Weaknesses Of Literature

According to Skidmore, Kaufman and Crowell (2016), “substance use in college students is associated with poor academic performance, unintentional injuries, health problems, heightened rates of engagement in other risky behaviors, legal problems, increased risk of substance use and abuse in adulthood, and mortality” (p. 736). When analyzing higher education substance abuse programs, it is essential to have an understanding of the facts about college student substance abuse, including the dangers of substance abuse, the types of

Steroid abuse by teen athletes and abuse of performance-enhancing supplements like creatine is also on the rise (Performance-enhancing drugs and your teen athlete, 2008, The Mayo Clinic). Although some teens may feel jaded and certain that they know ‘drugs are bad,’ and drugs fry your brain like the famous fried egg in a pan in the popular television commercial immortalized during the 1980s, many well-educated teens and young adults do not see the same risks inherent in prescription drugs or drugs that make them feel better or run faster (The Partnership’s fried egg message, 2008, Partnership for a Drug-Free America). “For a sizable group of people in their 20's and 30's, deciding on their own what drugs to take - in particular, stimulants, antidepressants and other psychiatric medications - is becoming the norm. Confident of their abilities and often skeptical of psychiatrists' expertise, they choose to rely on their own research and each other's experience in treating problems like depression, fatigue, anxiety or a lack of concentration. A medical degree, in their view, is useful, but not essential, and certainly not sufficient,” reports the New York Times, citing incidents of young adults

Difficulty meeting academic responsibilities is one of the most common consequences of drug use and abuse. The relationship between drug use/abuse and the academic performance of college students rises every year that causes a critical issue on Colleges and Universities campus. The National Institute on Alcohol Abuse and Alcoholism (NIAAA) Task Force on College Drug reports that about 25 percent of college students report academic problems caused by drug use, such as earning lower grades, doing poorly on exams or papers, missing class dramatically, and falling behind. However, the history of drug abuse has been rooted in the early stages of life. Drug use/abuse has been classified as a major problem of students as early as in the fourth grade. Consequently, it

Critic Roland Barthes has said, “Literature is the question minus the answer.” Choose a novel or play and, or considering Barthes’ observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole.

Today on college campuses, it is not possible to make it through college without knowing someone who has at least tried a prescription drug or recreational drug for either party uses, to help them study and keep up in school, or simply to help them get by day-to-day. Maybe you have tried them yourself? College students all across the nation are abusing substances such as Adderall, Vicodin, Oxycontin, marijuana, cocaine, heroin, etc. Those students who drink alcohol are more likely to use prescription drugs for non-medical uses than non-drinkers.

Unfortunately, students are being deceived by the stimulant drug’s valuable qualities, masking the serious, detrimental effects that the drug induces. Even worse, contributing to Adderall’s extensive abuse across campuses, “instead of condemnation it is implicitly being praised and validated by parents and students who view these drugs as a means of academic

According to a 2009 study, white students, Greek organization participation, students with low grade point averages and students who attend competitive schools are the most likely to abuse Adderall (Rabiner). In the same study at Duke University, about eighteen percent of students had taken Adderall at least ten times within six months (Rabiner). In general, these are students that procrastinate or have too much activity worked into their schedule. In a different study from the New Yorker, results showed that users of Adderall were ten times more likely to have smoked marijuana and twenty times more likely to use cocaine (Gillen). The students that take Adderall want to improve poor grades or allow more time to study.

The use of Adderall is steadily increasing everywhere and ex-specially in colleges. Students are continually pushed and pushed by the people and the things in their life’s that are driving them to be in school and to maintain certain grades to achieve their goals. With all this presser to do good in

Since reports of Adderall being of such assistance in the academic life of a college student there is no question that the

Margaret Talbot “From Brain Gain: The underground world of “Neuroenhancing” Drugs” aims to illustrate how the use of neurotransmitters are in the college setting in attempt to aid college students with their busy lives. Using an unbiased tone, relatable people, and comparisons to convey her message, she creates a very realistic view of the current use or abuse of “brain-boosting” drugs.

Deans, professors, and those entrusted with the nation’s children tolerate the fraternity rushes and the beer consumption at football games as an inevitable part of campus life (Califano, “Tolerating a Culture of Substance Abuse”, “Why Students Drink and Take Drugs”). Students report that they take drugs to manage stress: “CASA surveyed a nationally representative sample of 2,000 students, who said they did so to relieve stress, relax, have fun, forget their problems and be one of the gang” (Califano, “Why Students Drink and Take Drugs”). Yet, taking drugs to manage stress seems to have the opposite effect. Drug and alcohol use is “linked to poor student academic performance, depression, anxiety, suicide, property damage, vandalism, fights and a host of medical problems” (Califano, “Tolerating a Culture of Substance Abuse”).

The authors of this study used quantitative and qualitative methodologies to investigate the college student’s perceptions and use of illegal Attention Deficit Hyperactivity Disorder (ADHD) stimulants. There are important differences between a qualitative research design and a quantitative design. Qualitative research is conducted in a natural setting seeking to understand a certain complex human behavior and then presenting a narrative description of that behavior. With a quantitative research design the gathering and analysis of data is expressed in statistical form. Both have their places in research and the characteristics of each are unique to the effort. This study was conducted with participants from fall 2005 through fall 2006, and the authors used 1,811 undergraduates from a large, public, southeastern research university in the United States. Many different ranges of upper class and

In an age where a college degree is becoming more of a necessity, the high stress levels and competitiveness experienced by students at colleges and universities can become to much to bare. In turn, certain individuals seek the help of study drugs, also known as nootropics, “refer to the out-of-accordance use of prescription stimulants like Ritalin, Vyvanse, and Adderall to increase mental focus when studying. These drugs are commonly prescribed for Attention Deficit Hyperactivity Disorder (ADHD) patients and Attention Deficit Hyperactivity Disorder (ADD) patients. When used without a prescription, however, they can be dangerous. But despite the risks, 1 in 5 college students use study drugs to get a short-term energy boost to plow through the dreaded all-nighters” (“Study Drugs”).

Alcohol use among college students has always been a popular subject among teachers, parents, researchers, and even students. The actual act of drinking alcohol is not necessarily the problem, whether legal or not. The main problem is the act of binge drinking of college students, of age or not. Drinking modest amounts of alcohol may have some consequences, but binge drinking has more negative consequences than normal modest drinking. There are many examples as to the consequences that binge drinking can cause to college student’s lives, but one of the main consequences that students face as a result of frequent drinking is poor academic final grades.

“Asked if the improper use of stimulants was cheating, students were split. Some considered that the extra studying hours and the heightened focus during exams amounted to an unfair advantage. Many countered that the drugs “don’t give you the answers” and defended their use as a personal choice for test preparation, akin to tutoring.” (Schwarz)