Addiction :: essays research papers

Addiction is compulsive need for and use of a habit-forming substance (as heroin, nicotine, or alcohol). Someone who is addicted or hooked psychologically believes that they cannot function without this substance in their bodies. Drug and alcohol addiction and tear families apart, they change individuals who once were the best people to be around with. Most addictions start at an individuals adolescence age where they just learning who they are and how to fit it.   Ã‚  Ã‚  Ã‚  Ã‚  Drug addiction can and most of the time leads the individual to stealing from friends and even family. These individual do what ever is in the power to get a hold of their preferred drug. They are capable of hurting those who love them and the ones they love.   Ã‚  Ã‚  Ã‚  Ã‚  There are many warning signs to addictions which, include the list of the following:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tolerance. If a person needs increasing amounts of a drug to feel high then they are developing tolerance.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Preoccupation with the drug. A preoccupied person thinks constantly about a drug  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Personality changes. Individuals withdraw from their friends and their family.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Solitary use. Individuals often begin using the drug as a social thing but then once they begin to use it alone they can be losing control.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Using drugs as medicine. People often use drugs to take the edge off stressful situation or unpleasant feelings. They may rationalize their use and make it see normal  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Continued use despises negative consequences. Drug dependence compels people to use in spite of problem or loss of friends. Some individuals do not become addicted as others do but no one knows why only that it has to do wit individual’s biology.

Plato ethics Essay

Every person does not do what he believes as to be the best, but however, there is an open door for a person to act on an appetitive attitude that conflicts with rational attitudes what is good. Some conflicting attitudes are dependent to different objects. This external conflict does not necessarily require an internal division of psychology attitudes (Irwin, 1999). The psychological theory of Plato is a bit complicating than the basic division that might be suggested by an individual. There are various types of appetite attitudes which may be appealing for a person; however, some may be unnecessary but lawful, while others unnecessary and uncontrollable. A part from these appetite attitudes, there are also five pure psychological constitutes. Theses are aristocratically constituted individual, democratically constituted individual, olgarchically constituted individual, timocraticalliy constituted individual, and lastly, tyramically constituted individual. In all sense, the independent among the virtues is not simpler in anyway, since the unfair person in most case fails to wise, courageous and temperate. Lastly, in Plato’s view, the individual can be characterized by his lawless behaviors as enslaved to do what it wants, full of disorder, regret, as poor and disgruntled, and as fearful. Therefore, for one to succeed in life, he must be composed and decide to do what he thinks is better to him. All that one should struggle to do is to ensure that justice is practice to in the manner acceptable to all.

Teaching Biblical Based Values And Helping Students...

â€Å"Beyond aesthetic sensitivity, the study of literature leads to inductive insights in such areas as psychology, philosophy, history, and sociology; and it provides data on such topics as human nature, sin, and the meaning and purpose of human existence† (Knight, 2006, p. 230). As Knight so clearly states, the secondary English classroom is rife with opportunities for teaching biblical-based values and helping students develop their characters as Christian young men and women. By examining literary characters, historical figures, writing samples, and by expressing themselves through the use of language, students encounter many opportunities to reflect upon and discuss a plethora of values. Van Brummelen (2002) lists an extensive amount of values grouped into twelve categories: spiritual, moral, political/legal, economic, social, language/communication, analytic/logical, aesthetic, psychological, physical health, biological and physical, and mathematical. Out of these categ ories, the easiest values to integrate with English are drawn from the spiritual, moral, social, and language/communication categories. Specifically, three values that can be taught in conjunction with secondary English for the character development of students are integrity, clarity, and devotion. While this list is far from exhaustive, it is a good base to show how easily values can be integrated into English instruction. 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