Thursday, March 19, 2020

Low Interest USDA Farming Microloans for US Veterans

Low Interest USDA Farming Microloans for US Veterans Thanks to of all places, the latest Farm Bill, U.S. veterans will find it easier to get low-interest Microloans​ to help them start and maintain small farms and ranches. With the United States running out of farmers, and a growing number of new veterans needing jobs, the farming Microloan program for veterans, administered by the Farm Service Agency (FSA) of the U.S. Department of Agriculture, helps serve both needs. Advantages of the Microloans First of all, the 2014 Farm Bill specifically exempts the USDA Veteran Farmer Microloans from the more restrictive repayment terms required by other USDA Direct Operating Loans. In addition, the program offers more flexible access to credit and serves as an especially attractive loan alternative for smaller farming operations like specialty crop producers. Eligible Microloan applicants can borrow up to $35,000, with repayment terms that will not exceed 7 years. Additional loans are available to cover annual operating expenses and are repaid within 12 months or when the agricultural commodities produced are sold. Under the Farm Bill, interest rates for veterans’ Microloans are limited to 5% or the current interest rate for traditional USDA Direct Operating Loans, whichever is less. As of February 2015, the interest rate for a USDA Direct Operating Loan was 2.625%. The USDA has also seen to it that the Microloans for veterans will also have a simplified application process and less stringent requirements regarding farm management experience. No Farming Experience? According to the USDA, the Microloan program administrators realize that many veterans who apply for loans will not have the required â€Å"traditional farm experience† or have not been raised on a farm or ever even lived in a farming community. Also See: New Website Helps US Veterans Find Careers in Agriculture To accommodate them, the FSA says it will consider a veteran’s experience in small business or in any self-guided apprenticeship program as a way to meet the farm management requirement. â€Å"This will assist applicants who have limited farm skills by providing them with an opportunity to gain farm management experience while working with a mentor during the first production and marketing cycle,† states the FSA. What the Microloans Can Be Used For Eligible veterans can use Microloans for: Initial start-up expenses;Annual expenses such as seed, fertilizer, utilities, land rents;Marketing and distribution expenses;Family living expenses;Purchase of livestock, equipment, and other essential materials;Minor farm improvements such as wells and coolers;Hoop houses to extend the growing season;Essential tools;Irrigation; andDelivery vehicles. Eligibility: What is a ‘Veteran Farmer?’ Under the 2014 Farm Bill, â€Å"Veteran Farmers† are finally recognized as a separate and unique class of farmer for purposes of USDA loan eligibility. Except for the requirement of military service, the definition of Veteran Farmer is the same as the long-standing USDA definition of beginning farmers and ranchers. According to the USDA, â€Å"beginning farmers and ranchers,† are defined as persons who have never operated a farm or ranch, or who have operated a farm or ranch for not more than 10 consecutive years. So, Microloans for veterans are available to persons who have served in the Armed Services – and – have never operated a farm or ranch, or have operated a farm or ranch for not more than 10 years. How to Apply for a Microloan Eligible veterans can either download the USDA Microloan application from the USDA website or pick one up at their local Farm Service Administration field office. Applicants who have problems gathering information or completing the application forms should contact their local Farm Service Administration office for help. After completing the required paperwork, applicants should submit the farm loan application to their local Farm Service Administration office.

Monday, March 2, 2020

About Anne Griswold Tyng, an Overlooked Influence

About Anne Griswold Tyng, an Overlooked Influence Anne Tyng devoted her life to geometry and architecture. Widely considered a great influence on the early designs of architect Louis I.Kahn, Anne Griswold Tyng was, in her own right, an architectural visionary, theorist, and teacher. Background: Born: July 14, 1920 in Lushan, Jiangxi province, China. The fourth of five children, Anne Griswold Tyng was the daughter of Ethel and Walworth Tyng, Episcopal missionaries from Boston, Massachusetts. Died: December 27, 2011, Greenbrae, Marin County, California (NY Times Obituary). Education and Training: 1937, St. Mary‘s School, Peekskill, New York.1942, Radcliffe College, Bachelor of Arts.1944, Harvard Graduate School of Design*, Master of Architecture. Studied Bauhaus with Walter Gropius and Marcel Breuer. Studied urban planning with Catherine Bauer.1944, New York City, briefly employed by industrial design firms.1945, moved to the Philadelphia home of her parents. Became the only female employee of Stonorov and Kahn. Worked on city planning and residential projects. Remained with Louis I. Kahn when the Stonorov and Kahn partnership broke up in 1947.1949, licensed to practice architecture. Joined the American Institute of Architects (AIA Philadelphia). Met Buckminster Fuller.1950s, associate consulting architect in Kahn‘s office. Continued to work on city of Philadelphia planning with Louis I. Kahn (Civic Center), while independently experimenting with habitable geometric designs (City Tower).1975, University of Pennsylvania, PhD in Architecture, with a focus on symmetr y and probability. * Anne Tyng was a member of the first class to admit women at the Harvard Graduate School of Design. Classmates included Lawrence Halprin, Philip Johnson, Eileen Pei, I.M. Pei, and William Wurster. Anne Tyng and Louis I. Kahn: When 25-year-old Anne Tyng went to work for Philadelphia architect Louis I. Kahn in 1945, Kahn was a married man 19 years her senior. In 1954, Tyng gave birth to Alexandra Tyng, Kahns daughter. Louis Kahn to Anne Tyng: The Rome Letters, 1953-1954 reproduces Kahns weekly letters to Tyng during this time. In 1955, Anne Tyng returned to Philadelphia with her daughter, purchased a house on Waverly Street, and resumed her research, design, and independent contract work with Kahn. Anne Tyngs influences on Louis I. Kahn architecture are most evident in these buildings: 1951–1953, tetrahedronical ceiling and openly geometric staircase in the Yale University Art Gallery, New Haven, Connecticut1955, cubes and pyramidal shapes making up the Trenton Bath House, Trenton, New Jersey1974, grid of symmetrical square design of the Yale Center for British Art, New Haven, Connecticut I believe our creative work together deepened our relationship and the relationship enlarged our creativity, Anne Tyng says of her relationship with Louis Kahn. In our years of working together toward a goal outside ourselves, believing profoundly in each other‘s abilities helped us to believe in ourselves. ( Louis Kahn to Anne Tyng: The Rome Letters, 1953-1954) Important Work of Anne G. Tyng: For nearly thirty years, from 1968 to 1995, Anne G. Tyng was a lecturer and researcher at her alma mater, the University of Pennsylvania. Tyng was widely published and taught Morphology, her own field of study based on designing with geometry and mathematics- her lifes work: 1947, developed the Tyng Toy, a set of interlocking, plywood shapes that children could assemble and re-assemble. A Tyng Toy kit could be put together to build simple but usable objects, which could then be taken apart and re-assembled to make other objects. Childrens furniture and toys included a desk, easel, stool, and wheeled toys. The Tyng Toy, featured in the August 1950 Popular Mechanics magazine (page 107), was exhibited in 1948 at the Walker Art Center in Minneapolis, Minnesota.1953, designed City Tower, a 216-foot high, geometrically intricate building for Philadelphia. In 1956, Louis Kahn envisioned tripling the height of the City Tower Project. Although never built, a model was exhibited in 1960 at the Museum of Modern Arts exhibit Visionary Architecture in New York City, with Kahn giving little credit to Tyng.1965, Anatomy of Form: The Divine Proportion in the Platonic Solids, research project funded by a grant from the Graham Foundation, Chicago, Illinois.1971, Urban Hie rarchy exhibited at AIA in Philadelphia. In a Domus Magazine interview, Tyng described the design of square houses along spiral roadways as a cyclical sequence with recurring symmetries of squares, circles, helixes and spirals. 1971–1974, designed the Four-Poster House, in which the structure of a modernist Maine vacation home is geometrically integrated with a piece of furniture, the four-poster bed.2011, Inhabiting Geometry, a walk-through exhibit of her lifes work of shapes and forms at the Institute of Contemporary Art, University of Pennsylvania and the Graham Foundation, Chicago. Tynge on City Tower The tower involved turning every level in order to connect it with the one below, making a continuous, integral structure. Its not about simply piling one piece on top of another. The vertical supports are part of the horizontal supports, so it is almost a kind of hollowed-out structure. Of course, you need to have as much usable space as possible, so the triangular supports are very widely spaced, and all the triangular elements are composed to form tetrahedrons. It was all three-dimensional. In plan, you get an efficient use of space. The buildings appear to turn because they follow their own structural geometric flow, making them look like they are almost alive....They almost look like they are dancing or twisting, even though theyre very stable and not really doing anything. Basically the triangles form small-scale three-dimensional tetrahedrons that are brought together to make bigger ones, which in turn are united to form even bigger ones. So the project can be seen as a contin uous structure with a hierarchical expression of geometry. Rather than being just one great mass, it gives you some sense of columns and floors.- 2011, DomusWeb Quotes by Anne Tyng: Many women have been scared away from the profession because of the strong emphasis on mathematics....All you really need to know are basic geometric principles, like the cube and the Pythagorean theorem.- 1974, The Philadelphia Evening Bulletin [For me, architecture] has become a passionate search for essences of form and space- number, shape, proportion, scale- a search for ways to define space by thresholds of structure, natural laws, human identity and meaning.- 1984, Radcliffe Quarterly The greatest hurdle for a woman in architecture today is the psychological development necessary to free her creative potential. To own ones own ideas without guilt, apology, or misplaced modesty involves understanding the creative process and the so-called masculine and feminine principles as they function in creativity and male-female relationships.- 1989, Architecture: A Place for Women Numbers become more interesting when you think of them in terms of forms and proportions. I am really excited about my discovery of a two volume cube, which has a face with divine proportions, while the edges are the square root in divine proportion and its volume is 2.05. As 0.05 is a very small value you cant really worry about it, because you need tolerances in architecture anyway. The two volume cube is far more interesting than the one by one by one cube because it connects you to numbers; it connects you to probability and all kinds of things that the other cube doesnt do at all. It is an entirely different story if you can connect to the Fibonacci sequence and the divine proportion sequence with a new cube.- 2011, DomusWeb Collections: The Architectural Archives of the University of Pennsylvania holds Anne Tyngs collected papers. See the  Anne Grisold Tyng Collection. The Archives are internationally known for the Louis I. Kahn Collection. Sources: Schaffner, Whitaker. Anne Tyng, A Life Chronology. Graham Foundation, 2011 (PDF); Weiss, Srdjan J. The life geometric: An Interview. DomusWeb 947, May 18, 2011 at; Whitaker, W. Anne Griswold Tyng: 1920–2011, DomusWeb, January 12, 2012 [accessed February 2012]

Saturday, February 15, 2020

United States Assistive Technology Act of 1998 Essay

United States Assistive Technology Act of 1998 - Essay Example The third issue concerns the protection, coordination and promotion of the established program within the stated jurisdiction. In addition, since funding may be susceptible to abuse, the act establishes the checks and balances of ensuring proper management and use of availed funds. The 1998 act is majorly concerned with the provision of technical support for the persons with disability in the country so that they are able to perform their tasks and efficiently dispose off their daily activities. This is based on the fact that with new technology the disabled should not be left behind, but accorded the best alternatives of handling tasks through the facilitation of information dissemination and training programs for other personnel related to the program. The act also calls for coordination between the federal government and states agencies for the implementation of this program. Since the area of educational facilities and learning materials was the most affected, the act was mainly facilitated by the federal department of education (Watson, 2007). Persons with disabilities in the country have long been faced with challenges for the access of physical infrastructure like buildings besides not being able to access certain services like proper education. With the advancement in technology, it has been a challenge for the physically disabled to cope with innovation. The act is, therefore, established to take advantage of modern technology to enhance and support activities of th e disabled and reverse the trend where new technology poses a challenge to most disabled individuals. The policy maker was concerned because technological change is also a major driver for economic development of the country. For instance, it is notable that in the education sector alone, about over 10% of the enrolled undergraduates as of the year 2004 were disabled (National Center for Educational Statistics, 2005). The political motives and implications behind this program were varied. As a key component, the act serves the purposes of ensuring that the right of equitable access to facilities and services by the disabled members of the population is guaranteed. The policy implications is that the program required that the institutions of learning and other sector administrators develop appropriate frameworks for the facilitation of the assisted programs for the benefit of persons with disabilities. Engineering designs for the various information and technology tools are also to b e designed taking into account the usability of these individuals. The act also requires equal representation of all the stakeholders related to the issues of the assistive technology as composed in the advisory council of the act. The process of establishing this act can be traced back to the year 1987 when there was push for the establishment of policy in the aid of assisting the persons with disability to competently cope with the new technology. The following year, therefore, congress enacted an act to be able to ensure this objective. However, in the recognition that the first act was majorly based on the provision of disability friendly structures and building plans and provision of basic aid materials and implements such as wheel chairs, there was need for review especially to capture the area of technological assistance. It is in the light of

Sunday, February 2, 2020

Presentation Essay Example | Topics and Well Written Essays - 250 words - 13

Presentation - Essay Example It is very complex and is currently only practiced in one developed country – Switzerland. Representative democracy. It allows the electorate to exercise their mandate to elect representatives to spearhead the will of the public. It comes as either parliamentary or presidential. Despite being very common all over the world, it is mostly partially practiced in the Developing World. Most countries under full dictatorship have the least development. The include Cuba, North Korea, Guinea, Belarus, Burma and Syria (Bailey 2013). Partial democracies are intertwined within dictatorships, making them unobvious. They are mainly practiced in Egypt, Pakistan, Philippines, and Thailand. Most of these countries have better economies than the ones listed under full dictatorship. Studies indicate that democracy has a direct relationship with development. However, such dictatorships as Saudi Arabia present the rare cases of countries blossoming with prosperity despite being governed dictatorially. Many developing countries have failed in promoting equality of their people, leading to low realization of democracy and development in these countries. Based on the discussed characteristics of democracy, including devolution of power and resources and political and civil freedom, it is apparent that full democratization offers the most obvious route to prosperity among nations in the Developing

Saturday, January 25, 2020

Managing the Managers Essay -- Business Management

Managing the Managers MANAGING THE MANAGERS: JAPANESE MANAGEMENT STRATEGIES IN THE USA The article reviews one of the greatest difficulties that Japanese multinational companies face, that is integration of its subplants in other countries, where not just management is viewed as different, but also the general running of the "mother" company's, not to mention the cultural changes which may be faced when atempting to integrate into another country. The article reviewed attempts to do two things. Firstly, the authors explore the management self so as to give reasoning into the two different managing styles of the United States of America and that of infamous Japanese management. Secondly, the authors report their research on management self-conception and style in Japanese owned factories or 'transplants' in the United States. The article is a summary of a large Japanese multinational company's intergration into the United States. This multinational opened 3 transplants in the same region of the United States. One of the transplants (Honshu manufacturing, which incidently seems to hold strategic significance as concluded by the massive capital investment of $300M) has a Japanese General Manager. The second, Honshu assembly holds and American born and raised General Manager. The third transplant is of an intereting nature as this is a Hybrid of Japanese and American management. The article begins with the facts involved when a firm of a more than a modest size is doing business in a foreign environment. It outlines the difficulties and failures that could be encountered when integration is involved. The article continues to inform us on how the article will be presented and the goals of the study at hand. The article is divided into 8 separate but relevant sections, these are: Introduction which talks about the methods used in the study and gives a brief rundown of the subject of Japanese and American management. Management in the Japanese transplants which talks a lot about previous surveys already concluded of which the nature is the same as the subject at hand. This subsection of the article also provides us with a history of the subject, as far back as 1976 . This section gives case example of previous studies made within the field of Japanese management and integration by Japanese multinationals. Mediating the selves... ...y Seniorities Promotion by competence Utilisation of employees Not fully Fully Utilised Blue-collar / White collar Single Class Double Class External relation Long term Short term Group relationship Keiretsu Ownership Basis of relationship Give and take Market mechanism Decision making Collective Individual Responsibility Collective Individual Ambition of employees Promotion within company Promotion in other company Dreams/ Goals Happily working together Efficiently working together Analogy (system) Organical Mechanical The Japanese management style is deductive and believes in insight and intuition. They believe in the power of logic and reasoning, they believe that which cant be seen or measured can exist, they do not break a whole down first into parts to analyze. Compare that with the Inductive American contructive reality belief that we believe in observing and measuring, the belief that that which cant be measured or seen does not exist, alongside the Joe Friday approach: Just the facts ma'am!

Friday, January 17, 2020

Confidence Interval and Reflective Writing Tips

Reflective Writing Tips Reflective writing is where you revisit experiences and write down your thoughts about them, asking questions such as: †¢Ã¢â‚¬ What did I notice? † †¢Ã¢â‚¬ Why did it happen this way? † †¢ â€Å"How was I changed by this? † †¢ â€Å"What might I have done differently? † †¢Ã¢â‚¬ How could I have handled the situation differently in hindsight? † †¢Ã¢â‚¬  What have I learnt about myself? † †¢ † How do I interact in a team? † †¢ â€Å"How did I feel? † †¢Ã¢â‚¬ Why did I react the way I did? † †¢Ã¢â‚¬ How can I improve for next time? † You will need to do a lot of research, There is a reading list provided as a starting point. Do you follow any of the theories? Have you got experiences now that show the theories are true? You do not need to be analyzing other team members actions. This is not a forum to blame everyone else! You should be looking inwards at yourself for answers and looking at your own reactions to the situations and how you could improve and grow. This is not a report so you don't need to follow report format. You can lay it out however you want to. It should mainly be about what you have learnt in PASBD but you could add in some personal experience if you wish. You will need proper SHU Harvard referencing and a bibliography. Leaflet attached. Don't be too descriptive about the detail of what happened, it is more about your analysis of why the things happened that did. Finally I have two examples from people who have done this assignment previously, one bad and one very good. Bad Example – approx 40% â€Å"As a final year student, the reflection on team building or team working is difficult when you don't know the people you are working with. The first test is to communicate in various forms of communications which are needed to arrange times to meet and possibly exchange contact details at this stage so you know who, where and what a person looks like when it's time to meet. Personally when the first group was formed, the initial test was to email group members to arrange possible times to meet, however I was lucky enough to have two members within my group to which I have worked with before throughout my course, therefore there was a built relationship already which made work carried out easier. This meant I know the capability, thrive and enthusiasm of those individuals to carry out given task, although one of them can be a bit bossy, on the other hand it was more difficult to predict what the other members would be like, as for not knowing who they are and what kind of a person they are this bought my confidence levels down. When faced with a situation such as meeting people for the first time, it is always good to start off on the right foot. In my own personal experience the best thing to do was to meet the group and get to know the members and see what they are like. In terms of confidence, it was certain that they all had similar thoughts going through their minds to what an individual like myself or others would bring to the team. † When we started the first case which was Atkinsons the two stronger members led the way and the rest of us were quite happy to let them take control. We decided that we shouldn't move to Meadowhall which turned out to be the right choice. The national trust exercise didn't turn out as well as we didn’t think about who we were presenting to. I wasn't happy about the mark for this. † Good Example – approx 90% When considering what part I might play, I considered what team role I would suit from Belbins (1981) psychological profiles of how people â€Å"behave, contribute and interrelate with others†. Due to my confident and influential personality my perception would have originally been that of the alpha female. To initiate thoughts, make executive decisions and organise the group towa rds the end goal. Looking at the team roles outlined, I would have classed myself as a â€Å"co-ordinator†; â€Å"Mature, confident, a good chairperson; clarifies goals, promotes decision-making, delegates well. This summary reflects how I would try to control the group work to what I want to achieve. Being a naturally confident person I felt that I would be able to exert influence on people to achieve what I wanted by allowing my â€Å"behavior [to be] controlled by my internal personality (Bateman and Crate, 1993). As tasks began, I found it difficult to â€Å"let go† when tasks were divided and I tried to micro-manage. This lack of trust in other peoples work meant that I put additional pressure and workload on myself. In order to improve my actions (and stress levels) I have to better understand my ‘locus of control' (Rotter 1966); whether the event is within(internal) or beyond(external) my personal control. I have come to learn that winning is not everything and too great a focus on it can block learning. Problems came to head when my considered personal strength was mixed with another strong character, I felt like I had to fight to get my point across. I felt beaten by constant, critical comment as she would often counteract my ideas or discard them. However, we found that our debates achieved an effective balance and we produced a high quality presentation by using constructive criticism. I realise now that she was not aiming to target or discredit my ideas or work but she was just trying to achieve a better result by challenging my suggestions. I have learnt that in future I should value all criticisms as they can enhance my performance. † Finally It's all about the journey and not the destination. Focus on the process and learning with an internal emphasis. It's not about whether you got the tasks right or wrong but about what you learned about yourself and life whilst doing them.

Wednesday, January 8, 2020

Drunk Driving Research Paper - Free Essay Example

Sample details Pages: 3 Words: 1035 Downloads: 3 Date added: 2019/04/03 Category Society Essay Type Research paper Level High school Tags: Drunk Driving Essay Did you like this example? Research Paper Every year in the United States 13,000 people are killed from an alcohol related accident. In a different perspective, that is about 35 people every day (Mothers Against Drunk Driving). To bring this statistic down, schools should educate students on the consequences of drunk driving because teenagers are more likely to get into a fatal car crash than any other age group. Teaching students about the legal ramifications will discourage drunk driving, teaching teens about the death rates, and showing them how to cope with peer pressure situations will all decrease alcohol related car crashes. While under the influence, teenagers are 17 times more likely to get into a fatal car crash, compared to driving sober (Burgess). Students need to know that alcohol affects their brain more than it affects adults. In fact, 16-20 year olds have the highest rate of alcohol related fatal car crashes (National Clearinghouse for Alcohol and Drug Accidents ). This is because teenagers can be impaired by half as much alcohol than an adult. This is caused by inexperience with alcohol, and even with a low blood alcohol content getting into a car tispy can be fatal. Teenagers do not realize that it only takes a couple drinks to become intoxicated. Don’t waste time! Our writers will create an original "Drunk Driving Research Paper" essay for you Create order Furthermore, during parties teens tend to binge drink and then instead of calling their parents to pick them up, they try to drive home or get a ride with someone who is also drunk (Lindsay). It is vital for teenagers to be taught the dangers of driving under the influence. Schools have classes to teach students how to drive, yet the classes do not spend enough time on the consequences of drunk driving. Another reason for teaching teenagers about drunk driving, is that if they are taught about the legal ramifications it might discourage them from getting behind the wheel while drunk. If teenagers, and adults for that matter, think they can get away with driving drunk they are mistaken. For example, in Minnesota alone 30,000 DUIs are handed out each year. That means one out of seven people in the state has received one (Pinto). A few reasons why it is hard to get away with drunk driving, are because of the checkpoints and patrols, harsh punishments, and strict laws to prevent drunk driving. Although ten states prohibit the checkpoints, research shows that these crack downs are improving the drunk driving conditions on the roads. According to Joseph Carter, the president of the IACP, More than two decades of research have demonstrated that sobriety checkpoints and other law enforcement efforts make a difference. They are vitally effective techniques to get impaired drivers off of our roads (Mothers Against Drunk Driving). These checkpoints are meant to discourage drivers about driving drunk because if they are caught the consequences are severe. The punishments for DUIs are strict, especially for teenage drivers. One of the laws to prevent teenage drunk driving is the zero tolerance law. This law states that drivers under 21 cannot have a blood alcohol content higher than .02%. Research shows that this law has decreased accidents by 50 percent in some states (National Clearinghouse for Alcohol and Drug Accidents). If a teenager is caught, the legal ramifications can include jail time for up to six months, loss of their licenses and fines up to 1,000 dollars. Keep in mind, these punishments are only for first time offenses (Furmento). Not to mention, a teenagers insurance can be tripled even quadrupled after a first time offense (Pinto). With these deterrents in mind, a teen would have to think twice about getting behind the wheel while intoxicated. Continuing on with the education of consequences dealing with drunk driving, there are not only DUIs one would have to worry about. On the flip side of the consequences, teenagers should be educated not only on the legal ramifications but also on the moral consequences. Sometimes teens believe that they are immortal and nothing will hurt them, but they need to realize that every year thousands of people are killed by drunk drivers. For instance, in Minnesota alone, 300 people are killed from just alcohol related accidents. Furthermore, for every one person that is killed twenty are injured (Pinto). In Illinois, 369 people were killed in 2014. In fact, the highest percentage of alcohol related accidents came from the 16-20 year olds (National Clearinghouse for Alcohol and Drug Accidents). Joseph Carter said that impaired driving is not just another traffic offense. It is a serious crime that often causes needless deaths and injuries (Mothers Against Drunk Driving). This quote is important because it shows that drunk driving deaths can be prevented. The reality is, teenagers need to realize every time they get behind the wheel, or in a car with a drunk driver, they are risking the lives of the passengers in the car, but also other vehicles and pedestrian around them. The final reason for teaching teenagers about drunk driving is not just teaching them about the things that could happen, but how to not get into the situation in the first place. This is because kids do not know how to say no when all their friends are pressuring them to do something. In a study conducted by the NIDA, it was proven that teens are more likely to run through a yellow light if their friends were in the car with them (Bellum). If more teenagers learned at an earlier age not to be pressured by their friends, drunk driving would not be so prevalent. Some believe that the schools already teach the consequences of drunk driving in the mandatory driving course; however, the class is only a semester long and it needs to get through other things, such as how to drive a car in all conditions, all the road laws, and the mechanics of the car. As one could conclude, that leaves maybe a day or two to go over the effects of drunk driving. Certainly, not enough time to learn all of the laws, ramifications of drinking and driving with peer pressure, and how one decision, at the time seemed harmless, could lead to countless avoidable deaths. With this in mind, schools need to focus on drunk driving to continue reducing the number of drunk driving deaths.