In 1983, the nonprofit organization of Drug Abuse Resistance Education, or DARE, was developed as an effort to educate students about gangs, alcohol, and drugs. The curriculum aimed to increase awareness in public school systems about drug usage through emphasizing the negative impacts of “gateway drugs.” By preventing use of these “gateway drugs,” such as tobacco, alcohol, and marijuana, the program hoped to stop students’ progression toward harder drugs, such as heroin, cocaine, and meth. Overall, the program aspired to decrease the prevalence of drug abuse, violence, and criminal activity in the upcoming generations.
Today, DARE is the primary drug prevention program in the world. Since its birth in 1983, the DARE program has been taught in 75% of U.S. school districts, all 50 U.S. states, and 48 countries across the globe. Approximately 700,000 police officers have administered the program, reaching over 200 million K-12 students worldwide .
Alexander, R.J. (2009) ‘The condition and future of primary education: beyond the headlines of the Cambridge Primary Review’ Professional Voice 7(2) (Australia), 27-32.
In the 1950s, three television networks existed: NBC, CBS, and ABC. News programs were typically broadcast for only fifteen minutes each evening and were very informative. However, when all three networks broadcast the 1960 presidential debates and garnered massive audiences, television executives realized that they had the potential to make large profits. This marked the beginning of a period of expansion of news programing and competition among television networks to produce the most watched and highest rated broadcasts.
Today, the priority of news programs is entertainment rather than information. Some television programs combine news and entertainment to produce what is known as ‘infotainment.’ While the information covered in these programs is accurate, it does not always cover the most important issues. Instead, evening news broadcasts emphasize celebrities, lifestyle issues, and stories that will ultimately interest their viewers. The reduced importance on quality information is causing a reduction in the number of people who are actually interested in the news and an increase in those just looking to be entertained.
Nevertheless, some of these "vanished castles" were significant and played important roles in both the conquest of Wales and/or the defense of Wales by her native rulers.
D.A.R.E. – ESSAY WINNERS ARE:
Front Row – Lauren Wiegan, Victoria Styers, Lanae Singleton, Hannah Walker, Lexie Stein, Daisy Lewis,
Back Row – Daniel Vegso, Austin Read, Officer Mark Owen, Travis Owen, David Bacon
The word coffee may bring to mind images from steaming liquid to early mornings. If you are like 80% of Americans, you consume this familiar drink everyday . Whether it is a latte, a caramel macchiato, or black, coffee is an important part of the United States and Global culture. Every Starbucks’ fan knows a delivers large doses of craved caffeine and sugar, but it may be more surprising to learn that the coffee in it also carries a long history of knowledge. So let us follow the story of knowledge behind this drink.
Almost any college student will tell you that coffee is a large part of university culture. 40% of student age Americans drink coffee everyday . Whether it is the caffeine or the sugar, many students need this pick up to get through longs hours of classes and studying. Personally, I do not go to English class without my afternoon cup of joe. While students may be flooding coffee lines strictly for caffeine and sugar, coffee shops still create a large social atmosphere on campuses. True to the days of penny universities, coffee shops are popular places for students to study or discuss ideas with friends. A Frappuccino is going to cost you more than a penny, but four centuries later coffee shops are still creating a space for people to share and spread ideas.
Alexander, R.J. (2005) ‘Douglas Brown and post-war English education’ in Loades, D.M. (ed) Tributes to Douglas Brown, Cambridge: Perse School, 61-67.
Alexander, R.J. (2005) ‘Talking to learn: oracy revisited’, in Conner, C. (ed) Teaching Texts, Nottingham: National College for School Leadership, 75-93.
Alexander, R.J. (2004) ‘Excellence, enjoyment and personalised learning: a true foundation for choice?’ Education Review, 18(1), 15-33.
Alexander, R.J. (2005) ‘The primary curriculum: an overdue case for reform’, in Wragg, E.C. (ed) Letters to the Prime Minister, London: New Visions Group, 30-37.