Biological Effects of Methamphetamines Essay Example for Free

Biological Effects of Methamphetamines Essay Methamphetamines affect the human body in a physical and neurological and psychological way. The use of meth can lead to devastating effects to the nervous system for example leaving the user with nervous ticks and body jerks similar to a person suffering from Parkinson’s disease. On a physical level, the user may show skin sores and tooth decay. Last but the not least, the user may develop psychosis including hallucinations and paranoia. Not limited to the self destruction a user will suffer, the family and/or loved ones will also suffer the effects of methamphetamines. Family will suffer, but mostly the children are the ones who will be left alone to deal with this drug that has swept the nation. I will talk about the devastating effects to the family. Methamphetamine is a stimulant drug that affects the abuser physically, psychologically, and neurologically. The history of methamphetamines dates back to 1887 when it was first developed by the Germans. The abuse of amphetamines can be logged back to when the Germans and Japanese would give their factory workers and their soldiers the drug to keep them alert during WWII. The method they used to produce the drug became known as the Nazi or Birth method†. (Meth Awareness and Prevention Project of South Dakota [MAPP-SD], 2000, para. 1) For many years, it was considered a drug in search of a disease because it was not developed for any one particular cure. It wasn’t until 1920 when it was being researched more seriously and then started being used as medication from antidepressants to anti-congestants. Later in the 1930’s it was being sold as Benzedrine, as a nasal spray for congestion. By 1937 amphetamine began to be sold as medication in a tablet form. It is believed that during the â€Å"Great Depression†, because of all the hardship people were going thru, and the availability and easily prescribed drug helped facilitate and/or encouraged the abuse of amphetamines. By 1919, Japan started producing methamphetamine which was cheaper and more potent than amphetamine. It was produced in a crystalline powder form and was able it to be dissolved in water, making it easier for it to be injected. This form of amphetamine is still legally produced in the US and is being sold under the name of Desoxyn. Montgomery County Sheriff’s Office, 2010, para. 1-3) The abuse of methamphetamines in the United States seems to have started during the â€Å"Great Depression† and increased during WWI, WWII, and Viet Nam. Many times, amphetamines were prescribed by the government and the military to keep fighting soldiers going. After returning from their tour of duty, many soldiers returned home addicted to the drug. Also during the 5 0’s and 60’s, amphetamines were being used as a weight loss medication. But eventually began to be abused by the users. Today, methamphetamines are abused throughout the US. It has spread like wildfire, starting on the West Coast. Today, meth does not discriminate and will affect every race, culture, age, and socio economic level. Meth users range from the most prestigious political figures, all star athletes, famous celebrities, re-known musicians, honest business men/women, respectable housewives/husbands, honor students, to your street drug dealers and junkies. Many truck drivers and bikers are notorious for abusing meth. They used an old slang term and called them co-pilots because it would keep them up on long road trips. Methamphetamine is taken by snorting it, ingesting it orally, smoking it, or injecting it intravenously. Meth is most commonly found in a crystal form. It’s most common street names are: crystal, speed, ice, and crank. Once taken, meth will give the user a rush or euphoria with the following symptoms; â€Å"†¦increased wakefulness, increased physical activity, decreased appetite, increased respiration, rapid heart rate, irregular heartbeat, increased blood pressure, and hyperthermia†. National Institute on Drug Abuse [NIDA], n. d. , para. 6). The effects of methamphetamine has on the central nervous system or CNS, will include irritability, insomnia, confusion, paranoia, and aggressiveness. Since it is known that it is difficult for nerve cells to be regenerated after having been damaged, it is a clear indication that use of this drug—in small or large qua ntities—cause irreversible damages in the CNS. In clinical researches, it is found that individuals who have a long history of methamphetamine abuse have reduced levels in dopamine transporters, which are associated with slowed motor skills and weakened memories in the individuals. Abusers who remained abstinent for at least nine months were found to have recovered from damage to their dopamine transporters, but their motor skills and memories were not found to have significantly recovered. Over time abusers of meth appear to cause reduced levels of dopamine, which can result in symptoms like those of Parkinsons disease. They will have uncontrollable jerking and twitching. Asides the harmful damage to the CNS and brain, the abuser may also develop psychotic-like behavior or also known as type-two schizophrenia, which include bizarre behavior and hallucinations, both audible and visual. Anxiety, emotional swings, and paranoia are the most common psychological effects due to chronic use of meth. Symptoms increase with long-term use, and can involve paranoid delusions and hallucinations. Violence and self-destructive behavior are common. Pellowski, 2000) One of the most striking effects of meth is the change in the physical appearance of meth users. The physical effects of meth include skin sores, tooth decay, aging of the skin, and lack of hygiene. Because the use of meth causes the blood vessels to constrict, it cuts off the steady flow of blood to all parts of the body. Heavy usage can weaken and destroy these vessels, causing tissues to become prone to damage and inhibiting the bodys ability to repa ir itself. Acne appears, sores take longer to heal, and the skin loses its luster and elasticity. Some users are covered in small sores, the result of obsessive skin-picking brought on by the hallucination of having bugs crawling beneath the skin, a disorder known as formication. These sores develop as the body is only able to dispose of 10% of the chemicals in meth. The rest of the chemicals are then forced out of your body by its natural defenses and is emitted through the skin. This chemicals form and leave behind small red bumps on the skin and the user will then start picking and scratching these bumps thinking they are small parasites under their skin. This picking will cause open sores, infections, and scarring of the skin. (Sheff, 2008) A common sign of meth abuse is extreme tooth decay, a condition that has become known as meth mouth. . Meth users with â€Å"meth mouth† have blackened, stained, or rotting teeth, which often cant be saved, even among young or short-term users. The exact causes of meth mouth are not fully understood, but it is believed that the chemicals used to produce meth may attribute to the tooth decay. Another possibility is the lack of hygiene. Many meth users will not worry about brushing their teeth or flossing when all their worries are on their next fix. In Arizona alone, meth is the second most abused drug of choice following alcohol. It is rapidly becoming the most devastating drug that is affecting everyone, not only the abusers. Family members suffer financially and emotionally as they see their loved ones being ravaged by the drug. They have to deal with the lies and deceit, and many times the abuse by the users. They are robbed of their securities and their possessions. Many children suffer neglect and abuse due to the parents using meth.

Writing Your IEP :: essays research papers

Writing Your IEP 1. You’ll need several sheets of clean paper, and a pencil or pen. (If you like using a computer, that’s fine, too. So is a tape recorder! You can also have a friend take notes for you.) 2. Start by describing your disability.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  What is your disability called?  How does your disability affect you in school and at home? (For example, what things in school are harder because of your disability?)  What do you think is important for others to know about your disability?  If your aren’t sure what to say, think about what the students on the tape had to say. How did they describe their disabilities? 3. Look at your old IEP goal and objectives. Do you think you have met those goals and objectives? (This means you can do the things listed there.) Put a check next to the goals and objectives you have met. 4. What goals or objectives have you not met? Write these down on paper. They may be important to include in your new IEP. 5. What are your strengths and needs in each class or subject? Make a list. This can be hard to do. Here are some suggestions to help you:  Start with clean sheets of paper. Title one sheet â€Å"Strengths† and another sheet â€Å"Needs.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚    Ask yourself the questions between the lines below (called Ask yourself). These can help you think about your Strengths and Needs. Write your ideas down on your â€Å"Strengths† and â€Å"Needs† worksheets. Hints: If you’re not sure how to answer a question, look at the examples given. Also, think about what the students on the tape had to say. How did they describe their strengths and needs? What accommodations did they ask for? What did they say they needed to work on in school? 6. Show your old IEP to your parents and your teachers. Do they think you have met these goals? What gals haven’t you met? Add their ideas to the list that you started in Step 4 above. 7. Ask your teacher what they believe your strengths and needs are in each class or subject. Write their ideas down. 8. Develop new goals and objectives for this year, using the list of strenghts and need you and your parents and teacher developed. 9. Describe the accommodations you may need in each class to meet these new goals and objectives. (See: the list of accommodations.) 10. Think about your plans for the future what you’ll do after you’ve finished high school.

The HIV/AIDS Epidemic in the United States

This year, it was estimated that at least 500,000 people in the United States have already died of AIDS since the disease first surfaced in the 1980s. This figure was said to be the equivalent of the entire population of Las Vegas. In 2008, meanwhile, there were at least 1 million people in the US who are living with HIV/AIDS.What is dangerous is that about a fifth of them do not know they have the disease. Such ignorance worsens the HIV/AIDS epidemic in the US by greatly increasing the risk of onward transmission (AVERT n. pag.).Experts pointed out that despite these alarming statistics, the US government’s efforts towards HIV prevention and treatment remained unsuccessful. For one, stigma and discrimination towards HIV-positive individuals continue to persist.In addition, thousands of uninsured Americans still do not have access to necessary health services such as antiretroviral therapy. As a result, the country’s HIV/AIDS epidemic keeps on claiming more lives â€⠀œ approximately 56,000 Americans are infected with HIV every year (AVERT n. pag.).Contrary to stereotypes, HIV/AIDS affects all sectors of American society. The misconception that the disease affects only homosexuals and drug dependents stemmed from the fact that in the early years of the epidemic, majority of HIV-positive individuals in the US were homosexuals, intravenous drug users, hemophiliacs and Haitian immigrants.However, the demographics of people living with HIV/AIDS have changed over the succeeding years. At present, sectors including heterosexual whites, African-Americans and Hispanics are already vulnerable to the ailment (AVERT n. pag.).As of 2007, African-Americans constituted about 12% of the total population of the US. But an estimated 49% of them were diagnosed with HIV in the same year. Health experts consider this to be very ironic, given that several well-known African-Americans such as anchorman Max Robinson, tennis player Arthur Ashe and rapper Eazy-E died of AIDS in the 1980s and the 1990s.But neither are they surprised – denial of the existence of HIV/AIDS still persists among African-Americans. This forswearing stems from the fact that among African-Americans, openly talking about sensitive subjects like sexuality, premarital sex and drug use are still seen as taboo (AVERT n. pag.).Although there has been a decline in the overall number of AIDS-related deaths in the US at the start of the 21st century, AIDS-related deaths among Hispanics during this period remained relatively stable. Hispanics made up about 19% of the country’s total population in 2007, but around 15% of this figure is believed to be living with AIDS.Health experts attribute this situation to language barriers, social structures, migration patterns and lack of regular health care services (AVERT n. pag.). These factors expose Hispanics to high-risk behaviors that will ultimately lead to AIDS, such as unprotected sex and drug abuse.Despite the fact that no sector of American society is safe from HIV/AIDS, homosexuals remain to be one of the most vulnerable groups. In 2007, about two-thirds of male adolescents and adults who were diagnosed with HIV were homosexuals.This figure was said to be the result of unprotected sex among an increasing number of homosexuals. According to experts, most homosexuals are complacent about condom use because they believe in the misconception that antiretroviral drugs cure HIV/AIDS.This erroneous belief is not without fatal consequences – it was estimated in 2008 that HIV/AIDS diagnoses among homosexuals between 2001 and 2006 increased by 8.6% (AVERT n. pag.).Critics pointed out that the US government did not spend enough money on HIV/AIDS prevention measures. In October 2007, Congress reduced the country’s federal AIDS prevention budget for the 2008 fiscal year by $692 million (the reduction was initially announced as $3 million) – a move that would further keep cheap and or free antiretroviral drugs out of reach of indigent AIDS patients (AVERT n. pag.).Furthermore, the US refused to cooperate with the United Nations in the latter’s programs to curb the spread of HIV/AIDS. The US, for instance, blocked the UN’s anti-HIV/AIDS program of providing drug dependents access to clean needles.Officials at the US State Department justified this decision by arguing that this program might be misinterpreted as an endorsement of drug abuse by providing dependents with a place to inject drugs (GlobalHealthReporting.org n. pag.).Simply put, the US believes that the only way for drug dependents to avoid HIV/AIDS is to completely abstain from drugs. But studies show that a drug dependent will undergo relapse at least four times before becoming fully rehabilitated (DrugLibrary.org n. pag.).The UN’s point in launching the anti-HIV/AIDS program is that while drug dependents are ridding themselves of their habit, steps might as well be taken to ensure tha t they are healthy. After all, what is the point of getting rehabilitated from drug abuse when one ends up HIV-positive afterwards?How is the US currently dealing with the HIV/AIDS epidemic in its own turf? For one, not all schools in the country provide HIV/AIDS education. Those that do adopt a curriculum that falls into one of the following categories – abstinence-only, abstinence-plus or comprehensive.As a result, students are provided incomplete and even inaccurate information about HIV/AIDS. Even schools that provide the most comprehensive HIV/AIDS education reportedly fail to provide or gloss over important information (AVERT n. pag.).In the end, it is still the young people who pay the heaviest price for such errors. Their ignorance about HIV/AIDS renders them vulnerable to the disease when they start having sexual relations later in life as adults.It also doesn’t help that whatever information they will learn about HIV/AIDS are mostly in the form of myths †“ HIV could be transmitted from kissing, HIV is small enough to pass through the pores in latex condoms, only homosexuals could acquire the disease, etc. (AVERT n. pag.)In addition, the US government focused so much on encouraging as many people as possible to undergo HIV testing that they failed to inform people regarding guidelines surrounding the procedure. In busy clinics and hospitals, for instance, patients â€Å"may not be properly informed that they are being tested for HIV or that they have the right to refuse the test† (AVERT n. pag.).Formalities such as the need for written consent and lengthy pre-test prevention counseling also discourage people from taking HIV testing (AVERT n. pag.). Furthermore, health experts failed to recognize social and cultural factors behind a patient’s reluctance to undergo HIV testing.Ethnic minorities in the US must be educated about HIV/AIDS in such a manner that their religious and or cultural sensibilities are recognized â €“ before lecturing African-Americans about practicing safe sex, for instance, they must first be given the assurance that openly discussing sex is not shameful as their culture dictates.If the US wants to put a stop to its HIV/AIDS epidemic, it must first put an end to its inconsistent and shortsighted anti-HIV/AIDS measures. All schools must be required to provide comprehensive HIV/AIDS education to its students. â€Å"Comprehensive HIV/AIDS education,† however, means complete and objective information about the disease.Students are provided options on how to avoid HIV/AIDS, whether through abstinence or through condoms.Second, the US government must spend more money on health care services for AIDS patients and for HIV/AIDS research. Studies show that as long as they have consistent access to proper health care services, AIDS patients can still live long and healthy lives despite their illness.Lastly, public health and social workers must educate people about HIV/AIDS in such a manner that their personal, religious and or cultural concerns about the disease are addressed. People must be given the assurance that openly discussing HIV/AIDS, sexuality and other related topics does not make them promiscuous.Indeed, what makes HIV/AIDS a very sensitive subject is that discussing it touches other taboo subjects such as drug use and sex. But in the context of the disease, ignorance kills. People may hide in stereotypes, but HIV/AIDS does not. HIV/AIDS asks only one thing: â€Å"Are you human?†

Ridiculously Creative College Application Questions

Writing an essay to gain college entrance has become a thing of the past but what types of questions have replaced this on the college application? Some say the new prompts are ridiculous and irrelevant. Some schools still ask for autobiography style information but many are asking questions that some students say are just plain odd. However the colleges claim strange answers to these questions give them insight to the prospective student and their personality. Let’s see ourselves. Critical Thinking Questions One of these strange questions is asked by Brandeis University and prompts the applicant to decide whether they would like to be raised by dinosaurs, aliens, or robots and explain why. There are not right or wrong answers to questions like this but it offers an opportunity for the college to gain a better insight to the student’s thinking strategies. Another college prompts students to answer the ageold question of â€Å"Where’s Waldo†. One other critical thinking prompt asks students to decide what one invention the world would be better off without today. Essay Prompts Some colleges still ask for a traditional autobiography essay that tells about the applicant while others have included much more critical thinking in the equations. One essay requires the applicant to write about purchasing a bottle of mustard that was a foot and a half tall. They have to consider what would prompt them to make this purchase and expand on that. Some colleges have placed a unique spin on the traditional biography essay asking students to imagine they have just wrote a 300 page biography but they only submit page 217. Has anyone ever mistakenly began or even finished a 300 page autobiography only to need page 217? Creativity These unique prompts for applicants can be fun allowing their creativity to run wild. Allowing this sort of creativity the students are not expected to stick to traditional answers that they must have all the correct buzz words in to get accepted. There is also no way to practice for these questions since there are not right or wrong answers. Video applications offer prospective students a way to creatively show a little about who they are. Some students may go from merely talking to a walk through their day-to-day activities. Tufts University in Medford Massachusetts has gone one step further. They have created a youtube following of videos sent in by prospective students. It has developed quite a following to the extent they have created a â€Å"Tuft Idol† similar to the popular television show American Idol. Why Such Unconventional Prompts? Colleges are trying to move away from such old conventional ways of screening applicants such as SAT or ACT. Admission teams desire the applications to be more fun and allow the students to give surprising answers in hopes they will think outside the box. These new questions allow students to get ambitious which is what colleges are searching for. A young student with ambition will go far and desire to learn much.