person could do. This is because they are not only dangering themselves, but the other drivers on the road. There is no safe way to drink and drive. One drink may complicate a persons ability to drive a vehicle. It has been said in some reports that drinking heavily can even impair a persons driving in the morning after they wake up. These two organizations are leading the way in the harsh battle to stop people from drinking and driving. The best way to stop this horrible epidemic is to make people aware and to educate them. These two groups as well as many others ar e trying to do so. They promote parties on weekends for kids to go to, just so they are not in danger of drunk drivers. Many schools around the country have clubs to try and help preventShow MoreRelatedAlcohol Use, Abuse, And Related Accidents Among College Adults1412 Words   |  6 PagesQuestion: Alcohol uses among college students-What are the trends in alcohol use, abuse, and related accidents among college aged women versus men? Background National Institute on Alcohol Abuse and Alcoholism (NIAAA) defines low risk drinking as less than 4 drinks in a day.1 On the other hand, binge drinking as a pattern of drinking makes blood alcohol concentration (BAC) level to 0.07h/dL. This level is typically reached after 4 drinks for women and 5 drinks for men in approximately 2 hours. DrinkingRead MoreAnalysis: Alcoholism as a Root of Most Illnesses and Social Evils647 Words   |  3 PagesGoal Reduce diseases caused by too much consumption of alcohol and accidents across the United States Overview Statistically, the overall consumption of alcohol in the United States has increased abruptly. Its approximated that 51% of adult aged between 18 years and above is regular drinkers and 25% are said to be heavy drinkers. This makes abuse of alcohol as one of the most causes of death in the United States (Sondik, 2010). Alcohol abuse causes the following diseases: -Liver cancer -LiverRead MoreDistracted Driving Involving Cell Phones908 Words   |  4 Pages650 teens in the United States between the age of sixteen and nineteen were killed and almost 292,000 were treated in emergency departments for injuries involved with motor-vehicle accidents (â€Å"Teen Drivers: Get the Facts† par. 2). Basically, seven teens die every day from motor-vehicle injuries. 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While I was in Vietnam, I often wentRead MoreA Brief Note On Lowering The Drinking Age875 Words   |  4 PagesLowering the drinking age would cause greater brain damage, an increase in alcoholism rates, and will increase the amount of alcohol-related traffic accidents. Lowering the drinking age will damage the teenagers’s still -developing brain. Different sections of the brain develop at different times. The human brain is not fully developed until the mid-twenties. The use of alcohol before full development can cause many issues down the road. â€Å"The brain’s frontal lobes are important for planning, formingRead MoreEssay on Driunk Driving Statistics1109 Words   |  5 Pagesdrinking and driving? Hopefully you have never tried. In 2011, on average someone died every 53 minutes from an alcohol related accident in the US alone (2011 Drunk Driving statistics). It is illegal to drive under the influence in all of North America and Puerto Rico. 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Nelson Mandel An Effective Method Of Ending Apartheid

Nelson Mandela’s contribution to the destruction of apartheid in South Africa is unparalleled. He dedicated every action of his life to unify a sectioned South Africa that showed no signs of reformation. One of the major characteristics of Mandela’s movement in particular was the notion of unification through nonviolence. Throughout South Africa, the apartheid system was strict and unforgiving. The origins of apartheid lied within denying blacks any political power, or any participation in government whatsoever. From this, the National Party established a system of racial segregation that strictly adhered to White Africans. The apartheid system was law, and was aggressively enforced through physical and political abuse towards black South Africans. Any opposition to the apartheid system endangered the lives of all who participated. Naturally, black South Africans would eventually take action against the poor treatment of their â€Å"superiors.† However the most important characteristic of a revolt are the principals on which it is structured. The Nonviolence Campaign was the most effective method of ending apartheid in South Africa. Peaceful opposition prevented unnecessary loss of life, stayed true to the original principals and morals of abolitionists, and prevented the movement itself from falling to hypocrisy. At an early age, Nelson Mandela recognized the importance of nonviolent protest and what it symbolized within a movement. It is important to understand nonviolence as

The Role Of The Learner In His Development Education Essay Free Essays

string(118) " are set out in the constructivist theory – this is based on the cognitive theory that was designed by Piadget\." In this essay I will be comparing two different theories and looking at how they contrast against each other when studied and applied towards the function of the scholar. The country we will be looking at in peculiar is development, and how these theories create two opposing political orientations that suggest separate waies the scholar takes. The first theory I will discourse is Behaviourism which views the function of the scholar as a inactive and ductile signifier that is the consequence of the environments input ( Bee, H. We will write a custom essay sample on The Role Of The Learner In His Development Education Essay or any similar topic only for you Order Now A ; Boyd, D. , 2010 ) . Behaviourism classifies most actions as behavior, such as feeling or thought, therefore opening them up to observation of alteration. Behaviorists believe we learn through a rewarding procedure that emphasises our behavior and whether or non it was right ( Bee, H. A ; Boyd, D. , 2010 ) . Not needfully opposing the first theory but my 2nd theory of Constructivism takes a different stance on how it perceives the scholar. Alternatively of being a inactive being, constructivists feel the scholar plays an active function in his/her ‘s development. This is possible, as the theory suggests that we create different systems to get the better of day-to-day experiences and thenceforth an understanding upon contemplation ( Woolfolk, A. , Hughes, M. , 2008 ) . It is besides implied that we learn through a more synergistic attack, which includes job resolution ( Woolfolk, A. , Hughes, M. , 2008 ) . From both of these theories I will pull out the thoughts that form either a inactive or active attack and use those properties to compare the two. Within Behaviourism there are two immediate different types of conditioning. There is Classical conditioning and Operant conditioning. Classical conditioning believes larning takes topographic point between a stimulation and a response. This is a automatic response which in bend topographic points the environment in control – rendering the scholar as inactive, whereas operant conditioning expressions at behavior specifically and its links between different results. This means that through variable behaviors the scholar can derive different results – leting the scholar a grade of pick, but still inactive to the fact that the scholar can merely move upon an event driven by his/her ‘s environment ( Bee, H. A ; Boyd, D. , 2010 ) . This is non a split within the theory, but instead it is two different signifiers of behaviorism. Even though we have these two separate thoughts, we can still see a big similarity that bonds them together, due to the environment itself sti ll keeping a certain sum of control in the scholar ‘s development. This theory utilises the thought that human existences are an ’empty vas ‘ or in the words of John Locke â€Å" Tabula Rasa † ( A Blank Slate ) that is waiting to be filled by experience and cognition ( Woolfolk, A. , Hughes, M. , 2008 ) . Although, behaviorism does non concentrate on cognition as being the key to the scholar ‘s development, it observes alteration of behavior as the true key ( Doherty, J. A ; Hughes, M. , 2009 ) . This is interesting as it therefore can merely analyze discernible events – including those that are unwilled. By unwilled I refer to the thought of being incognizant during the procedure of development and attainment of cognition or experience. This brings me onto another factor in the scholar ‘s function as inactive. Due to how random these events can happen, the scholar has little or no clip to be after in front and hence, as Classical conditioning suggests, has to move instinctively ( Doherty, J. A ; Hughes, M. , 2009 ) . The lone clip contemplation occurs is when the scholar realises they have been developing. This can be a slow procedure and is the ground it is referred to every bit conditioning as it is physically and mentally exciting the physiological reaction system to be able to run better with the input and end product. Operant conditioning uses several different supports to distinguish between the acquisition processes. The three conspicuously used results can be ; positive support, negative support and penalty ( Doherty, J. A ; Hughes, M. , 2009 ) . Using these, it is observed and so ready to be broken down into events on a simple flow chart to see the input, procedure, behavior and end product. This peculiar thought can be seen in the experiment ‘The Skinner Box ‘ ( Doherty, J. A ; Hughes, M. , 2009 ) . Merely as the carnal receives positive support in the signifier of nutrient for executing the right action, such as pressing a button to let go of it, or finishing a maze – as does the scholar in a similar manner through footings of working within their environment. If the scholar carries out an action and receives a enjoyable result, the scholar is most likely traveling to execute the same action once more, in hopes of the same consequence. This once more adds to the inactive function of the scholar as he is still at the clemency of the environments boundaries and restrictions. Now that I have outlined the rudimentss of Behaviourism, I shall travel onto constructivism which believes the scholar is born with basic, natural and cardinal accomplishments. Therefore through geographic expedition of the environment and by manner of different phases in each person ‘s development, the scholar begins to get the better of the challenges that present themselves by utilizing experience and cognition ( Schaffer, H. R. , 2008 ) . It is through this that the scholar begins to besides understand his/her function as active, and acts suitably. A term used here is Adaptation – this refers to the ability that worlds have to alter and accommodate harmonizing to the environment through use of it ( Schaffer, H. R. , 2008 ) . By this I mean the scholar is able to use what it has around him and do it better. This is a large phenomenon as it challenges the behaviorists ‘ thought of the scholar being inactive to the environment, and alternatively the environment is the ductile signifier used by the active function of the scholar. Through ripening the scholar is able to develop through different phases that are set out in the constructivist theory – this is based on the cognitive theory that was designed by Piadget. You read "The Role Of The Learner In His Development Education Essay" in category "Essay examples" It is really elaborate and distinguishes between different ages and different abilities. Sensory-motor ( 0-2 ) , Pre-Operational ( 2-7 ) , Concrete operational ( 7-12 ) and Formal operations ( 12+ ) ( Schaffer, H. R. , 2008 ) . Harmonizing to Piadget, merely like a design at birth, this is all preset and we can non travel frontward to another phase until we are at the right age and have completed the anterior phase. For illustration we can non get down to run before we begin to walk. This may look like a restriction, but in existent fact it ‘s still analogous to our input to the environment and how we choose to research o ur universe through sing it. To further reflect the thought that the function of the scholar is active, we can get down to look at how constructivism breaks down larning into scheme ( which is an internal representation of actions we can execute ) and utilize it to explicate assimilation. Schemas are either a group or individual action that compile together to execute an overall action, and the scheme refers to them as a whole ( Doherty, J. A ; Hughes, M. , 2009 ) . The thought of assimilation is that with scheme that we already possess we are able to research different objects and obtain different experiences. The scholar is invariably constructing upon what we know and seting together a different method for each possible state of affairs ( Doherty, J. A ; Hughes, M. , 2009 ) . An illustration of this is the sucking action performed when suckling. This scheme can subsequently be adapted to a bottle as the kid needs to imbibe. The possibilities are infinite and we develop more com plex scheme as we grow and develop through life. This once more puts the scholar in a function that is active and invariably moving upon his/her environment. Aside from Piadget ‘s theory of constructivism is Vygotsky ‘s theory of Social Constructivism. This takes into history the societal context of the development. The scholar is non merely challenged by his environment physically but besides intellectually in society. He viewed civilization as a major portion in the scholar ‘s development such as the linguistic communication they use, the history and societal context ( Doherty, J. A ; Hughes, M. , 2009 ) . A construct that relates to the function of the scholar that once more shows how active they are is the construct of the Zone of Proximal Development. This concept positions instructors as the accelerator in the development of the kid. If the kid is in their comfort zone and is pushed farther than usual – the result is eventual scheme building to get th e better of the challenge ( Doherty, J. A ; Hughes, M. , 2009 ) . This construct causes the scholar to be seen as far more dimensional character other than an object at the clemency of his/her environment. I will now get down to contrast between the two theories get downing with their differences and traveling onto the little similarities. As we saw, the two chief differences are that both take a strong side with the function of the scholar. In Behaviourism the scholar can merely be inactive ( albeit with little pick operant conditioning ) , and Constructivism views the scholar as an active participant in his pursuit for cognition. This spread is non merely caused by the function of the scholar, but merely as important is how the theory places the environment. It seems that the environment is the key to understanding the function of the scholar. In behaviorism the environment is seen as the active member that through doing different events forces the scholar to have and react through physiological reactions. In constructivism it is close plenty opposite with its theory on the function of the environment. Alternatively the environment is seen as a governable variable that the scholar us es to their advantage. It besides ties in with the construct of ripening and that as we develop we obtain several different schemes that we use to get the better of challenges in life. This can be every bit simple as larning the alphabet to every bit hard as larning a new linguistic communication. The chief function of the scheme that we develop is to help us in sing and researching our universe exhaustively. On the other manus, Behaviourism takes a different attack. The theory suggests that we use our physiological reactions to cover with state of affairss we meet twenty-four hours to twenty-four hours. This can alter with clip and finally operant conditioning takes topographic point where we use our experience to derive preferred results. This may look to suggest that the function of the scholar is slightly active, but in existent fact it is still dependable on the environment to derive the experience and even put the scholar in a state of affairs that requires them to construct upon what they already know. Both theories are at either side of the spectrum and go on to stand as cardinal constructs for looking at the function of the scholar and their development. As we discussed, Behaviourism is more interested in detecting events that can be seen. The alteration in behavior is seen as the lone variable that is utile when analyzing development of the scholar. This may look like an uneven attack as human existences are believing animals, but we are besides natural. It is these physiological reactions that we unconsciously condition suitably to our environment. However on the other side is the theory of constructivism which looks at the ability of version and ripening. Through these two thoughts there is a platform created for analyzing development non merely physically but mentally. Using scheme it brings out an even more active function, as it shows us that we ever researching and larning to get the better of anything we face. I believe by utilizing a in-between land there could be infini te to larn more about natural physiological reactions alongside those that are constructed. Furthermore I would besides wish to raise a inquiry as to the importance of cognition and behavior between the two. It seems behaviorism is far excessively focused on detecting what can be seen, and yet most of our development, aside from obvious alterations in behavior, happens internally. Can it genuinely observe every alteration internally as an discernible event? Constructivism ‘s return on cognition and assimilation besides leaves a batch left to be desired. Schemas are one manner of depicting things, but I believe there should besides be consideration for anomalousnesss and that some people wo n’t follow the same ripening form. Is this still natural, even though it goes against the cognitive attack adopted within constructivism? Both these theories are every bit of import in the perusal of what function the scholar takes and should be treated as such, side by side. How to cite The Role Of The Learner In His Development Education Essay, Essay examples

Defining Law free essay sample

Defining law is a problematic endeavourer as it severs different functions, derives from different origins, signifies various things for different people, and effects everyone differently. Albeit of these factors, many have endeavored to do so, as law has such a prominent structure for all interactions. The changing nature of society meaner that there is an inherent change to law, law must be stable; yet it cannot stand still and, therefore, as something is constantly changing it derives and ever-changing definition. However, the inherent wavering has not deterred the many who have attempted to define law. Any approach to actually pinpoint law must take into account so many variables cultural, economic, institutional, and operational. It becomes almost futile to seek a sole definition for this endless entity. Theories of law diverge sharply in their answers, attempts to define law as a social phenomenon has meant the divergence of two basic categories. The first attempts to define law as a method of maintenance of a normative order within a social group, and given that every social group has normative regulation, every social group has law. Such definitions disregard the presence or absence legal institutions. Rules may be seen o be linked by chains of reciprocated services, over long periods of time, covering wide aspects of interests and activities. Twining and Miners suggest that these notions of rules, characterized by the activities they govern or the sources they originate from are the main devices used by people to define their situations, and therefore, it is said that rules can define law. The problem with this approach is that this form of law is virtually indistinguishable from the responsibilities arising from all social relationships. And it emphasizes the nature of rules only governing social relationships in the context concerned. And as persuasive or as sufficiently understood as they are, rules do not suffice in the administration of all behavior as they are not binding and therefore have the potential to cause social havoc. This also raises issues in calling all forms of ordering that are not state law by the term law, as it confounds the analysis (Merry Legal Pluralism 869) and in turn enables the definition of law to simply be described as social life. The second approach in defining law through a social construct includes defining law in terms of public institutionalized enforcement of norms. Barman explores norms as rescanning them to entail certain modes of conduct, often as unspoken rules guiding and standardizing behavior. Norms have been associated with law as compliance includes similar reasoning; the transgressor in failing to co-operate, becomes the subject of such social sanctions such as feelings of guilt, shame, gossip, and ostracism. However, this convergence quickly disintegrates as norms may only be seen to be the norm in a minority of the society (for example gypsy law), whereas law is seen to fall within accordance of a higher authority, seen as an universal organization. A problem also arises where norms are argued to be at a point of assumption, where the authorization is no longer the product of an act of will. The distinguishing characteristics therefore include the pressure to comply with the law is an external factor to the individual, involving coercion and force. The fear of social control such as disapproval or ridicule trot tort example Tamil or the community can therefore not be said to be the reason for compliance of the law as the forced applied in sanctioning the law is socially authorized to do so; I. E. Police, Judges. Forcing the application of the law cannot be said to define it either. The impeding faculty in the definition of law is the recognition of the reasons for the law and the functions it aims to serve. Law has been said to be instrumental in achieving purposes or goals (Tahiti readings 117). As vast as the number of roles in the society exist, the definition of law falls to each role as they have their own interpretation to fulfill their function and position. As there are so many different view points of what the law is and what its functioning is in society, it becomes extremely difficult to give an exact definition. John Sutton states law is so difficult to define as it meaner various things to various people. Sutton explores law as being a set of standards derived from societys deepest values. In exploring the sources of law such as custom, religious beliefs and morality it has been suggested that the custom has connected people together with collaborative experiences which in turn made the law intertwined with custom.. However, this concept only seems to work when we look at one isolated population. Where the the reasonable man may be an obvious concept to apply in one society, as the constant similar social interactions require a vision of seeing eye-to- eye, this mess to be strange and disruptive to another culture. The very notions of customary or indigenous laws were creations of and reactions to colonization, in which the customs and institutions of indigenous societies were marked as distinct from the norms and systems of the colonizers (readings). Therefore, it may be said that the definition of law through custom is a constructive label used to categorize circumstances of colonization. Providing guidelines and allowing citizens to identify expectations of each other and from government is important to distinguish law from norms, rules and customs. Firstly, the rule of law is a regulator of government power, providing a meaner of equality before the law, expecting that procedural and formal process will provide justice. Parkinson describes the characteristics of law as being autonomous, central to social ordering and moral authority therefore differentiating from norms and customs. The autonomy of law being distinct from custom, morality, religion or politics argues the term customary law itself, is a contradiction as custom and law are regarded as two distinct concepts that never interlock. Therefore, sometimes law is defined through violation consequences. The removal of liberty through prison is a strong deterrence, but other reasons to obey law include morality, feeling obliged, concerns about peer scrutiny, fear of harm and habit (darken). Diverse moral standings and customs, historically have instigated conflicts, and hence the implementation of law was required through the prescription that laws must be clear and certain in their form and consistent in their application (Bottomless and Britton, RL 38). It is evident that the mere codification or legislation of rules is insufficient to be practical, as they must be widely perceived as seasonable, appropriate and fair or morally correct. And although the autonomy of law is a long standing principle, the reality to everyday elite and social conventions, mean that morals or values will influence individual decisions, and as morals are held differently by individual values, the that the definition of law becomes more problematic. Another way law is defined is by its purpose. In some ca ses this purpose is clear and UN-debated. However, in other situations, such as the common law, which has had countless ideas of law influencing its development. The difficulty f defining law becomes apparent where individuals, even of the same discipline cannot agree on a purpose. And in turn illustrates the vast differences in opinion are a key problem in attaining a definition. Therefore, we are able to see that each definition becomes insufficient as it becomes too restrictive when considering another aspect. As law cannot be held the in an objective realm, and the subjective nature of the topic meaner that it has a different meaning for each individual whether they find their definition in purpose, reasoning, effects, origins or functions.