Use of fake identification to purchase alcohol amongst 15-16 year olds: a cross-sectional survey examining alcohol access, consumption and harm

<p>Abstract</p> <p>Background</p> <p>Despite legislation and enforcement activities to prevent underage access to alcohol, underage individuals continue to be able to access alcohol and to do so at levels which put them at significant risk of alcohol-related harm.</p> <p>Methods</p> <p>An opportunistic survey of 15-16 year olds (n = 9,833) across North West England was used to examine alcohol consumption, methods of access and related harms experienced (such as regretted sex). Associations between these were analysed using chi square and logistic regression techniques.</p> <p>Results</p> <p>Over a quarter (28.3%) of 15-16 year old participants who drank reported having bought their own alcohol. One seventh (14.9%) of these owned at least one form of fake identification for which by far the most common purchase method was online. Logistic regression analyses showed that those who owned fake identification were significantly more likely to be male (AOR = 2.0; 95% CI = 1.7-2.5; P < 0.001) and to receive a higher personal weekly income (comparing those who received > £30 with those who received ≤ £10: AOR = 3.7; 95% CI = 2.9-4.9; P < 0.001). After taking into account differences in demographic characteristics and personal weekly income, ownership of fake identification was significantly associated with binge drinking (AOR = 3.5, 95% CI = 2.8-4.3; P < 0.001), frequent drinking (AOR = 3.0, 95% CI = 2.5-3.7; P < 0.001) and public drinking (AOR = 3.3, 95% CI = 2.5-4.1; P < 0.001) compared with those who did not own fake identification. Further, those who reported owning fake identification were significantly more likely to report experiencing a variety of alcohol-related harms such as regretted sex after drinking (chi square, all P < 0.001).</p> <p>Conclusions</p> <p>Young people (aged 15-16 years) who have access to fake identification are at a particularly high risk of reporting hazardous alcohol consumption patterns and related harm. Owning fake identification should be considered a risk factor for involvement in risky drinking behaviours. Information on these hazards should be made available to schools and professionals in health, social and judicial services, along with advice on how to best to work with those involved.</p

Innovation in curriculum: An overview

Innovation in curriculum is gaining its thrust from a new set of value priorities—humanism, concern for racial and socioeconomic minorities, support of pluralism and diversity, increased interest in affective development, education for the very young, and legitimization of the search for value. These priorities are coupled with new understandings of how learning takes place, which cast the learner in an active, responsible, self-actualizing role and, at the same time, support the development of precise, highly organized sets of learning materials designed to achieve clearly defined objectives as efficiently as possible. Implications of these factors are examined in relation to curriculum design, instructional materials, professional roles, and the need for in-service education. L'innovation des programmes d'étude est activée par une nouvelle échelle de priorités des valeurs: esprit d'humanisme, intérêt manifesté à l'égard des minorités raciales et socio-économiques, appui accordé au pluralisme et à la diversité, intérêt accru envers le développement affectif, éducation des très jeunes, et légitimisation de la recherche des valeurs. Ces priorités vont de pair avec de nouvelles connaissances sur le processus d'acquisition du savoir, connaissances qui lancent l'élève dans un rôle actif et responsable dans son épanouissement personnel et qui, en même temps, contribuent à la mise au point d'une série de textes éducatifs précis et hautement organisés conçus en vue de la poursuite, d'une manière aussi efficace que possible, de certains objectifs clairement définis. L'auteur étudie les répercussions provoquées par ces facteurs sur la conception des programmes, les textes d'étude, les rôles professionnels et la nécessité d'une éducation en cours d'exercice.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42937/1/10780_2005_Article_BF02137640.pd

Educational Policies Commission, National Education Association, The Unique Function of Education in American Democracy. Washington, DC: National Educational Assoication, 1937.

Traces history of the functions of education in the United States; urges a program of knowledge, training, and aspirations with specific content (see Chapter VI); book drafted by Charles A. Beard

Educational Policies Commission, National Education Association, The Purposes of Education in American Democracy. Washington, DC: National Education Association, 1938.

Proposes, explains, and gives rationales for educational objectives in four categories: self-regulation, human relationship, economic efficiency, and civic responsibility