Introduction:

Responsibility is the readiness to accept the culpability for one’s

own action
[Kay 1970]

Social responsibility among the teens plays a key role in the future
of the nation which is been taken for the study to enhance the level
of responsibility they possess and how far that will help the nation
to improve the quality and developmental aspects of the country.
Now let us have a look at the study further, which will give us the
clear picture of the situation to the extent.

Definition:

The term “Responsibility has various meaning in decrement

context. It has two primary meaning. They are accountability and
the rational and moral exercise of discretionary power. The term
“Social responsibility” demands a deeper understanding of the
social connection of an individual. Man’s profound social needs
and the meaning of his life is always determined by his relation to
his society, which demands his responsibility to it at the time of
crisis.

The complex ability both to emit behaviors which are positively or

negatively reinforced and not to emit behaviors that are punished
or extinguished by others.

Legal systems are concerned both with standards of responsibility

and with allocating the consequences of luck. Whether a person is
held liable in tort for dropping a hammer depends partly on
whether the person should be blamed for dropping the hammer and
partly on whether the hammer fell harmlessly to the ground or hit
another person. Sometimes persons who shot at what they believed
was a deer and hit a human being are punished as severely as
persons who shot at what they believed was a human being and hit
a deer. Distributive justice presents similar mixed questions of
responsibility and luck. Americans debate both what constitutes
"unearned" income and whether such income should be taxed more
than earned income.

Arthur Ripstein has written an important work on the interaction

among responsibility, luck, and justice. His study details and
largely defends the circumstances under which present Anglo-
American law holds persons hostage to fortune. Equality,
Responsibility, and the Law maintains that the law uses, and
should use, objective reasonableness standards in those instances
"where luck has a role to play--accidents, mistakes, emergencies
and attempts" (p. 6). "Rather than asking everyone to expend the
same degree of effort," Ripstein insists that "the law demands the
same degree of care from everyone and protects all to the same
degree" (p. 86). Criminal liability does not depend on whether I
shot at what I thought was a deer or even if I did my best to ensure
that my target was a deer, but on whether a reasonable person
would have thought the target a deer. Reasonableness standards
similarly determine tort liability and the resources necessary to live
a responsible life.

This objective reasonableness standard is necessary to preserve the

"fair terms of interaction" (p. 105). Subjective tests are unfair
because they make the rights of persons depend on the particular
capacities of other persons. Whether A consents to a trade would
depend entirely on whether B thought A consented. This unfairly
makes "one person's security depend on another's state of mind" (p.
105). Similarly, the law should not obligate persons to perform
easy rescues because such a rule "would make the security of those
in peril depend on considerations about the welfare of those
positioned to rescue them" (p. 92). Rather, Equality powerfully
argues that the law treats people as equals only when "the line
between the choices for which a person may be held responsible,
and circumstances for which he may not, is set objectively"
(p. 266). Persons are negligent when they fail to take reasonable
precautions against injuring others. Persons are excused from
crime when a reasonable person would have made the same factual
mistake. Ripstein does go too far when he claims that "the criminal
law serves primarily to protect and vindicate fair terms of
interaction" (p. 134). Most societies punish some "victimless"
crimes. Most people do not think the main fault with murder is that
victims are deprived of the right to choose suicide.

Equality will serve as an excellent guide to the issues of

responsibility central to much tort and criminal law. Ripstein has
mastered the law and scholarship on these subjects, writes clearly,
and offers intelligent solutions to important legal problems. Still,
his arguments are hardly airtight. Objective standards are no more
equal in the abstract than subjective standards. Some difference
theorists maintain that persons are treated equally only when they
are treated differently. This view may be wrong, but it is never
discussed in the book. Moreover, contrary to Ripstein's claims, one
person's security always depends on the mental state of other
persons. All we can do is our best. Telling us that we will be held
liable in tort or criminally punished if our best does not meet a
reasonableness standard is not particularly helpful in the absence
of any specific public understanding of what acts are reasonable.
Equality rarely discusses what acts are reasonable, or whose
rationality a reasonableness standard at different times and in
different places is likely to privilege.

Ripstein does do a nice job of demonstrating the close connections

in the way tort law, criminal law, and distributive justice
understand the relationship between luck and responsibility. His
study demonstrates that what may seem obscure questions of
common law raise fundamental issues of justice. In particular,
Equality recognizes that legal liability is only meaningful when
principles of distributive justice are satisfied. "If someone's
opportunities are severely limited. . . by poverty or ill health,"
Ripstein declares, "it is unfair to hold him responsible for the costs
of his choices" (p. 272). The chapter on distributive justice then
provides an interesting exploration of the nature of the social safety
net. The book does not, however, examine at length the extent to
which persons who start with scarce holdings are excused from
legal liability. Readers do not learn whether the desperately poor
may steal a loaf of bread or the desperately ill may illegally use
marijuana to ease their pain.

Equality, Responsibility, and the Law will interest more academic

lawyers and philosophers than political theorists and political
scientists. This is a fair description of the book the author wrote,
not a complaint that a professor of philosophy and law should have
written a different book. The main body of the work is devoted to
an analysis of specific problems of tort and criminal law. Only the
last two chapters discuss those broader issues of social
organization that concern students of politics. The literature
discussed and critiqued is largely legal and philosophical.
Distinctively political science perspectives on tort and crime are
not considered. Ripstein does recognize that problems of
implementation are central to a just society, but he asserts that
these issues are not his present concern. Thus, readers will not find
out how objective a reasonableness standard enforced by juries is
likely to be. The redistribution schemes necessary to ensure the fair
terms of interaction are also beyond the scope of Equality. For
these and numerous other reasons, the book is not likely to be
assigned in many undergraduate or graduate political science
courses. Still, good books do not have to be good political science
books, and political scientists who read nothing but political
science are likely to have little to say to the vast majority of
persons who are not political scientists. Scholars interested in "a
principled account of where the results of luck properly lie" (p. 2)
will find Equality, Responsibility, and the Law an interesting,
provocative read.

[MARK A.GRABER]

Need for the Study:

“No man is an Island” – Aristotle.

Life in society is essential to both the development and the
happiness of the human personality is made of social
responsibility. This study was taken to investigate the awareness
and the level of responsibility among the children who are very
freshly exposed to the society. It is not enough for them to give
academic knowledge about the culture, tradition, environment and
they should be able to practice it in their day-today life which will
ultimately make them to be a good children which is nothing but
good citizens of the country. This would help the whole
community to prosper.

Importance of the study:

India attained political Independence in 1947 and decided to

transform herself into a Secular,Democratic, Repulic with her own
constitution. It is more than half a century since we obtained our
independence , yet we find too much of social evils in Indian
Society in the forms of communal conflicts, regional and
linguistic fanatism, terrorism, fundamentalism, casteism,
communalism ,indiscipline,lawlessness and rampant corruption at
all levels and all over the country. This sorry state of affairs should
change. To create a new social order, to establish an egalitarian
society to transform the Indian society to develop real and healthy
sense of secularism,harmony and concord among the people, it is
necessary that education should take up the main responsibility.
Education in the present day India should assume this great and
noble responsibility and challenge to develop the students social
responsibility as the “destiny of our nation is being shaped in her
classrooms”.

Further the school should assume the responsibility of providing

effective social training to the students and make them socially
efficient, that is when the student leave the four walls of our
educational institutions and enter into the wider arena of life, they
should be able to adjust themselves properly and effectively and
become worthy and contributing members of their society. Hence
training through education is one of the important social aims of
any country, more so with regard to our own nation.

The social condition of the present situation questions the

existence of our moral,ethical and social responsibility. Thus the
present study was a pioneering attempt in exploring the social
responsibility of the students and it lead the pathway to get into
this research work.

Evolution of the problem:

Man is the only unique creation in this Universe who is under

certain parameters, free to make his own destiny. Given such a
choice, there is the evolution of values in him. These values are
multifaceted standards that guide his conduct in a variety of ways.
[Rokeach 1973]
The prevalence of condition of living of the people and their
environment across the country forces one to examine the
adequacy of social responsibility. Mass media invariably reports
about incidents of arson, drug addiction, crime, alcoholism and
social conditions such as the quality of air we inhale, the quality of
water we provided with , the state of streets and roads where we
live in, the values of politicians and other authorities who govern
the country almost everyday. Such an observation led the
investigator to ponder over the social responsibility in our country
as this forms the art of social living by serving as the guiding stars
of man to determine his priorities in life.

On just going through the research work [dissertion abstracts 1984-

2002] in the area of social responsibility, a noticeable gap was
observed. As the review of the past research further explored into
the social responsibility of teens, the investigator focused on their
civic sense, ethics, etiquette, environmental awareness, media
impact, patriotism, internet impact, the level of performance as a
social being.

The investigator is very much bothered about the present situation

of the society that will be ultimately reflected on the teens who are
freshly exposed to the society and monitor the level of
responsibility and awareness they possess. On this basis the
students of the age 14,15,16,17 are taken to be the sample of the
study.
Definition of Key Terms:

Environment:

Environment is defined as the circumstances, objects or conditions

by which one is surrounded”.

Environment means surrounding. The environment of any living

organism such as a man includes all other forms of life on earth as
well as his physical environment, the earth, air and water. The
environment is considered to be the whole set of natural and social
systems in that man and other organism live and form which they
draw their substances. The Natural environment consists of four
interlocking systems namely the atmosphere, the hydrosphere, the
lithosphere and biosphere.

Man and Eco System:

Man is mending with nature, chemical effluents nuclear

wastes,acid rain and ever increasing presence of carbon di oxide in
the atmosphere have resulted in the greatest ecological crisis
known to mankind. The death of two thousand five hundred
persons at Bhopal in 1984 due to the inhalation of poisonous gas
which leaked out. Agriculture was man’s first great challenge to
natural systems. He cleared forests to grow food for himself and
built huge irrigation systems to assure a perceptual supply of water
for his crops and prospered. The landscape is dotted with the
mounds, the ancient irrigation works are filled with silt the end
product of soil erosion and the ancient seaport of URS is now two
hundred and fifty kilometer from the sea with its building buried
under as such as low of silt. The rapid growth of world population
in recent years has distributed the ecological balance. The
utilization of natural resources has increased with the increase in
the population.
Pollution may be defined as the presence of extraneous materials in
a particular environment in concentration that are harmful to living
organism. Webster dictionary defines pollution as a state of being
impure or unclean or the process of producing that state. The term
impure and unclean in the definition imply the presence of agents
added to the environment in kinds and quantities that potentially
dangerous to the living organism. Today pollution is so
widespread, substantial and real that the very existence of life is at
stake. Through pollution by natural processes are known, it is the
man made pollution which by far poses a real threat to mankind. A
pollution is a toxic agent like germs in sewage, chemical, in the
effluents, pesticide of agriculture, gases of the air.

The danger due to the pollution has increased manifold after the
Second World War. The colossal population explosion in the under
developed countries coupled with production explosion in the rich
countries has resulted in the generation, production and release of
major pollutants in the environment - the land, the sea, the fresh
water and the air.

Air Pollution :

The Combustion of fossils fuels for releasing their stored energy is

our most challenging air pollution, problem combustion, release of
carbon dioxide, carbon monoxide, sulphur dioxide, nitrogen oxide,
Fluorides, hydrocarbons etc., in to the atmosphere. A number of
air pollution disasters occurred in the past, some 6000 persons, half
the population of Sonora Valley fed on 26th oct 1958 due to smoke
and fog. A similar smog occurred in London 5th September 1952.
It resulted in the death of nearly 4000 people. Such disasters are
lurking in future in most of the industrialized area of the world.
Air pollution is fast becoming an important environmental hazard.
Water Pollution:

Water Pollution has assumed high proportions today that not only
the aquatic ecosystem are greatly damaged but even the lives of the
animals on the land are severely threatened. The rivers, ponds,
lakes and the seas are today polluted with a variety of liquid and
solid waste which are direct result of population explosion, energy
explosion and large scale industrialization. Every waste today
finds its way ultimately in the river, lake or the sea. The sea is
today “The Sewer of the World”. The pollution found in water are
Domestic sewage, surface run of Industrial discharge, radio active
wastes, and oil chlorinated hydrocarbons.

Environmental Pollution:

This is a term that refers to all the ways by which people pollute
their surrounding. People dirty the air with gases and smoke,
poison the water with chemicals and other substances, and damage
the soil with too many fertilizers and pesticides. People also
pollute their surroundings in various other ways. For example,
they ruin natural beauty by scattering junk and litter on the land
and in the water. They operate machines and motor vehicles that
fill the air with disturbing noise. Nearly everyone causes
environmental pollution in some way. Environment pollution is
one of the most serious problems facing humanity today.

Economic Causes:

Since our country is under development, the affordability to

prevent pollution is less, as the cost of the prevention will be too
high for us.
Social Causes:

As everybody wants to be so sophisticated and comfortable which

lead the usage of the synthetic materials that pollute the
environment, which in turn save the people’s time, work and
money in some way or the other. The usage of throwaway
packaging materials is an example of how demands for
convenience cause pollution. The use of automobiles instead of
public transportation is another example of pollution that results in
a form that affects environment. Each year, millions of people
celebrate Earth Day on April 22, the purpose of Earth day is to
increase public awareness of environmental problems.

Environmental Health:

This is caused by modern technology can produce serious

problems, air pollution can worse the condition of people who
suffer such respiratory diseases as asthma and bronchitis. It may
even cause some diseases like cancer and emphysema. In some
areas, insecticides and industrial wastes contaminate food and
water supplies. Excessive noise can also threaten people’s health.

Dust also causes lung diseases among workers in the asbestos and
cotton industries. Some industrial chemicals including arsenic and
vinyl chloride cause cancer. People work with x- rays and other
forms of radiation also face a health hazard unless proper
precautions are taken.

Attitude:

An attitude is a predisposition to respond cognitively, emotionally,

or behaviorally to a particular object, person, or situation in a
particular way.
Attitudes have three main components: cognitive, affective, and
behavioral. The cognitive component concerns one's beliefs; the
affective component involves feelings and evaluations; and the
behavioral component consists of ways of acting toward the
attitude object. Surveys interviews, and other reporting methods
generally measure the cognitive aspects of attitude, while
monitoring physiological signs such as heart rate more easily
assesses the affective components. Behavior, on the other hand,
may be assessed by direct observation.

Behavior does not always conform to a person's feelings and

beliefs. Behavior, which reflects a given attitude, may be
suppressed because of a competing attitude, or in deference to the
views of others who disagree with it. A classic theory that
addresses inconsistencies in behavior and attitudes is Leon
Festinger's theory of cognitive dissonance, which is based on the
principle that people prefer their cognition’s, or beliefs, to be
consistent with each other and with their own behavior.
Inconsistency, or dissonance, among their own ideas makes people
uneasy enough to alter these ideas so that they will agree with each
other. For example, smokers forced to deal with the opposing
thoughts "I smoke" and "smoking is dangerous" are likely to alter
one of them by deciding to quit smoking, discount the evidence of
its dangers, or adopt the view that smoking will not harm them
personally. Test subjects in hundreds of experiments have reduced
cognitive dissonance by changing their attitudes. An alternative
explanation of attitude change is provided by Daryl Bem's self-
perception theory, which asserts that people adjust their attitudes to
match their own previous behavior.

Attitudes are formed in different ways. Children acquire many of

their attitudes by modeling their parents' attitudes. Classical
conditioning using pleasurable stimuli is another method of
attitude formation and one widely used by advertisers who pair a
product with catchy music, soothing colors, or attractive people.
Operant conditioning, which utilizes rewards, is a mode of attitude
formation often employed by parents and teachers. Attitudes are
also formed through direct experience. It is known, in fact, that the
more exposure one has toward a given object, whether it is a song,
clothing style, beverage, or politician, the more positive one's
attitude is likely to be.

Attitude is a feeling, belief, or opinion of approval or disapproval

towards something.

Behavior:
Behavior is an action or reaction that occurs in response to an
event or internal stimuli (i.e., thought).

People hold complex relationships between attitudes and behavior

that are further complicated by the social factors influencing both.
Behaviors usually, but not always, reflect established beliefs and
attitudes. For example, a man who believes strongly in abstinence
before marriage may choose to remain a virgin until his wedding
night. Under other circumstances, that same man may engage in
premarital sex despite his convictions after being influenced by
social messages that his masculinity is dependent on sexual
activity.

Ideally, positive attitudes manifest well-adjusted behaviors.

However, in some cases healthy attitudes may result in harmful
behavior. For example, someone may remain in an abusive and
potentially deadly domestic situation because they hold negative
attitudes towards divorce.
Behavior can be influenced by a number of factors beyond attitude,
including preconceptions about self and others, monetary factors,
social influences (what peers and community members are saying
and doing), and convenience. Someone may have strong
convictions about improving the public school system in their
town, but if it means a hefty increase to their property taxes, they
may vote against any improvements due to the potential for
monetary loss. Or, they may simply not vote at all because their
polling place is too far from their home, or the weather is bad on
election day.

Studies have demonstrated that, in some cases, pointing out

inconsistencies between attitudes and behavior can redirect the
behavior. In the case of the school supporter, showing that their
actions (i.e., not voting, not attending parent-teacher organization
meetings) are harming rather than helping efforts to improve
education in their town may influence them to reevaluate their
behavior so that it reflects their attitudes.

For those in need of psychological treatment, there are several

treatment approaches that focus on changing attitudes in order to
change behavior. Cognitive therapy and cognitive-behavior
therapy are two of those techniques. Cognitive therapy attempts to
change irrational ways of thinking. Cognitive-behavioral therapy
tries to correct the resulting inappropriate behavior.

Changing attitudes to change behavior:

Attitude and behavior are woven into the fabric of daily life.
Research has shown that individuals register an immediate and
automatic reaction of "good" or "bad" towards everything they
encounter in less than a second, even before they are aware of
having formed an attitude. Advertising, political campaigns, and
other persuasive media messages are all built on the premise that
behavior follows attitude, and attitude can be influenced with the
right message delivered in the right way.

The fields of social and behavioral psychology have researched the

relationship between attitude and behavior extensively. The more
psychologists can understand the relationship between attitude and
behavior and the factors that influence both, the more effectively
they can treat mental disorders, and contribute to the dialogue on
important social problems such as racism, gender bias, and age
discrimination.

One of the most common types of communication, persuasion, is a

discourse aimed at changing people's attitudes. Its success depends
on several factors. The first of these is the source, or
communicator, of a message. To be effective, a communicator
must have credibility based on his or her perceived knowledge of
the topic, and also be considered trustworthy. The greater the
perceived similarity between communicator and audience, the
greater the communicator's effectiveness. This is the principle
behind politicians' perennial attempts to portray themselves in a
folksy, "down home" manner to their constituency. This practice
has come to include distinguishing and distancing themselves from
"Washington insiders" who are perceived by the majority of the
electorate as being different from themselves.
Development of adolescent problem behavior.
[Dennis V.Ary,1999]

This article examined the extent to which the social context model
of the development of antisocial behavior advanced by Patterson
and colleagues (Dishion, Patterson, Stoolmiller, & Skinner, 1991;
Patterson & Bank, 1989; Patterson, Capaldi, & Bank, 1991;
Patterson, DeBaryshe, & Ramsey, 1989; Patterson, Reid, &
Dishion, 1992) generalizes to the development of a diverse range
of adolescent problem behaviors. An earlier study using cross-
sectional data from three independent samples of adolescents
found consistent support for this model; path analyses indicated
that approximately half of the variance in general problem
behavior was accounted for by the family and peer variables in the
model (Metzler, Biglan, Ary, Noell, & Smolkowski, 1993). The
current article represents a more rigorous investigation of the
applicability of this social context model to adolescent problem
behavior using data collected at three time points over an 18-month
period.

SOCIAL CONTEXT MODEL OF THE DEVELOPMENT OF

ANTISOCIAL BEHAVIOR

Patterson and colleagues have developed a social context model of

the development of antisocial behavior (Dishion, Patterson, &
Kavanagh, 1991; Patterson & Bank, 1989; Patterson et al., 1989;
Patterson et al., 1991; Patterson et al., 1992). They have presented
evidence that specific family management practices in early
childhood are important factors in the development of early
aggressive and oppositional behavior. Such behavior places the
child at high risk for a series of negative outcomes that culminate
in delinquent behavior as adolescents. Specifically, Patterson and
colleagues have shown that parental mismanagement (i.e., harsh
and inconsistent discipline) of early oppositional behavior shapes
further aggressive behavior through a process involving
increasingly coercive parent-child interactions. In order to avoid
these aversive discipline interactions, parents will often become
increasingly inconsistent in their discipline and monitoring, and the
child's aggressive behavior becomes more established. When the
child enters school, this pattern of noncompliant and aggressive
behavior is extended to the school environment and often places
the child on a trajectory that includes rejection by normal peers and
academic failure in the classroom. These outcomes contribute to a
drift toward other rejected, aggressive peers by early adolescence,
where further antisocial behavior is rapidly shaped and reinforced.
Continued association with this deviant peer group places the child
at high risk for developing a consistent pattern of antisocial and
delinquent behavior. Thus, this model accounts for delinquent and
antisocial behavior in adolescents through proximal peer influence,
but suggests that poor family management practices (especially,
coercive interactions and poor monitoring) explain the engagement
with deviant peers.

A central assumption in the coercion model is that a myriad of

variables, such as social and economic stress, child temperament,
family history, and parental mental health problems, affect the
development of problem behaviors in children. It is posited,
however, that the effects of such variables are mediated
significantly by how much they disrupt the daily socialization of
the child. In the early stages of the development of problem
behavior, the most powerful and proximal determinants should be
found in the interaction between the child and his or her family; as
the child's social world expands, the process should be increasingly
influenced by interactions with peers. In many respects, parental
monitoring serves as the critical factor in assuring some
organization of the child's socialization.
In their extensive analysis of longitudinal studies of antisocial
behavior, Loeber and Dishion (1983) found that the most powerful
predictors of later delinquency were parenting variables,
specifically, those related to harsh, inconsistent discipline and poor
supervision. Similar conclusions have been reached by Farrington
(1978), McCord, McCord, and Howard (1961), Olweus (1980),
Wadsworth (1979), and West and Farrington (1973).

Parent-training interventions based on the coercion model have

shown significant effects on aggressive-antisocial behavior
(Dishion, Patterson, & Kavanagh, 1991; Patterson, Chamberlain, &
Reid, 1982) and on the amount of time delinquents spend in
institutional settings (Bank, Patterson, & Reid, 1987; Bank,
Marlowe, Reid, Patterson, & Weinrott, 1991).

ADOLESCENT "PROBLEM BEHAVIOR" AND THE

GENERALIZABILITY OF THE MODEL:

There is mounting support for a general "problem behavior"

construct of interrelated problem behaviors in adolescence:
antisocial behavior; drug, alcohol, and tobacco use; academic
failure; and precocious and risky sexual behavior (Jessor & Jessor,
1977; Donovan, Jessor, & Costa, 1988; Metzler, Noell, Biglan,
Ary, & Smolkowski, 1994; Osgood, Johnston, O'Malley, &
Bachman, 1988). In addition, there is growing evidence that
Patterson and colleagues' social context model of the development
of antisocial behavior is applicable to problem behavior generally
(Metzler et al., 1993), as well as to adolescent drug abuse (Dishion,
Patterson, & Reid, 1988; Dishion & Ray, 1991) and high-risk
sexual behavior (Metzler et al., 1994).

Therefore, in the present study we test a general model of the

development of problem behavior using longitudinal data from
three time points. First, it was hypothesized that several different
types of problem behavior are sufficiently interrelated to justify a
single problem behavior construct. The problem behaviors thought
to load on this construct include antisocial behavior, high-risk
sexual behavior, alcohol use, marijuana use, and cigarette smoking.

THEORETICAL MODEL:

This model specifies a series of links among parenting practices,

associations with deviant peers, and engagement in problem
behavior. Following Patterson et al. (1992), we hypothesized that
families that have high levels of conflict at the first assessment
would also have low levels of family involvement at that time.
Similarly, high levels of conflict and low levels of family
involvement were expected to predict poor parental monitoring 1
year later and that families with poor parental monitoring would
have children who were associated with deviant peers. Finally, it
was hypothesized that poor parental monitoring and associations
with deviant peers at Time 2 would predict high levels of
engagement in problem behavior construct at Time 3, 6 months
later.

METHOD:

Participants

Study participants were 608 adolescents from a large metropolitan

area in the Pacific Northwest. Participants were members of the
Kaiser Permanent health maintenance organization (HMO), who
were recruited to participate in a clinical trial to evaluate the
efficacy of an adolescent smoking cessation program. A screening
questionnaire of adolescent members of the HMO was used to
identify adolescent smokers. Recruitment procedures maintained
an 8:1 ratio of current "smokers" (i.e., smoked one or more
cigarettes in last month) to nonsmokers. Participants ranged in age
from 14 to 17 years and were 91% Caucasian, 3% African
American, 2% American Indian, 2% Asian, and 2% Latino. The
sample was 35% male. Only one adolescent participated from each
family. They were not paid for their participation.

Habit:

"Habits are powerful factors in our lives," says Stephen R. Covey,

author of The 7 Habits of Highly Effective People: Powerful
Lessons in Personal Change (Fireside, $14). "Because they are
consistent, often unconscious patterns, they express our character
and produce our effectiveness ... or ineffectiveness."

Sometimes we're very aware of our habits. For example, you may
think you do your co-workers a favor by pointing out their
mistakes. You've trained yourself to home in on the weaknesses of
others and offer your perspective--whether or not you're asked for
it. After all, you reason, someone has to tell them they're wrong.

Needless to say, this is a negative habit. Your desire to hold up the

proverbial mirror for colleagues to look into makes you appear to
be an overly opinionated, hypercritical, self-righteous fault-seeker.
Not the best traits to have, especially if you have to rely on them to
get your job done. But not to worry; even the worst habits aren't
permanent.

In his book Covey offers tips that can help you to wipe out
negative habits and increase your personal and professional
effectiveness. Here are five of them:

* Be proactive. Don't wait for things to happen to you; take the

initiative. For example, reactive individuals let the weather, their
mood and other people's actions affect their performance.
Proactive people, on the other hand, perform well regardless of
external circumstances.

* Begin with the end in mind. Visualize the end and write a
program that will help you get there. To have a successful ending,
write and follow the steps necessary to achieve your goal.

* Put first things first. Prioritizing your activities and executing

them in order of importance or urgency (see "To-Do List
Dilemma," Motivation, this issue) is the key to life and time
management. It will require willpower to do things when you don't
want to do them, even though they should be done at that given
moment.

* Think win/win. Seek solutions or agreements that are beneficial

to everyone involved. All parties will feel good about the decisions
and committed to the action plan.

* Seek first to understand, then to be understood. Abandon the

urge to be understood first. Instead, listen with an empathetic ear.
Train yourself to really hear the other person with whom you're
having a conversation, and try to understand their point of view
before you express your own

Anger Management for Adolescents:

Karen V.Snyder[1999]

Anger and aggression in child and adolescent populations have

been a major concern in society and in clinical settings. The
ongoing scientific study of these linked constructs is warranted.

The purpose of the study was to investigate the efficacy of an

intervention aimed at reducing anger and aggression in an
adolescent psychiatric inpatient population. Specifically, it tested
their levels of anger, anger control, and aggressive behaviors in
experimental and control conditions. Their acquisition of anger
management skills, as well as the transfer of these skills to social
environments, was measured before and after exposure to the
conditions. At the posttreatment phase, behavior ratings were
completed by adults in 3 different social environments, thus
offering a wider, more representative sample of the adolescents'
social behaviors and self-control during socially provocative
interactions with their peers. These included (1) behavior ratings
by nursing staff on the hospital unit, (2) behavior ratings by
teachers in the special education classroom, and (3) behavior
ratings by parents/guardians in the home/community environment
in a 4- to 6-week follow-up phase (i.e., after patients had been
discharged from the hospital). Previous studies had demonstrated
the efficacy of anger control interventions through longer treatment
series (i.e., 10-20 sessions over several months) (e.g., Feindler et
al., 1984, 1986). However, the realities of shorter lengths of stay in
psychiatric hospitals created the need for the development of
shorter, more intensive therapeutic approaches. Thus, it became
necessary to develop a 4-session anger management series that
could be completed within a 2-week time period, roughly
corresponding to the average length of stay.

Ethics:

This is concerned with human conduct, character and values. It

studies the nature of right and wrong and the distinction between
good and evil. Ethics explore the nature of justice and of a just
society and also one’s obligations to oneself, to others and to
society.

The late Jonathan Mann famously theorized that public health,

ethics, and human rights are complementary fields motivated by
the paramount value of human well-being. He felt that people
could not be healthy if governments did not respect their rights and
dignity as well as engage in health policies guided by sound ethical
values. Nor could people have their rights and dignity if they were
not healthy. Mann and his colleagues argued that public health
and human rights are integrally connected: Human rights violations
adversely affect the community's health, coercive public health
policies violate human rights, and advancement of human rights
and public health reinforce one another.[1] Despite the deep
traditions in public health, ethics, and human rights, they have
rarely cross-fertilized-- although there exists an important
emerging literature.[2] For the most part, each of these fields has
adopted its own terminology and forms of reasoning.
Consequently, Mann advocated the creation of a code of public
health ethics and the adoption of a vocabulary or taxonomy of
"dignity violation."[3]

Mann's intellectual and emotional appeal profoundly influenced a

generation of Scholars, practitioners, and activists. It is now
common, and fashionable, to use the discourse of public health,
ethics, and human rights in social commentary and as a tool of
scholarly analysis. True to Mann's vision, people in these fields
collaborate much more often and express each other's language and
ideas. The rhetoric of ethics and human rights is frequently applied
to the theory and practice of public health.

[Lawrence O.Gostin]

Motivation:

The concept of motivation stands at the center of the educational

enterprise. Terrel Bell, former Secretary of Education, put the point
emphatically: "There are three things to remember about
education. The first is motivation. The second one is motivation.
The third one is motivation" (Maehr & Meyer 1997:372).

This review examines the directions and recent progress in our

understanding of the motivational dynamics of school
achievement. As we will see, it is the interaction between (a) the
kinds of social and academic goals that students bring to the
classroom, (b) the motivating properties of these goals, and (c) the
prevailing classroom reward structures that jointly influence the
amount and quality of student learning, as well as the will to
continue learning.

Taken in its entirety, the substantial body of research reviewed

here provides a relatively complete picture of the motivational
dynamics of school achievement. For this reason, this review is
more an unfolding narrative than a comprehensive cataloguing of
numerous individual studies--a narrative broad in scope, with
many intertwining themes, that ultimately provides for an overall
cohesiveness. The fact that such a story can now be told is a tribute
to the tireless, cumulative efforts of hundreds of investigators,
many of whom are cited here. This is by no means to suggest,
however, that the story is complete. Much has yet to be learned.
But we understand enough to recognize gaps in our knowledge and
what research steps need be taken next.

Basically, our inquiries are placed in a historical perspective

around the distinction between motive-as-drives and motives-as-
goals (Kelly 1955). The first section reviews research inspired by
goal theory and in particular the evidence for the proposition that,
depending on their purposes, achievement goals differentially
influence school achievement and the will to learn via cognitive,
self-regulation mechanisms.

The second section examines the motivational properties of these

achievement goals from a drive-theory perspective. This allows us
to account for otherwise puzzling behaviors not easily explained
by strictly cognitive, goal-directed interpretations. For example, if
the highest goal of many students is to achieve the best grades
possible, then why do some of them sabotage their chances for
success by procrastinating in their studies, or by setting
unrealistically high goals that doom them to failure?

[Martin V.Covington]

Learning:

Learning is the process by which behavior changes as a result of

experience or practice. A person learns much behavior through
new environments that give examples of new behavior, provides
instruction or opportunity to practice new behavior and reward or
punishment behavior. Learning takes place constantly because
people are always being given new problems to solve or are being
shown new ways of doing things.

Means of Learning:

Serving as models of appropriate behavior children model

themselves largely on their parents. They do so mainly through
identification. Children identify their parents when they have
believed that they possess the qualities,feelings and characteristics
of their parents. Children may modify their self image, however as
they become increasingly influenced by peer group standards
during the preteen age years. A parents action also affect the self
image that the children hail from through identification, which will
take them in positive way if it is positive or will it take to the
negative way.
[Siva R. Sankaran,2001]

One of the problems with many earlier effectiveness studies is that

only the net performance of a group of distance education students
has been measured. However, one can see that the individual
students may react differently to distance learning due to
differences in their background. Two such background variables
are Learning Strategies and Motivation.

Learning strategies refer to the activities by which learning is

achieved. For example, reading aloud, copying notes, consulting
peers, asking the instructor for clarification are all learning
strategies. The use of learning strategies allows students to actively
process information, thereby influencing their mastery of material
and subsequent academic achievement (Pintrich, Smith, Garcia &
McKeachie, 1993).

Hoekscma (1995) proposed two types of learning strategies: deep

and surface. A deep learning strategy is directed at understanding
the meaning of a task and to satisfy curiosity. A student using the
deep will put in longer study hours, make detailed notes from the
text and class Web site, do exercises in addition to meeting the
minimum assignments, and will study continually rather than cram
(Vermunt, 1998). It may be considered the highest form of
learning, A surface learning strategy, on the other hand, is directed
to memorizing facts, disjointed pieces of data. examples and
illustrations (Hoeksema, 1995). A student using the surface
strategy will have a reproducing orientation trying to memorize
pieces of information and more interested in getting good grades
without having to fully master the material. In practice, many
students using the surface strategy have been found to be
successful because deep level learning are just not required to
satisfy many examination requirements (Vermunt, 1998 & Busato,
1998).

Vermunt (1992) reported on a learning behavior he referred to as

an undirected learning strategy. Students using this strategy have
problems in processing and coping with the amount of material to
study. They also have problems with discriminating what is
`important and what is not. The undirected learning strategy is
similar to the non-academic orientation described by Entwistele
and Ramsden (1983). Busato, et. al (1998) and Vermunt (1996)
found that the undirected learning was a negative predictor of
academic success. Motivation

Educators in general believe that all students can learn. However,

the strength of desire and temperament to learn varies from one
student to another. Some learn for the sheer purpose of knowledge
and the intrinsic satisfaction it brings. Others are motivated by the
external rewards such as getting an "A" grade or getting a job. In
the real world, students bring a variety of cognitive and
psychological readiness levels to the classroom. To be a successful
learner, Schuemer [ 181 points out that the student must have a
high degree of motivation.

Students who choose distance education need a high level of

motivation if they are to complete the course work successfully.
During their studies, they often have to work by themselves with
little or no opportunities for face to face or peer interaction. They
will have to deal with more abstract and ambiguous situations than
someone taking a lecture class. They need to be efficient in time
management, be responsible and in control of their studies and
maintain an image of self-worth and self-efficacy. They should see
the value of the education and be able to postpone current
enjoyments and cope with interruption life frequently entails.

Etiquette:

Etiquette is a code of behavior that help people get along with one
another. Etiquette changes and adapts along with changes in the
society. As a result people continue to learn etiquette all through
their lives.

The origin of etiquette:

As prehistoric people began to interact with one another, they

learned to behave in ways that made life easier and more pleasant.
Any manners that developed among these people probably had a
practical purpose.

Etiquette today concerns itself less with rigid rules governing

formal occasions and more with every day living. The goal is to
help people of all life styles get along with one another. Etiquette
today is based on common sense and consideration of the other
person.

Being a human being one has to contribute one’s own bit for the
cause of humanity. For this one need to be not only good human
being but also a good citizen of the nation. That is to say that one
have to be a good Indian and do whatever one can do for the
progress and prosperity of the nation.

As this would not be an easy task, one has to prepare oneself from
birth, so that when one grows up as parent, teacher,friend, the
nation and even the whole of humanity can be proud of. And most
importantly one may feel that one have achieved something in life,
and made your life worth living not only for oneself, but also for
others around them.

When one go to school, he is one among the large number of

students. The school is also an organization. The principles and
teachers jointly make the rules. Rules and regulations are needed
for smooth running of the school. If one violates any rules, many
others may suffer. For example, if one spoil the black board, not
only he, but the whole class suffer.

Living a proper civic life now would prepare for becoming good
citizens when one grow up. When one come out of the classroom
and enter the big world, one will find that life is not all that simple
as one expected it to be. There are problems like construction and
repair of roads, public lighting, provision for clean drinking water,
cleanliness at home, in the market and on the streets, sanitation and
control of epidemics and diseases to name a few. It is with the
help of the Local Government, which the citizens form, that local
problems are solved. But one must remember one thing, that the
Government alone cannot do much. People have to help the
government and this we can do by fulfilling our duties. One can
keep the roads and streets clean and not break or destroy things.

Etiquette in daily life:

The most important part of etiquette involving an introduction is

remembering to make the introduction. There are many ways,
such as invitation etiquette, dating etiquette, telephone etiquette,
driving etiquette. For eg.you may use telephone to invite six
friends to dinner, but not for wedding. You might use printed or
engraved invitations. Previously man chose to pay all expenses and
was protective towards the woman. Today, the rules of dates are
much more flexible. Courtesy is as important as when speaking
over the telephone as when talking to people face to face. A
person should answer the phone with pleasant “Hello”. Good
manners should always govern the way people drive. Courteous
drivers blow the horn only when it is necessary and park
efficiently so they occupy only one space.

MANNERS, MORALS, AND THE ETIQUETTE OF

DEMOCRACY

Perhaps it is a vain hope: that more Americans would pull

themselves away from the radio, television and newspaper, with all
their sound and fury, and, instead, spend a few hours with Stephen
L. Carter's new book. For Civility: Manners, Morals, and the
Etiquette of Democracy is a timely, insightful work that the author,
an Episcopalian, likens to a "prayer."

And silent time spent with this prayer might be restorative, given
the current national atmosphere of pride, bellicosity, deceit and
outrage.

A professor of law of Yale University, Carter surveys how uncivil

Americans have become and advocates 15 rules that we can and
ought to follow in order to revitalize our besieged democracy. By
drawing on examples from personal experience, popular culture,
legal cases and religious traditions, Carter's is an immediately
accessible book free of academic jargon.

Carter points out how often we Americans are rude, ungenerous,

selfish and "nasty as we wanna be." Consider television talk
shows, cyberspace, legal suits, hate speeches and the politics of
belligerent attack. Much of our incivility, Carter contends, stems
from our inability and unwillingness to discipline our desires. He
thinks that contemporary America is the reign and riot of freedom
gone berserk.
Although it is easy to describe the kinds of harsh language and
intemperate behavior of our fellow citizens (and harder, to be
honest, to recognize them in ourselves), Carter does not shrink
from the formidable task of proposing a positive program. From
the historical, religious and philosophical literature on civility, he
retrieves some basic concepts that can help us reforge the link
between ethics and etiquette, between the small encounters of daily
living and the big issues of world-shaking importance.

Carter sees civility as the moral obligation to make sacrifices for

the common good, live in a spirit of generosity and risk, and treat
our fellow citizens with respect even when we disagree, all of
which underscores the fact that we do not go through this life alone
(as uncivil, individualistic people seem to think).

How can renewal take place?

But, even if one agrees with Carter's critique and is open to his
prescriptive program, the obvious question is How can this desired
civic renewal take place?

Carter's answer is we must return to religion, to those sacred

traditions that uphold transcendence. He also sees strengthening
the family and the schools as indispensable to saving our
civilization.

For the religious communities are the places where people can be
nurtured in the arts and disciplines of civility. Indeed, Carter
esteems and calls attention to the men and women of the civil
rights movement as exemplary of the civility we need to embody:
their love for their bitter, vicious enemies and their willingness to
suffer for their cause. It was their courage and self-discipline that
awakened many of their fellow American citizens and helped
change the way we live our lives.
As I read Carter's book, I realized that what he calls "civility" is
what others identify as "nonviolence" of thought, word and deed. I
was reminded of various programs of nonviolence and self-
purification, from Mohandas Gandhi's campaigns in India to Thich
Nhat Hanh's Engaged Buddhism in Vietnam to Pax Christi USA's
promotion of the "Vow of Nonviolence."

I also thought of some recent Catholics whose lives embodied this

kind of peacemaking, from Dorothy Day and Thomas Merton to
Daniel and Philip Berrigan, and the tens of thousands they nurtured
and inspired.

For example, Carter's 10th rule is "Civility requires resistance to

the dominance of social life by the values of the marketplace.
Thus, the basic principles of civility -- generosity and trust --
should apply as fully in the market and in politics as in every other
human activity." The founders of the Catholic Worker movement
would surely agree, since their vision was one of building a new
society in the shell of the old in which it was easier for people to
be good.

Or Carter's 15th rule: "Religions do their greatest service to civility

when they preach not only love of neighbor but resistance to
wrong." The Catholic peace movement since Vietnam has
incarnated this principle in opposition to America's war-making,
whether in the form of U.S. intervention in Central America or in
the continuing nuclear arms industry.

Part of the problem

Still, while religion can offer many resources to restore the civility
Carter espouses, it's also fair to say that religion has been and will
continue to be part of the problems of violence, intolerance and
scapegoating. Carter calls for a religious revival. Fine, but which
religions? Judeo-Christian? Buddhism? Islam? New Age? Wicca?
Are some religions more worthy than others? And then, which
wings of which religions? A revival of the conservative wing? Or
of the liberal? Isn't the United States already a vast, open-24-hours-
a-day spiritual supermarket? The religious and spiritual status quo
in the United States is complicated, but Carter doesn't try to sort
this out.

And while the author is right to remind us of the dangers of

undisciplined personal liberty, I would have liked to see
comparable attention to the unmonitored, undisciplined liberty of
corporations who, in the quest for even greater profits, go abroad
to where the labor force is cheap (and repressed), leaving
unemployment and despair to stalk U.S. communities. It would be
an immense contribution to civility to insist that decent paying jobs
be created and kept here.

Perhaps in reviewing Carter's rules and beginning to implement the

ones that are not our second nature, we will be lighting a few
candles rather than cursing someone else's incivility, which would
be a modest step forward in our personal lives. But for the
transforming of our violent culture with its market logic of greed
and selfishness, we in our religious tradition must also take Carter
seriously by continuing to find ways to resist the wrongs of such an
established "order."

Duty:

The concept of duty in South Asia, says it is high time that the
people of South Asia polished their mirror. The clash between
modernity and tradition has intrigued, now two generations of
scholars and lined a wall in many a University library. The
population who harbor South Asia are locked in conflict with
themselves and with each other. Herein tradition is made and
remade and the dramatic events in Indian Streets the vital
importance of discovering what is “Duty”
[Wendy O’Flaherty, J.Duncar M.Derrett]

Poverty:

Poverty is insufficient supply of things which are requisite for an

individual to maintain himself and those dependent upon him in
health and vigor. The most important social problem undermining
the progress of India today is poverty.

Poverty is defined in terms of extreme low standard of life, low

standard of health and vigor and lack of facilities to enjoy
necessities conveniences and amusements in life.

Causes of Poverty:

Personal Ownership, Monopolies – Exploitation of the laborers by

the capitalists – Food production increases in arithmetical
progression, Population increases in geometrical progression,
Sickness, accidents , mental illness, idleness, extravagance, large
family size, unfavorable weather, absence of natural resources,
natural calamities, Faulty education, absence of training, unwanted
customs- War.

Poverty and environmental degradation:

THE LINK BETWEEN DEEPENING POVERTY AND

ENVIRONMENTAL degradation confronts anyone living in a
developing country on a daily basis. Perhaps most striking is the
increased visibility and extent of both of these phenomena since
the end of the Second World War, despite the organized efforts of
the United Nations and related international agencies to promote
global development in a series of well-publicized social and
economic development efforts. Although some countries have
made significant progress in this respect, and some individual
groups and social classes have escaped poverty, millions remain
mired in desperation.

According to the World Development Report 2000/2001, 1.2

billion of the world's 6 billion people live on less than $1 per day,
and 2.8 billion people, or almost half of the of the world's
population, live on less than $2 per day. In 1998, at least 40
percent of the population in South Asia and more than 46 percent
in sub-Saharan Africa was living on less than $1 per day. (1)

However, poverty can no longer be adequately defined in terms of

income alone--it must be recognized as a multifaceted
phenomenon. In an attempt to represent the complexity of poverty,
the United Nations Development Programme (UNDP)
distinguishes between income poverty and human poverty. (2)
According to UNDP, income poverty occurs when the income
level of an individual falls below a nationally defined poverty line.
Income-based measures of poverty attempt to express the failure of
economic resources to meet basic minimum needs--especially
food; they also facilitate comparative assessments of countries'
progress in poverty reduction. For example, the World Bank has
established an international poverty line at $1 per day per person
for the purpose of international comparison.

UNDP defines human poverty as the denial or deprivation of

opportunities and choices that would enable an individual "to lead
a long, healthy, creative life and to enjoy a decent standard of
living, freedom, dignity, self-respect and the respect of others." (3)
To measure human poverty, UNDP proposes three indices: The
first relates to an individual's vulnerability to death at a relatively
early age and is measured by the percentage of the population
expected to die before the age of 40; the second relates to an
individual's exclusion from the world of reading and
communication and is measured by the percentage of adults who
are illiterate; the third index relates to the standard of living and is
measured by the percentage of people with access to health
services and safe water and the percentage of malnourished
children less than 5 years old.

The failure of these definitions to relate poverty to the environment

reflects a shortcoming in the approach to solving these problems.
In an address to the high session of the Economic and Social
Council of the United Nations in June 1993, Boutros Boutros-
Ghali, then UN secretary-general, demonstrated an effort to change
this approach when he emphasized that poverty is only one aspect
of the generally dehumanizing phenomenon of deprivation:

[Akin L.Mabogunje]

Civics:

Knowledge of civics among 14-year-old students and their

attitudes toward democratic processes were explored in a recent
study released by the International Association for the Evaluation
of Educational Achievement.

The findings of the study are contained in a report, "Citizenship

and Education in 28 Countries: Civic Knowledge and Engagement
at Age Fourteen." The study revealed:
* Students in most countries have an understanding of fundamental
democratic values and institutions, but this understanding is often
superficial;

* Schools that model democratic practices in classrooms are most

effective in promoting civic knowledge and engagement among
students;

* Young people agree that good citizenship includes the obligation

to vote and obey the law. However, four out of five students do not
intend to participate in conventional political activities;

* Students are willing to become engaged in other forms of civic

life such as collecting money for a social cause or charity; and

* Students across countries are moderately trusting of their

government institutions. The courts and police are trusted the most
followed by national and local governments.

Protection of Public Property and Utility Services:

Ancient temples, tombs, forts and other buildings which stand as

memorial to or as evidence of some historical events are called
historical monuments. Learning about our past helps us to
understand the present conditions better. They make us feel proud
of our heritage. Now if these ancient monuments of our culture are
destroyed and damaged, we are the ultimate sufferers. We should
preserve our rich heritage and prevent any damage from being
caused to them. This government also takes measures to prevent
any damage. Not only should we protect this property but if we
see anyone else causing damage, it is our duty to report to the
authorities. There is a great need for their protection and
preservation as they give us an insight into our past.

The government maintains the Zoo for our benefit. It is our duty to
help preserve and protect the inhabitants of the Zoo. Every school
has chairs, tables, blackboards, a library, games facilities and
laboratories. In a way, it is public money which has actually been
paid for the building, the furniture and the other things inside it.
Therefore, it is one’s duty to prevent any destruction of school
property.

Public transport like Railways and buses are very important to us.
The citizen must understand that public utility services like
transport and postal services are meant for all of us. It is because
of their general utility that these are owned and run by the public
exchequer. Therefore, people have certain obligations towards
them. In India, since a majority of them use public transport, it
causes great inconvenience when it is damaged, often medical aid
cannot be provided on time. The country suffers immense loses, if
people cannot travel on time or fail to receive news in time.

Similarly damage to post office, letter boxes, telephone booths

causes lots of inconvenience. Repairs and replacement have to be
paid for, out of public money paid by citizens who are tax payers.
Taxes may be increased which means, the public should pay more
taxes, so by destroying public property, we only hurt ourselves and
other tax payers.

Destroying or stealing bulbs from public places and trains, leaving

the water tap open after use of leaving the public latrine unflushed
After use are the ways of misusing public property. Men are
personally responsible for everything brought about their actions.
Common sense and the law have usually admitted to exonerating
and extenuating circumstances.
A revelation of the causes of our actions should increase rather
than decrease our responsibility for them. We learn from Freud
that often we condemn in others those things which are very much
wished to do by ourselves. Indeed, coming to recognize them in
ourselves may be one of the conditions necessary for resisting
them.

A reasoned decision not to smoke, because of its demonstrated

effects, is different from an irrational objection to smoking, handed
over from father to son. Freud’s theory of conscience, which he
called the ‘Super Ego’ seems to account for the stage when
children feel irrational guilt about breaking rules that are externally
imposed and whose validity they do not question. None of us
altogether lose our childhood attitude to rules. But if by moral
standards we mean those that we adopt because we see that point
of them rather than merely as a result of our upbringing or class, it
should follow that the causal theories of Marx and Freud do not in
any way undermine our responsibility for them.

According to R.S.Downie Elizabeth Telfer a person as a rational

will be essentially a self determining, rule following creature and
that to respect him as such is to make his end one’s own and to
take into account that he can govern his conduct by rules. But to
regard a person in this way is to take seriously his conduct and to
assume that as a rational agent, he does not in fact intend to do
what he does and that his conduct is to be explained in terms of his
stated or inferred aim.

In discussing the problem of moral responsibility Lawrence Sears

find a fresh point of departure in the work of Jeremy Bentham. His
major premise are that “Men are moved ultimately by the desire
for pleasure and the fear of pain, and that therefore happiness (the
predominance of pleasure over pain) is the moral criterion.

Nature has placed mankind under the Governance of two sovereign

Masters pain and pleasure. It is for them alone to point out what
we ought to do as well as to determine what we shall do. On the
other hand the standard of right and wrong and in the other way the
chain of causes and effects. They govern us in all we do, in all we
say in all we think.

On Betham’s terms it is only in society that there is any

opportunity for man to achieve happiness. It is to man’s advantage
to give up certain of his personal desires since in the long run the
gain in happiness would be greater than the loss. He apparently
believed that a man was privileged to reopen the question at any
time as to whether or not it was his advantage to obey the laws of
the society in which he lived.

To the query of why men should consider the interest of others as

their own, many answers had come back. Some had said that it
was the will of God. Others that punishment would inevitably
follow either in his life or in the one to come, if the social duties
are not fulfilled. Bentham replied that there need not be any such
sharp dichotomy between a person’s interest and his social
responsibilities.

Drug addicts has damaging effects during adolescent years.

Creativity means innovation, uniqueness and imagination. It is
important aspect of cognitive development. When the growing
adolescent falls prey to drugs his mental development undergoes
detrimental changes of which creativity is an essential component.
This in turn undermines the subjects creative facilities and as a
result he may lose the ability to function effectively in life.