- Drug Trafficking Outline Essay
- Números em texto integral
- Evaluation of the Dangerous Drug Act (1991) Trinidad
- The Relationship between Drugs and Crime - Words | Essay Example
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Drug Trafficking Outline Essay
Is it a cultural influence? What is tendency of a child to be involved in drugs if one of both of the parents were drug addicts How do people exposed to drugs and alcohol excel in their practical lives and what difference does it make on social interactions Is drug use and abuse same thing? Can using drugs ever be a good thing If drugs are bad then media promoting drugs in any way should also be restricted and controlled The relationship between poverty, low income households and substance abuse Clinics in Switzerland allow exact amount of heroin and other drugs to people so that they do not have to feel socially left out How successful are the strategies used by rehabs and psychiatrists for drug addiction and getting rid of it Legalizing marijuana Herbal medication and cannabis Alcohol as a medication What causes addiction Domestic violence and drug abuse Substance abuse and poor schooling Drugs and crime Retaliation and drugs.
Related sources How to write a good dissertation Write my essayz service Writing a thesis Dissertation writing guide Dissertation writing resources. Thesis Writing Prompts Searching for thesis help Getting good thesis examples. Dissertation Guides Finding dissertation assistance Creating a great dissertation. This argument is the basis for preventive actions anchored in repressive models. However, in many societies, drugs have always been present. The use of substances that promote psychological changes is a cultural production with highly variable meanings, such as in religious services and everyday celebrations.
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In this sense, drugs, their trade and illegal consumption are constantly blamed as the main causes of violence, family breakdown, and crime, minimizing reflections on justice and social inequity. Placco asserts that the review on preventive models is already comprehensive and that models can be generally divided into two approaches.
This model has a prohibitionist character that focuses on repressing consumption and is based on intimidation as an educational strategy for prevention. In this approach, drugs cease to be the main focus, and the subject in its complexity, biopsychosocial dimension and consequences for citizenship earns centrality.
In alignment with the HR approach, researchers have noted some promising preventative models. One is the model of Providing Alternatives, which comprises sporting and artistic activities with the goal of promoting a lifestyle in which drugs do not arouse interest or curiosity. Another is the model of Health Education, which is based on guidance for adequate food, non-stressful activities, and safe sex and education on the risks of drug use.
A third model, Modifications of Teaching Conditions, proposes intense, long-lasting and early interventions, with the involvement of parents and the community Moreira, These models, if applied, adapted and evaluated within the context of the diversity found within Brazilian schools, can achieve significant results. The concept of vulnerability…. The reviews on vulnerability are important because they establish that the effectiveness of drug abuse prevention increases when the factors linked to it are considered, particularly the sociocultural dimension of the problem, rather than a strictly medical-biologizing view.
Moreover, Sodelli , p.
He establishes a counterpoint to the prohibitionist models, which work toward repression and abstinence. Hence, the school environment is characterized by power relations and a clash of ideas, as well as changes in the various conceptions of education. We believe that the educational principles that are the most convergent for qualified prevention are those that approximate a liberating approach to education. Such an approach is characterized by a more horizontal relationship between the educator and student, with both considered subjects in the educational practice.
Evaluation of the Dangerous Drug Act (1991) Trinidad
The relationship is developed in a dialogical process of knowledge construction, guided by democratic relations and concerned with the construction of a more just and egalitarian society, with citizens able to make their own decisions FREIRE, Sodelli , p. Thus, from this perspective, education that enables students to increase their criticality, autonomy and ability to choose is itself preventative. To broaden understanding about prevention in the school environment, it is necessary for us to understand the ideas, values, feelings and worldview of educators regarding drugs, drug users and the role of the family and school.
In this sense, Mota states that numerous distinct social representations fall on those who consume psychotropic substances, with frequently negative consequences regarding the demonization of certain drugs and their users. Although this generalizing view and the establishment of causal links between consumption and violence are common in society, they are not consensuses in the scientific field due to the complexity of the relationship between drugs and violence MINAYO; DESLANDES, Regarding the issue of drug use prevention at school, research shows that social representations related to negative, stigmatizing aspects predominate among educators, such as impotence and fear, undermining the effectiveness of preventive measures ARALDI et al.
The Relationship between Drugs and Crime - Words | Essay Example
When teachers present negative feelings toward drugs, causing fear and distancing them from their preventive role, it will be almost impossible for the teacher to commit to this work. Thus, preventive education projects will continue to be difficult to implement in the school environment PLACCO, p. This choice is due to the need for immersion in complex aspects of the subject to enable an understanding of the details underlying the discourse of educators regarding drugs while building and sharing knowledge through joint reflection.
The study comprised four phases. During the exploratory phase, a literature review of the subject was performed, and a research proposal was formulated with schools and participating teachers.
leondumoulin.nl/language/textbook/double-take.php In the second, principal phase, we conducted the initial planning of the training meetings, based on knowledge from the field of health and perceptions obtained from conducting the focus groups FG. During the action phase, we performed the FG and training meetings. Finally, the data were analyzed and discussed in the evaluation phase. The FG used the axes of drugs, dependency, and prevention as guidelines and preceded two training meetings related to each axis. The questions that comprised the script used to conduct the meetings had the following main themes: how educators conceptualize and position themselves in relation to the terms drugs, dependency and prevention ; what motivations they attribute to the use and non-use of drugs; what perceptions they have about a student who uses or is dependent on drugs and what implications result from this issue in the school environment; what actions the school develops in relation to the theme; what educators consider possible in terms of preventive actions; and what they believe facilitates and complicates the implementation of these actions in the school environment.
Transversely, throughout the script, feelings, beliefs, values, social representations, and political and ideological positions were gathered. The selected themes also composed the content of the training meetings.
Table In this sense, we believe that proposing situations for the focus group preceding but in combination with the training meetings contributed immensely to organizing the times for listening and constructing data. This format did not enable neutrality positivist but permitted a minimum distancing, which is fundamental to avoid obscuring criticality in the face of immersion in the intersubjective dynamics of action. The training process was conducted in two consecutive meetings after the FG and was directly associated with the respective axis.
A variety of resources were used to mediate reflection, such as slides with information, excerpts from films, songs, and recreational and reflective activities. These instruments enabled a comparison of the moments before and after the action research was conducted and the identification of significant changes over time. These schools were chosen because they met the following criteria: they belong to the same Regional Board of Education; permitted the participation of a significant number of educators in a training process with 10 weekly meetings; featured educators who spontaneously chose to participate in the training meetings and the FGs; did not allow the presence of authority figures, such as coordinators or principals.
The results indicate that much of the knowledge of educators is in line with scientific knowledge, mainly related to the effects of drug use and its organic consequences.
They could identify most drugs and differentiate, for example, certain substances based on their direct effects on the central nervous system as stimulants, depressants and disruptors:. However, regarding the motivations and implications of the use of these substances, social representations based on moral notions prevail. These representations are linked to the stereotype of disease, which, based on their statements, includes dependence:. This position of the educators can be attributed to the manner in which the term dependence was constructed over time in the health field.
In an attempt to replace this view, dependence came to be defined as a disease, focusing on organic and psychological processes. By contrast, the statements of the participant teachers reveal greater tolerance for the consumption of legal drugs such as alcohol, by indicating that negative consequences may or may not occur, depending on the time and intensity of consumption. Camila: Because, for me, everything is relative. Because in this way: some people go to a party once a month [ That party [ Over a lifetime, you drank sporadically. We emphasize that such considerations constitute a paradox because epidemiological data demonstrate that alcohol consumption has greater societal implications than the use of other substances.
However, in the social imagination, there is greater concern about illicit substances, which hinders the design of public policies and intervention programs. In general, a drug addict is subject to negative characterizations, such as a deviant or an abnormal person, and is associated with crime and violence:.
Diego: When she comes out of a state that we, for us, within [ Diego: For example, she [ Amanda: [ In this sense, Mota , p. Virtually every society creates its stigmatized people and the crystallization of stereotypes weighs over them, imbued with the power of moral condemnation. Considering the case of an illicit drug user, this rule applies with full force. Advisor Nieto-Gomez, Rodrigo. Second Reader Bruneau, Thomas. Metadata Show full item record. Abstract The incidence of violence in Honduras currently is the highest in Honduran history. It is the foundation of this thesis that the Honduran security collapse is due to unresolved internal factors—political, economic, and societal—as well as the influence of foreign factors and actors—the evolution of the global illicit trade.
Two of the most important areas affecting public security in Honduras are the challenges posed by transnational organized crime and the relative weakness and fragility of the Honduran state to provide basic needs and security to the population. The crime environment has overwhelmed the police, military, judicial system and overcrowded the prison system with mostly juvenile petty delinquents.
Moreover, with a high impunity rate of nearly 95 percent for homicides, killing in Honduras has become an activity without consequences. Description Approved for public release; distribution is unlimited.