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2. The use of a vape by a teenager may or may not be noticed

2. The use of a vape by a teenager may or may not be noticed

Zheleznikov “Scarecrow” • J. Rowling “Harry Potter” • E. Verkin “The Cloud Regiment” • V. Krapivin – “Shot from the Monitor” or others • L and S. Hawking “George and the Secrets of the Universe”

Anna Aleksandrovna K., high school literature teacher:

• J.R.R. Tolkien “The Lord of the Rings” • A. Frank “Anne Frank’s Diary” • D. Salinger “Over the Catcher in the Rye” • A. Strugatsky and B. “Inhabited Island” • A. Zhvalevsky and E. Pasternak “The Time is Always Good” or “ While I’m on the edge “

What do you think? What five books in the school curriculum did you miss? Suggest your version of the list in the comments. * “Russian Book Market. State, Trends and Development Prospects “Federal Agency for Press and Mass Communications. 2018

In the past year, one in three high school students have vaped. This is evidenced by the results of the study “Monitoring the Future”, published by the University of Michigan. In Russia, the numbers are smaller, but they are also growing. And not all parents and teachers know what vaping is. Let’s tell.

1. Vapes and e-cigarettes are not the same

Traditional e-cigarettes have a distinct cigarette taste and supply nicotine to the body. But much more popular among teenagers, vapes are small, reusable devices that heat liquid into vapor. There is no tobacco in vapes, the liquid for it may contain nicotine, but there are quite a few nicotine-free liquids on sale. According to one recent study, two-thirds of teens who use vapes only use flavored liquids that do not contain nicotine.

2. The use of vape by a teenager may not be noticed

Vape technology has evolved rapidly, making the devices small and inconspicuous. While some models look like reusable lighters with a mouthpiece, others are shaped like fountain pens, and some vapes look like a flash drive and can fit into a fist. At the same time, different models differ in different amounts of the resulting vapor, and different liquids – in different flavors. On Vkontakte, teenagers often brag about the fact that vapes “soar” right in the classroom, and the teacher does not notice. It really can be. 

3. Vape makers target teenage tastes

There are many different flavors of vaping liquids: fruit juice, candy, coffee, menthol, gum, milk cereal, etc. According to a study by Dr. Adam O. Goldstein of the University of North Carolina, teens find that fruity-flavored substances are less harmful. In December 2017, a previously mentioned University of Michigan study reported that 51.8% of high school students believed the substance they inhaled was “just a flavoring.”

4. Many teenagers don’t understand that vaping is harmful

Many people, including teens, start vaping to quit smoking regular cigarettes. Most studies show that vaping is less harmful than tobacco smoking, but scientists are still unaware of the long-term effects of vaping on teens. Nicotine interferes with brain development, and vaping vapors can deliver it to the lungs in high doses. But even nicotine-free vaping liquids also contain glycerin and propylene glycol. About the effect of inhalation of their vapors on the human body is not really known. Teenage vapers have also reported bleeding gums and what is now called “vaper cough”. 

5. As a rule, the prohibition of vaping is not spelled out in school charters.

When a teacher or a representative of the school administration, having caught a student using a vape, refers to the charter and the prohibition on smoking there, teenagers often respond that they do not smoke. And so it is. All encyclopedias indicate that smoking is the inhalation of the smoke of some smoldering plant products. Nothing smolders in the vape and does not form smoke. Therefore, in fact, teenage vapers really do not violate the school charter by using vaping. Perhaps the time has come to introduce a ban on vaping as a separate line in the charters of educational organizations.   

Based on the article

Power and education, both in Russia and in the rest of the world, are in complex, contradictory relations. It is believed in our country that education should be under the control of the authorities, and not just under the control, but on a daily basis under the supervision and patronage of the authorities. But in fact, the authorities in our country almost constantly demonstrate indifference and disregard for education. But from time to time the government still interferes in the affairs of education, but these sporadic interventions lead to the most unexpected negative consequences, so that it would be better if the government was indifferent in these cases and did not interfere. As is customary in the decaying West.

Let’s consider a concrete example. Quite recently, among the news of education flashed: Vladimir Vladimirovich Putin signed a decree on monetary awards to Russian participants in international school Olympiads. 1 million rubles for 1st place, etc. It would seem how great! Right now, millions of schoolchildren, wishing to become famous and get their million, will take up their textbooks (from the federal list of approved textbooks), memorize them and rake in all the prizes at the international schoolchildren Olympiads. And the whole world will be amazed and envious of the amazingly high quality education in Russia.

But it was not there. If you include critical thinking, at least those miserable remnants of it that could have survived under the conditions of the 1st paradigm of learning, focused on the lower steps of Bloom’s pyramid (see the two previous notes from the cycle “Obviously-incredible”), it will immediately become clear that everything the opposite is true.

And I immediately remembered the Minister of Education O. Vasilyeva, or rather not Vasilyeva herself, but how she was skewed when V. Putin read the annual message to the Federal Assembly, when he spoke about education. There was a reason to be distorted: the president suddenly announced that everything is in order with Russian education in terms of the quality of education, since Russian schoolchildren show good results at international Olympiads. It’s just that this is a very primitive, completely philistine point of view on the quality of education, since one of the schoolchildren performs well at international Olympiads. This is roughly the same as thinking that the longevity of the Caucasian highlanders is a triumph of Russian medicine.

In reality, the opposite is true. Long-lived Caucasian mountaineers could never visit a doctor in their lives, and winners in international Olympiads could not attend general school lessons why is a veteran a hero essay on the subject of the Olympiad for several years. Olympiads need to be trained almost individually (or in small groups), and not frontally, in the classroom, and this should be done not just by a teacher who knows how to give lessons in the subject, but a teacher specializing in solving non-standard problems – a scientist who himself is engaged in scientific research … 

In short, the quality of education in the country is a statistical, mass concept, and the results in the Olympiads are individual achievements determined by the natural talent of the child, the family environment in which he found himself from birth, and the teacher-trainer who selected the corresponding cognitive characteristics and motivation of the given child preparation method for solving non-standard problems. And not just informal tasks, but exactly of the type that will be offered at this year’s Olympiad – this is foreseen by real Olympiad coaches, who are at the same time compilers of Olympiad tasks and organizers of some, albeit regional, Olympiads.

That is, international Olympiads are not directly related to the quality of mass education in the country and require a sufficiently creative attitude and a high level of talent for both the participant of the Olympiad and his mentor. However, all this happened up to this point on the basis of love and interest in the subject of the Olympiad and excitement in solving non-standard problems, i.e. on the terms of “amateur sports”.

What did V. Putin do by signing a decree on awarding the winners? He made participation in school Olympiads a “professional sport”. Now love for the subject and interest in problems are not enough, now you need to treat the preparation for the Olympiads professionally, in a gladiatorial way. Instead of the motto “It is not victory that is important, participation is important”, now the motto is new: “Victory at any cost.”

Instead of studying non-standard problems and ways to solve them, now in the first place is intelligence, studying potential opponents and real jury members, trying to spy on, find out in advance what the tasks will be. Well, as Druz did when he wanted to win a million in a kind of business reincarnation of the intellectual game “What? Where? When?”.

Wagner Cunha e Torres
Wagner Cunha e Torres
Formado em Administração de Empresa (UCSAL), Pós-graduado em Marketing (ESPM), Especialista em Gestão Fazendária com curso de Gestão Macroeconômica no FMI, de Análise de Sustentabilidade da Dívida Pública dos Estados no Banco Mundial, e de desenvolvimento de projeções fiscais e análise sobre sustentabilidade da dívida pública através do sistema Analytica. É técnico de Finanças (SEFAZ) desde 2002, Coordenador do Programa de Ajuste Fiscal do Estado de Alagoas desde 2008, Gerente de Gestão Fiscal e Estatística desde 2011.