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Fixing What’s Wrong With Drug Education

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A recent survey conducted by Join Together a program of the Boston University School of Public Health shows that few teachers believe that alcohol and other drug prevention programs work. Only 2 percent of more than 3,700 respondents felt that their school-based prevention program is effective. The report says that teachers are skeptical of the prevention programs they deliver. It goes on to say that teachers cite the need more relevant study materials, more time to do prevention, more support, and more training.

Although more training and enhanced study materials would certainly do no harm, how does this change the current destructive belief permeating our schools and our culture that drug prevention doesnt work? It is not a matter of more time, more study materials, or more training, but a need for a fundamental change in how we define prevention, set prevention goals, and understand how children adopt and reinforce healthy and unhealthy behaviors.

For three decades the United States has been waging an expensive and ineffective drug war a war more political than practical. In 1993 the federal government spent $1.7 billion on the drug war and in 1999 17.9 billion. The most ubiquitous of drug education programs DARE (Drug Awareness Resistance Education) which was started in Los Angeles in 1983 is plagued by research showing its lack of effectiveness. DARE currently costs taxpayers between 1 and 1.3 billion dollars a year. In addition, the DARE programs premise that early drug education inoculates kids from future drug use in high school is both nave and lacking a fundamental understanding of child development. In the most recent survey of adolescent drug trends conducted by Monitoring the Future, 48% of 12th graders had a drink within the last thirty days and by the time a student graduates from high school nearly half have tried an illicit drug – most likely marijuana. While recent trends in drinking and drug use show decreases in most categories, underage drinking and most notably marijuana use remain a regular experience of teenage life. What have we gotten for our money? And how does the current drug education approach reflect the reality that most teenagers face every weekend?

Teenage drug use is normalized in our culture. By the time most teens reach high school, they accept alcohol and some drug use by their peers as a common social activity. The popular notion that drinkers and drug users are outcasts and deviants conveniently ignores the reality that many teens drink including student leadership, athletes, active and involved good students. Scare tactics and exaggerated drug effects only work when your audience does not have access to other information. This generation of students has more access to information than any other generation in time. This will most likely be the case for subsequent generations. Manipulation, coercion, and exaggerated claims are not tolerated by students.

Prevention programs need to support and validate those students who choose to delay their drinking and abstain from other drugs. Programs need to help students effectively communicate concerns to friends who may be experiencing problems with their drinking and drug use and to connect those friends to helping resources in the community. Finally, prevention programs need to offer suggestions to students to minimize the risks associated with drinking and drug use such as frequency and quantity of use. Promoting risk reduction strategies no more condones drinking than the suggestion of wearing a seat belt condones speeding.

We are in a crisis right now. It is not a drug crisis, but a crisis of belief and faith. We are loosing faith in the idea that we can be effective. We are giving in to the fear that any deviation from the path of abstinence-based zero tolerance education is an endorsement of drinking. The results of giving in to fear are the growing popularity of random drug testing programs, locker searches and drug sniffing dogs. We dont need to catch more kids, but to connect with more kids. We dont need to make an example of a student, but be examples for students of healthy living and compassionate care.

Physical Fitness Education As Part Of School Curriculum

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Physical fitness is a tremendously important topic for school aged children today. These classes stress the importance of a healthy, active lifestyle that has become crucial now more than ever. With kids living a sedentary lifestyle and eating unhealthy diets, physical fitness should be a top priority in schools across this country. Unfortunately, due to budgetary constraints, many school districts are forced to drastically cut or completely eliminate this part of education.

It’s best to teach them young. If children learn proper physical fitness education they will build healthy habits for the rest of their lives. These physical education classes provide basic fitness knowledge and information about sports and athletic events and also impart health instruction in many school districts.

Health classes inform kids about the ins and outs of the human body, basic development, sexual education, and first aid training. If these topics are not taught in today’s schools, who will inform the next generation about these things? Physical fitness education is much more than playing dodge ball and other organized sports. Physical fitness education is about improving a child’s overall quality of life.

The President’s Physical Fitness program is one of the classic aspects of any physical education class. Children receive a certificate of achievement after they complete a series of tasks set by a Presidential panel. It is a matter of pride to receive this certificate. It shows kids of all ages and skill levels they can accomplish a goal.

Gone are the days when children walked or biked to school. Now, physical fitness education is the only means of exercise for many children in this country. These days, children are driven to school by a parent, car pool, or bus. In school they sit in a classroom, and at home they sit in their room and play video games, surf the internet, or watch television. The only physical activity they do during the whole week is in the physical education classes.

It’s your duty to raise your voice when you hear of plans to discontinue physical fitness education program in your child’s school. Talk about it to the Parent and Teacher Association or at a meeting of the school board. Try to suggest ways and means and offer alternatives, but make sure that the school continues with the programs without alteration.

It has been a common myth among parents that physical education is nothing but a distraction for the child. The importance of this session should not be undermined, as this is the base to introduce the children to a healthy life.

It is always good to motivate your child for taking part in various extra curricular activities. Set a fitness schedule for your child and make him head towards healthy living. Never forget that a child learns from adults, so you have to serve as a role model for him. Show him to live life the healthy way, by doing so yourself.

Education System In India

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History
Education in India has a very long history. Ancient India had the tradition of ‘Gurukuls’. Under this system students have to live at the ‘Ashram’ (abode) of the teacher and get the education. This form of the education is known as ‘Guru-Shishya Pramapara’.
At that time, education was treated as a personal concern and has not been demonstrated in mass production by the sector of modern education. The manufacture of man was considered an artistic work process and not mechanical. According to ancient India
education training the mind and thought process are essential for the acquisition of knowledge..
The formal admission ceremony was known as ‘Upanayana’. With the accomplishment of this ceremony the child had to leave his home for the ‘ashrama’ where he would receive education. It was supposed to be the re-birth of the child and was known as ‘Dvijya’, which means, “twice born”. Sanskrit was the language of teaching. It was supposed to be the language of learned men. The academies of higher learning were known as ‘Parisads’. The education system involved of three basic processes, which included ‘Sravana’, ‘Manana’ and ‘Nidhyasana’.
In the ‘Sravana’ stage of education, students received ‘shrutis’ knowledge, which was passed orally from one generation to another. The second stage was ‘Manana’ which means that pupils had to think themselves about what they have heard. They have to make their own inferences and assimilate the lesson taught by their teacher into the life. The third stage ‘Nidhyasana’ means complete comprehension of truth and its use in the life.

Among women in ancient India were given the right to education and teaching. Both women seers “Gayatri” were participants in the debates on education and the process of “Parishads.” (Assembly) was followed mainly by Brahmins Kshatriyas who have received education in Gurukul while children of lower caste family learned their craft from their parents.
Some of the most important universities in India in ancient times were Taxila, Nalanda and Vikramshila. Taxila University 7 th century BC, was famous for his studies of medicine and master of the galaxy as important as Sandwiches, a famous grammarian, Kautilya, the minister of Chandra Gupta Maurya and Charaka, the medical reputation of the teacher.

Nalanda was the highest learning center not just of India but also of the entire South Asia. Students from foreign countries like China, Japan, Korea used to come here for higher studies. It had around 10,000 students and teachers on its roll cards. The University had eight colleges. And one of the colleges had four-storied building. It was one of the earliest examples of residential cum learning complex.
Vikramshila University. Varanasi was famous for his religious teachings. Kanchi in the south was famous during the Vallabha was a university. Huan Tsang records about on par with the University of Nalanda University and Vikramshila.
India has had many great minds at work, which helped in all aspects of life. The concept of zero, decimal and the Pythagorean theorem were all developed here.
As India progressed from ancient to medieval its education system deteriorated. Various factors were responsible for the degradation of this most efficient and most ancient education system of the world.
Present
The present educational system of India is an implantation of British rulers. Wood’s Dispatch of 1854 laid the foundation of present system of education in India. Before the advent of British
in India, education system was private one. With the introduction of Wood’s Dispatch known as Magna Carta of Indian education, the whole scenario changed. The main purpose of it was to prepare Indian Clerks for running local administration. Under it the means of school educations were the vernacular languages while the higher education was granted in English only. British government started giving funds to indigenous schools in need of help and thus slowly some of the schools became government-aided.

Reflections on the new system, introduced the Mahatma Gandhi expressed concern in the following words: “I say without fear of my figures successfully challenged, that India today is more illiterate than it was fifty or a hundred years, and is in Burma, as the British administrators, when they came to India, instead of taking hold of things as they were, began to root them out. They scraped the ground and began to look the root, leaving the root of such and the beautiful tree perished. The village schools are not good enough for the British administrator, as he left with his program. Each school must have so much paraphernalia, building, etc. . Well, there was no such schools at all.
Today education system in India can be divided into many stages.
Pre- Primary – It consists of children of 3-5 years of age studying in nursery, lower kindergarten and upper kindergarten. At this stage student is given knowledge about school life and is taught to read and write some basic words.
Primary – It includes the age group of children of 6-11 years studying in classes from first to fifth.
Middle – It consists of children studying in classes from sixth to eighth.
Secondary – it includes students studying in classes ninth and tenth.
Higher Secondary – Includes students studying in eleventh and twelfth classes.
Graduate – Here, a student goes through higher education, which is completed in college. This course may vary according to the subject pursued by the student. For medical student this stage is of four and a half years plus one year of compulsory internship, while a simple graduate degree can be attained in three years.
Postgraduate – After completing graduation a student may opt for post graduation to further add to his qualifications.

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CADC Requirements in Kentucky

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In Kentucky, the Board of Certification of Alcohol and Drug Counselors oversees the licensing of chemical dependency and addiction treatment counselors. Certified Alcohol and Drug Counselor (CADC) Certification in Kentucky is regulated for the protection of public health. Addiction treatment is a sensitive issue and the professional management of every case is taken seriously. Patients seeking relief from any addiction deserve to be treated with dignity and respect conducive to healing and recovery in an environment that utilizes the latest in psychological research and addiction treatment therapies that are based on medically sound principles. Likewise, addiction treatment professionals deserve the support of a government agency that strives for healthy communities, advocates for legislation that improves its outcomes and responds to changes in the addiction culture by sharing information and resources to help more patients succeed.

Careers in alcohol and drug counseling aren’t for the faint of heart; addiction can be an ugly business. Many candidates for CADC certification have personal experiences with dependency. Some have been inspired by their own recovery and wish to share their experiences and strength. Others have a close friend or family member whose life has been touched by addiction and are inspired by witnessing their recovery. Still others seek to prevent the tragedies that are all too often preventable, like deaths and permanent damage due to the effects of drug or alcohol addiction.

It’s encouraged that individuals wishing to pursue a chemical dependency certification complete a chemical dependency certification education program. In addition, each applicant must have 6,000 hours of documented, board-approved experience working with substance abuse patients. Some applicants may replace a percentage of those hours with professional education. For example, an applicant with a Master’s Degree in chemical dependency can substitute that training for 3,000 hours of work experience.

Additionally, applicants must have a minimum of 300 hours of direct supervision from a CADC certified counselor with at least two years of experience, broken down into specific tasks relating to different aspects of dependency treatment. Each supervisor is required to evaluate the applicant’s professional and ethical conduct, personal attributes and areas of competency. The applicant’s educational background must consist of specific training areas and each applicant must complete a sample case presentation. Finally, each applicant must pay the application fee, submit two letters of recommendation from certified drug and alcohol counselors and pass a written examination.

The requirements may seem overwhelming, but they’re designed to meet the guidelines of the International Certification Reciprocity Consortium on Alcoholism and Drug Abuse, which ensures that chemical dependency counselors are held to the highest standards. The best way to meet the requirements is to enroll in a reputable CADC certification program.

How To Improve Rural Education In India

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Indian literacy rate in the year 2011 census was 74.04 Government of India has taken several measures to improve the literacy rate in villages and towns of India. State Governments has been directed to ensure and improve literacy rate in districts and villages where people are very poor. There has been a good improvement in literacy rate of India in last 10 years but there is still a long way to go.

Many children living in rural areas receive a level of education which is very poor. But City areas level of education is very good.
To compare with city education and rural education:
“There are many schools in cities and towns but there are very few schools in villages and the rural areas.

“Transportation facilities like bus pick and in city schools where as children in rural areas have to walk miles to reach their schools.

“Basic amenities like no drinking water in provided in some of the schools in villages.

“Level of education in City schools is far advanced as compared to the basic level taught in rural schools.

“Computer facility is there city areas but no computer facility in villages.

“Group classes are taken by using video conferencing and audio conferencing in City schools where as no such facilities are provided for students in rural schools.

“The teachers are given tools like laptops, printers to provide notes and other important notices to the children in city schools while there are no such facilities in the rural schools.

“School infrastructure in case of cities areas is much more advanced as compared to that in schools in rural areas where some times children are even made to sit on the floor due to non-availability of furniture.

” School education in city areas is more advanced especially since there is a lot of computer aided teaching.
“Apart from the course curriculum rural schools are not able to involve children in other activities like sports, co-curricular activities and competitions. Such events and activities tend help in the over all development of the children.

Government of several measures India has taken to improve the education in villages and towns of India. But some step to improve rural side education.
List of Steps taken by Government of India to improve rural areas side education in India:

Step1: To provide free standard education to rural children.
Step2: Supporting children for higher education.
Step3: Guiding and Supporting Research scholars in Educational Development.
Step4: Implementing new teaching methodologies and Assessment system.
Step5: Promoting all schools to stress free environment.
Step6: Free education programs to poor people living in villages.
Step7: To provide Free Internet facility.
Step8: In our schools in rural side monthly once arrange seminar on any one topic example how to develop our communication?
Step9: In rural side must to teach spoken English. Because in this world English is very important. Most of the country speaking in English so rural side the government takes the step to provide free spoken English.
Step10: Maintain rank card system. Giving gift to top ranking students.
Step11: Extra caring to teach the poor students.
Step12: Yearly twice arranges the industrial visit.
Step13: Arrange the bus facility.
Step14: Maintain uniform education for all states. The Government of Tamil Nadu has been implemented the Common School System is called “Samacheer Kalvi” or Tamil Nadu Uniform System of School Education or Equitable education system. This is very good System. This System purpose is to make same quality syllabus which can stop discrimination based on economy, caste, religion and background for all school boards in Tamil Nadu. If we will have uniform education system in the states poor children can get more advantages of better education.