The Common Agricultural Policy of the European Union Assignment

The Common Agricultural Policy of the European Union - Assignment Example In the EU farmers are guaranteed a certain price by their government. This is achieved mainly through the use of buffer stocks. These refer to the previous season’s stocks that were not absorbed by the market hence stored by the governments for future eventualities in the market prices. The government buys excess stock in the market to maintain a certain price if there is over supply and releases extra produce to the market to keep the prices at the agreed rate in case of shortage pushing the prices up (Swinbank, & Tranter, 2004). Whenever there is an overwhelming supply of farm products on the market, the excess supply tends to push down the average prices of the produce leading to reduced profits for the farmers or even end up making losses. The E.U sets quotas for such products so as to protect farmers from these problems. The dairy sector is one such agricultural sector that has set quotas imposed on it by the E.U. A quota is represented on the graph by a vertical supply curve at the time the quota is binding. The response of the producers to changes in prices is asymmetrical. Supply will reduce in response to fall in prices and this is represented by the left side of the quota. On the other side ,the right side, when the price rises the farmers are prevented from raising production making the supply curve to become inelastic in nature. (www.economicsonline.co.uk) The elasticity of the demand curve will determine if the farmers will benefit from the production quota. The farmers will be at a benefitting position after the quota if the curve is inelastic around the initial set price. When a market economy is restricted, the quota that is set on production always leads to quota rents. This can be depicted as the a+b in the graphic representation. They are referred to as rents because the farmers get an extra return of Pd. If the farmers manage to sell or lease their quota rights, it gives a capital value to the quota which is equal to the discounted

WORKING IN PARTNERSHIP REFLECTION Essay Example | Topics and Well Written Essays - 1750 words

WORKING IN PARTNERSHIP REFLECTION - Essay Example This complies with the NMC professional code of conduct (2008). The Royal College of Nursing (RCN 2007) argues that Inter-professional collaboration looks at teamwork, communication, professionalism and modern issues that influence practice at present. According to Kendall & Lissauer (2003) various health care professionals have a range of expertise and skills different from others and their experiences and insights into situations capture dissimilar care needs. It therefore enables the patient Like Jessica to receive the best care. Working in a multidisciplinary team can help different professionals to collaborate with each other in order to benefit the patient and deliver person-centred care. (DOH 2004). The government decided to implement a plan to reform the National Health Services in 1997. That included both inter-professional collaboration and patient-centred care (The plan aimed to offer mutual participation in a shared decision-making partnership (Antai-Otong 2006). This would offer a patient-led National Health Service that would work closely with the social services providing patients like Jessica with social support once discharged from hospital.   (Department of Health and Royal College of Nursing 2003). Whilst on placement I accompanied Ms. B from my team to undertake a CPA review at Royal Ground Mental Unite hospital. On our way, Ms. B took the lead by explaining Jessica’s mental health state. She informed how long she had been involved in her care. Also, she told me the type of intervention that she may need to be put in place while Jessica is either in hospital or discharged. As our discussion continued to prolong, Ms B alerted me about CPA processes and procedures and how the professionals involved with Jessica’s care were aiming for her improvement so that she could be discharged soon. The information shared with me was very interesting as Ms B was discussing the reasons behind her

Working within the Organization Case Study Example | Topics and Well Written Essays - 500 words

Working within the Organization - Case Study Example On the day of meeting, Antonio should evaluate the employees with the unit managers based on the marking of the last few days and his judgment to cover up the previous days. Antonio should discuss the information generated by the nursing staff regarding the overstaying patients. In case Antonio gets no information from the nursing staff, he should convince the unit managers that he does not have information because he was dealing with too much as a newly hired team leader. Now that it has been some time, he will make sure that he has the data with him in the next meeting. Antonio can organize and streamline his work by working according to the schedule described above. Antonio should divide the work roles among his subordinates and team members and oblige them to record all kind of information. This will not only enhance the system’s efficiency, but also Antonio’s load would be

Prejudice, Stereotypes, and Discrimination Essay Example for Free

Prejudice, Stereotypes, and Discrimination Essay â€Å"We all decry prejudice, yet are all prejudiced. † Herbert Spencer. One of the greatest problem that our world faces is prejudice, we discrimination and stereotype those that we find not to be the same as us or even slightly different. In some form or another we all have experience some form of stereotype or discrimination. It has an effect on the way we think and act. Here we try to understand the reason for prejudice, why we stereotypes and discrimination that has continue to affect out world. What is prejudice? â€Å"Prejudice is the act of judging an individual of a certain group based on perceived notions about that particular group. Prejudice is linked to discrimination but prejudice is an attitude whereas discrimination is the action associated with that attitude. †(Prejudice 2001). Many times we dislike something or someone just because they look or act differently from us. â€Å"A group that you are a part of is called your in-group. Ingroups might include gender, race, or city or state of residence, as well as groups you might intentionally join, like Kiwanis or a bowling league. A group that you do not identify with is called your outgroup. † ( Feenstra, 2013) everyone belongs to a certain group and we all know who is in our group and those that do not fit in our groups. Most time adult do not realize when they somehow out a person from there groups, but some do it intentionally. When we out a person from our group we really do not take the time to get to know or find out who they are, but we tend to pass judgment on them anyways. â€Å"Stereotypes are beliefs about the characteristics of particular groups or members of those groups. †( Feenstra, 2013) people tend to place into categories things and people, gathering them together without learn who or what they are. For example; that everyone that speaks Spanish is Mexican, when in reality there is a total of 21 Spanish country and they do not all speak the same Spanish. When we stereotype people into groups, we form opinion about them without getting to know there person, this sometime causing prejudice and discrimination against them. â€Å"They not only reflect beliefs about the traits that characterize the typical member of a group but also contain information about other qualities, such as social roles, the degree to which members of the group share a quality, and emotional reactions. Stereotypes imply a substantial amount of other information about a person besides what is immediately apparent and generate expectations about individual group members beyond the current situation ). One important time frame in the world would be the holocaust were the Jewish people were separated from other people because they were believed to be lower than the German and the cause of their problem lead them to torture and abuse the Jewish people as well as kill thousands of Jewish men woman and children. The people that suffer the most from prejudice and any form of discrimination are woman and children especially those living in third world country were at time it is the root of wars. I have been lucky not have been affected by any form of prejudice or discrimination. But as a teen in high school there was always that one person that felt like stereotyping a few people to try to hurt them. Only thru education can we combat any form of stereotypes, discrimination and Prejudice. In conclusion stereotypes, discrimination and Prejudice has influence the way people think and act. It has been the cause of suffering to those effected, as well as the cause of war and separation. Prejudice is a form of ignorance; it is a lack of knowledge, a lack of understanding toward others. Thru education and tolerances we can learn to accept other no matter where they.

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

The Life of Vincent Van Gogh Essay -- Biography Biographies Essays

The Life of Vincent Van Gogh Vincent Van Gogh is one of the most famous artists of all time. He is known for his paintings and is hailed as the quintessential expressionist painter in history. Yet, Van Gogh lived one of the most troubling lives one could ever imagine. Almost every painting can be viewed as a look into his troubled soul. Van Gogh’s Paintings today can be sold for millions of dollars, but during his life time he sold a single painting for a measly 40 francs. Van Gogh’s legacy has left behind stories of greatness and sadness having to do with both his personal life and his career as an artist. Vincent Van Gogh was born near Brabant, Belgium, the son of a minister. In 1869, he got a position at the art dealers, Goupil and Co. in The Hague, through his uncle, and worked with them until he was dismissed from the London office in 1873. He worked as a schoolmaster in England (1876), before training for the ministry at Amsterdam University (1877). After he failed to get a post in the Church, he went to live as an independent missionary among t...

Alcohol Abuse in College

Alcohol abuse in the college students is an important public health concern especially in today’s media-oriented era. Nearly everyday we hear about new pharmaceuticals, drug clubs, HIV and aids, and the effects of alcohol abuse, and most of us have some personal experiences with these issue: through family, friends, or co workers (Ksir et al., 2006).College life is a period of achieving independence, experimentation, and taking risks. A crucial type of experimentation associated with college students is the alcohol use and abuse. One of the many challenges that college students face is the decision about whether to use alcohol or not. A lot of normal students experiment with alcohol; however, many college students progress past experimentation and become alcohol abuser. Alcohol abuses do develop problems and that substantially affect the college students activities and their future adult lives.This paper provides a deeper understanding about the issue on alcohol abuse particul arly in college students and to examine their collegiate drinking experiences in relation to family backgrounds.Review of Related LiteratureMost college students are exposed to substances such as alcohol and marijuana at some point in their young lives and subsequently make decisions about their use of them. One important source of information on the prevalence of adolescents alcohol use comes from the Monitoring the Future National Results on Adolescent Drug Use: Overview of Findings, 2002 (MTF) study (Johnston et al, 2003).MTF is a longitudinal research project that has consistently collected data on the reported use of substances in national samples of adolescents since 1975, and the data from the MTF provide a reasonable picture of the level of substance use for adolescents across the United States. According to this study, the most frequently reported drugs used by adolescents in each grade were alcohol. The data on lifetime use provide an estimate of the number of adolescents who have experimented with a particular substance. Alcohol drinking was reported as being the most used substance across all adolescents in the sample.For example, more than 70% of college students reported having used alcohol in their lifetime, and almost 50% reported using alcohol in the past month. The above data clearly indicate that many college students report an experimental use (Johnston et al, 2003).An emerging body of research on children of alcoholics documents persistent negative consequences of parental alcohol abuse on drinking. A majority of existing of these studies are limited by their focus on families who seek treatment or who come to the attention of the health and legal systems, thus neglecting other children of alcoholics who may not have behavioral, emotional, or substance abuse problems (Russell et. al , 1985).The literature of children of alcoholics is further limited by the fact that there has been very little research on collegiate children of alcoholics, a group that has been academically successful despite any negative effects of family alcohol abuse. Yet there maybe tendency for children of alcoholics to begin problem drinking in late adolescence, the age at which most students begin college.Indeed, Pandina and Johnson’s (1989) longitudinal research on general population of New Jersey adolescents (ages 12-21) suggested that the negative effects of an alcoholic family on one’s own drinking may not emerge until late adolescence (18-21).This tendency might be intensified on entering the college environment, where academic pressures can be severe, where adolescents are struggling with the development of an adult identity, and where alcohol use is often a prominent feature of social occasions. Yet despite an extensive literature on alcohol use among college students in general, only few studies have attempted to examine the approximate size, drinking patterns, or alcohol-related problems of collegiate children of alcoholi cs.