Adderall Abuse in Students

Adderall Abuse in Students Adderall Abuse in Students Home›Research Posts›Adderall Abuse in Students Research PostsIntroductionAdderall is a drug used for treatment and control of attention deficit hyperactivity disorder (ADHD) and narcolepsy. These are neurological disorders that affect both adults and kids similarly. The drug controls impulses, distractions and causes sluggishness. It enhances the level of brain activity in the user increasing the amount of concentration for long periods of time. Until recently, doctors and medical practitioners were prescribing Adderall as a cure for obesity, but obese patients are no longer offered Adderall as a cure (Moore 38-39). Students in colleges have reported cases of inability to concentrate in their studies in the hope that they might get their hands on this concentration-enhancer. As a result, they have been improperly diagnosed with ADHD and have started to use this prescription drug for recreational purposes to enhance their concentration capabilities espe cially during the time they are about to sit their exams. The use of this drug by students at the time of examination and during their assessment has become a common issue in colleges and universities worldwide (Morris C-). We should ask ourselves, “Is the use of such a brain-enhancer beneficial or is it harmful?”AdderallResearch has shown that Adderall affects certain parts of the brain which are responsible for the task of executing the mind’s decisions. If this part of the brain, known as the frontal cortex, fails to execute properly, then the person experiences a lack of focus and inability to finish a task or concentrate on the task at hand. Adderall produces a certain neurological stimulant known as dopamine, which inhibits the re-uptake of a certain neurotransmitter known as dopamine into synapses of the transmitting neuron and stimulates its uptake into the subsequent neuron. The user experiences increased awareness and focus from the increased and enhanced flow of dop amine in his/ her frontal cortex (Menhard 56). Psychologists warn that the use of Adderall may result in dependence on the drug. Though students use it on rare occasions, they are oblivious to the harmful effects of the continuous use of Adderall. Such rare occasions are before a major exam, or when covering large assignments. This certainly raises questions like, “could the use of Adderall result in addiction?”Scientists have proven through studies that brain disorders can be treated with amphetamines, but the results of using such powerful stimulants in the brain are still unclear. It could result in an array of unexplained complications, but only studies can prove that.   A perfectly healthy brain experiences an upsurge of concentration, single-mindedness, and motivation when put under the influence of Adderall (Blank). It is this effect that rejects any attempts to disrupt the reasoning, planning and application process of the brain. Any attempts to distract a person under t he influence of Adderall may cause agitation to the user. A propelled urge to accomplish the task at hand may even hinder alertness to occurrences within the user’s precincts. This may put the user at a risk from external sources due to a rigid focus. The drug obscures the user’s mind from creativity and attempts to alert him/her of anything besides his/her interests at the time. In other words, the mind manages to keep rogue thoughts at bay with regards to concentration (Blank). Psychiatrists have, however, argued that the intake of Adderall in small doses in a sporadic manner is not likely to cause an addiction. Upon such realization, one may wonder, “Is there any harm then in taking the pill once in a while for the sake of studies?”Scientific research on the use of amphetamines can help us to verify or reject these findings. Scientists believe that drugs classified as amphetamines stimulate the users’ minds just as they would for ADHD-afflicted patients. Most students f ake their conditions when they visit the doctor’s office in order to get diagnosed with ADHD. The students rarely keep in mind the possibility of addiction to Adderall. Along with the likelihood of addiction are a couple of side effects, which come along with the use of Adderall. The complications which exhibit themselves in students who use the drug for recreational purposes, are fast heartbeats, feeling woozy, fainting, serious headaches, lightheadedness, fuzzy vision, chest aches, numbness, convulsions, delusions, motor tics, an increase in blood pressure, sleeplessness, reduced desire to eat, dehydration and weight loss. We realize that the use of Adderall is harmful in a couple of ways (Moore 174-178). It is, therefore, not advisable for any student to risk the countless complications which come along with the use of Adderall for the sake of passing an examination. Furthermore, we know the drug inhibits creativity in the user due to the rigidness in thought processing. It is, therefore, detrimental to use Adderall for the short time one is in college as compared to a lifetime of creativity and open mindedness. One reason why a student would consider using Adderall, in spite of the risks involved, is for the sake of handling the scholarly articles which his/her   instructors request within a limited time. I believe that if a student prepared on time for his/her studies and exams, he/she would not find it necessary to use Adderall to improve his/her performance and concentration (Stark). It is, therefore, a factor to consider for a college student that the drug may harm him/her in the end, despite the harmless intentions when engaging in its abuse.ConclusionI realized certain things upon looking into the facts and details of Adderall. I realized that Adderall is a harmful drug, though used casually by college students to boost their grades. If I were to place myself in the shoes of an anxious student wishing to recover from a plummeting GPA and unprepared to sit a main exam, I would probably feel the urge of swallowing the smart-pill. I often find my self thinking, Would I feel tempted to engulf a smart pill if I had access to it? Would I swallow the pill in order to pull an all-nighter studying at the last moment? I also wonder how fast I would accomplish reading and compiling my final paper for this course had I been on the drug. In a way, I believe that I would probably pass my exams, and maybe I would even compile my paper faster than I usually do. Even then, I know it would not be the right and fair thing to do.   Besides, I believe that I am perfectly capable of focusing on a task without seeking drugs for it. I also believe it would be as unfair of me to abuse Adderall in college as it would be for an athlete to use steroids in an Olympic competition.

5 Reasons Why Students Fail Chemistry

Ice Breaker for Classrooms - The Name Game

This icebreaker is ideal for almost any setting because no materials are needed, your group can be divided into manageable sizes, and you want your participants to get to know each other anyway. Adults learn best when they know the people surrounding them. You may have people in your group who hate this icebreaker so much they’ll still remember everyone’s name two years from now! You can make it harder by requiring everyone to add an adjective to their name that starts with the same letter (e.g. Cranky Carla, Blue-eyed Bob, Zesty Zelda). You get the gist. Ideal Size Up to 30. Larger groups have tackled this game, but it becomes increasingly harder unless you break into smaller groups. Application You can use this game to facilitate  introductions in the classroom or at a meeting. This is also a fabulous game for classes involving memory. Time Needed Depends entirely on the size of the group and how much trouble people have remembering. Materials Needed None. Instructions Instruct the first person to give his or her name with a descriptor: Cranky Carla. The second person gives the first person’s name and then his own name: Cranky Carla, Blue-eyed Bob. The third person starts at the beginning, reciting each person before her and adding her own: Cranky Carla, Blue-eyed Bob, Zesty Zelda. Debriefing If you’re teaching a class that involves memory, debrief by talking about the effectiveness of this game as a memory technique. Were certain names easier to remember than others? Why? Was it the letter? The adjective? A combination? Additional Name Game Ice Breakers Introduce Another Person: Divide the class into partners. Have each person talk about himself to the other. You can offer a specific instruction, such as tell your colleague about your greatest accomplishment. After switching, the participants introduce each other to the class.What Have You Done Thats Unique: Request each person introduce himself by stating something hes done that he thinks no one else in the class has.  If someone else has done it, the person has to try again to find something unique!Find Your Match: Ask each person to write two or three statements on a card, such as an interest, goal or dream vacation. Distribute the cards so each person gets someone else’s. The group has to mingle until each person finds the one who matches their card.Describe Your Name: When people introduce themselves, ask them to talk about how they got their name (first or last name). Perhaps they were named after someone specific, or maybe their last name means something in an ancest ral language.Fact or Fiction: Ask each person to reveal one true thing and one false when introducing themselves. The participants have to guess which is which.The Interview: Pair up participants and have one interview the other for a few minutes and then switch. They can ask about interests, hobbies, favorite music, and more. When finished, have each person write three words to describe their partner and reveal them to the group. (example: My partner John is witty, irreverent, and motivated.)

Mother To Son Essay example - 676 Words

nbsp;nbsp;nbsp;nbsp;nbsp;On the road of life, many trials arise that one must overcome to make his or her life feel complete. In Langston Hughes’s poem, â€Å"Mother to Son,† these trials are a subject of concern for one mother. Hughes’ â€Å"ability to project himself† is seen in his use of dialect, metaphors, and tone (Barksdale 3). nbsp;nbsp;nbsp;nbsp;nbsp;Although the dialect by itself does not seem to be an important quality, however, â€Å"when it is presented with all dramatic skill†, it is important (Barksdale 3). In â€Å"Mother to Son†, Hughes uses dialect to show that the mother is not as well educated as many people. When she says phrases such as â€Å"For I’se still goin’, honey,† it is understood that she means that she is still going,†¦show more content†¦Although these are â€Å"homely† things someone may face on a staircase, they actually mean things that she has encountered in her life (Emanuel 148). She says that she reaches landings, which means that she has come up on place where she could rest. When she says she turns corners, it is when her life changes and she has to turn away from her original path. Her final comparison is when she goes in the dark, which are times in her life when she does not know what she can do to help herself. The met aphors in this poem show a conflict in the mother’s life and makes the poem seem complete. nbsp;nbsp;nbsp;nbsp;nbsp;The third quality that Langston Hughes uses in his poem is the tone of the speaker. When she explains to him not to â€Å"set you down on the steps / ‘Cause your find it’s kinder hard. / Don’t you fall down now,† the tone in her words in compassionate (Hughes 232). The mother is simply trying to tell her son that she knows what he is going through because she has been in rough times herself. Those rough times were troublesome but she had the strength to go on and get past them. All she wants for her son is for him to keep climbing, and never give up. Winslow believes that this â€Å"enduring exuberance† shows her youthful spirit towards life (262). She wants this all because â€Å"[she is] still goin’, honey, / [she is] still climbin’, / and life for [her] ain’tShow MoreRelatedMother to Son790 Words   |  4 PagesProfessor miller October 16, 2012 The poem â€Å"Mother to Son†, by Langston Hughes, is an inspiring poem. It is the epitome of what every parent should instill within their child and that is the success of our children. Langston Hughes was born in 1902 and was a well-known poet during the Harlem Renaissance. His poems were not personalized but spoke for all African Americans alike. In this poem there is significant meaning from a loving mother to her son through language, metaphors, imagery repetitionRead MoreInvictus And Mother To Son Analysis752 Words   |  4 PagesHardships are very common among people who are struggling, but they can not give into those struggles, instead of giving in they need to get stronger. This idea can be seen in many pieces of the following poems.â€Å"Invictus† by William Ernest Henley and â€Å"Mother to Son† by Langston Hughes both convey the message that people who are struggling throughout a hardship can not give up and need to get stronger. Throughout â€Å"Invictus† William Ernest Henley conveys that people can not give up when theyre strugglingRead MoreMother to Son Analysis Essay611 Words   |  3 Pagesâ€Å"Mother to Son† The speaker of the poem â€Å"Mother to Son,† by Langston Hughes is a mother who is giving advice to her son. Her life has been difficult and hard at times. As readers, we know this because the speaker talks about how life is a staircase and her staircase has had â€Å"tacks and splinters in it† (line 3-4). This means that her life has not been perfect and she had many challenges to deal with. Perhaps she was born into poverty, because the images in her poem reveal a ragged, old staircaseRead MoreHamlet Tragedy Of The Mother And Son1137 Words   |  5 PagesHamlet-Tragedy of the Mother and Son William Shakespeare is a writer of tragedies—the tragedies within common everyday relationships. Of these various relationships, Shakespeare reveals his interest in the relationship between the mother and son within Hamlet. The mother: Queen Gertrude, and the son: Prince Hamlet is unique within the play because Hamlet’s relationship with his mother is rare in the sense that Gertrude is one of two women within Hamlet. And like the other woman, Gertrude is submergedRead MoreMother to Son Essay examples636 Words   |  3 PagesEvery mother would like to see her child succeed in life. The following passage from the poem, Mother to Son, by Langston Hughes demonstrates the love and concern a mother has for her son. She teaches him using her own life as an example; her life as a climb up a staircase. The imagery from the advice given in the stanza is explicit and poignant: Well, son, Ill tell you: Life for me aint been no crystal stair. Its had tacks in it, And splinters, And boardsRead MoreEssay on Mother vs. Son1377 Words   |  6 Pages.Description Paper.docxAdd to DriveEdit onlineDownload originalShareYou are using a version of Internet Explorer which is unsupported. Some features may not work correctly. Please update your browseror try Google Chrome.Dismiss FileViewHelp Mother vs. Son When thinking of conflict, many think of violence or hate. Although, according to Wilmot and Hocker, conflict is simply a â€Å"struggle over values and claims to scarce status, power, and resources in which the aims of the opponentsRead MoreAn Explication Of Langston Hughes Mother To Son1210 Words   |  5 PagesAn Explication of Langston Hughes Mother to Son Langston Hughes once stated in his own words that his whole purpose for writing was, to explain and illuminate the Negro condition in America. In the poem Mother to Son, he denotes his belief on racism in America. In Mother to Son, a mother is giving advice to her son about life from her perspective and experiences. She wants her son to keep striving on what he believes and to have a more prosperous life than what she had. Langston HughesRead MoreAnalysis Of Mother To Son By Langston Hughes768 Words   |  4 Pagesto poetic language in Mother to Son by Langston Hughes.    Background:ï ¿ ½ Students have been working on a poetry unit and have been studying how the elements of poetry help the poet convey thoughts and meaning.ï ¿ ½ This lesson extends the focus of language as a key to meaning.    This lesson is tiered in product according to readiness    All students read the following poem (from The Collected Poems of Langston Hughes): ï ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½ ï ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Mother to Son ï ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½Ã¯ ¿ ½WellRead MoreAnalysis Of Mother To Son By Langston Hughes736 Words   |  3 Pagespoet and was known to be a leader of the Harlem Renaissance. The poem â€Å"Mother to Son† was written by Langston Hughes in 1922 and the poem portrays a conversation between the mother and her son. The poem revolves around the mother telling her son that life is full of ups and downs and no matter what happens, not to give up. The poem showcases hardships, hope, and words of wisdom that the mother will tell to her son. The mother begins by how her life wasn’t easy, she states â€Å"Life for me ain’t beenRead MoreThe Poem Mother to Son by Langston Hughes690 Words   |  3 PagesThe poem â€Å"Mother to Son† by Langston Hughes expresses a message that society can relate to. The poet does not just write directly about life; he uses extended metaphor; he compares climbing up a staircase to life’s many obstacles. The poet does this so a substantial number of people can understand his definition of life. What is life, an organism that has a pulse? If you agree with this, you are wrong! The poet’s concept of life isn’t a wordy definition that revolves around science, but life comes

TV Violence free essay sample

A look at the complexities involved in television violence and how it effects childrens lives. This literature review is all about television violence and the effects on youth. The author attempts to examine whether television consumption cause children to imitate behavior. The author includes an examination of how parent involvement interacts. This research includes statistics as proof variables. From the paper: Television is a part of life. Virtually every household has a television set and many homes have two or three (Ledingham, 1993). Needless to say, television plays an enormous role in the lives of many American families and the magnitude of its influence on people is considerable also. This is especially true where children are involved. According to Liebert Sprafkin (1988), television viewing time rises from about 2.5 hours per day at the age of five to about 4 hours a day at the age of 12. Ledingham goes on to say that television is used frequently by parents as a babysitter or distraction device (1993). We will write a custom essay sample on TV Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Symbol Use Within Two Short Stories Essay free essay sample

, Research Paper Symbol Use Within Two Short Narratives The writers, Shirley Jackson and Nathaniel Hawthorne, both often use symbols within their narratives # 8220 ; The Lottery # 8221 ; and # 8220 ; Young Goodman Brown. # 8221 ; Symbols are utilized as an enhancement tool to emphasize the subject of each narrative. Hawthorne utilizations names and objects to heighten the subject, and Jackson chiefly utilizes names to emphasize the subject, although she does hold one object as a symbol of great importance to the subject. The narratives both contain symbols depicting immorality. The bulk of Hawthorne s symbols describe faith ( both good and evil ) , but Jackson s symbols reflect the evil nature within society as a whole. There exists symbolic Acts of the Apostless in each narrative. The short narratives both portion the usage of symbols, but the symbols are used to show different ideas in 1s mind while reading them. The narratives # 8220 ; Young Goodman Brown # 8221 ; and # 8220 ; The Lottery # 8221 ; both use names as symbols. We will write a custom essay sample on Symbol Use Within Two Short Stories Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hawthorne uses the names Young Goodman Brown and Faith to portray nice, descent people. The name Faith entirely implies a faithful and Christian person as stated # 8220 ; And Faith, as the married woman was competently named, # 8221 ; ( 211 ) . Jackson uses the name Mr. Graves throughout her narrative, he is the coordinator of the lottery. She needs non give any account to the name, as it speaks for itself ( a symbol of decease ) . Assorted other names are used as symbols within each narrative, nevertheless, these mentioned are the most important names to the subject. The narratives each contain names, objects, and acts every bit of import symbols. Hawthorne uses the names to emphasize good people, but relies to a great extent on objects to portray Satanism. The object of obvious Satanism is the staff ( a cane ) mentioned throughout the narrative. It is clearly identified when the old traveller throws it down in the sentence # 8220 ; it assumed life, being one of the rods which its proprietor had once lent to the Egyptian Magi # 8221 ; ( 215 ) . Harmonizing to the Bible. magicians with charming powers change their rods into snakes. Jackson uses the black box throughout her narrative as a symbol of tradition non to be changed as stat ed â€Å"Every twelvemonth, after the lottery, Mr. Summers began speaking about a new box, but every twelvemonth the topic was allowed to melt off without anything s being done† ( 249 ) . The fact it is an old black wore out box puts evil ideas in 1s mind while reading the narrative. The symbolic objects in each narrative differ, Hawthorne s are to demo Satanism, instead than the evil in people as Jackson s shows. The narratives each contain symbolic Acts of the Apostless. The devil s remarks during his discourse such as # 8220 ; Evil is the nature of world. Evil must be your lone felicity # 8221 ; ( 220 ) is a clear symbolic act of Satanism, although Satanism is neer mentioned by the writer. Jackson uses symbolic Acts of the Apostless to emphasize the immorality in world. An illustration is Mrs. Delacroix, a friend of Tessie s, chooses a big stone to throw # 8220 ; Mrs. Delacroix selected a rock so big she had to pick it up with both custodies # 8221 ; ( 254 ) . Additionally evil in people is clearly proven in the statement # 8220 ; The kids had rocks already, and person gave small Davey Hutchinson a few pebbles # 8221 ; ( 254 ) . One finds it non merely hard to believe the kids would take part, but her boy take parting in his ain female parent s decease excessively, makes this an unbelievable symbolic act of evil. Symbolic Acts of the Apostless play a major function to the subject of e ach narrative although they are used to show different significances. The two short narratives, # 8220 ; Young Goodman Brown and # 8220 ; The Lottery # 8221 ; , are really similar sing the importance of symbols to each. The significance of the symbols, whether names, objects, or Acts of the Apostless, are different. Symbols are of import in each narrative to specify the subject. Close observation of the symbols within each narrative proves to one their importance. Hawthorne, Nathaniel. # 8220 ; Young Goodman Brown # 8221 ; Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X. J. Kennedy and Dana Gioia. 6th erectile dysfunction. New York: Harper Collins, 1995. 211-220 Jackson, Shirley. # 8220 ; The Lottery # 8221 ; Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X. J. Kennedy and Dana Gioia 6th erectile dysfunction. New York: Harper Collins, 1995. 248-254

Legislation portfolio Essay examples

Legislation portfolio Essay examples Legislation portfolio Essay examples Below is a Portfolio of Legislation. It provides a brief description/explanation of the legislation. Its very import that schools and their staff of aware and familiar with the legislation as this is where the policies and procedures that we work to come from, or link to. Without legislation then there would be no rules or equality, especially in how we look to protect our children and the staff. Portfolio of Legislation Legislation and Regulations Reference to Unit and assessment criteria Children Act 1989 Unit 6: 4.1 and 4.2. Unit 8: 1.4 The act focuses on the welfare of the child and states that the court should consider a child’s welfare as paramount. Its states a child ideally is best cared for by their family. Duties/responsibilities have been allocated to local authorities, courts, parents and other agencies to ensure that children are safeguarded with their welfare being paramount. It looks at the harm the child may suffer or has already suffered. It takes into account the child’s wishes and needs. The parent’s abilities to meet the needs of a child and the power of the courts. Children Act 2004 / Every Child Matters Unit 6: 4.1 and 4.2. Unit 8: 1.4 This is an act of the UK Parliament It makes amendments to the Children’s act 1989, which was mainly amended following the Victoria Colimbie case. It brings all local government services regarding children’s education and welfare under statutory authority. Following Lord Laming’s report on the death of Victoria Colimbie the green paper was produced states five outcomes which are said to be the most important by children: Be Healthy, Stay Safe, Achieve Economic Wellbeing, Make a Positive Contribution and Enjoy and Achieve. Data Protection Act 1998 Unit 1: 3.1, Unit 2, Unit 5: 1.1, Unit 11: 1.1 and 1.5 Everyone who uses data is required to follow strict rules regarding the storing and sharing of it. The Act controls how your personal information is used/shared by organisations and Government. Data should only be used for its specific stated purpose. Data should be used fairly, lawfully and accurately. The data needs to be kept safe and secure. Common Assessment Framework Unit 11: 1.1 and 1.5 CAF is a tool that has been standardised for use across all children’s services. It is used to identify and assess children and your people’s needs and how they can be met as early as possible. It brings all services together to provide a greater service for the child and again ensure their needs are met. It’s a tool used to help identify children, young people and their families who may experience problems or who are vulnerable to poor outcomes. Children Act 2006 Unit 6: 4.1 and 4.2. This is pioneering legislation that was passed by parliament in July 2006 as it’s the first ever legislation that is specifically directed at Early Years and childcare. It takes forward some of the commitments for the Ten Year strategy that was published in 2004. The act also simplifies the Early Years regulation and inspection arrangements. The acts states the importance of the role of Local Authorities and gives a set of new duties: to improve the five Every Child Matters outcomes for all pre-school children and reduce inequalities in these outcomes. Secure childcare for working parents. Provide a better parental information service. COSHH Regulations 2013 Unit 6: 4.1 and 4.2. Unit 8: 1.4 COSHH stands for ‘the Control of Substances Hazardous to Health. The regulations state that employers have a duty to protect its employees and others from substances that are hazardous to health. This can be by risk assessment, safe storage, training and the control of exposure. There is also a responsibility on employees to protect themselves from exposure of substances that are hazardous to health. Care Standards Act 2000 Unit 8: 1.4 This Act is to establish a National Care Standards Commission. It makes a provision for the registration and regulation of children’s homes, hospitals, care homes, family centers,