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Drugs Misuse By Young People - 2081 Words

Drugs misuse by young people is apparent in our society today as much as it was in the past. The broadening problem of drugs being easily available is something that is becoming a serious issue and must be addressed. This essay aims to explore the factors why young people are abusing drugs, the kind of illicit narcotics that are becoming increasingly popular and the environmental causes of drug abuse. This essay understands the misuse of drugs to be the habitual taking of a mind-altering narcotic, used recreationally and which has the power to become addictive. Not only can it have a severe impact on the user’s brain, but it can have a profound affect on the person’s family life and their interaction with people due to the control it can have over the mind. There is a drug classification system in the UK which was included in the Drug Misuse Act 1971 which splits illegal drugs into three classes. Class A drugs, are those that are most harmful and have severe penalties in courts of law. These include drugs such as heroin, cocaine and ecstasy. If caught in possession of large amounts of these drugs, you can be imprisoned for up to seven years. Class B drugs, which are classed by the Act as less harmful but still lethal, are drugs such as amphetamines, cannabis and ketamine. The latter was once Class C drug, however in February of this year it was reclassified due to the findings of Advisory Council on the misuse of drugs, which showed evidence of the severe psychological andShow MoreRelatedThe Purpose Of This Paper Seeks To Analyze The Effects1208 Words   |  5 Pagespaper seeks to analyze the effects of prescription drug abuse. In the first article identified the author seeks to identify the differences between peer and parent influenc e on the misuse of prescription drug as it relates to ethnicity. The second article to be investigation into prescription drug use misuse and drug problems as it pertains to motivational context. The third and final article seeks to education young adults on medical prescription drug use. A parent’s attitudes regarding substance useRead MoreEducation Is An Integral Part Of A Child s Upbringing785 Words   |  4 Pagesreducing aggressive, disruptive classroom behavior, a risk factor for adolescent and illicit drug abuse (SAMHSA, 2016). Similarly the focus group participants mentioned that Academia Education from K-12 grade needs to incorporate evidence-based programs in the academic curriculum in addressing alcohol and other drug use among the youth. NH young adults emphasized the importance of introducing substance misuse education in early school age from elementary while strengthening the current health curriculumRead MoreFood Addiction Essay1032 Words   |  5 Pagesf ood addiction/compulsive eating. A food addiction is obsessive-compulsive relationship people have with food. Eating food is both vital and important in our everyday lives to give our bodies the nutrients, vitamins and calories that it needs. â€Å"Compulsive overeating, also referred to as food addiction, is characterized by an obsessive-compulsive relationship to food† (Karim, 2012, p. 7, para. 2). When people overeat, they engage in episodes of uncontrolled eating and will often find themselves consumingRead MoreEffects Of Alcohol On The Consumption Of Alcohol1288 Words   |  6 Pagesor injury. There is, however, an issue with the misuse and abuse of alcohol in Australia across all age groups. This paper will discuss the use of alcohol in Australia broadly before focusing on the consumption of alcohol in the 16-29 year old age group. This essay will also discuss the impacts of alcohol consumption in the short term and the long term. As misuse and abuse of alcohol can cau se many health issues, psychologically and physically. Young adults between the ages of 16-29 years old areRead MoreP4: Explain How Two Examples of Legislations, Policies, Standards or Codes of Practice Have Influenced Health Provision896 Words   |  4 Pagesâ€Å"Reducing drugs misuse and dependence† and â€Å"Giving all children a healthy start in life† Reducing drugs misuse and dependence This policy was enforced because a statistic was made; that between 2011 and 2012, an estimated 8.9% of adults used an illegal drug. And 19.3% of young people aged between 16 and 24 also used an illegal drug. Drug misuse has a negative effect on the health, wellbeing and quality of life of too many people. It also drains public resources. Crimes related to drugs cost theRead MoreThe Aim Of This Chapter Is To Explore The Current Prevalence1238 Words   |  5 PagesThe aim of this chapter is to explore the current prevalence of substance misuse in the UK. The chapter aims to discover the prevalence of substance misuse, the character of individuals that misuse substances and the availability of substances on UK streets. The effects of this on individuals, families and community’s will be explored, as will the results this has on the UK prison population. We will end this chapter with a brief exploration of why individuals use substances, and why they becomeRead MoreSocial Evil15 17 Words   |  7 Pageslonger know or look out for one another, which left people feeling isolated, lonely and fearful – particularly the elderly and those who live alone. People also spoke of a decline of community in a more abstract sense, in terms of a lack of public spiritedness or social responsibility. Older people spoke about how different things used to be: While it was recognised that new kinds of communities were emerging (such as virtual or online communities) people felt these were an inadequate substitute for theRead MoreEffects Of Marijuana Abuse On The Health Of Teens Aged 13-19 Essay1684 Words   |  7 PagesPlant (2016) 36% of teenagers in the UK have taken illegal drugs at some point of their life. According to European School of Survey Project on Alcohol and Other Drugs abuse (2016) teenagers in Britain are more likely to misuse drugs as compared to youngsters in Europe. This survey also found that 40% teenagers in UK has tried substance. Cannabis is found to be most common drug used by teens (Patton et al., 2002). Cannabis is a class B drug and is illegal in UK. Source of Cannabis is a flowering plantRead MoreAdhd : An Attention Deficit Hyperactivity Disorder761 Words   |  4 Pages ADHD Stimulant Drugs What is ADHD? ADHD is an Attention-Deficit Hyperactivity Disorder. Any child can be sometimes inattentive, hyperactive or impulsive (www.library.iated.org). However, children with ADHD repeat these symptoms every day that have an impact at home and school. Children’s behaviors seem inappropriate for their age. These symptoms are present for at least six months at home, school, or with friends and affect a social or academic functioning. Also, these symptoms appear beforeRead MorePrescription Drug Abuse1483 Words   |  6 Pageswill be addressing is parents, caregivers and school educators about the dangers of prescription drugs and how we can better educate teenagers and young adults on the dangers of abusing them. There are many ways that we can teach and educate our teenagers and young adults, but it’s important that families, schools and communities are involved. The rate of prescription drug overdose among teenagers and young adults have sky rocketed over th e past several years. This has become a growing epidemic and if

Montessori Method Free Essays

Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. † How to cite Montessori Method, Papers Montessori Method Free Essays The Montessori Method is a teaching or rather an educational method that was originally conceptualized by Maria Montessori. It involves the education of a child with the view that education should be centered on the self. Education in the Montessori Method involves a flexible teaching style that allows the child to learn at his or her own pace and level. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now This means that the child is in charge of the direction of his or her education and the teacher acts as a natural observer and guide to the development. Montessori classrooms are comfortable and welcoming. They engender an atmosphere of warmth and readiness to learn. The students in a Montessori classroom are not only subjects to an educational method that is unorthodox but are also the members of a culture that is hard to understand for outsiders who haven’t experienced the same educational method. One of the most essential factors of Montessorian education is the culture it fosters and also the numerous personal, social, and behavioral rituals form the body of this culture. (Cossentino, 2005) Although all schools are ritualistic in nature, as evidenced by curricula and the like, the rituals in Montessori schools are stressed because of the severity of the levels of their rituals. Rituals such as a student placing a hand on the teacher’s shoulder to gain attention are examples of how such acts in Montessori schools go beyond just rituals of behavior but rather rituals involving training of a specific culture, in this case a culture that involves patience and actively seeking out help. (Cossentino, 2005) The main thrust of the Montessori method involves the individual assessment of what aspects of education the child is having problems with. This will be derived from an observation of the child. After assessing the areas the child has difficulty with, the teacher will then guide him or her through a lesson slowly and with much patience. Teaching is individualized. But teaching is simultaneous in a classroom. A teacher might, for example, guide a student through a difficulty and then have him or her continue practicing on his or her own at which point the teacher will move on to another student. It should be noted here that a teacher is simply a guide in the Montessori method. The teacher guides through the environment and through an interaction that is unnatural to traditional educational methods. Students learn through interacting with the environment the teacher prepared and sometimes through direct questioning of the teacher. (Cossentino, 2005) The Montessori method, although unorthodox, is effective in aiding the child in his or her development. There is a need for non-Montessorians to understand that there are many lessons to be learned from the methods of a Montessori classroom. Teaching expertise in any educational form must take into consideration the culture it exists in. (Cossentino, 2005) There should be a conscious effort to acknowledge the importance of ritualizing interactions. It is with the use of these rituals that teachers may be able to more effectively teach and guide students. Rituals can serve more than just the purpose of delineating acceptable behavior but can also be used as a means of teaching principles and values that go beyond the lessons at hand. Analyzing the Montessori method, one understands the importance of understanding the reasons behind the lessons being taught. When one is able to identify the goal of the lesson, new avenues of teaching can be explored and more culturally-appropriate methods can be applied, methods that are more easily applicable to the individual students culture and life. Teaching is not just about giving a lesson. It is not just about speaking in front of a classroom and delivering a set of information. Teaching has goals and reasons. As such, Cossentino (2005) emphasizes the need to monitor teaching practices closely and to enhance these to better serve the purposes of education. Reference Cossentino, J. (2005). Ritualizing expertise: a non-Montessorian view of the Montessori method. How to cite Montessori Method, Essay examples Montessori Method Free Essays What does this term â€Å"Normalization† mean? Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become â€Å"normal. † This is definitely not what Maria Montessori meant. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work. In his book, Maria Montessori: Her Life and Work, E. M. Standing described the following characteristics of normalization in the child between the age of three and six: †¢ A love of order †¢ A love of work †¢ Profound spontaneous concentration †¢ Attachment to reality †¢ Love of silence and of working alone †¢ Sublimation of the possessive instinct †¢ Obedience †¢ Independence and initiative †¢ Spontaneous self-discipline †¢ Joy †¢ The power to act from real choice and not just from idle curiosity Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori’s amazement when the 60 frightened and ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. â€Å"What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity. They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace. The sight of these children, who displayed the truly â€Å"normal† characteristics of childhood, was the force which motivated Maria Montessori for the remainder of her life. This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the child’s psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve. However, this child will only appear if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child’s home. Normalization is another word for what we call Montessori’s JOYFUL Scholars! What Outcomes Can We Look for If We Give Our Child a Montessori Education? Here are eight primary aspects we normally find in children who have grown up with a Montessori education: †¢ Academic Preparation: Montessori prepares students both for higher education and for life. On an academic level, Montessori helps students attain skills that allow them to become independently functioning adults and life-long learners. †¢ Intrinsic Motivation: Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction. †¢ Internalized Ground Rules and the Ability to Work with External Authority: Montessori students are normally comfortable with ground rules that set the boundaries for their interactions within the school community. Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present. †¢ Social Responsibility: Montessori children tend to be quite sensitive to the rights and needs of others. They tend to make a positive contribution to their community. †¢ Autonomy: Montessori students tend to become self-directed, composed and morally independent. †¢ Confidence and Competence: Montessori students tend to become confident, competent, self-reflective, and, thereby, successful. They are generally not afraid of failure and learn from mistakes. †¢ Creativity and Originality of Thought: Montessori students normally become confident in expressing their own ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression. †¢ Spiritual Awareness: Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition. How to cite Montessori Method, Papers

Into the Wild by Krakauer Info free essay sample

Krakauer, Jon. â€Å"Into the Wild. We will write a custom essay sample on Into the Wild by Krakauer Info or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † February 1997. 207. New York : Villard, 1996. b) â€Å"Into the Wild† represents the entire book, Christopher McCandless’ journey all over the western United States and Alaska in escape with rebellion and anger of his parents living off the land, on foot, and completely intact in the wilderness. c) Jon Krakauer was born on April 12, 1954, in Brookline, Massachusetts, and grew up in Oregon, where he began mountain-climbing at eight years old. He was the son of a doctor and amateur mountaineer and was American. After graduating from Hampshire College in Amherst, Massachusetts, in 1976, Krakauer worked as a carpenter and a commercial fisherman in Colorado, the Pacific Northwest, and Alaska, devoting most of his free time to climbing. In 1977 he pioneered a new route up the Devils Thumb in southeast Alaska, and in 1996 he reached the top of Mt. Everest. He is portrayed much in the character he creates in â€Å"Into the Wild. † d) Genre: Travel literature,  Biography,  Speculative fiction,  Travel,  Non-fiction,  Autobiography e) Number of pages: 207 II. ) Careerism, money, and materialism only embolden the blindness of Christopher’s parents. When Chris was born his dad had another son with his wife Martia, this fact redefined Chris and his sister as bastard children. Dad’s ignorance along with the fighting and abuse of Chris’s birth mother made him conveniently obliviant to the pain he caused. The denial of the previous marriage and son, for Chris was mur der of everyday truths. His whole life turned like a river going up a mountain. These revelations struck the core of his sense of identity; they made his entire childhood seem like fiction. III. a) Chris vs. Parents; Chris vs. Nature; Chris vs. Himself. His idealistic search for independence forces Chris to separate himself from his family and the world, taking refuge in nature. He wanders into Alaska’s interior looking for compassion to fill the emptiness between him and his parents, but what he really finds is a cold, lonely place. The chain of conflicts was all set in motion because of his differences with his parents and the constant torture from their actions. When McCandless secludes himself from his parents and society, he attempts to replace them with the wilderness. But the wilderness brings him more trouble with the cold winter and small shares of food and help he is assisted with, the constant struggle to stay alive and danger he faces being out in the wilderness alone. Chris was brought to his death by his arrogance but he was fighting for his soul to be free from the pain caused by his family, expectations, stress, and childhood trauma. b) The main resolution is Chris’s attempt to live life to the fullest even if it meant meeting his destiny, even death. He left earth at peace with nature as well as with his parents. This idealistic young man even with the parental conflicts had come to peace with them in his final moments of life. Chris’s death was a tragic consequence to his rebellious spirit towards his parents and society but that is how he solved his conflicts with himself that were caused by his parents which caused his conflicts with nature. c) Jon Krakauer presents the events of Into the Wild out of chronological order, giving flash backs. He writes in third person through some of the book, he also gives McCandlesss journal and quotes creating a first person point of view as well as third person throughout the book. IV. a) Characters: 1. Christopher Johnson McCandless, an intelligent, idealistic young man who believes that life is best lived alone, in nature. The main character on the book that lets his past effect the future and his rebellious ways. He spends two years testing his theory throughout the western United States before entering the wilds of Alaska unprepared and starving to death. He calls himself â€Å"Alexander Supertramp. † 2. Walt and Wilhelmina Billie McCandless, Chriss mother and second wife of his father. Walt who works at NASA and works on various business ventures with his wife involving his radar systems. Wilhelmina is emotionally and physically abused by Walt going along with what he says to stay out of trouble. They are blinded by careerism, money, and materialism to ever see how much they’re harming their children. 3. Carine McCandless, Chriss younger sister and the only one he could turn to in his life. She was the only one who understood him even when he left and never wrote, she knew what he was doing and why, she felt the same as he did. Through the hardships they leaned on each other for support and both promised to never tell their parents what they knew about Walt’s previous son from another woman. 4. Wayne Westerberg, grain elevator operator who befriends McCandless in north-central Montana in the fall of 1990. This is the second friend he makes and the one he tells his theories to. Westerberg offers him a ride, a place to stay, and then a job also assisting him in direction to Alaska. V. Rhetorical Strategies 1. Simile- using like or as to make a direct comparison between two essentially different objects. The hospitality was as cold as the ices† (117). Chris McCandless assumed he would find truth and purpose in nature, but instead he discovered problems from within the wild. He found that the friendly and generous reception and entertainment of guests was at a low in the wild as well as in man. This was a part of Chris’s journal entry. 2. Logos-the logic used to support a claim. â€Å"In Ma y 1990, Chris graduated from Emory University in Atlanta, where he’d been s columnist for, and editor of, the student newspaper, The Emory Wheel, and had distinguished himself as a history and anthropology major with a 3. 2 grade-point average† (20). This presents a side of Chris that appeals to people’s logos and makes them think. The main question that people have is â€Å"how could such a smart kid make such a dumb mistake? † This intrigue keeps the reader interested in the book even though the beginning reveals what happens to Chris in the end, and therefore continues to hold their attention. 3. Metaphor- when one thing is referred to as another. â€Å"Over 25 pounds lost. But his spirit is souring† (37). The author uses this to show the spirit of Chris in the wilderness pioneering. It is free, happy, with nature as he loves and prefers. He is taken high by the beauty and is in bliss even though his weight is declining. The adventurous, free, and rebellious physic has completely taken over. VI. Theme a) The past has a great influence on a person’s future. It has the ability to drive us to destruction, complete rebellion, harm, or a new beginning if it is unfortunate; it is that potent. b) â€Å"Driving west out of Atlanta, he intended to invent an utterly new life for himself, one in which he could be free to wallow in unfiltered experience. To symbolize the complete severance from his previous life, he even adopted a new name. No longer would he answer to Chris McCandless; he was now Alexander Supertramp, master of his own destiny† (23). c) Chris McCandless shows how his emotionally abusive past reflects entirely on his future. He adopts a new name and starts a new beginning setting out to create his own destiny, and not be living by the one his parents create for him. He is proof if a person is pushed to his limits, he will rebel until destruction.