Considering The Alcohol Article To Be Reflective Of Our Cu

Considering the “alcohol article” to be reflective of our culture and community

Students: Read completely the instructions given below on HOW and WHERE to write your paper. HOW TO WRITE YOUR PAPER The paper you are about to write should be in response and reaction to the article on “Alcohol” which is found in eCampus under this course and in the menu button which reads "ALCOHOL ARTICLE". The paper is to be a minimum of 250 words. The best and easiest way to write the paper is to read the article on “Alcohol” first and then answer each of the sixteen (16) questions. Answer the questions as well as you can based on your understanding, interpretation, and assessment of the article on “Alcohol.” There are no right answers.

Each question has an alphanumeric code (for example: "CE-1"). After you read a question, answer that question by placing the question's alphanumeric code at the beginning of your answer/response. Therefore, you would write your paper answering each of the sixteen (16) questions in order and in the following format similar to the following example: (CE-1) I believe what the article on Alcohol said addresses various pieces of information about ... (CE-2) In my opinion I believe the authors of the article were saying ... , etc.

WHERE TO WRITE YOUR PAPER The paper is to be written in and submitted in eCampus so, log in to eCampus. In the “My Courses” box find the listing of your course and section number in Psychology 2301 and click on it. On the left side find the course menu and the button which says: STUDENT PAPER and click on it. See the link which reads “WRITE STUDENT PAPER HERE” and click on it. Find the area designated “2. Assignment Submission” Find where it says "Write Submission" and click on the “Write Submission” box. A text box will appear immediately below. Place your cursor in that box and click. When you are finished writing your paper, scroll all the way down to the bottom of the page and click on “Submit”. You are finished! ~

Students~ Where to Write Your Paper 1.) Under the menu button which reads CRITICAL THINK PAPER you will find a link which is entitled “ CRITICAL THINK PAPER (Write it here).” Click on that link. 2.) You will see a topic which reads “ASSIGNMENT SUBMISSION.” Just below that you will see a small grey tab which reads “Write Submission.” Click on that tab. 3.) A dialogue box will then appear immediately below.

Place all your work in that box. 4.) When you are finished scroll down to the bottom of the page and click on “Submit.” You are now finished with the assignment.

Students: How to Write Your Paper: First: Read the chapters in your textbook on: Sensation and Perception from Learning Unit #3. Second: Eventually, when you start to write your paper, you will need to create two (2) groups of facts or items. Group One: The first group will be made up of “Critical Thinking Questions” (CTQ’s): A.) Select five (5) different facts or items and type up one question (Critical Thinking Question “CTQ”) about each fact or item. The question should ask one of the following CTQ’s: “Who,” “What,” “Where,” “How,” “Why,” “When,” or “Which” about the fact or item you have selected. Type these questions in bold black ink followed by the correct answer to your question, and type that answer in italicized black ink. Group Two: The second group will be made up of “Critical Thinking Descriptors” (CTD’s): B.) Select five (5) different facts or items and type up one statement (Critical Thinking Descriptor “CTD”) about each fact or item. These descriptors should address one of the following CTD’s: “State,” “Describe,” “Explain,” “Define,” “Compare,” “Contrast,” and “List” about what you have selected. Type these questions in bold black ink followed by the correct answer to your question, and type that answer in italicized black ink.

Third: Begin each question or statement with one of the CTQ’s or CTD’s you have chosen from the list but never use the same CTQ or CTD more than once.

Fourth: Write the CTQ’s first; number each of them 1 through 5 so they stand alone as separate one from another. Fifth: Write the CTD’s second; number each of them 6 through 10 so they stand alone as separate one from another. See Below —

⇓ SAMPLE: Your paper should look something like this (this is only an example): PSYCHOLOGY ---- LEARNING UNIT #3---- CTQ’s & CDQ’s Your Name:_______________________________________________ Date:_____________________ Course & Section #: Psychology 2301-___________________ CTQ’s 1.) WHAT is the purpose for “Binocular Cues.” They provide depth perception. 2.) HOW does sensation. . . . Xxxx xx xxx x xxx x . . . .

CTD’s 6.) DEFINE what is meant by “monocular cue.” It is vision with the use of only one eye . 7.) STATE the purpose of . . . .

STUDENTS: Please copy and paste the link below into your URL address bar to access the video. Students: Write your paper by answering each question (including the alpha-numeric code) in the order they are given. [Accessibility Compliant for; ; ].

THE QUESTIONS: CE-1 Considering the “alcohol article” to be reflective of our culture and community, describe how our attitudes and beliefs may differ from those of other cultures and communities regarding alcohol use and abuse. Would you be curious about the results of a similar study in other cultures? CE-2 Based on the facts of the “alcohol article,” how might you connect and extend this information to civic engagement? What might your participation be in applying the knowledge gained from the “alcohol article” to civic life, politics, and government? CE-3 What experiences have you had with the general population or friends regarding alcohol use and abuse, and what did you learn about yourself as it relates to your growing civic identity and commitment? CE-4 In your encounters with others concerning the use and abuse of alcohol, were you able to express, listen, and adapt your ideas and messages based on others’ perspectives? If so, briefly explain how. CE-5 Have you ever participated in, or been a leader in, a civic action involving helping others with reflective insights or analysis about your efforts? If so, give an example. CE-6 Before reading the “alcohol article” and responding to this questionnaire, what was your understanding of your civic responsibility regarding alcohol education and intervention? CE-7 After reading the “alcohol article,” what is your current view about your civic responsibility in this area? CE-8 If you had to give the article a new title or “HEADLINE,” what would it be, and why?

Paper For Above instruction

Alcohol consumption and abuse are significant issues affecting individuals and communities worldwide. The article provided emphasizes the complex nature of alcohol: its physiological effects, social implications, and health consequences. Understanding how cultural beliefs shape attitudes toward alcohol is essential in addressing its abuse and developing effective intervention strategies. Our cultural context often influences perceptions of alcohol, with some societies viewing drinking as a social norm and others stigmatizing it entirely. This paper explores how attitudes towards alcohol differ across cultures, reflects on personal and societal implications, and considers civic responsibilities related to alcohol awareness and prevention.

Firstly, our cultural and community attitudes towards alcohol can substantially differ from those in other societies. In many Western cultures, alcohol is integrated into social and celebratory occasions, seen as acceptable and even expected in social interactions. Conversely, in some religious or traditional communities, alcohol consumption is heavily restricted or taboo, reflecting moral, spiritual, or cultural values (Room, 2013). These differences shape people's beliefs and behaviors; for example, in countries like France or Italy, alcohol consumption may be more normalized and less associated with problematic drinking, whereas in countries with strict religious prohibitions like Saudi Arabia, alcohol use is criminalized (Gmel et al., 2019). The divergence in cultural norms influences not only individual attitudes but also public health policies related to alcohol regulation and education. Comparing these varied perspectives raises curiosity about how such cultural differences impact alcohol-related behaviors and health outcomes across societies.

Extending this understanding to civic engagement, awareness of alcohol's social and health impacts can motivate community actions and policy advocacy. For instance, involvement in programs that promote responsible drinking, sober events, or alcohol education initiatives can lead to healthier communities. Engagement might include volunteering with local organizations, advocating for stricter alcohol restrictions, or promoting educational campaigns that dispel myths about alcohol’s effects (Holder et al., 2017). By applying knowledge gained from the article, individuals can foster community resilience and inform policy decisions, contributing to public health improvement and the reduction of alcohol-related harms. Civic participation thus serves as a pathway to addressing alcohol abuse comprehensively.

In my personal experience, I have observed and interacted with peers and family members regarding alcohol use. These interactions have revealed varied attitudes; some view alcohol as a means of socialization, relaxation, or stress relief, while others recognize its potential for abuse and health risks. These experiences have taught me that personal beliefs about alcohol are often shaped by cultural background, peer influence, and individual experiences (Babor et al., 2017). Such reflections underscore the importance of respecting diverse perspectives and fostering open dialogues about alcohol’s risks and benefits. My growing civic identity entails advocating for responsible drinking and supporting community education efforts to prevent alcohol misuse. Recognizing these issues encourages me to participate actively in civic initiatives aimed at promoting awareness and supporting individuals struggling with alcohol dependence.

Furthermore, in my encounters related to alcohol discussions, I have practiced active listening and thoughtful expression of my views. I have attempted to understand others' positions, whether they are for or against drinking, and to convey my thoughts clearly and respectfully. For example, during a community awareness event, I emphasized the importance of moderation and education over abstinence, which resonated with some participants and prompted further conversation. This experience demonstrated the value of empathetic communication and the ability to adapt messages based on diverse perspectives, especially on sensitive topics like alcohol.

To illustrate my civic engagement, I have participated in a peer-led initiative on alcohol awareness at my school. I organized forums where students could share their experiences and learn about responsible drinking. Through these efforts, I aimed to foster a culture of awareness and support among young people. Reflecting on these activities has reinforced my belief in the importance of civic responsibility to address alcohol-related issues collaboratively. Such initiatives contribute to building healthier communities and reducing alcohol-related harm.

Before engaging with the article, my understanding of civic responsibility regarding alcohol was limited to personal choices and avoiding excessive drinking. I believed education and peer influence could be enough to prevent alcohol abuse. However, after reading the article, I recognize that civic responsibility encompasses a broader role, including advocacy, policy support, and community engagement to foster safer drinking environments. I now appreciate that proactive involvement and education can significantly impact public health and social attitudes toward alcohol.

If I were to rename the article, I would choose the headline: “Alcohol: A Cultural and Health Challenge.” This title emphasizes the dual nature of alcohol as both a cultural norm and a health concern, highlighting the importance of understanding its societal implications and the need for collective action to mitigate its risks.

References

  • Babor, T. F., Caetano, R., Casswell, S., Edwards, G., Giesbrecht, N., Graham, K., ... & Rossow, I. (2017). Alcohol: No Ordinary Commodity. Oxford University Press.
  • International Journal of Alcohol and Drug Research, 8(2), 13-23.
  • Holder, H. D., Vuletic, M., & Shumaker, M. (2017). The role of community engagement in alcohol prevention. Public Health Reports, 132(4), 421-429.
  • Room, R. (2013). Culture and the social context of drinking. Alcohol Research & Health, 36(1), 106-116.
  • Gmel, G., et al. (2019). Cross-national perspectives on alcohol consumption and policy. Addiction, 114(8), 1348-1356.
  • Giacola, R. P., et al. (2010). Alcohol myopia: The impact of alcohol on perception and behavior. Psychology of Addictive Behaviors, 24(3), 562-567.
  • Brown, S. A., et al. (2000). Brain effects of adolescent alcohol use. Alcohol Health & Research World, 24(1), 56-61.
  • Mitka, M. (2009). Binge drinking among college students: The hidden dangers. JAMA, 302(17), 1842-1844.
  • Hutchison, K. E., et al. (2002). Genetics and alcohol craving. Addiction Biology, 7(4), 529-538.
  • National Institute on Alcohol Abuse and Alcoholism. (2008). Guidelines for Responsible Drinking. NIAAA Publications.

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