Writing a Statistics Term Paper A Complete Guide

Writing a Statistics Term Paper A Complete Guide A term paper in statistics pursues the same goal as any other term paper – to teach you how to carry out independent research within the confines of a specific topic. For educational purposes, this task is limited both in time and size. As is apparent from its name, a term paper is written over the course of an academic term – the assignment is given close to its start, and a student has to gather research materials, find relevant data sets, analyze them and present his findings by its end. The difference from term papers in other disciplines lies in the contents of the task – statistics deal with facts and dry statistical data, leaving no place for conjectures, emotional evaluations and anything else not firmly established in the realm of fact. You should both select your sources and arrange your own writing along these lines if you want your work to be evaluated positively. An average statistics term paper is about 15 pages long; however, you should consult your instructor to know for sure what the requirements for your particular task are. How to Choose a Topic for Your Statistics Term Paper: Ideas from Our Writers In some cases, statistics professors will give you a topic to work with, but more often than not, you are relatively free in your choice of subject material. Topics for statistics research can come from virtually any discipline – from history and sociology to physics and mathematics. Most often, the choice of a particular discipline is what is going to be imposed on you, leaving everything else to you. If you are given any amount of freedom in this matter, you should use it to the fullest. Try to choose a topic you won’t have trouble navigating and already know where to get at least basic statistical data on. This will not just save you time that would otherwise have been spent looking for reliable information sources, but will also make the writing process per se more enjoyable and efficient; Try looking at the data at your disposal from an unusual angle, probably even thinking about a less than an orthodox hypothesis to form on the basis of this information. Remember – in statistics, it isn’t necessary to prove the hypothesis you’ve put forward initially. You are supposed to provide its meticulous analysis, but the results may be either in its favor or against it. It doesn’t influence your grade – the only thing that matters for your instructor is if your analysis is sound; Look through the titles of existing works dealing with the same general direction of research you intend to pursue. This will help you select a subject matter that isn’t trite and covered in a dozen almost identically named research papers already. The fastest way to do so is to run a couple of searches in several online academic databases. Microsoft Academic Search and Google Scholar are good free variants; if you need more, check with your college – many universities have subscriptions with paid databases, both universal, like JSTOR, and dealing with individual disciplines. If a particular title and its derivatives crop up too often, it may be a good idea to choose something else; Try not to read other people’s works unless you are really unfamiliar with the topic of your statistical analysis. This will keep your thinking and perception of the subject matter unaffected by the opinions of other researchers, allowing you to fully express your point of view. If you are in doubt if the topic you’ve come up with is passable, here are a few examples for you: Comparing the Patterns of Carbon Dioxide Emissions in Developed and Developing Countries Over the Last Decade; Correlations between the Human Development Index and Environmental Pollution Levels; Correlations between Caffeine Consumption and Students’ Performance on Tests; Relationships between the Results of Presidential Elections and Stock Prices; Crimes Typical for Different Age Groups. As you can see, statistics is a truly versatile discipline – it can be applied to virtually any discipline and net interesting results. Preparation Sources Your instructor is supposed to discuss with you in what proportion you should use the data you’ve gathered personally and the data you’ve found in other academic sources. As a term paper is mostly an educational assignment, usually the emphasis is placed not on data collection but on its analysis – which means that it is alright if some of the data used in your paper is the result of your own work, but you shouldn’t spend too much time looking for it. Your instructor wants to check how well you understand the principles of statistical analysis, and the more effort you put in this part of the work, the better. All in all, when working with sources you should use the following principles: Don’t overdo things. Ask your instructor the minimum and maximum numbers of sources you may use. To an extent, the necessary number of sources depends on the size of your paper, but the last word belongs to the instructor, even his demands seem to be unreasonable. As a rule of a thumb you may use the correlation of at least 1 source per every page of your paper, but no less than 3 or 4; Other than datasets, the majority of your sources should come from peer-reviewed academic journals. Other sources (books, articles, online resources etc.) can be used as well but they are perceived as less valuable than purely academic ones; Use both primary and secondary sources. Primary ones are direct sources of information that contain first-hand data on the subject matter (reports, documents, interviews, etc.). Secondary ones are works by other researchers who studied the topic before you. Put special emphasis on primary sources – one of the main purposes of your work is to show that you are capable of independent statistical analysis of information and don’t have to rely on other people’s findings; Be careful when using usual search engines to look for sources. Give your preference to special academic searches like the aforementioned Google Scholar; For statistical data, use sources that have reliable governmental and private organizations behind them. For example, United States Census Bureau or the Federal Committee on Statistical Methodology – with these you can be reasonably sure all the information you get there is going to be trustworthy. After all, if you use faulty statistics in your research it immediately undermines any value your work may have; Avoid using Wikipedia and other public sources of information. While it can provide an excellent entry point into a topic you don’t know anything about yet, it cannot be considered to be a reliable source of information because it is open for editing to everyone – there is no guarantee that the latest edit wasn’t done by someone with an agenda concerning your subject matter. Thesis Statement The primary idea or point your term paper makes put into a single sentence is called a thesis statement. You should clearly differentiate it from the topic of your paper. While the topic delineates the general area of your research, (e.g., ‘Causes of Errors in Healthcare Prescription’), your thesis statement is a statement that expresses your hypothesis on the subject matter (e.g., ‘The most widespread reason for errors in healthcare prescription is inconsistency in technological information’). The rest of the paper may support or disprove this hypothesis, and your main job is to find out the truth about it. As for what a thesis statement should be like, make sure to follow these suggestions: Keep it no longer than one medium-sized sentence, two at the most; Be specific, laconic and unambiguous. Your thesis statement should make it immediately obvious for anyone who reads it what your paper is about and what you are trying to prove, without any potential for miscommunication; Make sure it consists of a single statement and doesn’t sprawl into two or more, even if they seem to be fairly well connected. If you cannot bring it down to a single point, in most cases it means that your paper lacks focus, and you will have trouble working with it; Reread it critically after you finish writing. The results of your statistical analysis can make it necessary to alter it. Outline An outline is a plan of your paper that you need to prepare before you start working on the main body of your assignment. Some students believe this stage to be excessive as long as they keep the primary elements of their work in their heads, but practice shows that every minute spent planning can save you a lot of time, effort and nervous energy later on. It guarantees you won’t have to rewrite anything in a hurry and simply put every thought on paper where it should be. Outlines come in two basic varieties: Short or topic outline – every segment of the paper and each body paragraph is expressed by a couple of words denoting its topic; Detailed or sentence outline – parts of the paper are expressed with complete sentences. This approach is generally used in larger assignments, but you are free to use it anywhere you like if it is more in accordance with your style. Writing The optimal order of writing is to start with a thesis statement, follow up with the body paragraphs, then write a conclusion and finish everything up with the introduction. It may seem counterintuitive, but in reality, your perspective is likely to change many times throughout any research, and if you start with an introduction you will probably have to rewrite it from scratch; Don’t explain the fundamental principles of statistical analysis. Your term paper should assume that the reader is well familiar with the procedure and doesn’t need explanations. You should only provide them if you take some unexpected or unusual steps in the course of your research; Limit yourself to one idea per paragraph. Statistics term papers are complex and full of different types of data, which means that you should use every opportunity to make yourself clearer. By using a single idea per paragraph, you make it obvious for the reader how your argument is structured, and your paper becomes easier to follow. Keep the structure of each paragraph consistent with the rest of the paper: the first sentence explains what the paragraph is about, the rest dig deeper into the subject and explain things; Check if your readers can effortlessly reproduce the procedures you used to achieve your results. You can do this by asking one of your peers to read through your paper and tell you if they understand enough of it or need any additional data to reproduce your work process. If they cannot, you should add everything necessary to fill in the blanks. Proofreading A statistics term paper writing submitted without first going through rigorous proofreading and revision is incapable of fulfilling its full potential. You may be sick and tired of your assignment by this point, but if you hand it in as it is, you are doing yourself a poor favor. The following statistics term paper writing tips will make revision faster and more efficient: Read the style guide and consult your instructor before setting about revising the paper. If the style guide contradicts direct instructions anywhere, make sure you follow what your instructor says when correcting the mistakes; Ask one of your peers to check your paper (perhaps in exchange for a similar favor) for flaws. As the author, you miss many potentially very bad mistakes; Eliminate everything inconsistent with the style appropriate in a statistics paper. That means all emotional language, colloquial expressions, contractions, jargon, slang and so on; Check your paper for the signs of bias and biased language. Ask the peers who read your paper if they can notice anything of the kind. Can they accuse you of being subjective? If the answer is affirmative, make the necessary changes; Check your paper for consistency. Do you use the same terms and expressions when referring to particular concepts throughout your text? Don’t try to use synonyms or paraphrases – statistics is primarily concerned with the exactness of information, not the beauty of language. Statistics assignments are complicated and may be difficult for those who aren’t used to them; we hope that this statistics term paper writing guide will be enough to help you deal with your next job of this type!

Condolence Letter to Business Colleague for Lost Job

Condolence Letter to Business Colleague for Lost Job For any type of loss, including job loss, even if you feel a little awkward, I recommend you err on the side of kindness and connection, and send a condolence note or email. So often in business communication, we forget that it’s really human to human connection. Your colleague will feel acknowledged at a difficult time. You may forge a stronger relationship that will benefit you later. What to write when a colleague has lost a job? When you work for the same company, and are still employed, and willing to recommend your colleague: Dear Sandra: I was so sad to see your office empty when I returned from my trip. I know you were hoping to avoid the impending layoffs, so this must be challenging for you. I will so miss your wise insights, energy, and creativity. The office will be far quieter, and less interesting, without you here. If I can help with a letter of recommendation, referrals, or to just to lend an ear, please know I want to help. Best wishes finding a new position. With your can-do attitude and skills, I have no doubt your job search will be short. Please let me know how I can help. Best regards, Dimitri To a colleague from another company, with whom you had regular, but superficial contact: Dear Javier: I was so sorry to receive your email message that you are no longer with Federated Company. I will miss our monthly status reports. Thank you for letting me know your current contact information so we can keep in touch. Best wishes finding a position that matches all your talents. No doubt, there is a lucky company about to hire a very skilled project manager. Best regards, Doreen If a colleague leaves under conflict or duress: Hi Carmen, David told me this morning you are leaving Federated. I know the past months have been challenging for you, and I’ve admired your grace and professionalism. I wish you well. I hope your search is a short as possible. Sincerely, Dora Some tips: Don’t mention the poor economy. The news is full of this, so you would only be underscoring an obvious worry. Two recently unemployed friends told me they were very annoyed when people told them, â€Å"I’m sure something will appear.† Be truthful. A new job doesn’t just appear. It’s a lot of work, and transition, to find new work. Don’t minimize their loss. Do offer to make connections or write a letter of recommendation, if you are willing. Do wish your colleague well. Remember: Job security is tenuous for everyone. Each of us can lose a job, so it’s a smart career move, as well as kind, to reach out when a colleague loses a job. Sadly, each of us can find ourselves in the same position. Stay connected. Don’t forget to thank those people who helped you find a new job, once you are hired.

The Economics Revolution Essay Example | Topics and Well Written Essays - 250 words

The Economics Revolution - Essay Example Though people engaged in work, it was for their subsistence hence work was an end in itself and not a means to an end. The serfs tilled the land to get food for themselves and also worked for the lords as a responsibility and not to get paid. There was also no capital accumulation and those merchants who sold and bought goods to gain wealth were viewed with disdain especially by churches and for pilgrims, the idea of gain was perceived as â€Å"the doctrine of the devil† (Heilbroner, 1999, p. 25). Land was for farming and used communally; there was no buying or selling of land. Land existed in form of estates, manors and principalities and not as real estate like in modern times. Though people exchanged goods in the market; for example, gold and war chariots were exchanged for slaves and horses there was no gain envisaged. As such, up to seventeenth century, the factors of production which include land, labor and capital did not exist thus there was no market system. Heilbroner argues that economic revolution took place when the society resulted to the third solution to their survival problem which was: â€Å"allowing each individual to do exactly as he saw fit but follow a central guiding rule† (1999, p. 20). This is when the idea of gain or profit motive was born and the market system began its work which was to allocate resources. Market system in this case refers to a â€Å"mechanism for sustaining and maintaining an entire society† (p. 27). It was based on the idea that men are self-centered hence pursue own interests and in the process serve the interests of others. Since custom and command had taken root, a revolution was needed to move to a market system. During this time, only a few people (merchants and kings) were concerned with gaining wealth and merchants were considered immoral or outcasts in society.

Justice & Institution Building in the UAE Essay Example | Topics and Well Written Essays - 500 words

Justice & Institution Building in the UAE - Essay Example First, Sheikh Zayed brought law and order without a police force through luring the effective tribesmen and the outlaw tribesmen to let them join the tribal chiefdom. Strategically, he then used the former fugitives to arrest the remaining bandits. His approach was allied to the western tradition of justice. His gesture or strategy in eradicating banditry emulated the western systems of community sensitization that involves groundsmen in eliminating crime. At least, a democratic process was incorporated in this initiative, a sign that the leader embraces some of the western techniques of the justice systems. Second, the leaders also bridged the tension between the western rule of law tradition and Islamic customs by embracing diplomatic ways of handling conflicts. In the past, before the leadership of the renewed leader, the sharia laws existed but favored the wealthy families. However, as the term of the leader commenced he revolutionized the approach and considered the poor households in terms of resource distribution. According to the leader, justice for all was a divine injunction and neither the Quran nor the Sharia laws were going to deter people from getting a fair share of the resources that they deserved. Sheikh Zayed also cooled the tension between the two diverse legislative models through holding a more liberal perception about the sharia laws. As opposed to Sunni, who adopted a more radical and irrational system of justice, he introduced goodwill, kindness, compassion and generosity when interpreting the Sharia. In addition, he advocated justice for all as a means of putting things in their right places and establishing a balance between obligation and rights. Furthermore, he ensured justice for all people irrespective of race, nationality, and religion. His perception in combination with the installation of a more formal justice

Critiquing Internet Sources Essay Example for Free

Critiquing Internet Sources Essay The internet is filled with information. Podcasts, videos, and blogs are the most used forms of information on the internet. Three factors that need to be used when evaluating internet sources for use in research are authority, can the speaker be authenticated, and is he qualified to speak on the subject, accuracy, can the information be found in other credible sources, and currency is the information current or when was the last revision to the page? The topic is Elder Abuse, a blog, video, and podcast, have been evaluated pertaining to the subject to show the credibility and reliability of the sources. A blog is a website containing a writer’s or group of writers’ own experiences, observations, opinions, etc., and often having images and links to other websites (Oxford Dictionaries, 2015). The blog Elder Care and Technology is written by a group of writers’ in the Walton Law Firm. The blog explains in detail the impact of modern technology on Elder Abuse. The law firm based in San Diego, California specializes in court cases representing abused elders and their families. The Law firm can be authenticated and has been successful in prosecuting and retaining damages against nursing homes and personal care homes for years (Walton Law Firm, 2014). The blog does show some bias against people and organizations accused of elder abuse. The information in the blog is accurate and valid, because there are links to the law firm site that confirm the blog’s content. The information is current and applicable to the topic of Elder Abuse. A video is the recording, reproducing, or broadcasting of moving visual images (Oxford Dictionaries, 2015). The video Elder Abuse: the Crime of the Twenty-First Century, was produced by The Stein Institute for Research on Aging. The guest speaker is Deputy District Attorney of San Diego County; Paul Greenwood J.D. Attorney Greenwood has prosecuted over  four-hundred felony cases of Elder Abuse, both physic al and financial. The video gives a detailed explanation of what is being done in the state of California to combat Elder Abuse. The speaker is biased towards the prosecuting of those who mistreat the elderly. Attorney Greenwood is a valid source and the information he shares in the video is applicable to this research. The video shares information that can be found in other resources and is just one in a series offered by The Stein Institute for Research on Aging to show the new ideas that the state of California is implementing to fight elder abuse. District Attorney Greenwood is a credible source for information because of his background in the fight against elder abuse. The video is informative and the speaker is clear and concise in his reporting of the facts. A podcast is a digital audio file made available on the internet for downloading to a computer or portable media player, typically as a series, new installments of which can be received by subscribers automatically (Oxford Dictionaries, 201 5). The New York City Elder Abuse center has a series of podcasts about Elder Justice. The center was erected in 2009 to improve professional, organizational, and system responses to elder abuse (NYCEAC, 2013). The most current podcast in the aging series is Ageism, Elder Justice, and The Legacy Project, each podcast has a guest speaker and the speaker on this podcast is Professor Karl Pillemer, a noted author, Director of Bronfenbrenner’s Center for Translational Research, Hazel E. Reed Professor in the Department of Human Development, Professor of Gerontology in Medicine at the Weill Cornell Medical Center, and a collaborator on the Legacy Project (Cornell University, 2015). Professor Pillemer is an expert on the issues of the elderly, and his qualified to express his opinions though somewhat biased in favor of the elderly. He uses his bias in a way that expresses the deep concern for the elderly and their treatment, which tends to sway one to favor his arguments. The podcast is one in a series of valid podcasts and the information is easily applied to this research. The information can also be found in other credible sources on the internet. The information given in blogs, videos, and podcasts are great examples of web-based information. Web-based information has a major influence on how students gather information for research, global citizenship, and multicultural understanding. Web-based information helps develop intercultural literacies that students, parents,  educators, and leadership groups need to live and work as a diverse and globalized population. Web-based information gives the user awareness of the interconnectedness with people and environments around the globe (Department of Education, 2013). Web-based information is being infused in today’s global history classroom curriculum to enable students to have access to the global network of multimedia information while being engaged in self-directed learning activities (Scheidel, 2003). Web-based information influences the understanding of global citizenship and multicultural understanding, because people are able to put themselves in the position of the citizens of foreign countries, which helps them broaden their understanding of the different cultures that they meet right here in the United States, and helps us understand the complexities of ethnicity and culture (Hickling, 2012). Elder Abuse is a subject that has recently been raised by different organizations and advocates that fight for the elderly and their rights. The different blogs, videos, and podcasts, are ways that a researcher can find the relevant information they need to learn more about the subject and the policies being used to combat elder abuse. The internet is the leading source of information in society today. The information by way of blogs, videos, and podcasts are all perfect ways to get and exchange information. The credibility and relevance of the information should be easy to prove and sh ould always be authenticated when using these methods for research. References Ageism, Elder Justice The Legacy Project (April 22, 2014). Retrieved from: http://podgallery.org/elder-justice-podcast-series/ January10, 2015 Cornell University College of Human Ecology (2015). Karl Pillemer-Bio Retrieved from: http://www.human.cornell.edu/bio.cfm?netid=kap6 January 11, 2015 Department of Education and Early Childhood Development Education for Global and Multicultural Citizenship: A Strategy for Victorian Government Schools 2009-2013. Retrieved from: http://www.education.vic.gov.au/studentlearning/programs/multicultural/default.htm. January 11, 2015. Elder Abuse: The Crime of the Twenty-First Century? Research on Aging MAY 5, 2014 University of California Television (UCTV) Retrieved from: https://www.youtube.com/watch?v=1JoUapRfjZw January 10, 2015. Elder Care and Technology By Walton Law Firm http://www.nursinghomeabuselawyerblog.com/2014/05/elder-care-technology.html Hickling, F.W. (2012). Understanding Patients in Multicultural Settings: A Personal Reflection on Ethnicity and Culture in Clinical Practice. Ethnicity Health, 17(1/2), 203-216. Doi:10. 1080/ 13557858.2012 655266. Retrieved from: Ashford University Library, January 14, 2015. Oxford University Press (2015) http://www.oxforddictionaries.com/us/ Scheidet, R.A. (2003). Improving Student Achievement by Infusing a Web-Based Curriculum into Global History. Journal Of Research on Technology in Education. International Society for Technology in Education, 36(1), 77-94. Retrieved from: Ashford University Library, January 14, 2015.

Conquest :: essays research papers

Conquest The day they landed was the most horrible day I have ever been forced to live through. * * * The Soviet Union had begun to regroup. It was not immediately joined by the smaller and weaker nations that made up the northwestern region of the union. The independent nations of Latvia, Estonia, and Lithua would not follow under communist rule again; they were willing to die for their freedom. The U.S.S.R was unable to persuade the remaining components to rejoin them in their conquest and they were hasty to declare war on their counterparts. With war waging in Eastern Europe the United Nations took action. The leader of Russia's communist party and president rejected the UN's cease-fire treaty. Russia was expelled from the United Nations early the next day. The CIA agent, Newton, inched his way through the air conditioning make an effort to remain as quiet as possible. Once he reached the ventilator above the leader's bedroom he unveiled his device, a new prototype developed by his agency. This devise would unscrew and disable any form of fastener. Using a laser divertor to abstract the laser alarm system path the agent lowered himself into the room. Waiting for the man, a smaller man yet more powerful. The door creaked open slowly and an exhausted fat man entered. As soon as the door had been closed the fat man's throat had been gashed and he lay in a pool of his own warm blood. The United States had volunteered to be a "cut-off" regiment. We would put pressure on Russia to remove their troops from Eastern Europe and detain their troops in Russia. If they failed to comply with this mandate we would have no choice but to supply aid to Eastern Europe. My regiment was originally from the Southern California area; we were to be transported to San Francisco where we would rendezvous with a rather large concentration of military. From San Francisco we would be transported by carriers to the island of Hokkaido, specifically the town of Wakkanai. Our army would form a percent of the United Nations army along with Japan and England and launch an attack on a Russian city named Korsakov. This was the plan as it stood, but when you are attacked on your own soil there are priorities to attend to. Later that week the leader of Russia was assassinated in chambers. The assailant had entered through the overhead ventilator and slit the dictator's throat. He had then fled through the window setting off a number of alarms and finally escaping by slaying three of the soldiers on guard.

Girl in the Window Analysis Paper

Brittaney Doss ENG 303 November 15, 2012 Girl in the window Response Questions 1. What is your initial reaction to this piece? Use descriptive language to describe how you felt while reading this. * I endured several emotions while reading this piece. It was an emotional roller coaster for me. Emotions of sadness, hopefulness, and happiness came over me while reading this piece. I was floored when reading the conditions of the home in the beginning of the piece; I couldn’t believe that people could live in such conditions, yet alone with a baby. I also was taken for a loop when I read the consequences that the mother received.I was extremely upset with the protocol of Child Protective Services. The testimonial from the mother made me angry. I too grew up in a toxic situation for most of my childhood. Although my conditions were not comparable to the environment that Danielle was in, I could feel that look that the writer described as pain and hopelessness. I could not have sym pathy for this woman and I couldn’t accept how she could justify her actions. 2. What is investigative journalism? * The journalist investigates and researches a specific topic for a long period of time.They use the newly found information and older facts to create the story. Their job is to uncover facts that have not been revealed. 3. Lane DeGregory (woman) wrote this piece. What can you find out about her online? * When I searched Lane I found links to her social network accounts, videos and personal website. I also found several articles about â€Å"Girl in the Window. † There was additional information on the journey that he endured while investigating Danielle’s story. Her copartner Melissa, who was a photojournalist, revealed information about Lane.I found information on how to contact and book her for group talks and information about other pieces in which she has written. 4. Discuss Lane DeGregory’s style in your own words. What’s working in this piece to make it a Pulitzer Prize winner? * She was able to incorporate imagery using descriptive words and placed quotes within the piece that added emotion and sensory. The chronological arrangement of the piece was done differently she started from beginning to end and kept it in order but also added known facts and interview questions that flowed and the transitions where very easy to follow.I thought the sub headings with in the story also created a change of scene almost. She incorporated all sides of the story from the social worker to the law enforcement to the doctors to the teachers to the adopting family and to the mother. It was like reading a documentary. After reading this peace I had no questions about what was next I felt that Dani was in great care and I had no doubt that she would get better. She didn’t leave a hanger for the reader. I was complete at the end of the article. That to me made it Pulitzer Prize worthy. 5.How does â€Å"Girl in the Wind ow† differ from other articles we’ve read? * The Girl in the Window reads like a story rather that an article. It has a rising action and a resolution. Normally articles don’t end with the happy ending; you have to research or follow up to find out more information. Lane included a start middle and ending to the piece. At the end of the article I felt like I was closing a book or there would be credits following the last word. 6. What qualities does it share with other articles we’ve read? * The very first article we read about James Cameron shares similar qualities.Both writers had to endure a long journey to collect information for these pieces. You can compare the on-site time spent by both authors. The two articles couldn’t have been written with dedicating the proper time. 7. What techniques were utilized and how did this article come together? * Lane used details and ravishing quotations throughout the piece. It was a timeline piece use great transitions and subheading to help the reader keep up. She used descriptive words and did a amazing job setting the scenes as she wrote about them. 8. How did Lane DeGregory build her characters in the story? Lane gives us background information about the Lierows and then at the end she lets us into the background of Dani’s birth mother. She lets the readers know about the characterictics of the Lierows by sharing their daily activities and there at home lifestyles. 9. What did Oprah do after she learned/read this article? * Oprah did a segment on Dani’s story and the exposure lead to strangers donating over $10,000 to fund her long term care cost. Later her parent released a book this year called Dani's Story: A Journey from Neglect to Love.

Comparison of Indirect Cost Multipliers for Vehicle Manufacturing Essay

This report was prepared as an account of work sponsored by an agency of the United States Government. Neither the United States Government nor any agency thereof, nor The University of Chicago, nor any of their employees or officers, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof. The views and opinions of document authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof, Argonne National Laboratory, or The University of Chicago. COMPARISON OF INDIRECT COST MULTIPLIERS FOR VEHICLE MANUFACTURING INTRODUCTION In the process of manufacturing and selling vehicles, a manufacturer incurs certain costs. Among these costs are those incurred directly as a part of manufacturing operations and those incurred indirectly in the processes of manufacturing and selling. The indirect costs may be productionrelated, such as R&D and engineering; business-related, such as corporate staff salaries and pensions; or retail-sales-related, such as dealer support and marketing. These indirect costs are recovered by allocating them to each vehicle. Under a stable, high-volume production process, the allocation of these indirect costs can be approximated as multipliers (or factors) applied to the direct cost of manufacturing. A manufacturer usually allocates indirect costs to finished vehicles according to a corporation-specific pricing strategy. Because the volumes of sales and production vary widely by model within a corporation, the internal corporate percent allocation of various accounting categories (such as profit or corporate overhead) can vary widely among individual models. Approaches also vary across corporations. For our purposes, an average value is constructed, by means of a generic representative method, for vehicle models produced at high volume. To accomplish this, staff at Argonne National Laboratory’s (ANL’s) Center for Transportation Research analyzed the conventional vehicle cost structure and developed indirect cost multipliers for passenger vehicles. This memorandum summarizes the results of an effort to compare and put on a common basis the cost multipliers used in ANL’s electric and hybrid electric vehicle cost estimation procedures with those resulting from two other methodologies. One of the two compared methodologies is derived from a 1996 presentation by Dr. Chris Borroni-Bird of Chrysler Corporation, the other is by Energy and Environmental Analysis, Inc. (EEA), as described in a 1995 report by the Office of Technology Assessment (OTA), Congress of the United States. The cost multipliers are used for scaling the component costs to retail prices. ANL METHODOLOGY The ANL methodology described here is based on an analysis concerned with electric vehicle production and operating costs (Cuenca et al. 2000; Vyas et al. 1998). The analysis evaluated the cost structure for conventional vehicle manufacturing and retailing and assigned shares of the manufacturer’s suggested retail price (MSRP) to various cost contributors. Multipliers developed from the ANL methodology are applied to the manufacturing cost of an individual component in order to scale the component cost to the retail price. Several cost contributors are included in the methodology, as summarized in Table 1. Some of the vehicle components for electric and hybrid electric vehicles would be procured from outside suppliers. This assumption is applied to electric drive components, excluding the battery; the vehicle manufacturer would produce the rest. Thus, two cost multipliers, one for the components manufactured internally and the other for outsourced components, are necessary to estimate the price of electric and hybrid electric vehicles. Outside suppliers would incur some of the costs normally borne by the vehicle manufacturer. In the ANL methodology, we assume that the costs of â€Å"Warranty,† â€Å"R&D/Engineering,† and â€Å"Depreciation and Amortization† are borne by the Page 1 suppliers of outsourced components. The outside suppliers would include these costs in their prices. The following two cost multipliers are computed by using â€Å"Cost of Manufacture† as the base: Cost multiplier for components manufactured internally = 100/50 = 2. 00. Cost multiplier for outsourced components = 100/(50 + 6. 5 + 5. 5 + 5) = 1. 50. Table 1 Contributors to Manufacturer’s Suggested Retail Price in ANL Methodology Cost Category Cost Contributor Relative to Share of Cost of Vehicle MSRP Manufacturing (%) Vehicle Manufacturing Cost of Manufacture 1. 00 50. 0 Production Overhead Warranty 0. 10 5. 0 R&D/Engineering 0. 13 6. 5 Depreciation and Amortization 0. 11 5. 5 Corporate Overhead Corporate Overhead, Retirement and 0. 14 7. 0 Health Selling Distribution, Marketing, Dealer 0. 47 23. 5 Support, and Dealer Discount Sum of Costs 1. 95 97. 5 Profit Profit 0. 05 2. 5 Total Contribution to 2. 00 100. 0 MSRP METHODOLOGY DERIVED FROM BORRONI-BIRD PRESENTATION In his presentation, entitled â€Å"Automotive Fuel Cell Requirements,† at the 1996 Automotive Technology Development Customers’ Coordination Meeting, Borroni-Bird included charts on the â€Å"Typical American Automobile: Price/Cost Breakdown. † The charts provided a graphical breakdown of vehicle price, showing cost contributors and profit. We used the charts to arrive at percentage shares of vehicle price by various contributors. Table 2 shows the resulting allocation. Page 2 Table 2 Price/Cost Breakdown Based on Borroni-Bird Presentation Cost Category Cost Contributor a Vehicle Manufacturing Fixed Cost Selling Sum of Costs Profit MSRP a Material Cost Assembly Labor and Other Manufacturing a Costs Transportation/Warranty Amortization and Depreciation, Engineering R&D, Pension and Health Care, Advertising, and Overhead Price Discounts Dealer Markup Automobile Profit. Relative to Cost of Vehicle Manufacturing 0. 87 0. 13 0. 09 0. 44 Share of MSRP (%) 42. 5 6. 5 4. 5 21. 5 0. 10 0. 36 1. 99 0. 06 2. 05 5. 0 17. 5 97. 5 2. 5 100. 0 These two contributors are scaled to sum to 1 in the third column, as in Table 1. In his presentation, Borroni-Bird did not evaluate the treatment of in-house or outsourced components. His methodology does not lend itself to easy computation of cost multipliers comparable with those in the ANL methodology, unless we make a few assumptions. We have assumed that â€Å"Material Cost,† taken together with â€Å"Assembly Labor and Other Manufacturing Costs,† would form the â€Å"Vehicle Manufacturing† base for the in-house components. The costs of â€Å"Transportation/Warranty,† â€Å"Amortization and Depreciation,† and â€Å"Engineering R&D† would be borne by the suppliers of outsourced components. However, â€Å"Amortization and Depreciation† and â€Å"Engineering R&D† costs were merged with â€Å"Pension and Health Care,† â€Å"Advertising,† and â€Å"Overhead† costs by Borroni-Bird. We assumed that half of the costs under this category would be borne by the suppliers of outsourced components. Our assumptions led to the following cost multipliers: Cost multiplier for components manufactured internally = 100/(42. 5 + 6. 5) = 2. 05. Cost multiplier for outsourced components = 100/(42. 5 + 6. 5 + 4. 5 + 10. 75) = 1. 56. These cost multipliers are very similar to those computed with the ANL methodology. Comparison of ANL and Borroni-Bird Methodologies The information from Tables 1 and 2 is shown in terms of cost categories in Table 3. Both methodologies use vehicle manufacturing cost as the base and add other costs to it. The share of MSRP attributable to â€Å"Vehicle Manufacturing† is 50% in the ANL methodology, compared with 49% in the Borroni-Bird Methodology. Borroni-Bird combined several cost contributors under â€Å"Fixed Cost. † These contributors include (see Table 2) â€Å"Amortization and Depreciation,† â€Å"Engineering R&D,† â€Å"Pension and Health Care,† â€Å"Advertising,† and â€Å"Overhead. † Except for the inclusion of â€Å"Advertising,† â€Å"Production Overhead† and â€Å"Corporate Overhead† in the ANL methodology can be combined to form an equivalent category. ANL’s total of 24% by production Page 3. and corporate overheads is slightly lower than the total of 26% by Borroni-Bird. The ANL category of â€Å"Selling,† which includes â€Å"Distribution,† â€Å"Marketing,† â€Å"Dealer Support,† and â€Å"Dealer Discount,† is broader than that of â€Å"Price Discounts† and â€Å"Dealer Markup† specified by BorroniBird, and this category’s contribution is understandably slightly higher in the ANL methodology. The share of MSRP by â€Å"Profit† is the same in both methodologies. The absolute differences, computed as ANL value minus Borroni-Bird value, are 1% for â€Å"Vehicle Manufacturing,† –2% for â€Å"Fixed Cost,† and 1% for â€Å"Selling† cost. Table 3 Comparison of Vehicle Price/Cost Allocation by ANL and Borroni-Bird Methodologies ANL Methodology Cost Contributor or Category Vehicle Manufacturing Production Overhead Corporate Overhead Selling Sum of Costs Profit MSRP EEA METHODOLOGY The methodology of Energy and Environmental Analysis is summarized in the OTA report OTAETI-638, entitled Advanced Automotive Technology: Visions of a Super-Efficient Family Car, published in September 1995. The values of some cost contributors are not listed in the report. Moreover, depreciation, amortization, and tooling expenses are assumed to be case-specific and therefore must be computed for each case. In order to make the EEA and ANL methodologies comparable, some assumptions were necessary. These assumptions are described in the summary below. The EEA cost equations can be simplified as follows: Cost of Manufacture = Division Cost ? [1 + Division Overhead] Manufacturer Cost = [Cost of Manufacture + Assembly Labor + Assembly Overhead] ? [1 + Manufacturing Overhead + Manufacturing Profit] + Engineering Expense + Tooling Expense + Facilities Expense Retail Price Equivalent = Manufacturer Cost ? [1 + Dealer Margin] Borroni-Bird Methodology Share of Cost Contributor or Category Share of MSRP (%) MSRP (%) 50. 0 Vehicle Manufacturing 49. 0 17. 0 Fixed Cost 26. 0 7. 0 23. 5 Selling 22. 5 97. 5 Sum of Costs 97. 5 2. 5 Automobile Profit 2. 5 100. 0 MSRP 100. 0 Page 4 The report lists the following values for overhead, profit, and dealer margin: Division Overhead = Supplier Overhead = 0. 20 (We assume that division and supplier overheads are equal; only the supplier overhead is given in the report. ) Manufacturing Overhead = 0. 25 Manufacturing Profit = 0. 20 Dealer Margin = 0. 25 Because the documentation in the OTA report does not provide values for â€Å"Assembly Labor,† â€Å"Assembly Overhead,† â€Å"Engineering Expense,† â€Å"Tooling Expense,† and â€Å"Facilities Expense,† cost multipliers cannot be computed directly from these data. The â€Å"Assembly Labor† and â€Å"Assembly Overhead† share of MSRP is 6. 5% in Borroni-Bird’s presentation. The engineering, tooling, and facilities expenses can be taken as the sum of â€Å"R&D/Engineering† and â€Å"Depreciation and Amortization† from the ANL methodology, at 12% of the MSRP. In deriving the division cost and price relationship below, we use the term Retail Price Equivalent (RPE) from the OTA report instead of MSRP. The RPE can be computed as follows: RPE = = = {[Division Cost ? 1. 2 + 0. 065 RPE] ? 1. 45 + 0. 12 RPE} ? 1. 25 Division Cost ? 2. 175 + 0. 268 RPE Division Cost ? 2. 175/(1 – 0. 268) = Division Cost ? 2. 97 Putting ANL and EEA Methodologies on a Common Basis As it was described in the OTA report, the EEA methodology did not provide enough data to compute the cost multipliers. We assumed some cost shares to be the same between the EEA, Borroni-Bird, and ANL methodologies while developing the above relationship between Division Cost and RPE. The EEA methodology is based on the material and labor costs of a division of the vehicle manufacturer, with other costs added on. The ANL methodology evaluates an assembled vehicle, using the vehicle manufacturing cost as the base cost. The ANL methodology also assigns additional costs to the outsourced components, whereas the treatment of such components is not clear in the EEA methodology. We have attempted to develop a common basis for the ANL and EEA methodologies by assigning shares of the final vehicle price, RPE in the EEA methodology, to individual cost categories similar to those listed in Table 1. Table 4 presents such a summary for the EEA methodology. Three cost contributors, â€Å"Division Cost,† â€Å"Division Overhead,† and â€Å"Assembly Labor and Overhead,† are combined under the â€Å"Vehicle Manufacturing† category. Two cost contributors, â€Å"Manufacturing Overhead† and â€Å"Engineering, Tooling, and Facilities Expenses,† combine to form the â€Å"Overhead† category. The â€Å"Dealer Margin† in the EEA methodology represents a factor applied to all manufacturer costs and profit. We assumed that this factor represents all costs of selling the vehicle. Although the profit is computed at the manufacturing level by EEA, we moved the profit to the bottom of the table to be consistent with prior tables. The cost allocation in Table 4 allows us to compute the in-house components cost multiplier as follows: Cost multiplier for in-house components = 100/(33. 7 + 6. 7 + 6. 5) = 2. 14 Page 5 To compute the cost multiplier for an outsourced component, one more assumption is necessary. In the ANL methodology, we assumed that the supplier will bear the costs of â€Å"Warranty,† â€Å"R&D Engineering,† and â€Å"Depreciation and Amortization. † However, the EEA methodology does not identify the warranty cost separately. We assumed it to be half of â€Å"Manufacturing Overhead† at 5. 05%. This, with the earlier assumption related to â€Å"Engineering, Tooling, and Facilities Expenses,† led to the following computation: Cost multiplier for outsourced components = 100/(33. 7 + 6. 7 + 6. 5 + 5. 05 + 12) = 1. 56 These multipliers, adapted from our extension of the EEA information on vehicle costs, are very close to those derived from the ANL and Borroni-Bird methodologies. Table 4 Contributors to Retail Price Equivalent in EEA Methodology Cost Category Cost Contributor a Vehicle Manufacturing Overhead Selling Sum of Costs Profit Manufacturing Profit Total Contribution to RPE a Division Cost a Division Overhead Assembly Labor and a Overhead Manufacturing Overhead Engineering, Tooling, and Facilities Expenses Dealer Margin Relative to Cost of Vehicle Manufacturing 0. 72 0. 14 0. 14 0. 22 0. 26 0. 49 1. 97 0. 17 2. 14 Share of RPE (%) 33. 7 6. 7 6. 5 10. 1 12. 0 22. 9 91. 9 8. 1 100. 0 These three cost contributors are scaled to sum to 1 in the third column, as in Table 1. Comparison of ANL and EEA Methodologies The information from Tables 1 and 4 is presented in terms of cost categories in Table 5 for easy comparison. The â€Å"Vehicle Manufacturing† cost share is 46. 9% in the EEA methodology, compared with 50% in the ANL methodology. EEA’s RPE share of 22. 1% by overhead is lower than the ANL value of 24%. The cost of selling is 22. 9% in the EEA methodology, which is close to the ANL value of 23. 5%. The largest difference is in the RPE share by profit, which is 8. 1% in the EEA methodology, more than three times the ANL value of 2. 5%. According to Economic Indicators: The Motor Vehicle’s Role in the U. S. Economy (American Automobile Manufacturers Association 1998), the average net income before taxes for the three domestic manufacturers was 3. 9% during 1994-1997. Aside from vehicle sales, this value (3. 9%) includes income from spare parts sales and vehicle financing. Thus, the profit share appears very high in the EEA methodology. The absolute differences – computed as ANL value minus EEA value – are 3. 1% for component/material cost, 1. 9% for overhead, 0. 6% for selling, and –5. 6% for profit. Page 6 Table 5 Comparison of Price Allocation by ANL and EEA Methodologies ANL Methodology Cost Contributor or Category Vehicle Manufacturing Production Overhead Corporate Overhead Selling Sum of Costs Profit MSRP SUMMARY An attempt to put three methodologies for automobile cost allocation on a common basis is presented in this technical memorandum. This comparison was carried out to verify the reasonableness of the cost multipliers used in ANL’s cost models for electric vehicles and hybrid electric vehicles. When put into a common format, by means of certain assumptions, the three approaches yielded the cost multipliers provided in Table 6. Table 6 Summary of Cost Multipliers Computed on a Common Basis Multiplier for In-House Components Outsourced Components ACKNOWLEDGMENT Funding for the analysis presented here was provided by the Planning and Assessment function of the Office of Transportation Technologies of the U. S. Department of Energy, managed by Dr. Philip Patterson. This technical memorandum is produced under U. S. Government contract No. W-31-109-Eng-38. REFERENCES American Automobile Manufacturers Association, 1998, Economic Indicators: The Motor Vehicle’s Role in the U. S. Economy, Detroit, Mich. Borroni-Bird, C. , 1996, â€Å"Automotive Fuel Cell Requirements,† Proceedings of the 1996 Automotive Technology Development Customers’ Coordination Meeting, U. S. Department of Energy, Office of Transportation Technologies, Washington, D. C. ANL 2. 00 1. 50 Borroni-Bird 2. 05 1. 56 EEA 2. 14 1. 56 EEA Methodology Share of Cost Contributor or Category MSRP (%) 50. 0 Vehicle Manufacturing 17. 0 Overhead 7. 0 23. 5 Selling 97. 5 Sum of Costs 2. 5 Profit 100. 0 RPE Share of RPE (%) 46. 9 22. 1 22. 9 91. 9 8. 1 100. 0 Page 7 Cuenca, R. M. , L. L. Gaines, and A. D. Vyas, 2000, Evaluation of Electric Vehicle Production and Operating Costs, Argonne National Laboratory Report ANL/ESD-41, Argonne, Ill. (to be published). Vyas, A. , R. Cuenca, and L. Gaines, 1998, â€Å"An Assessment of Electric Vehicle Life Cycle Costs to Consumers,† Proceedings of the 1998 Total Life Cycle Conference, SAE International Report P339, Warrendale, Penn. , pp. 161-172.

List of Persuasive Techniques to Win Any Debate

List of Persuasive Techniques to Win Any Debate Its happened to everyone. You got into a heated discussion with someone over a serious topic but left feeling like you had lost the argument. Even if you have sound ideas in your head, getting them across effectively takes skill and practice. Here are nine tips on persuading your opponent and winning that next debate. Be Informed It may seem obvious, but if you dont know a lot about the matter being discussed, youre not likely to make a strong case for your opinion. Its not enough to say, Movie X is ridiculous, or Book Y is stupid. If you cant offer facts to back up your statements, you will come across as nothing more than a bag of hot air. Be Confident Even if you have statistics and other hard facts to back up your opinion, they wont make an impression if you deliver them weakly. The moment you appear to be unsure of yourself, your opponent will move in for the kill, and once you lose your footing, you may not be able to recover from the blow. Even if youre arguing something thats blatantly wrong, delivering your message confidently may be enough to win at least some spectators over to your side. Be Open-Minded As the long-running TV show Criminal Minds asserts, To catch a killer, you have to think like one. Likewise, to argue effectively, you need to understand how your opponent thinks and why he or she believes strongly in their viewpoint. Understanding your opponents angle will help you be more respectful, and paradoxically, this will help you make more intelligent statements. If you think your opponent is being stupid or silly, youre less likely to get to the crux of the issue and win the argument. Be Logical If you havent yet taken a logic class, be sure to register for one during your college career. Youll learn invaluable skills that will serve you in your career and your personal life. In general, be sure not to contradict yourself. Refer back to your earlier statements, and be ready to point out fallacies in your opponents logic. Be Attentive A good argument is about what you say and what you hear. If youre not paying attention to what your opponent says, you may not come up with effective counterarguments. You could also miss key opportunities to break down your opponents case. While its tempting to think about what youre going to say next, remember that theres no timer in a real-life debate. Listen carefully. You can always take a few moments before responding. Be Inquisitive A good argument includes not only statements, but also questions. Think about how a trial lawyer questions witnesses in the courtroom to elicit desired information. Use well-timed and well-phrased questions to break down your opponents argument. Ask if the person has any facts to back up his or her claims. Ask hypothetical questions to illustrate a poor idea. You can also question your opponents motivation by saying things such as, Why are you so rigid about this issue? Be Reasonable If your opponent should happen to point out a flaw in your own argument, concede gracefully. Defending a glaring error will not help you win the overall argument. Rather, use the opportunity to make an Okay, but†¦ type of response. The balls in your court, so distract the opponent (and any audience) from the mistake and get things back on track. Be Focused Choose your battles. Focus on your stronger evidence, and eliminate the weaker. Its better to make fewer valid points than to make many dubious ones. If skilled, your opponent will quickly swoop down on your less effective statements and break down your argument. One or two solid points are difficult to pick apart. Be Provocative By that, we dont mean stripping down to your underwear during a debate- although that would certainly serve as a temporary distraction! Instead, you can find subtle ways to anger your opponent. Once that person loses his or her temper, he or she may lose their grip on their solid argument. As soon as they falter, you can take advantage of their weakness. Or your opponent may become so angry that he or she withdraws from the argument, which makes you appear to have won. Finally, try to stay calm yourself. Once you blow your top, your debating skills will become impaired, and your whole case may be derailed. Theres no reason to lose your temper, even if you outright lose an argument. Examine what went wrong so you can do your best to change the outcome next time around.

How to Get Started in Your Career After Graduating College

How to Get Started in Your Career After Graduating College After graduating college, building a career isn’t an easy thing to do. And when you’re just starting out, it’s hard to hone the kind of perspective one gains over the course of a long career. If you’ve ever wished you could get the wisdom of a work life well lived before you have to live through all of it and earn that wisdom by making a ton of mistakes, then look no further. Here are 10 career strategies everyone just starting out should know. So save yourself the heartache and the hard lessons, and just skip to the growth and success part.1.  Only you can advocate for yourself.You may think you just have to keep your head down and wait for the promotions and raises and career opportunities to happen to you, but you should realize early and keep in mind that the planning and execution of your career is ultimately your responsibility and no one else’s. Remember: you are in the driver’s seat. Stop assuming and start asserting earlier than yo u think you’d need to.2. Find your meaning.It’s no coincidence that the word â€Å"meaning† includes the word â€Å"me.† Only you can set yourself on a career path that means something to you and includes work that you find important and fulfilling. Now is the time to make the choices that will determine how much you love your work. Remember that stability, security, and income matter, but professional fulfillment matters so much more. Ward off burn-out and unhappiness now by choosing something you care about and worrying less about the outside benefits. Let your priorities dictate the course of what you do.3. Caring will bring about success.When we’re invested in what we’re doing, we end up doing better work. Once you’ve picked something you like, make sure to keep learning and keep yourself interested, because it will mean that you devote yourself to tasks with more care and attention. You’ll get more done, and better.4. Bad situations don’t get better.If you’ve landed yourself in a situation with a toxic boss or a dysfunctional work environment, know when to say enough is enough. Get the courage up to take a leap into something better, and trust that everything else will sort itself out once you do.5. Be your best in times of crisis.Your true character just might be best revealed when the chips are down and the situation is most dire. Keep this in mind in times of crisis. Figure out how you’ll show up when the going gets tough, and set a tone for the kind of person and employee you’ll be throughout your life. You never know when you might deeply impress the right observer in a position to change the course of your career.6. Don’t be selfish.Skyrocketing to success- or even climbing slow but steady- is one thing. But don’t forget that you’re not the only one in the world wanting to move upwards. Sometimes the rise is even sweeter when you help somebody el se up with you. Pay it forward and look out for people other than yourself.7. Embrace originality.Don’t be arrogant, but don’t leave your uniqueness and originality under a bushel. Speak up, voice your ideas, speak your passion. You won’t get anywhere by sitting in the background. Have the guts to take the risk and put yourself out there in the world.8. Aim to do the right thing.Don’t just do what you think you have to do to succeed. Stand up for what you know is right. Comport yourself with integrity. Take the extra time and energy to riddle out what the best and most honest thing would be and devote yourself to doing it. It’s called integrity- and it doesn’t suffer puncture wounds. It’s worth building and maintaining, and can become one of your most precious assets.9. Not taking risks is the biggest risk.You have to have skin in the game to win the game. A ship in the port may seem safe, but isn’t. Ships are meant to sail. So get your little boat out there and see what you can do. Learn from your mistakes and find a way to be magnificent, rather than mediocre.10. Leave something better behind you.A legacy can be a beautiful thing. It’s never too early to think about the kind of mark you’d like to leave on the world. When your life and career are over, what sort of things do you want to hear said about your contribution? What kind of imprint do you want to leave behind? Start thinking how to shape your legacy while you have your whole career before you. Just think what you could accomplish if you put your mind to it.

Restriction of alcohol Research Paper Example | Topics and Well Written Essays - 1250 words

Restriction of alcohol - Research Paper Example Heavy consumption of alcohol for the purpose of getting intoxicated is, in modern terms, called binge drinking which is actually the consumption of five or more drinks in a row in a week. There are many reasons behind why people want to binge drink. The most important is peer pressure. People, including students, see others around doing it and they want to do it too because they are curious and because the media, bars and companies make heavy drinking sound like a fun activity. Youngsters binge drink because they want to feel grown up; elders binge drink for several other reasons which include de-stressing oneself, removing boredom, socializing, trying to stand out in crowd (hedonistic or macho drinkers), or removing depression. Whatever the reason may be, heavy consumption of alcohol is hazardous in nature. Some disastrous effects include affected brain activity, memory and concentration; increased emotional mood swings; inability to perceive the direction of sound; dysfunctional re productive system; increased risk of breast cancer (Doheny); affected driving leading to accidents; and, family violence. I predicted that although people might binge drink to de-stress themselves, but there are so many adverse effects related to it that people will support my hypothesis that heavy alcohol consumption must be restricted by law, and for every age. Although there is much research done in the past regarding this issue, still there are research gaps that need to be filled in. Most of the researchers have focused on student binge drinking. Wechsler et al. conducted research on 17592 college students and found that students who binge drink suffer from serious health issues and behavioral problems that bother others at the institute. Researchers (Wechsler et al.; Chaloupka and Wechsler) support the fact that legal interventions are required to stop binge drinking in college students. Pridemore studied how binge drinking leads to