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Author: admin, 10.12.2013. Category: Understanding The Law Of Attraction

Raffiniert ist der Herr Gott, aber boshaft ist er nicht.The Lord God is subtle, but malicious he is not. A theory can be proved by experiment; but no path leads from experiment to the birth of a theory.
A theory is the more impressive the greater the simplicity of its premises is, the more different kinds of things it relates, and the more extended is its area of applicability. All of our exalted technological progress, civilization for that matter, is comparable to an axe in the hand of a pathological criminal. Anyone who thinks science is trying to make human life easier or more pleasant is utterly mistaken. As far as the laws of mathematics refer to reality, they are not certain; and as far as they are certain, they do not refer to reality. As for the search for truth, I know from my own painful searching, with its many blind alleys, how hard it is to take a reliable step, be it ever so small, towards the understanding of that which is truly significant.
Besides agreeing with the aims of vegetarianism for aesthetic and moral reasons, it is my view that a vegetarian manner of living by its purely physical effect on the human temperament would most beneficially influence the lot of mankind. But, on the other hand, every one who is seriously involved in the pursuit of science becomes convinced that a spirit is manifest in the laws of the Universe—a spirit vastly superior to that of man, and one in the face of which we with our modest powers must feel humble.
By an application of the theory of relativity to the taste of readers, today in Germany I am called a German man of science, and in England I am represented as a Swiss Jew. Quoted in Albert Einstein and Stephen Hawking (ed.), A Stubbornly Persistent Illusion (2007), 353. Culture in its higher forms is a delicate plant which depends on a complicated set of conditions and is wont to flourish only in a few places at any given time.
Recollection of a statement to William Miller, an editor, as quoted in Life magazine (2 May 1955).
Development of Western science is based on two great achievements: the invention of the formal logical system (in Euclidean geometry) by the Greek philosophers, and the discovery of the possibility to find out causal relationships by systematic experiment (during the Renaissance). In letter (7 Jan 1943) to Barbara Wilson, a junior high school student, who had difficulties in school with mathematics. During his Zurich stay the woman doctor, Paulette Brubacher, asked the whereabouts of his [Einstein's] laboratory. Each ray of light moves in the coordinate system 'at rest' with the definite, constant velocity V independent of whether this ray of light is emitted by a body at rest or a body in motion. Equations are more important to me, because politics is for the present, but an equation is something for eternity. Falling in love is not at all the most stupid thing that people do, but gravitation cannot be held responsible for it.Scribbled by Einstein on a letter received during a visit to England (1933) from a man who suggested that gravity meant that as the world rotated people were sometimes upside down, horizontal, or at 'left angles' and that perhaps, this disorientation explained why people do foolish things like falling in love. From a certain temperature on, the molecules 'condense' without attractive forces; that is, they accumulate at zero velocity.
How can it be that mathematics, being after all a product of human thought which is independent of experience, is so admirably appropriate to the objects of reality? From 'Geometry and Experience', an expanded form of an Address by Albert Einstein to the Prussian Academy of Sciences in Berlin (27 Jan 1921). I agree with Schopenhauer that one of the most powerful motives that attracts people to science and art is the longing to escape from everyday life. I believe with Schopenhauer that one of the strongest motives that lead men to art and science is escape from everyday life with its painful crudity and hopeless dreariness, from the fetters of one’s own ever shifting desires. Address at The Physical Society, Berlin (1918) for Max Planck’s 60th birthday, 'Principles of Research', collected in Essays in Science (1934) 2. I cannot seriously believe in it [quantum theory] because the theory cannot be reconciled with the idea that physics should represent a reality in time and space, free from spooky actions at a distance [spukhafte Fernwirkungen]. Alleged comment to the secretary of the Netherlands embassy, seated beside him at a National Academy of Sciences annual awards ceremony (1921), after listening to lengthy formal speeches. I have little patience with scientists who take a board of wood, look for its thinnest part and drill a great number of holes where drilling is easy.
Quoted in George Wald, 'The Origin of Optical Activity', Annals of the New York Academy of Sciences (1957), 60, 352-68.
The unintended possible consequence of these stories gaining such widespread media coverage is the possible glorification of drug use in the minds of kids and teens.
Therea€™s been a rise in the abuse of prescription opiates, which in many cases progresses to heroin use as the user becomes tolerant, requiring larger and larger doses in order to achieve the same effects. Other users are prescribed opiate medications to manage pain symptoms resulting from a variety of conditions, and the individual starts to purchase the pills on the street after the prescription runs out. Whose job is it to provide children and teens with addiction prevention education: the parent, or the teacher?
Educators play a key role in all of this, with the ability to impact students at an early and impressionable age and facilitate understanding of the abuse potential of drugs, identifying alternatives, using communication skills to navigate peer pressure, and other essential competencies.
While the NHES apply to health education as a whole, placing addiction prevention education within the context of these standards results in a clear educational path that fosters successful outcomes by building on and enhancing previously-learned, foundational concepts as students enter the upper grade levels. In grades 4-6, the educational focus shifts to teaching students facts about drugs and fostering the development of interpersonal communication skills for interacting with peers.
In grades 7-8, prior learning is reinforced with assessments of student knowledge of drug facts and studentsa€™ abilities to assess the credibility of information sources, people and organizations. These competencies are further strengthened in grades 9-12, and built upon with future goal-setting skills, healthy behavior choices and positive outcomes, and the development of skills for future employment, relationships and education. The first step in addiction prevention education is facilitating an understanding of health, addiction and its causes and consequences, associated behaviors and how behaviors influence health outcomes, such as addiction or chronic disease. In the upper grade levels, students investigate the physiological processes involved in addiction and learn why addicted individuals continue to choose harmful behaviors despite negative consequences. Media Smarts, Canadaa€™s Centre for Digital and Media Literacy, offers a multitude of lesson plans for students spanning all grade levels addressing various aspects of media influences on society. A lesson thata€™s adaptable for students in different grade levels, a€?What Do Drugs Do to the Body?a€? teaches students about the effects of dangerous drugs on different areas of the body.
In grades 5-8, students have been exposed to more real-world scenarios outside the classroom and in the media, enabling teachers to address more-sensitive topics. This unit is a similar unit to the Rx for Understanding unit listed below under grades 9-12, but with content and activities targeted to middle school students. This simple lesson plan, which focuses on tobacco addiction and media influences and is targeted to students in grades 7 through 9, encompasses one class period followed by a homework assignment.
Students in grades 9-12 reinforce prior learning with more advanced investigations into the bodya€™s physiological responses to various drugs, the process of addiction, addiction treatment, ethics and community impacts. This module ties addiction prevention education with science and biology with a series of in-depth lessons covering how the brain works, how drugs of abuse impact the braina€™s normal functioning, short-term and long-term effects of drug use, and addiction.
This resource is a series of 10 sequenced lesson plans, structured to function as a project-based mini-unit. Students will evaluate bioethical issues associated with addiction, such as addiction vaccines, medical and cultural use of illicit drugs, mental illness and drug addiction, and other issues that raise ethical considerations in society and the field of medicine. Addiction prevention education also emphasizes the external influences that impact drug abuse, choices and health outcomes, and the influence of peers on youth decision-making.
In grades K-4, students have already been exposed to television commercials and other forms of media in most cases. This lesson plan is targeted to third-grade students and can be completed in one 50-minute class period. Knowing the difference between safe medications and harmful drugs is one thing, but students in grades K-4 must also learn how to distinguish whether an individual is trustworthy or not a€“ and which individuals are safe to take medication from. Part of the KidsHealth.org Personal Health Series for grades 3-5, this lesson helps students understand peers and role models and how they can influence behaviors and choices, and teaches students to distinguish between positive and negative peer pressure.
Students in grades 5-8 will learn refusal techniques for resisting peer pressure, explore the impacts of drug abuse on friends, family and society and strengthen their personal values and belief systems regarding drug abuse and other health-related choices. Students in grades 6-8 will learn the negative short- and long-term drug abuse and develop effective refusal techniques to resist peer pressure. Developed for students in grades 6-8, but easily adaptable for students at any grade level, Deadly Highs facilitates an understanding of the different types and classifications of drugs. Students in grades 9-12 will transition their understanding of the effects of drugs and impacts of abuse and addiction, translating their knowledge to applications for community service and advocacy.
This lesson plan addresses standards in multiple disciplines for students in grades 6-8 and grades 9-12, and ita€™s useful for students spanning the full 6-12 grade spectrum with minor modifications for comprehension. This teaching guide includes multiple posts from the Sara Bellum Blog, which was created in 2009 as a means for providing teens with the latest research and information on the ever-changing landscape of drug abuse and addiction. Developed by the Drug Enforcement Administration (DEA), Just Think Twice is a series of seven modules targeted to high school students and easily adaptable for students with varying abilities. Understanding the dangerous effects of drug use and addiction and learning to resist peer pressure, societal and media influences are just part of the foundation for addiction prevention education. An easy-to-implement lesson plan that provides students with a healthy strategy for coping with stress, this is a great add-on lesson to supplement drug education programs in your school or a related lesson that addresses addiction. In this lesson, designed for students in grades 2-3, students will identify the harmful effects of smoking cigarettes, improve their decision-making capabilities and clarify their personal values and attitudes about tobacco use.
In grades 5-8, students apply knowledge of the consequences of drug abuse to real-world scenarios through role-playing in order to develop and strengthen sound, fact-based decision-making skills. This lesson plan is an installment of Scholastica€™s Heads Up series, which provides real news and relevant discussions for kids and tweens about drug use and its effects on the body. Students in grades 7-8 investigate behavior and how it can be studied through a series of inquiry-based activities.


This lesson is targeted to students in grades 6 through 8, emphasizing the influence of families and peers on decision-making. In grades 9-12, addiction prevention education continues to reinforce previously taught concepts as well as facilitate the development of positive self-esteem. Provided by the Youth Leadership Academy (YLA), Substance Abuse Prevention is a complete curriculum guide that can be adapted for students in different grade levels.
Students evaluate the effectiveness of current treatment programs in addressing teen substance abuse.
There are several non-profit advocacy and education groups that provide resources for classroom use, many of which are aligned with content standards in multiple disciplines and targeted to students in specific grade levels.
Addiction prevention education is tricky in grades K-3, and instructional resources are more difficult to find for this age group.
The PEERx Educators Guide is a comprehensive resource for teachers with tons of background information, resources for statistics and research on prescription drug abuse and addiction, classroom-based and school-wide activities, and example lesson plans for students in grades 5-9 or 6-9.
This teachera€™s guide outlines a comprehensive substance abuse education program for elementary students, designed to accompany Moyers on Addiction: Close to Home, a PBS series (videos can be ordered).
Positive Action is an evidence-based program that can be implemented on a small or large scale, in an individual classroom context or as a school-wide addiction prevention program. A massive database of evidence-based programs, interventions, and curriculum models related to substance abuse, mental health and wellness, NREPP has several hundred resources designed for use in varied settings. The Youth Risk Behavior Surveillance System monitors risk behaviors among youth and adolescents on an ongoing basis, providing a reliable source of regularly updated statistics related to trends among children and teens. The Substance Abuse & Mental Health Services Administration has a robust resources section with information on 18 health- and prevention-related organizations and groups. New Beginnings is designed for educational purposes only and is not intended to give medical advice.
He was awarded the 1921 Nobel Prize for Physics for his explanation of the photoelectric effect. Einstein, why is it that when the mind of man has stretched so far as to discover the structure of the atom we have been unable to devise the political means to keep the atom from destroying us?”] That is simple, my friend. Quoted in Gerald Holton and Yehuda Elkana, Albert Einstein: Historical and Cultural Perspectives (1997), 227. All these aspirations are directed toward ennobling man's life, lifting it from the sphere of mere physical existence and leading the individual towards freedom. Presumably published in Vegetarische Warte (Vegetarian Watch, some time before 1935), a German magazine published by the society Vegetarier-Bund of which Harmann Huth was vice-president. If I come to be regarded as a bete noire the descriptions will be reversed, and I shall become a Swiss Jew for the Germans and a German man of science for the English! One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.
In my opinion, one has not to be astonished that the Chinese sages have not made these steps. Quoted in Abraham Pais, Roger Penrose, Subtle Is the Lord: The Science and the Life of Albert Einstein (2005), 432. A finely tempered nature longs to escape from personal life into the world of objective perception and thought; this desire may be compared with the townsman’s irresistible longing to escape from his noisy, cramped surroundings into the silence of high mountains, where the eye ranges freely through the still, pure air and fondly traces out the restful contours apparently built for eternity. Yes, these stories can help to raise awareness about the dangers of drug abuse, but what impact are they really having on each individual child?
Unfortunately, heroin has become a widely abused drug even in small, rural communities across the U.S. Prescription painkillers are more likely to be abused by kids in schools due to easy accessibility; many kids simply steal the pills from a parenta€™s or grandparenta€™s purse or medicine cabinet.
Regardless of the reason a person starts abusing prescription opiates, the possibility of eventually progressing to heroin use is very real. Cocaine is still obtainable in most communities on the streets, and synthetic substitutes for cocaine and marijuana are cropping up everywhere. The answer is both, along with help from the media, community groups and organizations, and law enforcement agencies.
Students at this stage should also understand policies, regulations and laws related to drug abuse, such as school policies and criminal laws.
Students at this stage should also demonstrate skills to resist peer pressure and an understanding of the consequences of drug use for self, families, communities and larger society. Students explore the various types and classes of drugs, learn to identify the difference between proper use and misuse of prescription medications, and develop an understanding of how different drugs affect the body and brain. Experts in the field of education generally agree that students should not be exposed to knowledge about certain drugs before reaching a certain age.
For younger students, teachers can adapt the lesson by discussing dangerous drug effects over a period of days and weeks in the classroom, followed by a poster-creation activity in which students use teacher-supplied materials to create posters illustrating the negative effects of drug abuse.
Students at this stage investigate the effects of various drugs on the body and brain, the effects of both short- and long-term use, and the link between drug abuse and overall health. A series of lessons designed to teach the effects of drug abuse on the body and the brain, each lesson provides an understanding of the effects of a specific drug. The standards-based, cross-curricular lessons can be used in sequence as a larger unit, or used individually to supplement other curriculum.
Students gather basic facts about tobacco addiction, including ingredients in cigarettes, tobacco advertising, its impact on the body, and how to quit.
Students will understand the specific changes that occur in the brain of an addicted person. Ita€™s flexible enough that it can be used in multiple subject areas as a primary education resource or as a supplement to a larger unit on substance abuse or health. Students will use the Decision-Making Model in conjunction with the Bioethics Scenario: Addiction Vaccine or another ethical dilemma chosen by the student, teacher or class, and evaluate the associated ethical, legal and social implications. Students explore the various influencing people and entities in their lives, from the media to school and community education groups, family members, friends and society. Students in this stage investigate the influence of media in our lives and the influential power of peers. Students learn that alcohol is a drug, the short- and long-term effects of alcohol use and abuse, and laws related to underage drinking, purchasing alcohol and drinking and driving.
Students generate a list of people they know, such as doctors, nurses, teachers, friends, older relatives, store clerks, and other people a child may encounter, as a group, and identify whether each person is considered safe to take medication from. Teachers may choose to focus exclusively on peer pressure related to drug and alcohol use, or use the lesson in a more general context. Following group discussion, facts and information about alcohol, tobacco and other drugs, the consequences of abuse and the positive impacts of making healthy choices, students will work in small groups of 5 or less to design and create a poster illustrating one of six assigned topics, including ways to resist peer pressure, effects on families, relationships and individuals associated with drugs, alcohol, or tobacco, or other topics of your choice. Students review statistics and fact sheets related to drugs, learn short- and long-term consequences of use, and develop personal approaches for substance abuse control and prevention.
Students at this stage are able to delve deeper into research and statistics, as well as engage in activities which strengthen knowledge by applying principles to the real-world in their local schools and communities.
Students participate in a mock talk show, in small-group teams, to research the different types of drugs, the addiction and recovery process, and the impacts of drug addiction on family, friends, work, school, and society.
Students will evaluate research that connects movie-viewing restrictions among teenagers to their alcohol and drug use.
The resource can be used with teens in both middle and high school, as a supplement to existing curricula or as a framework for building your own lesson plans. The unit is designed for use in conjunction with the website, with each module focused on a specific section of the site.
Students must also develop strategies for identifying and choosing healthy alternative behaviors, avoiding risks and coping with stress in positive ways.
In grades K-4, students being to develop a sense of self and are able to identify with role models in their home lives, school environments and in the media. Students identify activities and experiences that can lead to stress, ways to deal with stress and reasons to act responsibly, and brainstorm healthy stress-reduction activities, such as taking a walk or listening to music, as a group. Students will participate in several class demonstrations and complete worksheet activities to reinforce concepts. Students will gain an understanding of the external and internal influences on behavior, and that behavior choices have outcomes that in turn impact other areas of their lives, gaining self-awareness and confidence to make his own decisions despite external pressures.
This particular lesson presents students with several scenarios in a role-playing format, providing students with important facts about drugs and facilitating smart, fact-based decision-making skills.
Both influences on behaviors and health outcomes of behaviors are examined, providing students with an understanding that behaviors have both short- and long-term influences on health, and understand how science provides evidence that can be used to further understand and treat diseases affecting humans. Students will develop an understanding of the cycle of addiction through group discussion accompanied by handouts, after which students are presented with several scenarios and asked to think critically about a series of questions relating to the influencing factors and other impacts. Students will investigate societal pressures, peer pressure, and stigmas related to addiction, and evaluate current treatment programs and their effectiveness. Using a combination of instructional techniques, students will gain an understanding of the role of society in influencing drug use, learn to assess risks and consequences of drug and alcohol use, and develop problem-solving skills and self-esteem to adequately cope with pressures and remain drug-free.
Students will discuss their own perceptions about the prevalence of substance abuse among teens in their local community and on a broader scale, followed with reading an article with recent statistics on teen drug abuse and addiction. Other resources provide up-to-date statistics and research findings related to drug abuse and treatment, enabling teachers to update older lessons with accurate, up-to-date information.
This can be attributed to the generally accepted standard that marijuana and other drug-specific terms should not be introduced before students reach a certain age.
Students can create their own a€?Choose Your Patha€? interactive videos depicting common scenarios, the two choices and subsequent consequences.


From creating a classroom environment to intervention strategies, tips for engaging parents and multiple activities for students at different grade levels, this guide contains a wealth of valuable educational materials and frameworks for building a foundation for addiction prevention and healthy behaviors with elementary students. Kits are available by grade level for $320 to $400, for elementary and secondary grade levels.
Descriptions of research and outcomes are provided along with each resource, which has been independently reviewed and rated prior to inclusion. Six types of health-risk behaviors are monitored, including alcohol and other drug use, tobacco use and other behaviors. Each of the organizationsa€™ websites offer valuable information on substance abuse prevention, healthy decision-making and other pertinent topics, some with educational resources for classroom use.
Nothing from the authors, editors, contributors, volunteers, or staff should act as a substitute for professional medical care; and shall have no liability, obligation or responsibility to anyone for any alleged loss, damage or adverse consequence from direct or indirect result of use of material or services from this website. It is the only physical theory of universal content concerning which I am convinced that within the framework of the applicability of its basic concepts, it will never be overthrown. Quoted in Alice Calaprice, Dear Professor Einstein: Albert Einstein's Letters to and from Children (2002), 140. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.
Corey Monteith from the widely popular television series, Glee, and Philip Seymour Hoffman, a well-known star appearing in many prominent films, are just two of many Hollywood stars who have died recently a€“ both allegedly from heroin overdoses, both who struggled with addiction for years. The answer depends on how these circumstances are addressed by educators and parents, and whether adults are crafting valuable conversations around these events.
Preventing addiction in modern society is a multi-prong approach that empowers students with tools to avoid peer pressure, healthy alternative choices, and sound decision-making capabilities.
Instruction at this level is basic, covering topics that students have likely already been exposed to outside the classroom, such as alcohol or tobacco. Students will identify the various groups that present messages to the public about alcohol and the influence these groups have on the attitudes and perceptions of young people. Students learn about the brain, why ita€™s important to protect your brain and how drugs like nicotine and inhalants can damage the brain.
Students will learn how the brain responds to drugs like hallucinogens, opiates and even tobacco, causes and effects of short-term and long-term use, and how addiction happens. There are five lesson plans for grades 5-6 and five lesson plans covering the same topics for students in grades 7-8 to provide a more closely-targeted, grade-level approach to learning.
Students demonstrate their understanding of these concepts by writing a letter to someone they love, persuading them to quit smoking.
The module makes students aware of the importance of science in understanding and treating human disease, such as addiction, and encourages critical thinking about the relationship between knowledge, choice, behavior and human health. The unit is focused on three central themes: proper use, misuse and abuse of prescription drugs, with inquiry-based lessons as well as project-based lessons in which students will develop communication and messaging techniques around the issue a€“ aligned with studentsa€™ own research findings about the needs in the local community. In the addiction vaccine example, the discovery of the braina€™s reward pathway and genetic component in addiction leads to new treatment options, such as the vaccine, but these emerging treatments raise concerns. Ita€™s also appropriate to encourage the development of trust-evaluation skills, which empower students with the ability to discern between a trustworthy adult and a person they may or may not be able to trust, and the ability to make decisions armed with this assessment.
Students then evaluate advertisements promoting alcoholic beverages and discuss the ways that advertisers make alcohol appear desirable, followed by a discussion of the negative impacts of advertising on society.
Understanding is reinforced through activities that allow students to respond to mock peer pressure scenarios and develop positive ways to resist negative peer influences. Students are given a crossword puzzle with relevant terminology and a list of reliable drug abuse and addiction prevention websites. Students explore techniques for exerting positive peer pressure and resisting negative peer pressure. Students will then conduct a similar study within their own schools by creating and distributing a survey to evaluate drug and alcohol use among teens, as well as movie-viewing habits.
The articles are accompanied by discussion guides, with suggestions for enhancing learning with activities such as writing blog posts to reflect on one of the questions presented or applying the information to studentsa€™ own lives, developing presentations, creating social media messages sharing the facts and information from articles, developing studentsa€™ own questions as a homework assignment, poster and multimedia projects. Students are encouraged to think critically about the messages they hear about drugs through the media and from peers and make healthy decisions.
Students will form their own beliefs and attitudes about drug abuse and addiction by engaging in thoughtful discussions and learning activities that facilitate an understanding of how healthy choices and actions result in positive rewards. Students at this stage should learn how to distinguish between good and bad choices, and begin to formulate their own belief systems and attitudes. Students will learn about the importance of knowing the facts, understanding yourself and your role models, develop refusal skills, and identify healthy alternatives to drug use. This lesson can be directly applied to addiction prevention by positioning the activity as identifying alternative coping skills for life challenges instead of turning to drug use. Teachers can expand the lesson to include discussions of the effects of other drugs (in addition to nicotine) on the body and provide students with several options for creating related posters as a culminating activity. Students will identify characteristics of addictive personalities and risk factors, distinguish influencing factors and be able to name alternative choices in response to role-playing and hypothetical scenarios.
Students will learn practical techniques for making smart decisions and build skills and confidence to resist peer pressure. This is an excellent supplemental lesson plan to addiction prevention education, enabling the logical connection between drug use (behavior) and health consequences, as well as the understanding that addiction is a disease and can be treated.
Finally, students will create a list of characteristics of people likely to turn to drugs, as well as a list of characteristics of people who choose to cope in alternative, healthier ways.
Students will develop problem-solving skills and transition their knowledge to create community education resources promoting drug-free lifestyles. Students then create messaging based on 10 essential, researched facts and videotape their own public service announcements.
Students will then present ideas for better treatment programs for teenagers and will design their own publicity materials to advertise their proposed treatment programs to teenage drug users. There are also a variety of educational articles with accompanying discussion guides for teachers. Supplemental kits are available that address bullying, conflict resolution, and other topics, as well as resources for training educators, engaging parents and engaging the community.
The information provided by New Beginnings through phone, email or web support should not be used for diagnosing or treating any physical or mental health condition or disease. Einstein’s own translation given to Derek Price was “God is slick, but he ain't mean” (1946).
This might be the inspiration for a much-circulated and much-elaborated version attributed, but apparently wrongly, to Einstein.
Listed under heading 'Probably Not by Einstein' by Alice Calaprice, The New Quotable Einstein (2005), 294. Schulmann, Einstein on Politics: His Private Thoughts and Public Stands on Nationalism, Zionism, War, Peace, and the Bomb (2007), 470. The lesson begins with a group brainstorming session, in which students brainstorm words associated with a€?beera€? and create a mind map of people and organizations that deliver alcohol-related messaging to society. A series of six modules is accompanied by a teachera€™s guide, parenta€™s guide and a video tape, this unit includes hands-on activities and a variety of instructional resources for an engaging learning experience.
Students will relate the issue of prescription drug safety to overall health, examine proper use, misuse and abuse, and conduct an application-based, culminating project.
Additional resources and activity suggestions are provided for extending and enhancing the lesson. Students solve the crossword puzzle by using the provided resources to research the correct answers. The articles and discussion guides focus on topics such as information about drugs of abuse, peer pressure, stress and stigma, and mental health as it relates to addiction. This lesson ties in concepts from economics, mathematics, and media studies, with a multitude of options for enhancing and extending the lesson. The Positive Action framework teaches students sound decision-making skills and instills the understanding that positive choices make you feel good about yourself. If you have or suspect an alcohol or drug problem, you should consult your health care provider right away. The questionable quote appears as: “Nothing will benefit human health and increase the chances for survival of life on Earth as much as the evolution to a vegetarian diet,” but no reliable source has been found for this as Einstein’s own words. It was during a radio broadcast for the Immigration and Naturalization Service, interviewed by a State Department Official. The information students obtain during research is then used to create a brochure, which is then distributed school-wide to promote addiction prevention. All resources are provided, including printable student worksheets for fact research, a grading sheet with criteria, and a student script sheet. Calaprice included this quote in her earlier edition of The Quotable Einstein (1996) in a final section of “Attributed to Einstein,” but it was removed from the final edition (2010), presumably because after much effort, it remained unsubstantiated. Schulmann, Einstein on Politics: His Private Thoughts and Public Stands on Nationalism, Zionism, War, Peace, and the Bomb (2007), 230. Einstein spoke following an examination on his application for American citizenship in Trenton, New Jersey. The attack on Pearl Harbor and America’s declaration of war on Japan was still over a year in the future.



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