Cocaine Essay Example For Students

Cocaine Essay Cocaine use, even a single experiment, can cost a person their life. It can cause sudden heart irregularities, convulsions, and heart attacks in otherwise young people. This addicting drug originated in the slopes of the Andes from a plant called the coca plant. Cocaine delivers a feeling of power and control better than any drug. Cocaine comes from a plant called the coca plant. It is grown now in Peru, Colombia, and Bolivia where it is refined and sent to the US 1300 years ago the leaves were being chewed by South American Indians. Indians routinely chewed quids of coca leaves to stave off hunger, help them endure cold, and enable them to work longer and harder with little food or rest(Stone 7). Several coca leaves are stuffed into the side of the mouth against the cheek and chewed until a moist liquid forms. This method is still used amongst the population of Peru for the long-lasting effects. Mood elevation, mild stimulation, reduced appetite, and increased physical endurance, are some effects that are experienced by chewing the leaves. In the mid-1800s, physicians became interested in the drugs medicinal potential. Albert Nieman, a Viennese physician, was given credit for finally isolating the active substance from the leaves. The material that he named and produced was the same white, crystalline, odorless powder, cocaine hydrochloride, as that in use today. Doctors in the US and Europe began experimenting with the new drug by dissolving it in water and taken by the teaspoon. Since there was no FDA in those days, and as long as the drug appeared to be safe, doctors freely prescribed it to patients. Sigmund Freud began his famous experiment in early 1884, using himself and several close physician associates as subjects. He published a paper lauding the drugs exhilarating and euphoric effect, and recommended it for medicinal use to alleviate depression, fatigue, and nausea (Youcha and Seixas 18). Cocaine was then suggested by Sigmund Freud to be useful as a local anesthetic because it numbered the tissues to which it was applied (Youcha and Seixas 19). Cocaine then began to be useful in eye surg ery, dentistry and other kings of surgery. Physicians that prescribed this drug to treat headaches, nausea, a common cold, noticed the patients often rapidly developed a dependency on it. By the end of the 1880s Freud and the others he worked with withdrew their support of it and in return increasing reports of dependency and abuse. In 1970, cocaine was classified under Schedule II, s a drug with a legitimate medical use, but also with high potential for abuse and a strong tendency to lead to physical or psychological dependence (Nahas 87). Most of the cocaine sold and consumed in the United States today is cocaine hydrochloride. The cocaine bought and sold outside the medical channels is rarely close to pure. A kilo (2.2 pounds) of raw cocaine paste may sell to a Colombian processor for $350, and after it is refined and smuggled in the United States, the same kilo is $10,000. That kilo for $10,000 could then be spilt into two kilos, stretched with additives and sell each for $30,000. The most common substances used to stretch cocaine are lactose, bonita, caffeine, procaine or lidocaine. The cocaine high offers a short, sweet taste of how we think it must feel to succeed at the American dream in which so many of us believe (Nahas 23). The drug interrupts the normal action of chemicals called neurotransmitters, also known as brain messengers. Its action on the brain results in a marked increase in heart rate, measurable elevation in blood pressure, and constriction of blood vessels (Stone 26). Cocaine also increases the rate of breathing and raises the temperature. Cocaine delivers its high by disturbing the most potentially significant chemical cycles in the brain-those that control our basic state of being. The intoxication of the cocaine high is variable, depending on the general psychological and emotional condition the person using the drug. The emotional texture, the sense of fulfillment, gratification, or happiness, the value of the high is determined by the experience of the user. The enjoyable part of a cocaine high generally lasts from ten minutes to half an hour, depending on the dosage and how the drug is ingested. When the drug begins to wear off, the crash occurs. The crash is relates to feelings of pessimism, irritability, impatience, and depression. Generally, the higher the dose and the faster it gets int o the bloodstream, the greater the crash (Stone 28). People try to alleviate the discomfort of the crash by drinking alcohol, or taking tranquilizers. There are three ways of getting cocaine into the bloodstream and the brain, and each of them has its own sets of dangers. .u6fe94e26735284b9d55d26a651f7fd12 , .u6fe94e26735284b9d55d26a651f7fd12 .postImageUrl , .u6fe94e26735284b9d55d26a651f7fd12 .centered-text-area { min-height: 80px; position: relative; } .u6fe94e26735284b9d55d26a651f7fd12 , .u6fe94e26735284b9d55d26a651f7fd12:hover , .u6fe94e26735284b9d55d26a651f7fd12:visited , .u6fe94e26735284b9d55d26a651f7fd12:active { border:0!important; } .u6fe94e26735284b9d55d26a651f7fd12 .clearfix:after { content: ""; display: table; clear: both; } .u6fe94e26735284b9d55d26a651f7fd12 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6fe94e26735284b9d55d26a651f7fd12:active , .u6fe94e26735284b9d55d26a651f7fd12:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6fe94e26735284b9d55d26a651f7fd12 .centered-text-area { width: 100%; position: relative ; } .u6fe94e26735284b9d55d26a651f7fd12 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6fe94e26735284b9d55d26a651f7fd12 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6fe94e26735284b9d55d26a651f7fd12 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6fe94e26735284b9d55d26a651f7fd12:hover .ctaButton { background-color: #34495E!important; } .u6fe94e26735284b9d55d26a651f7fd12 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6fe94e26735284b9d55d26a651f7fd12 .u6fe94e26735284b9d55d26a651f7fd12-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6fe94e26735284b9d55d26a651f7fd12:after { content: ""; display: block; clear: both; } READ: Every Grain of sand EssaySnorting is the most common technique for injesting cocaine. Users pour the powered cocaine on a mirror, glass, or anything hard, and with a razor blade, or credit card arrange it into thin lines. A rolled bill or straw is used to snort two lines, one in each nostril. The high from snorting comes on in seconds and usually lasts from ten to thirty minutes (Stone 209). Snorting can lead to irritation of the nasal membranes. It can also cause sinus-related headaches. Excessive snorting can lead to painful nasal sores and nosebleeds. If snorting is continued over any length of time, a hole from the septum to the nostril can appear. Cocaine is often rub bed on the lips, tongue, floor of the mouth, and gums. The insides of the eyelids is another place cocaine can be injested. One of the most dangerous ways to take cocaine is by delivering it into the rectum via an enema. This results in an extremely rapid absorption of the drug and a very fast manifestation of its effects (Nahas 79). Some female users place cocaine inside their vaginas. This is often done before of during sex, when the vaginal tissues are filled with blood and the absorption of the drug is especially fast. This is dangerous also. Freebasing involves processing the common white cocaine hydrochloride to rid it of impurities and to release or free the more potent cocaine sulfide base from its hydrochloride bonding (Stone 113). Freebasing involves the drug being cooked in a mixture of sodium hydroxide. The freebase is then smoked in a glass pipe. The freebase melts and vaporizes and the purified cocaine vapors are sucked into the lungs. Since the lungs are the most bloo d-enriched organs in the body, the absorption is instant. The freebaser is then hit with an intense rush of cocaine effects. The rush is gone within two minutes, and the user feels a residual glow for the next ten or twenty minutes (Nahas 23). The crash from freebasing is more severe than it is from snorting. Freebasing has its own side effects. The heated, purified cocaine vapors irritate the tongue, mouth, throat, and the lungs. Over using can result in sore throat and mouth and a swollen tongue. Breathing problems and coughing up black blood can also result if it is smoked. Shooting cocaine is the most direct way to get cocaine into the bloodstream. Injecting is the least common method and very dangerous. Most people do not like to shoot cocaine because of the needles. People shoot cocaine for the rush, the nearly heart-stopping, stunning, orgasmic punch (Nahas 115). The rush lasts from one to three minutes. Skin abscesses, hepatitis, strep infections, blood poisoning, can result. These are all painful, serious, life-threatening illnesses. Cocaine on the streets today is neither pure or sterile; it can contain bacteria or be cut with contaminated or dangerous chemicals. Cocaine is being experienced by 5000 new people a day. Many people love to feel happy, in control and powerful, no one want to feel depressed and unwanted. Those who feel unhappy do chose the wrong way out.

Andrew Jackson Essays - Second Party System, Taney Court

Andrew Jackson Essays - Second Party System, Taney Court Andrew Jackson Guardians of Freedom? The first and truest ideals of democracy were embodied in the political ideas of Andrew Jackson and the Jacksonian democrats. Calling themselves the guardians of the United States Constitution, the Jacksonian politicians engendered wide spread liberty under a government which represented all men, rather than only the upper class. While some policies under the democrats had evident flaws, they were, for the most part, eager social reformers who strived to put the power of government into the hands of the common citizens. The convictions and ideals of the Jacksonian Democrats can be best illustrated through a passage written by George Henry Evans. Evans was an editor with strong democratic principles who created The Working Mens Declaration of Independence (Doc. A). Within the declaration, Evans stresses the importance of establishing democracy. He uses words and phrases from Jeffersons Declaration of Independence to clarify his points and stress his convictions. Stating the absolute necessity of the organization of the party, Evans explains that it will be possible to prevent the upper class from subverting the indefeasible and fundamental privilege of liberty. And finally, Evans states that it is the common citizens right to use every constitutional means necessary to reform the abuses and provide new guards for future security. In doing so, he documented the characteristic attitude of the majority of the country in the 1820s and 1830s. Evans was only one of the many Jacksonian democrats to contribute to the success of the party and to the reforms that they made. Chief Justice Roger B. Taneys opinion in the Supreme Court Case of Charles River Bridge v. Warren Bridge was a capitalist decision which was a typical response for a Jacksonian democrat (Doc. H). This decision stated that while the Charter of 1785 allowed the Charles River Bridge to be constructed, it did not prohibit any other bridges from being constructed. Therefore, Taney decided that the capitalistic competition would be healthy for the economy of the regions along the Charles River. In doing this, Taney was eliminating the monopolies of the elite and creating equal economic opportunities for all citizens. As a result, Taney contributed to one of the major achievements of the Jacksonian Democrats - to create economic equality. The President of the United States of America and leader of the Democratic party, Andrew Jackson, was perhaps the most outspoken democrat of the time. He used his position as leader of the country to give more power to the common man. Even before his election as president, he succeeded in having the property qualification eliminated, therefore, increasing the voting population tremendously. Jackson became the first president truly elected by the common man, rather than only high society. For the first time in the history of the nation, the middle class received the opportunity to participate in the government that ruled them. Jackson did not stop with the reformation of the election process. Instead, he attacked the Bank of the United States and vetoed the re-charter for the institution. President Jackson explained that the banks stock was held by only foreigners and a few hundred rich American citizens. As a result, the bank maintained an exclusive privilege of banking... - a monopoly (Doc. B). The Democrats believed the bank to be a tool of rich oppression and a dangerous institution because the men in power were of the highest class and utterly irresponsible to the people. So, President Jackson vetoed the re-charter and it was closed. The money was dispersed into several state banks and the monopoly was disintegrated. Indeed, the Democrats succeeded in creating a new government for the rule of a society of middle class citizens. And, the middle class began to prosper under the struggle for economic equality. Visiting the United States in 1834, Harriet Martineau reported the prosperity of the country (Doc. D). She discovered the absence of poverty, gross ignorance, and insolence of manner as well as towns with newspapers and libraries. She also reported on political debated with common citizens as judges. It is quite clear that the expansion of suffrage, support for individual rights, and advances of democratic society were responsible for the prosperity of the time. However, it would be both irrational and naive to assume that the ideals of Jacksonian democrats were without flaw. And it would be preposterous to conceive a period in American history without its low points. This holds true for the period of 1820 - 1830 as well. A number of middle class citizens misinterpreted democratic reforms as an opportunity to disregard

Sports centre Essays

Sports centre Essays Sports centre Essay Sports centre Essay Paper round: as this is my job I kind of have to do this. The cycling helps to build up the leg muscles and improves the aerobic system. Could do time trials when on the way there and back and try to improve my time each day.  Afternoon  Go to the sports centre and first do a certain sport like badminton, racket ball or swimming etc as this will work on the aerobic system. After doing this go to the gym and do whichever circuit you have been given by the trainer. Should hopefully work on aerobic/cardiovascular system, muscular strength, muscular endurance and flexibility. Evening  Nothing: go and play with your friends or just rest!  Tuesday  Morning  Paper round: as this is my job I kind of have to do this. The cycling helps to build up the leg muscles and improves the aerobic system. Could do time trials when on the way there and back and try to improve my time each day.  Bike ride: aim to do 3 hours bike ride around Froyle, Bentley, Binsted etc (suggestions only) and pace yourself to reach the 3 hours. Dont worry about getting up to early because its a Saturday and your next activity is at 14:30; but dont forget lunch! Afternoon  Go to the park to play football or basketball at the park. This way you can enjoy yourself whilst doing an aerobic activity with some anaerobic working (sprints etc) could also go and find the boat and go rowing down the river and work on your upper body strength so undercuts will be easier to save. Row down to Binsted or further. Could also go cycling. Aim to be working for at least 4 hours. Evening  Weights: Firstly do 150 bicep curls, 15 sets of 10 reps as this will help with me stick and glove save. Next do 30 quad thrusts (I think thats what theyre called!) as this will help with my kick in hockey and let me clear the ball further and faster. Afterwards do 70 (7 sets of 10 reps) sit-ups with the 22 lb dumbbells as this will help keep the correct head, knee, tip-toe position throughout the whole match. Lastly do 40 (4 sets of 10 reps) press-ups as this will help with muscles around the arms and the arm muscles. Wednesday  Morning  Paper round: As this is my job, I kind of have to do this. The cycling helps to build up the leg muscles and improves the aerobic system. Could do time trials when on the way there and back and try to improve my time each day.  Afternoon  Go to the sports centre and first do a certain sport like badminton, racket ball or swimming etc as this will work on the aerobic system. After doing this go to the gym and do whichever circuit you have been given by the trainer. Should hopefully work on aerobic/cardiovascular system, muscular strength, muscular endurance and flexibility. Evening  Nothing: go and play with your friends or just rest!  Week 5: Fifth week  Thursday  Morning  Paper round: As this is my job, I kind of have to do this. The cycling helps to build up the leg muscles and improves the aerobic system. Could do time trials when on the way there and back and try to improve my time each day.  Bike ride: aim to do 3 hours bike ride around Froyle, Bentley, Binsted etc (suggestions only) and pace yourself to reach the 3 hours. Dont worry about getting up to early because its a Saturday and your next activity is at 14:30; but dont forget lunch! Afternoon  Go to the park to play football or basketball at the park. This way you can enjoy yourself whilst doing an aerobic activity with some anaerobic working (sprints etc) could also go and find the boat and go rowing down the river and work on your upper body strength so undercuts will be easier to save. Row down to Binsted or further. Could also go cycling. Aim to be working for at least 5 hours. Evening  Weights: Firstly do 150 bicep curls, 15 sets of 10 reps as this will help with me stick and glove save. Next do 40 quad thrusts (I think thats what theyre called!) as this will help with my kick in hockey and let me clear the ball further and faster. Afterwards do 90 (9 sets of 10 reps) sit-ups with the 22 lb dumbbells as this will help keep the correct head, knee, tip-toe position throughout the whole match. Lastly do 50 (5 sets of 10 reps) press-ups as this will help with muscles around the arms and the arm muscles. Friday  Morning  Paper round: as this is my job I kind of have to do this. The cycling helps to build up the leg muscles and improves the aerobic system. Could do time trials when on the way there and back and try to improve my time each day.  Afternoon  Go to the sports centre and first do a certain sport like badminton, racket ball or swimming etc as this will work on the aerobic system. After doing this go to the gym and do whichever circuit you have been given by the trainer. Should hopefully work on aerobic/cardiovascular system, muscular strength, muscular endurance and flexibility. EveningNothing: go and play with your friends or just rest!  Saturday  Bike ride: aim to do 3 hours bike ride around Froyle, Bentley, Binsted etc (suggestions only) and pace yourself to reach the 3 hours. Dont worry about getting up to early because its a Saturday and your next activity is at 14:30; but dont forget lunch! Afternoon  Go to the park to play football or basketball at the park. This way you can enjoy yourself whilst doing an aerobic activity with some anaerobic working (sprints etc) could also go and find the boat and go rowing down the river and work on your upper body strength so undercuts will be easier to save. Row down to Binsted or further. Could also go cycling. Aim to be working for at least 5 hours. Evening  Weights: Firstly do 150 bicep curls, 15 sets of 10 reps as this will help with me stick and glove save. Next do 40 quad thrusts (I think thats what theyre called!) as this will help with my kick in hockey and let me clear the ball further and faster. Afterwards do 90 (9 sets of 10 reps) sit-ups with the 22 lb dumbbells as this will help keep the correct head, knee, tip-toe position throughout the whole match. Lastly do 50 (5 sets of 10 reps) press-ups as this will help with muscles around the arms and the arm muscles. Sunday  Morning  Nothing to do! Stay in bed or get up and do whatever.  Afternoon  Go to the sports centre and first do a certain sport like badminton, racket ball or swimming etc as this will work on the aerobic system. After doing this go to the gym and do whichever circuit you have been given by the trainer. Should hopefully work on aerobic/cardiovascular system, muscular strength, muscular endurance and flexibility.

Business Coaching Essay Example | Topics and Well Written Essays - 250 words

Business Coaching - Essay Example With this definition in mind, one can recognize a number of effective leaders; Alexander the Great, Nelson Mandela, Adolf Hitler, Asoka and Mahatma Gandhi etc. Roger, a small business owner, should follow the path of such legendary leaders in order to make his business a true success in the long run. Being an owner of a small business, he needs to keep the following things in his mind. Firstly, Roger should mould his personality to be an inspiring one for his subordinates. His employees should idealize him. When people tend to idealize you, they in turn tend to follow you. To have a charismatic and inspiring personality is a prerequisite to become a successful leader. Further, he should improvise his leadership skills and instill self-confidence, boldness, optimism, patience, tolerance and courage within himself. After working on his personality, skills and abilities, he should start focusing on the organizational culture and structure. Gone are those days when hierarchical structure was praised and acknowledged by people. Being a small business owner, Roger should adopt flat business organizational structure where employees work as teams, help one another selflessly, nobody command others except the owner or the head. It has been observed that this structure of leading and influencing employees has been quite successful in a lot of organizations. Further, roger should create such a business culture, where open communication is encouraged, and the organization is adaptive to change. To survive in this competitive world, being responsive to change and adaptability is crucial and Roger should focus on these areas to survive in the long run. To conclude, Roger, by working on his personality, skills and by introducing team oriented organization which fosters open communication, feedback, quick help and adaptability, can actually take his small business to

The changing law Essay Example | Topics and Well Written Essays - 1000 words

The changing law - Essay Example This is illustrated in the manner that an impetus for change is met with either acceptance or reservation by the public to be directly affected, and the legal system who will implement such change. In this regard, this essay aims to discuss the manner that legal change proceeds in the British legal system to illustrate how legal changes are dynamically linked with the society at hand through the Anti-Social Behaviour Act 2003. Anti-social behaviour is defined as a behaviour that is "capable of causing a nuisance or annoyance to another person", and "directly or indirectly relates to or affects the housing management functions of a relevant landlord" or that "consists of or involves using or threatening to use housing accommodation owned or managed by a relevant landlord for an unlawful purpose" (Anti-social Behaviour Act [2003] s.153A; s.153B). As a public offence, it has been dealt with by Common Law as public nuisance, considered as both a crime and a tort. Thus, given its potential to harm individuals and communities, and disrupt peace and order, it is of no surprise that the British government pays due attention to this problem by passing the Anti-social Behaviour Act 2003. Prior to 1996 and the Anti-social Behaviour Act 2003, anti-social behaviour is address... This was followed by the Noise Act (1996) and Protection from Harassment Act (1997) to address non-tenure behaviour; and Crime and Disorder Act (1998), which created the Anti-Social Behaviour Order as well as the Police Reform Act (2002) to increase local authorities' enforcement powers. Despite such comprehensive legislations and precedents, however, there are numerous problems that surround both the implementation of the law, on the part of authorities; and prevention of the problem, within the society. This is illustrated in a study conducted by the British Crime survey, where it was reported that except for nuisance and litter, the percentage of individuals perceiving anti-social behaviour as a serious disorder has been rising (cited in Hunter 2003). Furthermore, as evidenced by Nixon and Hunter's study (cited in Hunter 2003), the number of reported complaints for every 1,000 tenancies by housing landlords, has also risen from 1998 to 2003. In addition, there has also been a growing concern among intellectuals that the laws governing anti-social behaviour have the potential to conflict with human rights (Wright, H & Sagar, T 2000, 'Out of Sight, Out of Mind', NLJ, no. 150, p. 1792; Collins, D 2001, 'Anti-social Behaviour Orders - a new false dawn', NLJ, 15 June 2001). In contrast to the human rights argument, however, law enforcement officers and local authorities complain that there is not enough "bite" with the existing laws, such that they are prevented from persecuting offences by juveniles (Wookey v Wookey [1991] Fam 121), and persecuting offenders that persistently commit anti-social behaviour in the totality of their offence (Criminal Justice and Public Order Act [1994] s.5). All the aforementioned problems created a tremendous amount of pressure

Developmentally Appropriate Practices For Students Education Essay

Developmentally Appropriate Practices For Students Education Essay Developmentally appropriate practices (DAP) describe an approach to education that focuses on the child as a developing human being and lifelong learner. This approach recognized the child as an active participant in the learning process; a participant who constructs meaning and knowledge through interaction with others, friends and family, materials and environment (Houser, D. Osborne, C). Developmentally appropriate practices require teachers to make decisions in the classroom by combining their knowledge of child development with an understanding of the individual child to achieve desired and meaningful outcomes (Houser, D. Osborne, C). Research shows that developmentally appropriate practices ensure success in the early grades (Novella, R.). The approach fosters active participation by the child in the learning process. In this process of learning, the teacher acts as the facilitator and guides the child through the activities of the day, in order to reach an outcome the child feels is meaningful. The NAEYC has supportive evidence that suggests that the success or failure of a child in his or her early stages in school could predict the outcome of how they perform later in school (Houser, D. Osbourne, C). This is why there is so much importance placed upon developmentally appropriate practices. Teachers need to realize that teaching methods do have an effect on how students academically develop later in life. An adaptation from the Developmentally Appropriate Practices in Early Childhood Programs, published by the NAEYC, mentions guidelines to help teachers through the DAP process. The Franklin Public Schools, in Franklin MA, made an adaption of the guideline areas, and divided them into four major areas. The areas mentioned are environment, curriculum, assessment, and instructional strategies. Since there is such an importance placed on developmentally appropriate practices, teachers can look at these four major areas to help foster positive learning and optimal development of young children. In the environment area, teachers create an engaging, and responsive environment to enhance the childs learning and development. This type of DAP is applicable to all grade levels. The classroom is supposed to enhance exploration, observation, experiment, and allow for risk taking in a safe environment. If students feel comfortable within their environment, then creative learning will occur. Curriculum planning should be based on how children learn best. For teachers to effectively employ DAP, they must have a thorough understanding about how children develop and learn, therefore, combining this knowledge with the frameworks designated by a given state, teachers should be equipped with adequate resources to help children reach his or her full potential. To optimize each childs progres s in learning, instructional strategies can be used by teachers to ensure success. An example a teacher might use as an instructional strategy would be to observe and interact with whole groups, small groups, or even individually. The benefit to instructional strategies is that it helps students to be motivated and promotes the willingness to take risks. Teachers should ask questions, make comments, and give feedback. This will help stimulate childrens thinking and learning. Assessment in a developmentally appropriate classroom is ongoing, authentic, and purposeful. The developmental needs of students are assessed, teachers adapt instruction to these needs, and the results of assessment are used to improve instruction. Development is an important aspect to how and why children learn. Children pass through several stages before becoming adults. There are four stages of growth where children learn certain things: infancy (birth to age two), early childhood (ages 3 to 8), later childhood (ages 9 to 12), and adolescence (ages 13 to 18) (Borgen, W. Norman, E.). For teachers to effectively teach and understand students, the need to identify developmental behavior is a necessity. Adolescence is the beginning of a more complex thinking process. Since this age group encompasses those from the ages of thirteen to eighteen, teens in this developmental phase experience a variety of behavioral changes. The Adolescent Assessment textbook mentions that in cognitive development, thinking changes both quantitatively and qualitatively during adolescence. Adolescents can think faster and more efficiently than children (Gumbiner, 2003, p.27). Typical cognitive behaviors that adolescent youth encounter are: developing advanced reasoning skills, developing abstract thinking skills, and developing the ability to think about thinking (Novella, R.). Advanced reasoning skills involve answering the question, what if? This skill includes thinking about multiple options and possibilities. The use of more hypothetical and logical thinking skills are used to process information. Abstract thinking is the use of thinking about things that do not actually exist. Prime examples of this type of thinking skill would be religion, faith, or trust. The development of the ability to think about thinking is a process known as meta-cognition. As defined by Websters dictionary, meta-cognition is the awareness or analysis of ones own learning or thinking process. This thinking strategy can be used to improve learning, and an example of this development strategy would be creating mnemonic devices. Cognitive development changes can affect teens in a number of ways. One affect is that teens demonstrate a heightened level of self consciousness. Teens tend to believe that everyone is as concerned with their thoughts and behaviors as they are. Teens also tend to believe that no one has ever experienced the same feelings or emotions as they have. The coined phrase drama queen comes to mind in regard to this statement. In adolescent youth, often heard phrases are, Youll never understand, or You have ruined my life. Another typical cognitive behavior in the adolescent youth is the, It cant happen to me or the, Im invincible syndrome. Teens often use this belief to make risks like drinking and driving, smoking, or other harmful and thoughtless behavioral decisions, without thinking of the consequences. Cognitive behaviors such as the tendency to become overly cause-oriented and to exhibit a justice orientation are also very present in adolescent development. An example of cause-oriented behavior would be a teen becoming vegetarian after reading about cruelty to animals. Justice oriented behavior is the ten dency of teens to point out flaws between adults words and their actions. Teens may confront their parents by saying something like, But you let Johnny (big brother) go to the prom when he was a sophomore. They see little room for error and view points are seen more in black and white, rather than gray. The adolescent youth face many social and emotional development issues. At the adolescent stage in a teens life, establishing an identity, autonomy, and achievement are important developmental components (Novella, R.). As a teenager, one of the most important tasks is trying to answer the question, Who am I? This question, however, is one that teens think about throughout the course of their adolescent years. Teens use the thoughts and opinions of others to come to their own likes and dislikes. They begin to integrate the opinions of people like their parents, other adults, and friends to come their own beliefs and values. Teens who have a secure identity know where they do, or dont fit in the world. A very important social developmental component is the ability for teens to establish autonomy. Autonomy does not mean being a loner and totally independent from others. Autonomy refers to becoming an independent person within relationships (Novella, R). This means that teens have gained the ability to make independent decisions based on what they feel is right or wrong. Autonomy is important for adolescent teens because it helps them become less emotionally dependent on parents. To become self-sufficient in society, autonomy is a necessary achievement for teens. Achievement is also an important social development behavior for teens because it helps them realize their strengths and weaknesses. Competition and success are valued attitudes in the American culture. The American culture is immensely influenced by competition. There has been a large increase in the number of reality shows produced like, American Idol and Americas Got Talent. These shows epitomize the essence of completion in American culture today. Individualism and purpose, in social cognition development, as stated in the Adolescent Assessment textbook, mentions that, moral reasoning is based on rewards and self-interest. In other words, a teenager will work hard to obtain good grades to be accepted t o a prestigious university (Gumbiner, 2003, p.27). Teens need to study their strengths and realize where their achievement preferences are, and in what areas they are willing to strive for success (Novella, R.). Every teenager is unique and will invariably experience different social and emotion development issues. There are a variety of typical behavior patterns of social behavior development. Teens begin to spend more time with their friends than their parents. Also, teens may begin to keep a journal as part of tracking ones own thought and opinions. This method helps teens work through how they feel. Teens may begin to lock their bedroom door. This is a way teens wish to establish privacy. Other behaviors include the involvement of multiple hobbies and the elusiveness about where they are going or with whom. Teens may become more argumentative, or not want to be seen with parents in public. Although teens may be more argumentative and not want to be seen in public with parental figures, they may begin to view parents more as people. Teens may start asking questions like, I wonder what my parents were like as a teen? (Novella, R.). Britannica Encyclopedia defines psychomotor learning as, development of organized patterns of muscular activities guided by signals from the environment. This type of behavior combines cognitive functions and physical movements. Learning is demonstrated by physical skills such as movement, strength, speed, etc. An example of psychomotor assessment that the Classroom Assessment textbook mentions would include testing of students keyboarding skills in computer class or students prowess in shooting a basketball in gym class (Popham, 2008, p.35). In psychomotor development, the focus is on coordinated learning from the arms, hands, feet, fingers, while verbal processes are not emphasized. For adolescent teens, behavioral examples would include driving a car, and any eye-hand coordination tasks, such as athletics, or playing musical instruments. For teachers, the cognitive, social/emotional, and psychomotor development of adolescent teenagers can have an impact on learning. It is important for teachers to know what they can do to effectively reach teenage students. It would be beneficial for teachers to be able to relate to his/her students in whatever way possible. Gaining respect from teens is an important element that can aid teachers in behavioral development. If students know you listen and care about them, you will earn their respect, and they will be more likely to share their feelings. To combat the cognitive behavior of it cant happen to me, teachers can provide opportunities for teens to participate in supervised risky behavior such as extreme sports. Lots of schools have athletic teams like wrestling, or rugby, which are intense sports. Teens tend to want to get involved with things that have deeper meanings, so encouraging students to get involved with community service activities, or other school related activit ies, like student government, can greatly benefit student behavior. Teachers can take the opportunity to discuss students view and opinions about certain topics in the news, or on television. This can help with the development of personal beliefs, and help engage students to think independently. The impact of learning that the social/emotional development can have on teens is that this is the time when teens are trying to establish themselves. Assigning activities like weekly personal reflections or discussions of current events could help teens begin to think about their own thoughts and opinions in certain topics areas. This also helps students gain confidence in discussing their beliefs in front of the class. Another useful method may be to include more group involvement. Since teens like to be with other teens, let them work on tasks together. This could encourage social and problem solving skills. It is important for teachers to take development into consideration when planning lessons and activities for the classroom. Knowing how and why students act the way they do is important to effectively reaching the classroom audience. Since adolescent teenagers are concerned with friends, image, psychomotor development tasks, such as sports, then knowing these motivational behaviors can help a teacher know how to get through to his/her students. If you have an educational objective that is pretty cut and dry, then finding a way to either incorporate kinesthetic movement, or social interaction will probably increase the likely hood that students will master that objective. At the adolescent age, teenagers are very focused on factors other than school. It would be beneficial for teachers to realize the cognitive, social/emotional, and psychomotor development behavior of teens at this age. This would allow the teacher to have a better grasp on why students behave the way they do. Teacher s can have a major impact on students during this time in their life. There are a variety of changes, both physical and non-physical that are occurring to students in the adolescent stages of development. Teens face both challenges at home and at school. A teacher can benefit by being open minded and creative in creating lesson plans. Teens at this age enjoy moving around, working in groups, and talking out loud, so incorporating these elements into projects or assessments may prove to be successful. Lastly, the importance of being a good listener will be stressed again. Students at this age have a lot going on in their lives. Having a teacher who is willing to develop a personal relationship with his/her students creates a trusting environment. A trusting environment will lead to respect; respect leads to open ears, open ears leads to mastery of knowledge, and mastery of knowledge leads to a happy classroom.

Food Web Diagram

Mojave Desert Organisms * Planate (Vegetation) – Brittle Bush, California Juniper, Creosote Bush, Common Saltbush, Joshua Tree, Mojave Aster, and Triangle-leaf Bursage * Animalia (Animals) – Mammals include coyote, desert bighorn sheep, desert kit fox, spotted skunk, spotted bat, black-tailed jackrabbit, ground squirrels, kangaroo rat and white-footed mouse. Birds include eagles, hawks, owls, quail, roadrunners, finches, warblers and orioles. Reptiles include desert (Gopher Tortoise), several species of rattlesnakes and chuckwalla lizard * Micro-organisms – Fungi (penicillium), monera (mycorrhizae, lichens, azotobacter and streptomycetes, mycoplasmas, and cyanobacteria) Coyote Canus latrans * Organs are essentially the same as humans with minor adaptations * Lungs are bigger for more oxygen intake while being active * The part of the brain referred to as the â€Å"lizard brain† is slightly larger than that of a normal human * Unlike humans, they can digest raw meat with no negative side effects * Their metabolisms are faster They have a Jacobson’s organ that gives scent information to the brain The Roadrunner Geococcyx californianus * Reabsorbs water from feces and excretes excess salt through a nasal gland * Will extract water from its lizard prey * Reduces activity 50% during the heat of midday P C D Desert Food Chains Food chains allow us to examine the basics of how energy passes through an ecosys tem. Producer | Consumer | Predator | A food chain is sequence of plants, herbivores and carnivores, through which energy and materials move within an ecosystem. Food chains are usually short and not more than three or four links. They usually consist of a producer, a consumer and a predator, with the predator being the top of the food chain. The top of the desert food chain does eventually die though, and is returned to the bottom of the chain as nutrients by decomposers. Typical Desert Food Chains Mountain Lion Mule Deer Plant (forbs)| Coyote Quail Plant (shrub seeds)| Snakes Lizards Insects Plant (wildflower/grass | Hawk Snakes Rats Plant (seeds)| Typical Desert Food Pyramid Tertiary Consumers Carnivores These are high level consumers, carnivores that will eat other carnivores. Secondary Consumers Small Carnivores The predators are the secondary consumers. They occupy the third trophic level. Again we see cold-blooded animals, such as snakes, insect-eating lizards, and tarantulas. Only about 2 Kilocalories per square meter per year are stored in their bodies. In the harsher desert environments, they are the top predators. Primary Consumers Herbivores These animals are usually small and eat little. Many are insects, or reptiles, who are cold blooded and who use less energy to maintain their bodies than mammals and birds do. As food for predators, they provide about 20 Kilocalories per square meter per year for predators. Including: Ants and other insects, rats and mice, some reptiles the largest of which are the tortoise and chuckwalla. Primary Producers Plants These are plants that make food through photosynthesis. Limited by the availability of water, they produce fewer than 200 Kilocalories of food for the animals for each square meter each year. Including: Trees, shrubs, cactus, wildflowers, grasses Primary Producers: is occupied by the primary producers-plants. Plants produce energy from photosynthesis. Plants produce energy to use for survival, growth and to store when production resources are not available. Primary Consumers: Primary consumers are the animals that eat the plants. These animals, including insects, mammals, such as the desert pocket mouse, food is consumed and converted to energy. References Blue Planet Biomes. (2011). Mojave Desert. Retrieved from http://www. blueplanet Biomes. org/mojave_desert. htm Desert Wildlife. (2011). Digital-Desert. Retrieved from http://digital-desert. com/wildlife/ coyote. html Google. (2011). Google Images. Retrieved from http://www. google. com/imagres? q=†¦