7 Insect Pollinators That Arent Bees or Butterflies

Mexican Drug Cartel Analysis Essay - 1433 Words

A widely propagated myth would have us believe that Mexican drug lord Joaquin El Chapo Guzman Loera and his Sinaloa Federation are less violent than many of their competitors. Statements from journalists and analysts allege that Sinaloa is more businesslike than Los Zetas, whose reputation for brutality is well-documented, and that this business savvy somehow renders the group relatively benign. In turn, this has led many to believe that the Mexican government could broker a deal with the leader of one of Mexicos largest criminal organizations. However, a close examination of Sinaloas evolution demonstrates the group is hardly the hallmark of civility. In fact, the history of Mexicos cartel wars over the past decade reveals that†¦show more content†¦Enforcer groups were no longer untrained thugs with guns; they were trained fire teams that knew how to maneuver and use their weapons. Seeking shelter from the Arellano Felix brothers, Guzman fled to Guatemala but was arrested in June of 1993. He was extradited to Mexico, where he continued to run his criminal enterprises from the safety of a prison cell until he escaped in January 2001. When Gulf cartel leader Osiel Cardenas Guillen was arrested in March 2003, Guzman saw an opportunity to make a move on the Gulf cartels territory, especially the lucrative plaza of Nuevo Laredo, the busiest point of entry for trucks into the United States from Mexico that provides direct access to the Interstate Highway 35 corridor. Guzmans push into Nuevo Laredo was spearheaded by the Beltran Leyva brothers, who convinced local gangs such as Los Chachos to turn against the Gulf cartel. Beltran Leyva gunmen aided local forces, and eventually a hybrid group was formed when a U.S. citizen and member of Los Chachos named Edgar La Barbie Valdez Villarreal assumed command of Sinaloa enforcer group Los Negros. Los Zetas responded strongly to the Sinaloa incursion into Nuevo Laredo and a bloody struggle erupted for control of the city. By mid-2005, law and order had almost completely broken down in Nuevo Laredo, and then President Vicente Fox deployed federal police and army units to take control of the town. But even these forces proved insufficient to stop theShow MoreRelatedCartels : Oligopolies And The Global Drug Market1661 Words   |  7 PagesCartels: Oligopolies in the Global Drug Market Through my collection of the press coverage I became critical how one-sided the media can be. I do not think they are intentional, but I do not think that many of the writers do not understand the underlining consequences that a set political structure can have on an economy. In the Unites States today President Trump has his own economic agenda that manifested itself through various policies, which he has enacted since day one of his Presidency. TwoRead MoreMexican Drug War Outline816 Words   |  4 PagesCarpenter, Ted. Undermining Mexico’s Dangerous Drug Cartels. Cato Institute. N.p.. Web. 23 Jul 2013. lt;http://www.cato.org/publications/policy-analysis/undermining-mexicos-dangerous-drug-cartelsgt;. Al-Eryani, Ausan. Mexico’s drug war effects US as well. Collegiate Times. Virginia Tech. Web. 23 Jul 2013. lt;http://www.collegiatetimes.com/stories/18328/mexicos-drug-war-effects-us-as-well/p2gt;. Grillo, Ioan. US troops aid Mexico in drug war. Global Post. N.p.. Web. 23 Jul 2013Read MoreThe Mexican Drug War and Its Consequences1185 Words   |  5 PagesThe Mexican Drug War and Its Consequences Despite President Felipe Calderon’s good intentions and determination to eliminate the drug cartels in Mexico, the Mexican government has not been able to stop the drug cartel’s operations (smuggling drugs, people and weapons to and from the USA) for many reasons. The drug cartels have proven to be powerful, well connected politically, well trained, well- armed, and manipulation of the masses. Therefore, it has been impossible for the MexicanRead MoreThe Fight Against Mexican Drug Cartels1743 Words   |  7 PagesThe Uphill Battle Against Mexican Drug Cartels â€Å"Drugs continue to kill †¦ 200,000 people a year, shattering families and bringing misery to thousands† states Yury Fedotov, the Executive Director of the UN Office on Drugs and Crime (UN 2012). A modern crisis, drug abuse takes the will and freedom of hundreds of thousands, plunging their lives into despair. But this is only one side of the coin; those who supply the hazardous euphoria of drugs build their own volatile empires on foundations of violenceRead MoreCausal Analysis Of Mexico And Theu.s.1440 Words   |  6 PagesCausal Analysis Over the past decade drug cartels has had a free flow through Central America to import illegal drugs to the U.S. Even with a strict drug policy drugs are still crossing the Mexican border. Due to corruption and political influence drug cartels are able to manipulate the government to go undetected. The drug cartel is infamous for their ability to kidnapped, corrupt, and kill anyone trying to crackdown or expose any operation. Due to this corruption within local governments drug activityRead MoreReal Life Is Not Always Like The Movies1222 Words   |  5 Pagesis most often called the Mexican Standoff, where three people each have their guns pointed toward the next and if one shoots, they all will shoot the next. How does one solve this dilemma? In the movies, the hero or heroes of the movie never gets shot and always end up winning the Mexican Standoff, often because of some quick move or through an outside influence changing the game. However, real life is not always like the mo vies. In Mexico, there is a real-life Mexican Standoff scenario occurringRead MoreMexican Cultural Identity Essay1471 Words   |  6 Pagesdefinition on it will not work. Over the next couple of pages an attempt will be made to explain culture further as well as consider the culture of Mexico by looking at the Mexican physical geography, military conflict history and their impact on the society, weather analysis, civil considerations, and an overview of the Mexican people. One’s identity are the groups he belongs to, whether by birth, achievement or adaptation. Some of the things that are influenced by the groups one belongs to includeRead MoreThe Zetas vs. Sinaloa Cartel1419 Words   |  6 PagesProject Final Draft The War between the two major drug cartels in Mexico, Los Zetas and the Sinaloa Drug Cartel, has exploded to new extremes and is now affecting multiple countries. There are multiple cartels in Mexico who control certain sections of the country, but all have aligned with one or the other of the two Goliaths. This war started over the drug routes stemming from southern Mexico to the United States of America. The Sinaloa Cartel has controlled these routes for many decades; howeverRead MoreWar On Drugs : A Comparative Analysis Of Human Rights Violation1339 Words   |  6 PagesRichard Stahler-Sholk PLSC 367 07 April 2016 War on drugs or a war on people ? A comparative analysis of human rights violation in Latin America Ever since the War on Drugs campaign began there has been a more complex relationship between the U.S and Latin America. While the media portrays the U.S as providing aid to Latin America to combat such issues, the U.S is also seen as a victim in the war on drugs. Over the course of the war on drugs numerous human rights violations have been reportedRead MoreMexican Drug Cartels: Problem of the Past or Indication of the Future?1688 Words   |  7 Pages The Mexican drug war began in the 1960s, with America’s love for illegal drugs fueling the fire. Narco-violence has claimed the lives of thousands of citizens in recent years. Drug cartels have become comparable to Mafia figures, and have resorted to Mafia-style violence to prove to the Mexican government that they remain in control. The violence caused by drug cartels is rumored to lead Mexico to become a failed state. George W. Grayson, regular lecturer at the United States Department of State

Research Paper Background of Study Free Essays

string(202) " high school seniors and 68% of college students had used alcohol at least once in the 30 days preceding the survey and 74% of seniors and 83% of college students had used alcohol in the previous year\." CHAPTER I INTRODUCTION A. Background of Study This study covers the determinants of alcohol drinking among OLOPSC students. From the researcher’s observation, alcohol drinking is a big part of college student’s activities nowadays. We will write a custom essay sample on Research Paper Background of Study or any similar topic only for you Order Now Some considered it an essential part of celebrations, sharing problems, escaping boredom, or just discussing business matters. Identifying the influential persons and causes why OLOPSC students drink alcoholic beverages will help us understand and relate to their behavior. B. Statement of the Problem This study examined to identify the determinants of drinking alcoholic beverages among OLOPSC students. Specifically, the study tried to answer the following questions. 1. Why do college students drink alcoholic beverages? 2. Who influences the students to drink alcoholic beverages? C. Significance of the Study This study was conducted to identify the influential persons and causes of alcohol consumption among OLOPSC students and may serve as reference for future researchers and students. The study may help advisers and school administrators to understand today’s students to be able to relate with them and give accurate advices; that they may understand and help students deal with their personal conflicts associated with drinking that may pose threats to their educational goals and health. For parents, this study may help them gain valuable insights on the influences of alcoholic beverages to their teenagers. So they can establish clear standards for teenage behavior in order to provide possible preventive measures or advice of how to become a responsible drinker. D. Scope and Limitations of the Study Only OLOPS college students were involved in the study. In reference to Senate Bill No. 2636 â€Å"Anti-Underage Drinking Act† that sets minimum legal drinking age at 18 years of age, this study was conducted only for college students ages 18 and above. This study was focused mainly on the determinants of drinking alcoholic beverages among OLOPSC students and did not cover any information or details of domestic violence, crime, sexual abuse, murder, drug abuse and suicide that were associated with alcohol consumption. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES According to Valbuena (1994), in a survey conducted by the University of the Philippines, sixty percent (60%) or 5. 3 million Filipino youths are said to be drinking alcoholic beverages. Regardless of gender that more Filipino youths, or some may be considered as students, are already drinking alcoholic beverages. Valbuena implied in her study that families and friends could be contributory factors why teenagers drink alcohol to wit: â€Å"Teenagers said their family and friends have influenced them to experiment with drinking alcohol. Underscoring the critical role that the family plays in youth behaviors, young people seem to take their cue from their own parents’ attitudes and behavior. Thus, a boy who grows up with an alcoholic father is more likely to become one himself†. 1 According to Newbury-birch (2009), relationships in family also play a role. Whilst good family relations work as protective factor, poor relations often lead to increased probability of early initiation with drinking and higher levels of alcohol abuse. Appropriate level of monitoring and support of the adolescent are also connected with reduced consumption. According to Templin ; Martin (1999) Not only are there differences in the drinking habits of students when race is a factor, but there are also differences among students who are religious compared to those who are not. In a study looking at the relationship between commitment to religion and drinking behavior among Catholic college students, Templin and Martin (1999) reported an inverse correlation between the two, especially in the case of women. While the investigation suggested that students who exhibit eligiosity drank less when compared to students who are not religious, it is difficult to generalize those results to other religions without proper research. Templin and Martin recognized the limitations of their study and claimed that further research would improve understanding of the differences in drinking behavior between religious and non-religious college students. National Institute of Alcohol Abuse and Alcoholism, (2002) Countless studies sought to understand alcohol us e among college students because of the great concern it presents for college campuses. In fact, United States college presidents have identified alcohol use as the number one threat to campus life. In an effort to understand drinking on college campuses, researchers have identified and examined a variety of variables that give insight into student alcohol consumption. Such variables include the amount of alcohol students consume in a single sitting and the frequency at which they drink over an extended period of time. Many researchers have also inspected influences of drinking behaviors such as race, religion, gender, and age. The many studies that have looked at variables related to alcohol consumption in college students give researchers and administrators insight into the overwhelming problem of college student alcohol consumption. According to Presley (1994) College students drinking behavior has been studied extensively. Much of this research illustrates the exact nature and scope of the problems related to student alcohol consumption. Even though college students generally perceive that their peers drink often and heavily, the reality is that college students drinking behaviors span a fairly wide spectrum. For example, men and women drink differently, with men drinking an average of 7. 5 drinks per week and women drinking an average 3. 2 drinks per week. According to Weitzman (2003) the transition from high school to college is a significant milestone in a young person’s life that is marked by entirely new social environments and the adoption of adult roles as students become independent of their parents. Although about half of all college binge drinkers engage in binge drinking before their arrival on campus, an equal number pick up binge drinking behavior in college. Johnston (1997) The Monitoring the Future Study, conducted by researchers at the University of Michigan, is a longitudinal study of alcohol and drug use among high school seniors, with follow-up interviews conducted to determine changes in alcohol and drug use patterns after high school. Among students, 51% of high school seniors and 68% of college students had used alcohol at least once in the 30 days preceding the survey and 74% of seniors and 83% of college students had used alcohol in the previous year. You read "Research Paper Background of Study" in category "Essay examples" Defined as five or more drinks in a row, the study also found that 30% of high school seniors and 39% of college students had binged in the two weeks before taking the survey. According to Schulenberg (2001) some first-year students who live on campus may be at a particular risk for alcohol misuse. During their high school years, those who go on to college tend to drink less than their noncollege-bound peers. But during the first few years following high school, the heavy drinking rates of college students surpass those of their noncollege peers, and this rapid increase in heavy drinking over a relatively short period of time can contribute to difficulties with alcohol and with the college transition in general. Kokkevi (2007) concluded that fifteen year old students with lower levels of parental control were more likely to consume alcohol ten or more times within 30days. Adolescents with parents who strongly disapprove drinking are less likely to have regularly drinking friends and tend to be less influenced by peers to consume alcohol. According to Carpenter ; Dobkin (2009), found evidence that turning the age of twenty-one is associated with immediate increase in alcohol consumption. The study estimates that young adults raise number of drinking days by 21% after turning twenty-one. By contrast, minimum drinking-age law does not seem to play an important role in Europe. First of all, minimum drinking age is usually eighteen or even sixteen years and more importantly, the laws are apparently not enforced that strictly, because the rates of alcohol consumption at the age of fifteen are rather high. There might be a light difference amongst countries, but in general underage drinking is a very common practice. According to Wechsler (2001), just as religiosity and race help to predict the alcohol consumption behaviors of college students, gender does, as well. A significantly higher rate of men than women claimed not only to have consumed alcohol in the past month, but also to have engaged in binge drinking. According to Wechsler (2002), when looking at traditional college students who are the majority of the students involved in higher education, age is correlated with grade-level. For them, there is a relationship between age and drinking habits. Most specifically, research focuses on the differences in the alcohol use patterns of students who are over 21 years of age, the legal age for consuming alcohol, and those who are underage. Of the over 45,000 participants in the Core Institute Survey, (Presley et al, 1996) 32,000 of whom were underage, 82. 2 % of those students younger than 21-years old reported using alcohol in the year prior to completing the survey. About sixty-nine percent of those students claimed that they had consumed alcohol within the month prior to the study. Significantly less claimed having consumed alcohol in the two weeks prior to participating in the study. Those statistics indicate that students who are under the legal age for alcohol consumption drank less frequently than their over-aged peers. Yet, the results also show that students who are underage are more likely to drink to excess, â€Å"binge drink,† when they do consume alcohol. In fact, underage college students partake in heavy drinking so much more than their over-aged peers that they consume approximately half of all the alcohol that college students are report consuming. Shinew and Parry (2005) found that 83. 6% of their sample, of college students, reported they drink alcohol. The average number of days the students reported drinking in one week was 2. 5 and the average number of drinks the students reported drinking during one occasion was 5. 7. CHAPTER III THEORETICAL FRAMEWORK A. Theoretical Framework A theoretical framework map from the researchers’ observation was created to show the determinants of drinking alcoholic beverages among college students: Figure 1. Theoretical Framework of Determinants Of Drinking Alcoholic Beverages among OLOPSC Students FRIENDS INFLUENCE RELATIVES INFLUENCE PARENTS INFLUENCE Peer Pressure Escape from Day-to-Day Life To Feel More Relaxed OLOPSC Students Within the structure of the theoretical framework of Figure 1, the presence of friends, relatives and parents have great drinking influence over the course of student’s development. These influences could be causes for college students to drink and these causes are peer pressure where students are forced to drink because everyone they know are doing it, a chance to escape from day-to-day life and search for relaxation. B. Hypothesis of the Study 1. Friends, relatives and parents influenced the student to drink alcoholic beverages. 2. Students drink alcoholic beverages because of peer pressure. 3. Students drink alcoholic beverages to escape from their day-to-day life. 4. Students drink to feel more relaxed. C. Definition of Terms 1. Convenience Sampling. Student is selected or is drawn on the basis of opportunity from 120 respondents that are easily accessible inside the campus. 2. Population. All potential respondents or students of interest who share their experience on alcohol drinking which would make them eligible for entry into a study. . Descriptive research. This method were used in the study which involves observing and describing the behavior of the students, where the result obtained in the study does not generalized the total population but to obtain only in-depth information. 4. Hypothesis. A scientific guess why college students drink alcohol. CHAPTER IV RESEARCH METHODOLOGY A. Sources of Data This study used a su rvey or a set of questionnaire as source of data were the respondents were college students of OLOPSC Marikina City for the school year 2012-2013 (first semester). The questionnaire consisted of columns that represented reasons why students drink alcohol. The row section represents the influential persons namely friends, parents and relatives. B. Research Design This study used Descriptive Research Design using survey form to collect data from the student. The survey form gathered facts that required interpretation and involved description and analysis of student’s current condition. C. Sampling Procedure This study used convenience sampling approach which is under non-random sample (non-probability) methodology. In this approach there is no formula to determine the size of a non-random sample; it does not guarantee that all eligible college students of the total population have an equal chance of being included in the sample, because the goal of this approach was to obtain more in-depth information rather than to make generalizations of the total population. Sampling procedure: 1) Conducted survey to college students whoever happened to be available or easily accessible. 2) Guided and assisted the respondents on filling-up the survey form. 3) Gathered and secured survey form if completed. D. Respondents of the Study For this study, the respondents were college students of OLOPSC Marikina City, regardless of their physical appearance, gender, subjects enrolled in and cultural differences. However, respondents are Filipino citizens, above 18 years of age and are currently studying for the school year 2012-2013. Using the survey method, 120 students on campus were asked to answer a survey questionnaire customized by the researcher. E. Data Gathering Instruments This study used survey form as instrument to gather data. The survey form consists of two sections: the cause section and the influence section. The cause section has three columns that present the reasons why students drink alcoholic beverages, these three columns are: 1. Peer pressure â€Å"I drink alcohol beverages because of peer pressure; I feel forced to take alcohol beverages because they are all doing it†. 2. Escape from day-to-day life â€Å"I drink alcohol beverages to escape from my day-to-day life† 3. Feel relaxed â€Å"I feel more relaxed or happy if I drink† The influence section has three rows that represent individual who influenced the students to drink alcohol, these three rows are: 1. Friends 2. Parents 3. Relatives If a student is to answer the survey form, he must choose first who influenced him/her to drink alcohol. Next is for the student to choose what really caused him/her to drink alcohol. After choosing the cause and influential person, corner selections such as, agree, strongly agree, disagree, strongly disagree, and not applicable are to be selected or encircled according to their experience. For qualitative analysis, percentage formula was used to determine the percentage of choices from the survey. The formula for percentage: P, percentage f, frequency or number of occurrences N, total number of population F. Data Collection Procedure Below is the procedure used for data collection: 1. Check completeness of survey form. 2. Count the frequency of choices. 3. Qualitative data are analyzed and interpreted CHAPTER V RESULTS AND DISCUSSIONS About one hundred twenty (120) college students were surveyed; six (6) out of one hundred twenty (120) or five percent (5%) surveyed have not yet experienced drinking alcohol. To maintain the integrity of collected data, the six non-drinker students were separated from the study of alcohol drinkers and one hundred fourteen (114) students (respondents) were studied and analyzed. Chart #1, Causes of Drinking Alcoholic Beverages Per survey results (Chart #1), the topmost reason why students drink alcohol is pressure from peers. Fifty (50) students or forty four percent (44%) surveyed respondents experienced the desire to fit in and adopt the values and practices of their fellow friends and students. Although many students do drink alcohol, students habitually overestimate the rates at which their friends or fellow students drink and this sense leads the students to feel that they have to drink to fit in. The second reason why students drink alcohol is to de-stress or they want to keep themselves feel relaxed. Forty nine (49) students or forty three percent (43%) surveyed respondents experienced drinking alcohol has made them to feel relaxed which is a common occurrence. Students recognized that alcohol helps them unwind or de-stress and they drank to relax and are not drinking for social purposes. They understood that alcohol can mask feelings of stress, pressure and anxiety while improving their mood. The least reason why students drink alcohol is escaping their day-to-day lives or just to forget their troubles. Fifteen (15) students or thirteen percent (13%) surveyed respondents experienced that alcohol makes their brain and memories go fuzzy. They believe that alcohol temporary fixes their troubles in life. For Influential person’s results (Chart #2), the topmost reason selected by students were their parents. Fifty five percent (55%) replied to â€Å"agree† and â€Å"strongly agree† choices that students were influenced to drink alcohol because of their parents influence. Chart #2, Influential Persons According to the respondents, as they grew-up in a household where one or both parents drink alcohol, it might seem normal or an acceptable behavior for them to drink. They also have more access to alcohol if their parents are drinking. The second selected by students are their relatives. Fifty four percent (54%) replied to â€Å"agree† and â€Å"strongly agree† choices that student are influenced to drink alcohol because of their relatives’ influence. According to the respondents, relatives actually introduce them to alcohol. Alcohol was most commonly introduced to them at home or at family celebrations. Relatives would introduce alcohol by offering a sip or providing small samples of alcohol mixed with water or juice under controlled or supervised conditions. The intention was to encourage them to drink responsibly in the future. The least the students selected were their friends, fifty two and a half percent (52. 5%) replied to â€Å"agree† and â€Å"strongly agree† choices that student are influenced to drink alcohol because of their friends’ influence. According to the students, their friends heavily influenced their drinking habits. Students are more likely to go along with what their friends are doing or going out most likely involves friends who all enjoy drinking. Because when they are together with their friends, they always want to do the same things, which include drinking routine. ‘Birds of the same feathers, flock together’ so they say. In this study, the results obtained may not generalize or dictate that the same results are true to the total population of OLOPSC students. Charts data presented in this section were all extracted from survey’s Tally Sheet, Appendix A. CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Due to the complex variability in drinking among college students, the goal of this study was to examine the psychosocial variables that predict drinking among college student drinkers. This study started with influences from friends, parents and relatives, and followed by causes or reasons why students drink alcohol. The data were reviewed regarding the causes and influences relationship with drinking in college students: drinking causes, and peer, friends and family influences. Demographic variables were not considered in the study to simplify the results and conclusion. Thus, this study assumed that students regardless of their religion and status have the same approach when it comes to drinking alcohol. Overall, this study indicated that causes and influential persons make the student drink alcohol. The first set is drinking causes, was that of the sensation seeking personality type or students who drank to keep them relaxed. The second cause was that of the escape personality type, consisting of students who drank to escape from day-to-day life. The third cause was that of the coping personality type, consisting mainly of students who drank due to peer pressure. During the review of the results, the following hypotheses below are accepted: 1. Friends, relatives and parents were all influential factors to a student to drink alcohol. 2. Students drink alcohol because of peer pressure and to keep them more relaxed. 3. Few students drink alcohol because they want to escape from day-to-day life. The way that the influences impacts student’s drinking in college is likely influenced equally by friends, parents and relatives. It seems that these influences may serve as an explanation for the pathways to student’s drinking. Thus, it seems that control (for alcohol drinker) and prevention (for non-drinker) programs would need to reach college students. Parents may also address this control and prevention by encouraging their son/daughter to find friends that have positive attitudes and a shared contempt for drinking that will keep them away from alcohol. Otherwise, if drinking alcoholic beverages is hard to control on their son/daughter, providing them valuable insights on drinking can establish their clear standards of becoming a responsible drinker. BIBLIOGRAPHY Baer, J. S. , Stacy, A. , ; Larimer, M. (1991). Biases in the perception of drinking norms among college students. Journal of Studies on Alcohol, 52, 580-586. Baer, J. S. (1994). Effects of college residence on perceived norms for alcohol consumption: An examination of the first year in college. Addictive Behaviors, 8, 43-50. Baer, JS. (2002). Student Factors: Understanding Individual Variation in College Drinking. Journal of Studies on Alcohol, 14, 40-53. Deykin, E. Y. , Levy, J. C. , ; Wells, V. (1987). Adolescent depression, alcohol and drug abuse. American Journal of Public Health, 76, 178-182. Engs, Ruth C. and Hanson, David J. (1990) â€Å"Gender Differences in Drinking Patterns and Problems Among College Students. † Journal of Alcohol and Drug Education, 41, 3 8-42. Fondacaro, M. R. , ; Heller, K. (1983). Social support factors and drinking among college student males. Journal of Youth and Adolescence, 12(4), 285-299. Gonzalez, G. M. 1989). Early onset of drinking as a predictor of alcohol consumption and alcohol-related problems in college. Journal of Drug Education, 19, 225-230. Goodwin, L. (1989). Explaining alcohol consumption and related experiences among fraternity and sorority members. Journal of College Student Development, 30, 448-458. McCabe, S. E. (2002). Gender differences in collegiate risk factors for heavy episodic drinking. Journal of Studies on Alcohol, 63, 49-56. McCarty, D. , ; Kaye, M. (1983). Reasons for drinking: Motivational patterns and alcohol use among college students. Addictive Behaviors, 9, 185-188. Presley CA, Meilman PW, Leichliter JS (2002). College factors that influence drinking. Journal of Studies on Alcohol, 82-90. Sencak, M. , Leonard, K. E. , ; Greene, B. W. (1998). Alcohol use among college students as a function of their typical social drinking context. Psychology of Addictive Behaviors, 12, 62-70. Trainor, William J. (2003) â€Å"Factors Affecting College Student Alcohol Consumption. † Journal of Virginia Economic, 8, 23-29. Valbuena, Joyce â€Å"Alcohol and media: The Situation in the Philippines† The Globe 1994. http://www. ias. org. uk/resources/publications/theglobe/globe200103-04/gl200103-04_p12. html How to cite Research Paper Background of Study, Essays

Poetry Analysis On Elliot Essay Example For Students

Poetry Analysis On Elliot Essay It is an examination of the pitiful outcast of a modern man–overeducated, well-spoken, irrational, and emotionally awkward. Prufrock, the poem’s speaker, seems to be addressing a potential lover, with whom he would like to â€Å"force the moment to its crisis† by somehow fixing their relationship. But Prufrock knows too much of life to â€Å"dare† an approach to the woman: In his mind he hears the comments others make about his superiority, and he reminds himself that â€Å"presuming† emotional interaction could be possible. The poem moves from a series of fairly definite physical settings–a cityscape (the famous â€Å"patient etherised upon a table†) and several interiors (women’s arms in the lamplight, coffee spoons, fireplaces)–to a series of hazy ocean images carrying Prufrock’s emotional distance from the world as he comes to recognize that maybe he is not as superior that he once thought. â€Å"Prufrock† is powerful for its range of intellectual reference and also for the loudness of character achieved. In the world Prufrock describes that no sympathetic figure exists, and he must, therefore, be content with silent reflection. In its focus on character and its dramatic delicacy, â€Å"Prufrock† anticipates Eliot’s later dramatic works. The rhyme situated in different stanzas throughout the poem is far from random. While sections of the poem may resemble free verse, in reality, â€Å"Prufrock† is a carefully structured mixture of poetic forms. One of the most prominent formal characteristics of this work is the use of theme. Prufrock’s continual referal to the â€Å"women come and go / Talking of Michelangelo† and his constant questionings (†how should I presume? ) and cynical appraisals (†That is not it, at all. †) these lines help Eliot describe the consciousness of a modern, unstable individual. The kinds of imagery Eliot uses also suggest that something new can be made from the ruins: The series of indefinite encounters at the poem’s center reiterate and are muddled but nevertheless lead to a sort of epiphany (albeit a dark one) rather than just leading nowhere. .† Crabs are scavengers, garbage-eaters who live off refuse that makes its way to the sea floor. Eliot’s discussions of his own poetic technique suggest that making something beautiful out of the waste of modern life, as a crab sustains and nourishes itself on garbage, may, in fact, be the highest form of art. The dry salvages The word â€Å"salvages in a note to the poem says it is pronounced in a particular way so it will rhyme with â€Å"assuages†. The Dry Salvages are a group of small, rocky islands with a lighthouse off the coast of Massachusetts. The first section of â€Å"The Dry Salvages† makes an plain comparison between a river and the sea as models for the mysterious. A river, while it may show prominently in human mythologies, it is something that can eventually be crossed and conquered. In elliots poem, the sea represents an endless reserve of depths and mysteries: Man can live with the ocean but he will never master it. The second section of the poem seems to signify a reconciliation with the human lot. The sea will never be either a blank slate, â€Å"there is no end of it,† and man must always keep working in good faith. The third section of the poem contemplates on words aimed to Krishna, advising humanity not to â€Å"fare well† but to â€Å"fare forward. This is an appeal to give up aspirations–to stop seeking to do â€Å"well†Ã¢â‚¬â€œand to be satisfied with how you are. The fourth section is a prayer to Mary, figured as a statue watching over the sea, asking her to pray for those who travel on the sea and those who wait for them at home. â€Å"The Dry Salvages† at last offers something akin to hope. While man will always strive to do his best,† everyday existence nevertheless contains moments of only half-noticed grace–moments at which â€Å"you are the music keep it going While the music lasts. .u3a4f0a81b06fa8a0c09b5e3215804e74 , .u3a4f0a81b06fa8a0c09b5e3215804e74 .postImageUrl , .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text-area { min-height: 80px; position: relative; } .u3a4f0a81b06fa8a0c09b5e3215804e74 , .u3a4f0a81b06fa8a0c09b5e3215804e74:hover , .u3a4f0a81b06fa8a0c09b5e3215804e74:visited , .u3a4f0a81b06fa8a0c09b5e3215804e74:active { border:0!important; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .clearfix:after { content: ""; display: table; clear: both; } .u3a4f0a81b06fa8a0c09b5e3215804e74 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a4f0a81b06fa8a0c09b5e3215804e74:active , .u3a4f0a81b06fa8a0c09b5e3215804e74:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text-area { width: 100%; position: relative ; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a4f0a81b06fa8a0c09b5e3215804e74:hover .ctaButton { background-color: #34495E!important; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a4f0a81b06fa8a0c09b5e3215804e74 .u3a4f0a81b06fa8a0c09b5e3215804e74-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a4f0a81b06fa8a0c09b5e3215804e74:after { content: ""; display: block; clear: both; } READ: Analysis of Robert Frosts Departmental EssayIn this poem T. S. Elliot effectively lightens the tone. The poem also makes use of extended â€Å"landscapes†Ã¢â‚¬â€œthe river and the sea– that allow Eliot to engage in flights of descriptive language. The Dry Salvages† is interrupted at least twice by the ringing of a bell. In both cases it is a bell at sea, either on a ship or on a buoy. The bell is a human interference that is meant to highlight the complexity and enormity of the sea and this symbolizes that ringing a bell will not disrupt the sea, nothing man can do will phase it. Perhaps the most famous part of this poem is its opening, with the description of the river as â€Å"a strong brown god. † Eliot is possibly symbolically representing the river to the status of a false god, by pointing out its inability to compete with the sea. The little gidding The first section describes a sunny winter’s day, where everything is dead yet blazing with the sun’s fire. The second section begins with a lyric on the death of the four elements (air, earth, water, and fire) that have figured so prominently in the previous quartets. The scene then shifts to the poet walking at dawn. He meets the ghost of some former master, whom he does not quite recognize. The two speak, and the ghost gives the poet the burdens of wisdom. The spirit tells him that only if he is â€Å"restored by †¦refining fire† will he escape these curses. In the third section, the poet declares that attachment, detachment, and indifference are all related. The second part of this section declare that, despite this, â€Å"all shall be well. † As the poet thinks on the people who have come to Little Gidding seeking spiritual renewal and peace, he realizes that the dead have left us only â€Å"a symbol,†. The fourth section is a two-stanza piece describing first a dove with a tongue of fire, which purifies and destroys; the second stanza then considers love as the chief torment of man. The final section of the poem brings the spiritual and the elegant together in a final reconciliation. Perfect language results in poetry in which every word and every phrase is â€Å"an end and a beginning. †. All will be well when the fire and the rose become one. Fire and roses are the main images of this poem. Both have a double meaning. Roses, a traditional symbol of English royalty, represent all of England, but they also are made to stand for divine love, mercy, and the garden where the children in â€Å"Burnt Norton† hide (they reappear at the end of this poem). Fire is both the flame of divine harshness and the spiritual ether capable of purifying the human soul and bringing understanding. The series of double images creates a strong sense of paradox: Just as one seemingly they cannot be purified destroyed at the same time. The paradox present in elliots work leads to the creation of an alternative world of spiritual and abnormal figures. The dead, with their words â€Å"tongued with fire,† offer an alternative for the poet seeking to escape the restriction of reality. By going to a place â€Å"where prayer has been valid,† Eliot suggests that imagination and a little faith can conquer the restrictions placed upon man. This poem, finally, celebrates the ability of human vision to rise above the current limitations of human destruction. Burnt norto The first section combines a opinion on time: that the past and the future are always in the present: with a description of a rose garden where children hide, laughing. A bird serves as the poet’s guide, bringing him into the garden, showing him around, and saving him from despair at not being able to reach the laughing children. The second section begins with a sort of song, filled with abstract images of a different technique. The poem shifts midway through the section, where it again assumes a more mellow tone in order to sort out the differences between awareness and living in time. .u289837ebca4de5e60832f27e95bae77a , .u289837ebca4de5e60832f27e95bae77a .postImageUrl , .u289837ebca4de5e60832f27e95bae77a .centered-text-area { min-height: 80px; position: relative; } .u289837ebca4de5e60832f27e95bae77a , .u289837ebca4de5e60832f27e95bae77a:hover , .u289837ebca4de5e60832f27e95bae77a:visited , .u289837ebca4de5e60832f27e95bae77a:active { border:0!important; } .u289837ebca4de5e60832f27e95bae77a .clearfix:after { content: ""; display: table; clear: both; } .u289837ebca4de5e60832f27e95bae77a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u289837ebca4de5e60832f27e95bae77a:active , .u289837ebca4de5e60832f27e95bae77a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u289837ebca4de5e60832f27e95bae77a .centered-text-area { width: 100%; position: relative ; } .u289837ebca4de5e60832f27e95bae77a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u289837ebca4de5e60832f27e95bae77a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u289837ebca4de5e60832f27e95bae77a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u289837ebca4de5e60832f27e95bae77a:hover .ctaButton { background-color: #34495E!important; } .u289837ebca4de5e60832f27e95bae77a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u289837ebca4de5e60832f27e95bae77a .u289837ebca4de5e60832f27e95bae77a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u289837ebca4de5e60832f27e95bae77a:after { content: ""; display: block; clear: both; } READ: 17Th Century Poetry EssayThe third section of â€Å"Burnt Norton† feels like a song, in which the key changes. In this section, Eliot describes a â€Å"place of disaffection† maybe he means the everyday world–which allows neither â€Å"darkness† nor the beauty of the moment (†daylight†). The fourth, very short section returns to a sort of melody with ryme involved. The final section of this poem returns to reality: Despite the apparent spirit of words and music, these must die; the children’s laughter in the garden becomes a mocking laughter, insulting our addiction to time. The garden in which the first section is set is Certainly the garden–†our first world†, the Garden of Eden: A place of peace that no one will ever experience and that is normally forbidden to humans but that exists in memory and in literature. Yet the garden is also a part of the ruined estate from which this poem takes its name; it endures the marks of human presence. The wreck of the garden brings to mind that ruins are a symbol of the hollowness of human goals and particularly of the ill hope of trying to alter the natural order.