Monday, July 20, 2020

Why Marijuana Use in Teens Is Harmful

Why Marijuana Use in Teens Is Harmful Addiction Drug Use Marijuana Print Why Marijuana Use in Teens Is Harmful By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on April 23, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 18, 2019 krisanapong detraphiphat / Getty Images More in Addiction Drug Use Marijuana Cocaine Heroin Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery The stigma of marijuana use has declined since the early 2000s, with some states legalizing it  for medical and even recreational uses. But research by the National Institute on Drug Abuse indicates that childhood marijuana use can affect learning ability, attention, memory, coordination, balance, judgment, and decision-making. While it may not be as problematic for adult use as once believed, there are still plenty of good reasons to discourage pot smoking in teenagers (other than the fact that in most states, its still illegal). Why Do Kids Start Smoking Pot?   It would be nice if there was one clear reason that children and young teenagers begin using marijuana, but there are actually many reasons teens choose to begin smoking weed. But teens report that they began using marijuana for a wide variety of reasons. If you want to keep your children from smoking weed at an early age, you will have to be diligent in several areas of influence in their lives. If they have family members who smoke or express approval of marijuana, research suggests that children are much more likely to begin using marijuana than those with no family involvement with the drug. If they live in a neighborhood where they see drug activity going on, teens are less likely to express disapproval of drug use and become more likely to try drugs themselves. So be clear with your teen about marijuana use, and what problems it can cause. Peer pressure to smoke pot remains a strong influence as well.?? If they have friends who are using marijuana, they are more likely to try it themselves. Theres a tendency to adopt the attitude that everyone is doing it and its part of the normal teenage experience. But research shows that the majority of teens make it all the way through high school without ever using marijuana.?? Drug and alcohol use is often promoted in the magazines that teens read, the music they download, and the songs they listen to on the radio. Those influences can be significant for young children. Self-Medicating and Escape Many teens turn to marijuana in an effort to self-medicate, to make themselves feel better. They use marijuana to try to cope with depression, anxiety, and anger. Teens will also begin using weed as an escape. Boredom is one of the main reasons some teens report that they use marijuana. Children who have been physically or sexually abused are at greater risk than other teens for using marijuana and other drugs. They turn to drugs to escape the fear and pain of abuse. Misinformation About the Risks of Weed Some kids begin using marijuana because they have not to be informed of the harm it can do to them while their brains and minds are still not fully developed. Or more often, they make a decision to begin using based on misinformation. The marijuana legalization movement has played a role in sending a mixed message to young people. Teens today might believe if its medicine, it must be safe or if its legal, it must be OK. But, nowhere that marijuana has been made legal for medical or recreational use has it been made legal for anyone under that age of 21. Not even the most adamant legalization advocates propose making it legal for children to use. If you are a parent who wants to protect your children from the dangers associated with early marijuana use, educate them with the facts so that they can make an informed decision about the risks. Teenage Marijuana Use by the Numbers

Thursday, May 21, 2020

Friend and Protected Friend in VB.NET

Access modifiers (also called scoping rules) determine what code can access an element—that is, what code has permission to read it or write to it. In previous versions of Visual Basic, there were three types of classes. These have been carried forward to .NET. In each of these, .NET allows access only to code: Private - within the same module, class, or structure.Friend - within the same assembly.Public - anywhere in the same project, from other projects that reference the project, and from any assembly built from the project. In other words, any code that can find it. VB.NET has also added one and a half new ones. ProtectedProtected Friend The half is because Protected Friend is a combination of the new Protected class and the old Friend class. The Protected and Protected Friend modifiers are necessary because VB.NET implements the last OOP requirement that VB was missing: Inheritance. Previous to VB.NET, supercilious and disdainful C and Java programmers would belittle VB because it was, according to them, not fully object oriented. Why? Previous versions lacked inheritance. Inheritance allows objects to share their interfaces and/or implementation in a hierarchy. In other words, inheritance makes it possible for one software object that takes on all of the methods and properties of another one. This is often called the is-a relationship. A truck is-a vehicle.A square is-a shape.A dog is-a mammal. The idea is that more general and widely used methods and properties are defined parent classes and these are made more specific in child classes (often called subclasses). Mammal is a more general description than dog. Whales are mammals. The big benefit is that you can organize your code so you only have to write code that does something that lots of objects have to do once in the parent. All employees have to have an employee number assigned to them. More specific code can be part of the child classes. Only employees that work in the general office need to have an employee door card key assigned to them. This new capability of inheritance requires new rules, however. If a new class is based on an old one, Protected is an access modifier that reflects that relationship. Protected code can be accessed only from within the same class, or from a class derived from this class. You dont want employee door card keys being assigned to anyone except employees. As noted, Protected Friend is a combination of the access of both Friend and Protected. Code elements can be accessed either from derived classes or from within the same assembly, or both. Protected Friend can be used to create libraries of classes since code that accesses your code only has to be in the same assembly. But Friend also has that access, so why would you use Protected Friend? The reason is that Friend can be used in a Source file, Namespace, Interface, Module, Class, or Structure. But Protected Friend can only be used in a Class. Protected Friend is what you need for building your own object libraries. Friend is just for difficult code situations where assembly wide access is really required.

Wednesday, May 6, 2020

The National Target Program For Sustainable Poverty...

Analysis of the National Target Program for Sustainable Poverty Reduction (NTP-PR) The NTP-PR has contributed substantially to the reduction of poverty in Vietnam. Between 2006-2010 the program gave out 6.2 million preferential loans, and between 2007-2009 the program provided vocational training to roughly 100,000 poor workers, resulting in roughly 60 percent of those trained gaining employment or becoming self-employed. Between 2006-2010, 10 million students received total exemption of tuition, and 2.8 million impoverished ethnic minority children received free textbooks for school. What is more, an estimated 62 million individuals, 90 percent of whom were poor, received free health insurance cards in the same five-year period. The†¦show more content†¦The rationale of focusing on education is that, as demonstrated by Banerjee and Duflo’s work, improving education tends to create numerous positive externalities manifest both in health outcomes and in national economic growth. Policy 1: Implement a CCT program to increase school attendance among the rural poor. You should implement a CCT program, based on Columbia’s successful Familias en Accià ³n, in towns with fewer than 100,000 people, with strict conditions placed on both participating towns and families. First, towns must contain educational and health infrastructure to support individuals to meet the conditions of the program detailed. Towns also must include a bank, and an official with whom the central government can communicate. Second, parents must bring participating children to regular development check-ups, enabled by the health infrastructure mentioned above. Moreover, school-aged children must attend 80 percent of classes for the household to receive an additional monthly transfer. Transfers should be based on estimates of basic nutritional costs per person in each of the qualifying towns. Additional education transfers should be based on a fraction of this initial nutritional transfer, commensurate with the costs of living in each town. Under this program, household consumption will increase, school attendance will increase, and healthcare check-ups will

New Global Patterns Free Essays

For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. French Indochina – the name given to the colonies in Southeast Asia that were under French control. Significant of European imperialism in Asia and the pressure that was placed on it by Western and European powers. We will write a custom essay sample on New Global Patterns or any similar topic only for you Order Now Mongkut – the king of Siam who by studying modern science, mathematics, and language was able to uphold his country and keep it from European rule and pushed Siam into a period of modernization. Spanish-American War – a struggle between the United States and Spain over the independence of Cuba. Was significant in the US’s ability to win and take control of Cuba. Liliuokalani – the queen of Hawaii had attempted to resist foreign influences but did not succeed as the United States overpowered her. Led to the imperialism of all Pacific islands by European powers. 2. Reading Strategy: Identify Causes and Effects-How did industrialized powers divide up Southeast Asia and the Pacific, and how did the colonized peoples react? Powers such as the Dutch, British, and French were able to use the rivalries between local communities of Southeast Asia to their advantage by using new technologies and armies to conquer new colonies. In the Pacific the United States, Germany, and Britain had extraterritorial rights in Samoa and had a triple protectorate in action. Even after leaders of the former independent countries that became colonized tried to fight off foreign influence, the Western powers were always able to gain control of all except Siam. People of the colonies had pushed hard to resist the imperialist force and in the end after colonization, they adopted the ideals of the powers that controlled them by means of modernization. 3. Summarize – What steps did Siam take to preserve its independence? King Mongkut had studied foreign languages and on modern sciences and mathematics. He gained much knowledge and didn’t underestimate the power of the Europeans and took smarter approaches to resisting imperialism. He heavily negotiated with the Western powers by forming unequal treaties, much like the ones the Western powers had been using to take advantage of others. Mongkut was successful and was able to keep Siam out of the clutches of imperialism and soon after with the aid of his son Chulalongkorn was able to start a modernization movement to strengthen the country. Draw Conclusions – Why were Filipino rebels disappointed when the United States took control of the Philippines? During the Spanish-American War, the Philippines was able declare independence from Spain and decided to fight alongside the US to help in the effort. Rebels were disappointed because they had expected the US would acknowledge their independence after helping them defeat Spain. Instead, the US offered to buy Spain’s control of the Philippines for $20 million and the US was able to imperialize the Philippines which outrages rebels. 4. Synthesize Information – How did Hawaii become part of the United States? The US had been part of the triple protectorate between the US, Germany, and Britain. The US exclusively had pushed for power in Hawaii and the American planters were able to overthrow Liliuokalani and her efforts to halt Western influence and supporters of annexation convinced the US that if they did not act for power in Hawaii, other countries would soon interfere. This convinced the US to lock in its power in Hawaii. 6. Make Comparisons- Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different? I see the partition of Asia and Africa similarly in the sense that both means of imperialism were the same. The powers used the same tactics to partitions colonies in both areas. They used unequal treaties, used a country’s weakness to their advantage such as local conflicts, used new technologies and armies as a means of conquering, and made the same modernization changes to society such as education, politics, transportation, economy, societal, etc. The main difference I seemed to remember was that the reason for imperializing these two parts of the eastern world was for Africa, the main idea was always based on social Darwinism and there seemed to be less multiple protectorates in Africa than in Asia. Also the struggle for Africa was mainly for resource benefits as opposed to Southeast Asia where concern of resource supply wasn’t discussed in the section. How to cite New Global Patterns, Papers

Sunday, April 26, 2020

The Hound Of The Baskervilles review Essay Example For Students

The Hound Of The Baskervilles review Essay The story creates clues throughout which lead to truth and this adds suspense to the novel. Also cliffhangers at the end of chapters, Watsons reports and strange happenings add to the suspense. This all leads to a dramatic ending. The end of chapters create suspense and lots of dramatic tension by leaving the chapter on a cliff-hanger I swear that another day shall not have passed before I have done all that man can do to reach the heart of the mystery. This example is taken from an extract of Watsons diary at the end of the chapter and leaves an exciting pause, when anything could happen. We will write a custom essay on The Hound Of The Baskervilles review specifically for you for only $16.38 $13.9/page Order now We see all of this through Watsons eyes and he is the one who describes everything in detail. The evidence for this lies in his characterized and detailed reports that he has sent to his dear Holmes. These reports create suspense and keep the reader hooked throughout the novel by finishing a chapter and having to read on to find out what happens next. The first mention of the legend of the hound started when Dr. Mortimer reports, there stood a foul thing, a great black beast shaped like a hound yet larger than any hound that ever mortal eye has rested upon. This helps us understand everything about the legend and how it started. Sherlock Holmes seems extremely intrigued with the whole situation and we expect him to go to Baskerville hall himself but instead he sends Watson and quotes it is impossible for me to be absent from London for an indefinite time. Sherlock is a clever man as we can just tell by his detective skills, he knows what hes doing but I didnt think he would leave Watson on the case on his own because he would most probably fear for his safety and also Watson needed Holmes to help in the end anyway. So my point overall is that Holmes had the knowledge to solve this case and hes always in the right place at the right time. When Sir Henry, Dr. Mortimer and Watson first arrive at Baskerville hall we get our first glimpse of the moor Over the green squares of fields the low curve of wood there rose in a distance a grey, melancholy hill, with a strange jagged summit, dim and vague in the distance, like some fantastic landscape in a dream. This description sounds extremely dismal as the colours are so depressing but as the sentence finishes you get a visual image of a beautiful dream. This all contrasts with the next look we get at it and I walked far upon the soddon moor, full of dark imaginings, the rain beating upon my face and the wind whistling about my ears this quote certainly doesnt sound as correct as the first one as its not as pleasant, this adds suspense because if the weather was sunny and perfect it wouldnt be a place for a killing.

Wednesday, March 18, 2020

The way it is done.

The way it is done. Learning is something in my nature. Since the beginning of my life I have observed and learned all sorts of things by being naturally inclined to know what is going on due to pure curiosity and logical comprehension. Now, I have come to the point in my life where I need to discover my personal learning style. I have my own personal way of thinking and learning things based on criteria such as the mood I'm in, the time of day it is, or even what subject I am studying. These kinds of specific details make up what is called a learning profile.My old way of learning did not support my learning profile because it consisted of being in a remotely quiet environment with or without a study group. I simply started gathering my notes on a particular subject and studied them. This required absolute peace and quiet and I did not want to be disturbed.Learning the Hard WayI could break my concentration easily from the slightest distraction and this would cause me to lose focus momentarily. If I lo st focus too many times I would just lose interest in the assignment entirely, for that period of time, which only set me back from completing it. I feel that, after researching Peak Learning, I have come to the point where I can determine what type of a learner and thinker I am.I am a grouper. I bring together a lot of different information based on one topic and bring it all together to form a process of completion. I can concentrate while activities are going on around me, but I cannot focus on what I am studying if there is a conversation going on in front of me. I can study in well-lit area or I can sit in...

Monday, March 2, 2020

Ancient Olympics Origins and History

Ancient Olympics Origins and History Like so much of ancient history, the origins of the Olympic Games held in Olympia, a district in Southern Greece,  are shrouded in myth and legend.  The Greeks dated events from the first Olympiad (the four-year period between games) in 776 B.C.- two decades before the  legendary founding of Rome, so the founding of Rome can be dated Ol. 6.3 or the third year of the 6th Olympiad, which is 753 B.C.E. The Origins of the Olympic Games Conventionally, the ancient Olympic games began in 776 B.C.E., based on records of stade-length races. The victor of this first Olympic game was Koroibos of Elis, in Southern Greece. However, because the Olympics originated during an era that is not well-documented, the actual date of the first Olympics is disputed. The origins of the ancient Olympics interested the ancient Greeks, who told conflicting, history-laced, mythological aitia (origin stories). The House of Atreus Theory One Olympic origins story is connected with one of the early members of the tragedy-ridden House of Atreus. Pelops won the hand of his bride, Hippodamia, by competing in a chariot race against her father, King Oinomaos (Oenomaus) of Pisa, in Elis. Oinomaos was the son of Ares and the Pleiad Sterope. Pelops, whose shoulder Demeter had once had to replace when she accidentally ate it, conspired to win the race by replacing the kings chariots lynch-pins with ones made of wax. These melted on the course, throwing the king from his chariot and killing him. After Pelops married Hippodamia, he commemorated his victory over Oinomaos by holding the first Olympic Games. These games either expiated his killing or thanked the gods for the victory. According to historian Gregory Nagy, Pindar, in his first Olympian Ode, denies that Pelops served his son to the gods at the infamous feast where Demeter absent-mindedly ate a shoulder chop. Instead, Poseidon abducted Pelops son and repaid Pelops by helping him win that chariot race. The Hercules Theory   Another theory on the  origin of the Olympic games, also from Pindar, in  Olympian X, attributes the Olympic games to the great Greek hero  Hercules  (Hercules or Heracles), who held the games as a thank offering to honor his father,  Zeus,  after Hercules had exacted revenge on King Augeus of Elis. Foolishly, Augeus had defaulted on his promised reward to Hercules for cleansing the stables. The Cronus Theory Pausanias 5.7 says the Olympic origins lie in Zeus victory over Cronus. The following passage elaborates this and also explains musical elements in the ancient Olympics. [5.7.10] Now some say that Zeus wrestled here with Cronus himself for the throne, while others say that he held the games in honor of his victory over Cronus. The record of victors include Apollo, who outran Hermes and beat Ares at boxing. It is for this reason, they say, that the Pythian flute-song is played while the competitors in the pentathlum are jumping; for the flute-song is sacred to Apollo, and Apollo won Olympic victories. A common thread of the stories about the origins of the Olympic games is that the games were instituted following a personal or competitive victory and were intended to honor the gods. When Did the Games Stop? The games lasted for about 10 centuries. In  391 C.E. the  Emperor Theodosius I  ended the games. Earthquakes in 522 and 526 and natural disasters, Theodosius II, Slav invaders, Venetians, and Turks all contributed to destroying the monuments at the site. Frequency of the Games The Ancient Greeks held the Olympics every four  years starting near the summer solstice. This four-year period was known as an Olympiad and was used as a reference point for dating events throughout Greece. Greek poleis (city-states) had their own calendars, with different names for the months, so the Olympiad provided a measure of uniformity. Pausanias, travel writer of the second century A.D, writes about the impossible chronology of a victory in an early footrace by reference to the relevant Olympiads: [6.3.8] The statue of Oebotas was set up by the Achaeans by the command of the Delphic Apollo in the eightieth Olympiad [433 B.C.], but Oebotas won his victory in the footrace at the sixth Festival [749 B.C.]. How, therefore, could Oebotas have taken part in the Greek victory at Plataea [479 B.C.]? A Religious Occasion The Olympics were a religious event for the Greeks. A temple on the site of Olympia, which was dedicated to Zeus, held a gold and ivory statue of the king of the gods. By the greatest Greek sculptor, Pheidias, it stood 42-feet high and was one of the seven  wonders of the Ancient World. The Rewards of Victory Representatives of each polis (city-state) could attend the ancient Olympics and hope to win a victory that would confer great personal and civic honor. So great was the honor that cities considered Olympic victors to be heroes and sometimes fed them for the rest of their lives. The festivals were also important religious occasions and the site was more a sanctuary to Zeus than a city proper. In addition to competitors and their trainers, poets, who wrote victory odes for the winners, attended the games. An Olympic victor was crowned with an olive wreath (laurel wreath was the award for another set of  Panhellenic games, the Pythian games at Delphi) and had his name inscribed in the official Olympic records. Some victors were fed for the rest of their lives by their city-states (poleis), although they were never actually paid. They were considered heroes who conferred honor upon their hometowns. It was  sacrilege to commit a crime, including accepting payment, corruption, and invasion during the games. According to Emeritus Classics Professor Matthew Wiencke, when a cheating competitor was caught, he was disqualified. In addition, the cheating athlete, his trainer, and possibly his city-state were fined- heavily. Participants Potential participants in the Olympics included all free Greek men, except certain felons, and barbarians, during the Classical Period. By the Hellenistic Period, professional athletes competed. The Olympic games were male-dominated. Married women were not allowed to enter the stadium during the games and might be killed if they tried. A priestess of Demeter was present, however, and tere may have been a separate race for women at Olympia. Main Sports The ancient Olympic sporting events were: BoxingDiscus (part of Pentathlon)Equestrian EventsJavelin (part of Pentathlon)JumpingPankrationPentathlonRunningWrestling Some events, like mule-cart racing, loosely, a part of the equestrian events, were added and then not too much later, removed: [5.9.1] IX. Certain contests, too, have been dropped at Olympia, the Eleans resolving to discontinue them. The pentathlum for boys was instituted at the thirty-eighth Festival; but after Eutelidas of Lace-daemon had received the wild olive for it, the Eleans disapproved of boys entering for this competition. The races for mule-carts, and the trotting-race, were instituted respectively at the seventieth Festival and the seventy-first, but were both abolished by proclamation at the eighty-fourth. When they were first instituted, Thersius of Thessaly won the race for mule-carts, while Pataecus, an Achaean from Dyme, won the trotting-race.Pausanias - Jones translation 2d cen