Students: Read completely the instructions given below on HOW and WHERE to write your paper. HOW TO WRITE YOUR PAPER The paper you are about to write should be in response and reaction to the article on “Alcohol” which is found in eCampus under this course and in the menu button which reads "ALCOHOL ARTICLE". The paper is to be a minimum of 250 words. The best and easiest way to write the paper is to read the article on “Alcohol” first and then answer each of the sixteen (16) questions. Answer the questions as well as you can based on your understanding, interpretation, and assessment of the article on “Alcohol.” There are no right answers. Each question has been given an alphanumeric code (for example: "CT-1"). After you read a question answer that question by placing question's alphanumeric code at the beginning of your answer/response. Therefore, you would write your paper answering each of the sixteen (16) questions in order and in the following format similar to the following example. Example: (CT-1) I believe what the article on Alcohol said addresses various pieces of information about . . . . (CT-2) In my opinion I believe the authors of the article were saying . . . . , etc. WHERE TO WRITE YOUR PAPER The paper is to be written in and submitted in eCampus so, log in to eCampus In the “My Courses” box find the listing of your course and section number in Psychology 2301 and click on it On the left side find the course menu and the button which says: STUDENT PAPER and click on it See the link which reads “WRITE STUDENT PAPER HERE” and click on it Find the area designated “2. Assignment Submission” Find where it says "Write Submission" and click on the “Write Submission” box A text box will appear immediately below. Place your cursor in that box and click. When you are finished writing your paper scroll all the way down to the bottom of the page and click on “Submit” You are finished! ~ Students~ Where to Write Your Paper 1.) Under the menu button which reads CRITICAL THINK PAPER you will find a link which is entitled “CRITICAL THINK PAPER (Write it here).” Click on that link. 2.) You will see a topic which reads “ASSIGNMENT SUBMISSION.” Just below that you will see a small grey tab which reads “Write Submission.” Click on that tab. 3.) A dialogue box will then appear immediately below. Place all your work in that box. 4.) When you are finished scroll down to the bottom of the page and click on “Submit.” You are now finished with the assignment Students: How to Write Your Paper: First: Read the chapters in your textbook on: Sensation and Perception from Learning Unit #3 Second: Eventually, when you start to write your paper, you will need to create two (2) groups of facts or items. Group One: The first group will be made up of “Critical Thinking Questions” (CTQ’s): A.) Select five (5) different facts or items and type up onequestion (Critical Thinking Question “CTQ”) about each fact ...

1. Students: Read completely the instructions given below on
HOW and WHERE to write your paper.
HOW TO WRITE YOUR PAPER
The paper you are about to write should be in response and
reaction to the article on “Alcohol” which is found in eCampus
under this course and in the menu button which reads
"ALCOHOL ARTICLE". The paper is to be a minimum of 250
words.
The best and easiest way to write the paper is to read the article
on “Alcohol” first and then answer each of the sixteen (16)
questions. Answer the questions as well as you can based on
your understanding, interpretation, and assessment of the article
on “Alcohol.” There are no right answers.
Each question has been given an alphanumeric code (for
example: "CT-1"). After you read a question answer that
question by placing question's alphanumeric code at the
beginning of your answer/response. Therefore, you would
write your paper answering each of the sixteen (16) questions in
order and in the following format similar to the following
example.
Example:
(CT-1) I believe what the article on Alcohol said addresses
various pieces of information about . . . .
(CT-2) In my opinion I believe the authors of the article were
saying . . . . , etc.
WHERE TO WRITE YOUR PAPER

2. The paper is to be written in and submitted in eCampus so, log
in to eCampus
In the “My Courses” box find the listing of your course and
section number in Psychology 2301 and click on it
On the left side find the course menu and the button which says:
STUDENT PAPER and click on it
See the link which reads “WRITE STUDENT PAPER HERE”
and click on it
Find the area designated “2. Assignment Submission”
Find where it says "Write Submission" and click on the “Write
Submission” box
A text box will appear immediately below. Place your cursor in
that box and click.
When you are finished writing your paper scroll all the way
down to the bottom of the page and click on “Submit”
You are finished!
~ Students~
Where to Write Your Paper
1.) Under the menu button which reads CRITICAL THINK
PAPER you will find a link which is entitled “CRITICAL
THINK PAPER (Write it here).” Click on that link.
2.) You will see a topic which reads “ASSIGNMENT
SUBMISSION.” Just below that you will see a small grey tab

3. which reads “Write Submission.” Click on that tab.
3.) A dialogue box will then appear immediately below. Place
all your work in that box.
4.) When you are finished scroll down to the bottom of the
page and click on “Submit.”
You are now finished with the assignment
Students: How to Write Your Paper:
First:
Read the chapters in your textbook on: Sensation and Perception
from Learning Unit #3
Second:
Eventually, when you start to write your paper, you will need to
create two (2) groups of facts or items.
Group One:
The first group will be made up of “Critical Thinking
Questions” (CTQ’s):
A.) Select five (5) different facts or items and type up
onequestion (Critical Thinking Question “CTQ”) about each
fact or item. The question should ask one of the following
CTQ’s: “Who,” “What,” “Where,” “How,” “Why,” “When,” or
“Which” about the fact or item you have selected. Type these
questions in bold black ink followed by the correct answer to
your question and type that answer in italicized black ink.
Group Two:
The second group will be made up of “Critical Thinking
Descriptors” (CTD’s):
B.) Select five (5) different facts or items and type
uponestatement (Critical Thinking Descriptor “CTD”) about
each fact or item. These descriptors should address one of the

4. following CTD’s: “State,” “Describe,” “Explain,” “Define,”
“Compare,” “Contrast,” and “List” about what you have
selected. Type these questions in bold black ink followed by the
correct answer to your question and type that answer in
italicized black ink.
Third:
Begin each question or statement with one of the CTQ’s or
CTD’s you have chosen from the list but never use the same
CTQ or CTD more than once.
Fourth:
Write the CTQ’s first; number each of them 1 through 5 so they
stand alone as separate one from another.
Fifth:
Write the CTD’s second; number each of them 6 through 10 so
they stand alone as separate one from another.
See Below⇓
SAMPLE: Your paper should look something like this (this is
only an example):
PSYCHOLOGY ---- LEARNING UNIT #3---- CTQ’s &
CDQ’s
Your
Name:_______________________________________________
Date:_____________________
Course & Section #: Psychology 2301-
___________________

5. CTQ’s
1.) WHAT is the purpose for “Binocular Cues.”
They provide depth perception.
2.) HOW does sensation. . . .
Xxxx xx xxx x xxx x . . . .
CTD’s
6.) DEFINE what is meant by “monocular cue.”
It is vision with the use of only one eye.
7.) STATE the purpose of . . . .
Xxxx xx xxx x xxx x . . . .
STUDENTS:
Please copy and paste the link below into your URL address bar
to access the video
http://www.cengage.com/custom/static_content/OLC/richland/ri
chland_player.html?video=critical_thinking_video_1-1

6. Students: Write your paper by answering each question
(including the alpha-numeric code) in the order they are given .
[Accessibility Compliant for2014-2015; 2016-2017; 2018-2019
].
THE QUESTIONS:
CE-1Considering the “alcohol article” to be reflective of our
culture and community describe how our attitudes and beliefs
may differ from those of other cultures and communities when it
comes to the use and abuse of alcohol. And would you be
curious about the results of a similar study on alcohol
conducted in other cultures and communities?
CE-2Based on the facts of the “alcohol article” how might you
connect and extend this information to civic engagement and
what might your participation be in applying the knowledge you
gained from the “alcohol article” to your participation in civic
life, politics, and government?
CE-3What experiences have you had with the general
population/citizens/friends with regard to alcohol use and abuse
and what did you learn about yourself as it relates to your
growing sense of civic identity and commitment?
CE-4In any of the encounters you have had with the general
population/citizens/friends concerning the use and abuse of
alcohol were you able to express, listen, and adapt your ideas
and messages based on others’ perspectives. If so, briefly
explain how.
CE-5Have you ever participated in, or been a leader in, a civic
(general population/ citizens/friends) action (helping others)
with reflective insights or analysis about the aims and

7. accomplishments of your actions in wanting to help them? If
so, give an example.
CE-6Before reading the “alcohol article” and responding to this
questionnaire what I used to think about my civic responsibility
to educate and interact with others about the use and abuse of
alcohol and demonstrate my ability and commitment to
collaboratively work across and within community contexts
(friends) and structures (the general population) to achieve a
civic aim was:
CE-7After reading the “alcohol article” and responding to this
questionnaire what I now think about my civic responsibility to
educate and interact with others about the use and abuse of
alcohol and demonstrate my ability and commitment to
collaboratively work across and within community contexts
(friends) and structures (the general population) to achieve a
civic aim is:
CE-8You have just read an article entitled “Alcohol.” After
reading and understanding the contents of the article if you had
to give the article a new title or “HEADLINE” what would you
name this article, what would you make its new “HEADLINE”
and why?
ALCOHOL ARTICLE
THE ARTICLE
~ Students~

8. Read the article below completely
before you write your paper.
You may refer back to this article as you write your paper if you
so desire .
Alcohol
Alcohol is the common name for ethyl alcohol, the intoxicating
element in fermented and distilled liquors. Contrary to popular
belief, alcohol is not a stimulant. The noisy animation at
drinking parties is due to alcohol's effect as a depressant. Small
amounts of alcohol reduce inhibitions and produce feelings of
relaxation and euphoria. Larger amounts cause greater
impairment of the brain until the drinker loses consciousness.
Alcohol is also not an aphrodisiac. Rather than enhancing
sexual arousal, it usually impairs performance, especially in
males. As William Shakespeare observed long ago, drink
“provokes the desire, but it takes away the performance.”
Some people become relaxed and friendly when they are drunk.
Others become aggressive and want to argue or fight. How can
the same drug have such different effects? Some people drink
for pleasure while others drink to cope with negative emotions,
such as anxiety and depression. That's why alcohol abuse
increases with the level of stress in people's lives. People who
drink to relieve bad feelings are at great risk of becoming
alcoholics ( Kenneth, Carpenter, & Hasin, 1998).
Also, when a person is drunk, thinking and perception become
dulled or shortsighted, a condition that has been called alcohol
myopia (my-OH-pea-ah) ( Giancola et al., 2010). Only the most
obvious and immediate stimuli catch a drinker's attention.
Worries and “second thoughts” that would normally restrain
behavior are banished from the drinker's mind. That's why many
behaviors become more extreme when a person is drunk. On

9. college campuses, drunken students tend to have accidents, get
into fights, sexually assault others, or engage in risky sex. They
also destroy property and disrupt the lives of students who are
trying to sleep or study ( Brower, 2002).
Abuse
Alcohol, the world's favorite depressant, breeds our biggest
drug problem. More than 20 million people in the United States
and Canada have serious drinking problems. One American dies
every 20 minutes in an alcohol-related car crash. Significant
percentages of Americans of all ages abuse alcohol (Figure 1).
Figure 1
Results from the 2011 National Survey on Drug Use and Health:
Summary of National Findings
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
Substance Abuse and Mental Health Services Administration,
Center for Behavioral Health Statistics and Quality
http://www.samhsa.gov/data/NSDUH/2k11Results/NSDUHresult
s2011.htm
( Substance Abuse and Mental Health Services Administration,
2011)
and
© Cengage Learning
Many Americans of all ages abuse alcohol. According to this
2010 survey, about 40 percent of young adults aged 18–29
admitted to heavy alcohol use or binge drinking in the month
before the survey was administered
It is especially worrisome to see binge drinking among

10. adolescents and young adults. Binge drinking is defined as
downing five or more drinks (four drinks for women) in a short
time. Apparently, many students think it's entertaining to get
completely wasted and throw up on their friends. However,
binge drinking is a serious sign of alcohol abuse ( Beseler,
Taylor, & Leeman, 2010). It is responsible for 1,800 college
student deaths each year and thousands of trips to the
emergency room ( Mitka, 2009).
Binge drinking is of special concern because the brain continues
to develop into the early twenties. Research has shown that
teenagers and young adults who drink too much may lose as
much as 10 percent of their brain power—especially their
memory capacity ( Brown et al., 2000). Such losses can have a
long-term impact on a person's chances for success in life. In
short, getting drunk is a slow but sure way to get stupid (
Wechsler & Wuethrich, 2002).
At Risk
Binge drinking and alcohol abuse have become serious problems
among college students ( Tewksbury, Higgins, &
Mustaine,2008).
Children of alcoholics and those who have other relatives who
abuse alcohol are at greater risk for becoming alcohol abusers
themselves. The increased risk appears to be partly genetic. It is
based on the fact that some people have stronger cravings for
alcohol after they drink ( Hutchison et al., 2002). Women also
face some special risks. For one thing, alcohol is absorbed
faster and metabolized more slowly by women's bodies. As a
result, women get intoxicated from less alcohol than men do.
Women who drink are also more prone to liver disease,
osteoporosis, and depression. Each extra drink per day adds 7
percent to a woman's risk of breast cancer ( Aronson, 2003).

11. Recognizing Problem Drinking
What are the signs of alcohol abuse? Because alcohol abuse is
such a common problem, it is important to recognize the danger
signals. If you can answer yes to even one of the following
questions, you may have a problem with drinking (adapted from
the College Alcohol Problems Scale, revised; Maddock et al.,
2001):
As a result of drinking alcoholic beverages I… .
1. engaged in unplanned sexual activity.
2. drove under the influence.
3. did not use protection when engaging in sex.
4. engaged in illegal activities associated with drug use.
5. felt sad, blue, or depressed.
6. was nervous or irritable.
7. felt bad about myself.
8. had problems with appetite or sleeping.
Moderated Drinking
Almost everyone has been to a party spoiled by someone who
drank too much too fast. Those who avoid overdrinking have a
better time, and so do their friends. But how do you avoid
drinking too much? After all, as one wit once observed, “The
conscience dissolves in alcohol.” It takes skill to regulate
drinking in social situations, where the temptation to drink can
be strong. If you choose to drink, here are some guidelines that
may be helpful (adapted from Miller & Munoz, 2005; National

12. Institute on Alcohol Abuse and Alcoholism, 2008):
Paced Drinking
1. Think about your drinking beforehand, plan how you will
manage it, and keep track of how much you drink.
2. Drink slowly (no more than one drink an hour), eat while
drinking or drink on a full stomach, and make every other drink
(or more) a nonalcoholic beverage.
3. Limit drinking primarily to the first hour of a social event or
party.
4. Practice how you will politely but firmly refuse drinks.
5. Learn how to relax, meet people, and socialize without
relying on alcohol.
And remember, research has shown that you are likely to
overestimate how much your fellow students are drinking (
Maddock & Glanz, 2005). So don't let yourself be lured into
overdrinking just because you have the (probably false)
impression that other students are drinking more than you.
Limiting your own drinking may help others as well. When
people are tempted to drink too much, their main reason for
stopping is that “other people were quitting and deciding they'd
had enough” ( Johnson, 2002).
Treatment
Treatment for alcohol dependence begins with sobering up the
person and cutting off the supply. This phase is referred to as
detoxification (literally, “to remove poison”). It frequently
produces all the symptoms of drug withdrawal and can be
extremely unpleasant. The next step is to try to restore the
person's health. Heavy abuse of alcohol usually causes severe

13. damage to body organs and the nervous system. After alcoholics
have “dried out” and some degree of health has been restored,
they may be treated with tranquilizers, antidepressants, or
psychotherapy. Unfortunately, the success of these procedures
has been limited.
One mutual-help approach that has been fairly successful is
Alcoholics Anonymous (AA). AA takes a spiritual approach
while acting on the premise that it takes a former alcoholic to
understand and help a current alcoholic. Participants at AA
meetings admit that they have a problem, share feelings, and
resolve to stay “dry” one day at a time. Other group members
provide support for those struggling to end dependency (
Vaillant, 2005). (Other “12-step” programs, such as Cocaine
Anonymous and Narcotics Anonymous, use the same approach.)
Other groups offer a rational, nonspiritual approach to alcohol
abuse that better fits the needs of some people. Examples
include Rational Recovery and Secular Organizations for
Sobriety (SOS). Other alternatives to AA include medical
treatment, group therapy, mindfulness meditation, and
individual psychotherapy ( Buddie, 2004; Jacobs-Stewart,
2010). There is a strong tendency for abusive drinkers to deny
they have a problem. The sooner they seek help, the better.
� From Coon/Mitterer. Psychology, 5E. © 2014 South-Western,
a part of Cengage Learning, Inc. Reproduced by permission.
www.cengage.com/permissions
� From Coon/Mitterer. Psychology, 5E. © 2014 South-Western,
a part of Cengage Learning, Inc. Reproduced by permission.
www.cengage.com/permissions