In a study of 1,100 under- age students by University of Missouri researchers, published in the July issue of Addictive
Behaviors, 29 percent of students
with fake IDs said friends or relatives had given them one.
Dennis Deters, a lawyer who
defends Miami University of Ohio
students facing fake-ID charges,
explains how it works: “you can
just go into the bureau of motor
vehicles and say, ‘I lost my license.’
And then you give it to your buddy.
you have a real ID as opposed to
something fabricated.” That’s useful
because of harder-to-counterfeit
features like raised lettering, microprinting, and ghost images.
Thirty-six percent of students
report that they bought their fake
IDs, and nine percent obtained
them through a Greek organization. Eighty-six percent of students
surveyed use the fake IDs to
enter bars, 69% to enter clubs, and
63% to buy retail alcohol. Twenty-nine percent of those surveyed
reported they had been caught with
The New York Times,
July 25, 2010
FAKE;ID;USED;BY;STUDENTS: 86% to enter bars 69% to enter clubs 63% to buy retail alcohol ➤ ➤ ➤
Most young mentors view having a mentor as their ticket to the big leagues—to greater visibility, exciting assignments, and big promotions. Benefits flow to mentors as well, as they enjoy broader influence when
their young protégés rise to stardom.
To ensure your mentoring relationship stays positive, consider the following:
Give;it;structure. Whether an organization has a formal or informal mentoring
program, it needs to provide support for mentors and protégés. Human-resources
representatives should be available to provide training and help sort out any concerns
Have;a;backup. It may be best for protégés to have more than one mentor at a
time and vice versa. If a mentor tries to sabotage a protégé’s career, the protégé can
turn to another mentor for backing.
Recruit;carefully. People who volunteer are more likely to put in the time and
effort necessary to fulfill mentoring expectations. Organizations should try to match
mentors and protégés who have things in common, as those relationships are more
likely to succeed.
Training;and;orientation. Certain principles should be communicated beforehand, such as how often to meet, what the protégé is looking for, and what the mentor has to offer. Make sure protégés understand they should be receptive to feedback,
eager to learn, and amiable. Both parties should be aware that their relationship
depends on trust, and they may need to explain their actions sometimes to reduce
The;bottom;line. Before mentoring begins, both parties need to understand what
is required to make the collaboration worthwhile. Then they should either commit
wholeheartedly or opt out.
Give;feedback. Mentors can share appraisals with protégés’ supervisors, who have
a vested interest in the proteges’ development.
Prepare;for;the;end. Everyone should be clear that mentoring eventually
ends when the protégé has learned all the he or she can, or when the mentor no
longer provides guidance or satisfaction. Talking about this in advance can
Wall Street Journal, May 24, 2010