How to Follow Up With Networking Contacts (Without Being Annoying) - Introvert Whisperer

Introvert Whisperer / How to Follow Up With Networking Contacts (Without Being Annoying) - Introvert Whisperer How to Follow Up With Networking Contacts (Without Being Annoying) Career Attraction August 18, 2014 Communication, Networking No responses How to Follow Up With Networking Contacts (Without Being Annoying) You just made a great connection at a networking event. You feel that “burden to meet someone” lift from your shoulders and decide to relax with a drink at the bar. On your way over, you realize: I have no reason to contact this person again. How am I going to follow up? Don’t panic. You can still save the connection and build a solid relationship with a series of “light touches.” This helps you to stay in someone’s mind without (literally) being in their face. Here are a few touch points to try: They mentioned an upcoming work event, client meeting, training, conference, workshop or other events send an email asking how the event went. Their alma mater or favorite sports team won an important game congratulate them. They have an upcoming vacation or staycation or are in the process of choosing a vacation destination send a recommendation or a link to an article you found on the destination. They are battling an illness or aiding a sick parent, spouse, friend or child check-in and send wishes for a speedy recovery. They have a new baby or a baby on the way, or found out if they were having a boy or a girl congratulate them and offer some nice memories of your own if you’re a parent. Be careful with the advice here â€" they are getting a lot of it. It is their birthday or a child’s birthday, or they’re attending or throwing a birthday party ask how it went. What to Do When You Don’t Know That Much Forgot to jot down the details of your conversation? Here are some additional follow-ups to effectively (but not annoyingly) stay on someone’s radar: Create connections for the person by introducing them to a vendor who can help them or to a potential client. Invite them to or let them know about upcoming events they might enjoy or benefit from. Send your regards through a mutual friend. Congratulate them (on a job promotion, securing a new client, etc). By the way, an easy way to stay on top of news regarding your contacts is a service called Newsle. Newsle sends you a message whenever someone you have set up an alert for is mentioned in the press. Keeping Up With the Details Before we leave this topic, I want to quickly touch upon one final thing: how to keep track of your contacts’ details. One trick I use is that after I have had a conversation with someone, I quickly jot down a few key points from the conversation on the back of their business card (if I’m at an event) or in a notebook if I met the person for lunch or at a meeting. Then, I transfer these notes to their “contact” record on my computer when I get back to my office. How have you learned to keep in touch with your network? Share your tips in the comments! This post originally appeared on MichelleTillisLederman.com and was republished with permission on Career Attraction. Image: Flickr Go to top Bottom-line â€" I want to help you accelerate your career â€" to achieve what you want by connecting you with your Free Instant Access to my 4 Building Blocks to Relationships eBookâ€" the backbone to your Networking success and fantastic work relationships.  Grab yours by visiting here right now! Brought to you by Dorothy Tannahill-Moran â€" dedicated to unleashing your professional potential. Introvert Whisperer

How to Plan Your Economics Tutor Jobs

How to Plan Your Economics Tutor Jobs Planning For Economics Tutoring ChaptersWho is Your Audience?What is Your Methodology?Creating a Lesson PlanFinal Notes on Lesson PlanningLet us say you have mastered economic theory: you are well-versed in the laws of supply and demand, you know all about international economics and what factors drive the economy.You have a particular fascination for economic models; how they shape politics and public policy... and you want to share that awe with students of all stripes.That is both noble and commendable.You should know that, more so than for any teacher in any formal institute of learning, a tutor's viability is predicated on his/her reputation, which is based on several factors:knowledge of your subject matterteaching methodologyaccessibility â€" how amenable and engaging you areorganisation: how your lessons are structured and sequencedWhich student hasn't experienced a teacher who, when posed a question, answered we'll cover that later  or worse: read your book; your answer is in there?Simply having earned a d octorate in Economics does not a first-rate teacher make.Knowing how to plan and organise your wealth of knowledge such that your pupils will rave about you to their friends and classmates, and even write testimonials about your style of instruction is, quite literally, putting your money where your mouth is.Obviously, doing everything off the cuff runs counter to the very idea of efficiency. Planning your economics lessons is a vital step toward them coming off without a hitch.Let us give you a few pointers on creating Economics lesson plans that our most successful tutors have passed on to us.Discover more about becoming an economics tutor.Be knowledgeable: your tutee may place emphasis on a facet of economics that you perhaps are not wholly familiar with.Should that be the case, you may have to do a bit of studying yourself, prior to giving lessons!Be patient: no matter what is currently boiling in your kitchen, your students deserve every bit of tolerance and forbearance you hav e at your disposalBe kind: Although the student him/herself has expressed a motivation to learn about economics, where that motivation comes from could be a different source altogether.It is quite possible that family pressure could be the prime motivator behind a student's decision to major in economics, even though s/he may or may not have a love for it, or even any aptitude.If that is the case, you surely have plenty of teaching resources and ways to encourage recalcitrant students into exploring economics as a career field.What does all of this have to do with formulating lesson plans?Your intro to economics lesson plans may incorporate simple math concepts Source: Pixabay Credit: RuddinCreating a Lesson PlanJust as a roadmap shows different routes to reach a destination, a well-crafted lesson plan permits flexibility and spontaneity in teaching.The analogy of a lesson plan being a map is apt in more ways than one: such a document should be a guide linking past sessions with the upcoming one.One of the most vital aspects of a lesson plan is its time breakdown.Suppose your session lasts 50 minutes: how will you spend them?The negligent tutor would advocate: Eh, we've got almost an hour; surely we'll cover a bunch of stuff!You, the conscientious mentor, would plan down to the last minute.Warm UpHow's your week been? Were you able to finish last week's assignment? Did you hear about America's new sanctions on Iran? What do you think of them?Warm-ups should comprise of a greeting and some manner of gearing your student's thoughts toward economics.Talking about current events, perhaps even listening to a relevant  podcast segment would work well.Your warm-up should last perhaps 5 minutes, and you have the greatest control over the session at this point.IntroductionThis is where you present new information; ideally, your warm-up topic of discussion will segue neatly into the development of new material study.Here, you will do most of the talking. However, you sh ould remain vigilant for signs that your student isn't following your speech; perhaps fidgeting or frowning.Asking questions along the way is not a bad idea, but please nothing so generic as are you with me so far? or You understand?Perhaps looking for a tie-in with already known facts, or asking your student to paraphrase and put the new knowledge into context would work well.Around 10 minutes should be sufficient for expounding on new material.At any point during this segment, you may have to pause in order to allow your student more time to organise his/her thoughts, or for you to widen a limited perspective.Be prepared for discussion, but keep your eye on the clock.PracticeAt this point in the lesson, your student should be prepared to work on his/her own, but with supervision.You may have worksheets prepared that s/he can work on, or you might task him/her to analyse a graph or equation.If you are teaching a group of students, you may plan an activity in which collaboration is key.You should allow 15 minutes for this portion of the lesson, which includes time for questions and answers.ProductionHere your student(s) works on his/her own, and it should be active work: writing formulas, answering questions in writing, or perhaps outlining an essay or a simulation of an economic condition that s/he will turn in next week.During this phase, there should be little talking, either by you or your student.This segment should take up to 15 minutes; the perfect time for you to draft next week's lesson plan!ReviewFinal questions, notes and perhaps a summary quiz rule this last segment.You may impose extra work during this time, or provide a preview of the next lesson.Most importantly: make sure your student is comfortable with the just-learned material. If there is a measure of uncertainty, you may provide extra study links in the form of videos or websites.This portion should wrap up the lesson, possibly providing material for next week's warm-up.Build time into you r lesson plan to be sure your student is at least conversant on complex economics equations Source; Pixabay Credit: Free-PhotosFinal Notes on Lesson PlanningThe strategies of an educator are predicated on many variables, not the least of which are the subject and teaching materials s/he has to work with.Determining the students' objective is of prime consideration to organizing the flow and progression of tutoring sessions.New material presentations may include charts and graphs, podcasts, news articles and Powerpoint; simply relying on textbooks could limit your and your students' productivity.You should be cognizant at all times of students' comprehension, to the point of interrupting the lesson to ensure understanding.Unlike math or language arts, which are common core subjects with wide applications, economics is a relatively narrow field which demands a concrete understanding of fundamentals before moving on to other concepts.Writing lesson plans is a critical step in your prep aration, prior to starting instructional activities:to give you teaching ideasto provide a guideline for teachers and students â€" what worked well, what did not, and how the student respondedalso to measure if the cumulative lessons' trajectory is aligned with students' objectivesto assess pupils' progressto keep a timeline of what economics concept has already been taught, and its degree of mastery.Ideally, you should try out several templates before settling on the lesson plan template that works well for you.You will also find several sample lesson plans online, should you be at a loss on how to organize your sessions.In a classroom setting, the main purpose of a daily lesson plan is so that, should the teacher be absent, a substitute teacher could step right in without wondering what to teach that day.As a freelance Economics instructor, nobody will be looking over your shoulder, nor is it likely that anyone would cover your lessons for you.Still, you should incorporate lesson planning into your teaching activities to demonstrate your professionalism, and to illustrate your methodical mind.Your students will see you as a primary source of leadership while they learn to master economics concepts.You have a duty to provide them with the very best example, and that starts with planning your lessons well!See here about pricing your lessons.

Inequalities on a number line

Inequalities on a number line A number line is representing the numbers on a straight line. On the number line the numbers are written from left to right in an ascending order, smaller on the left and greater on the right. This helps to identify which number is greater and smaller. A number line can be used to represent an inequality. A greater that sign is represent by and a smaller than sign can be represented by . In an inequality two sides of the equation are not the same which leads to comparison of greater than or lesser than. Example 1: What inequality does the following number line show? Solution: Given here is a number line. The filled circle includes the number on the number line. An open circle represents not including the number on the number line. Now the blue underlined line represents a set of points, which can represented as an inequality. For the inequality a variable x can be taken. Here the shaded line starts from 3 (including 3) and covers all the points less than 3. So the inequality will be x is lesser than or equal to 3. Hence the solution is x 3. Question: Multiple choice question (Pick the correct option.) Which of the following point is not included in the following number line? a) 1 b) 5 c) 10 d) None of these. Correct answer: option a. The inequality covers all point greater than 1. Hence, the number line represents the inequality x 1. The inequality doesnt include the point 1 as it has an open circle.

Dealing with Difficult Reading Passages on the SAT and ACT

Dealing with Difficult Reading Passages on the SAT and ACT ACT SAT Prep and College Admissions Blog The SAT and the ACT are not designed to be fun tests. That’s probably really obvious to you already! These tests takes forever, have a billion questions, and will turn you into a zombie for the rest of your Saturday. One of the most evil parts of these tests is consistently that one passage on the Reading section that was written two- or three-hundred years ago. Lots of test-takers find these passages more boring than usual (and yes, the people who write these tests intentionally choose boring passages), if not significantly harder to understand thanks to a confusing, older style of English writing. Many students also really hate passages about science topics. Don’t panic! You may dread these passages every time you sit down to take a test, but there are plenty of ways to wrap your head around what’s important in the text and, more importantly, to answer questions confidently. That’s right: even if you don’t reallyunderstand a passage, you can still answer questions about it with confidence. There are only ever one or two questions for a given passage that talk about the passage overall, such as main idea, author’s intent, or tone questions. The remainder simply ask about specific parts of the passage. You don’t have to understand any part of the passage until a question specifically asks you about it. Rest assured, if you have a good strategy for tackling these questions, you’ll be able to pick up enough of them to boost your overall Reading score. Okay, But What If The Passage Just Doesn’t Make Sense? It’s always a good idea to read a passage through before you start answering questions, but you’ll want to approach reading a little differently if you feel like the passage is either boring or hard to understand. Start, as you always should, by reading the blurb right before the passage. This will give you some rough ideas about who is writing it, what era it’s from, and, based on the title, the general idea of the passage. There might be another sentence in there that gives you some clues too. The blurb is a great place to refer back to when answering a main idea question, by the way. Next, read through the passage and make a mental road map as you go.Even if you don’t quite get what the passage is talking about, you want to be able to walk away with a rough understanding along the lines of: “Ok, in the beginning it’s introducing a theory, it talks about turtles, later on there’s something about Bermuda, and at the end it says there’s something wrong with the theory.” Now, when a question talks about turtles but doesn’t give you a set of lines to look back to, you know where to go and re-read. Don’t Answer Questions in Order Really, don’t. On the SAT and ACT alike, the test writers tend to put a bigger picture question such as author’s intent or main idea as the very first question. Those types of questions are going to be much easieronce you’ve completed all of the questions that ask about specific parts of the passage (such as line or paragraph reference-based questions) since you’ll end up re-reading a bunch of little chunks of the passage and come away with a much better understanding of what’s going on here on a bigger picture level. Answer all line reference questions first.Go back to the important lines and re-read them. Maybe read a sentence before and sentence after too. Once again, you don’t have to understand any part of the passage until a question asks about it. But now is the time to understand a small chunk of it well enough to answer a question. Only once those are all completed, complete the bigger picture questions.You might realize you have a better understanding of the passage now that you’ve done those other questions, and you can use that to your advantage. Always use process of elimination.Whether you like the passage or not, identifying answers that are bad is always going to be easier than identifying the one that seems right. Worst case scenario, if you can eliminate some answer choices theDon you have a significantly better chance of randomly guessing correctly on a hard question within a hard passage. It always helps to have a little bit of an idea of what a right answer will look like before actually looking at the answer choices. So, even when passages seem difficult to comprehend or boring, stick with it. Take notice of the blurb at the beginning and make an outline in your head of what the passage talks about and in what order things happen when you do the initial read through. Don't feel compelled to answer questions in order. First, complete the line reference questions, which will also give you a better grasp of the overall passage and then use process of elimination to increase your chances of choosing the right answer on the more difficult questions. About the Author Mike S. is one of our most experienced test prep tutors. For more information on our SAT and ACT prep packages, click here.

After the GMAT Part-time vs. Full-time MBA programs

After the GMAT Part-time vs. Full-time MBA programs GMAT MBA Admissions Blog A good GMAT score is just the first step on your path to business school. If you are trying to get into one of the top 5-10 business schools in the U.S., you have many options, decisions, and challenges ahead of you. Just as working with a private GMAT tutor can provide the customized guidance and support needed to perform well on the GMAT, working with a business school admissions consultant can provide the insights that give you an edge in the business school admissions game. In the post below, one of MyGuru's core admissions partners discusses a common decision point for aspiring MBAs: the part-time vs. full-time program. If you are debating whether you should apply to a full-time or part-time MBA program, you have to consider a few factors. The admissions experts at Admit1MBA, an admissions consulting firm located in NYC, suggest you ask yourself the following questions. Are you a career-switcher? If you are looking to move across industries (from engineering to banking, from consulting to private equity, from non-profit to marketing), a full-time MBA program is usually the best way to go. The full-time MBA offers more opportunities for career-switchers to meet future recruiters, and provides more options in terms of internships and consulting projects. Where do you want to study? Some schools, like Harvard Business School, Stanford School of Business, London Business School, INSEAD and Wharton, do not offer a part-time MBA program. If you have been dreaming about going to Harvard or Stanford as an MBA student, there is only one route to consider. How much do you care about MBA rankings and the school's brand name? If the brand and the ranking of your MBA program are a critical consideration, you want to evaluate your chances at your target school. Historically, part-time MBA programs are less competitive than full-time ones, but this is starting to change slightly. This means that there is an opportunity for an arbitrage - getting into the Chicago weekend MBA program is less competitive than getting into the full-time Chicago Booth program, and the same is true for Kellogg Business School (i.e, the full-time program's average GMAT score might be 710, but the part-time program might be closer to 670). Still, many top business schools, including NYU, Columbia and Berkeley, have experienced an increased demand for their part-time and weekend MBA programs, making admissions into these programs significantly more selective. What is your opportunity cost? By going into a full-time program you are forgoing the income that you would have generated during your studies, as well as promotions and business opportunities that you could have pursued. If you are at a critical juncture in your business, or expecting a promotion that would accelerate your career track, a part-time option might work better. You may even decide to postpone your education and apply to an Executive MBA in just a few years (as an early-career candidate). Still not sure whether you should apply to a full-time or part-time program? The admissions experts at Admit1mba.com would be happy to set up an initial consultation and talk more about your profile. Contact them on their website or send them an email atinfo@admit1mba.com

?? How Much Does A Science Tutor Cost

?? How Much Does A Science Tutor Cost How Much Does A Science Tutor Cost? The average cost for a Science tutor in the UK is £21.37, taking location and level of study into account. The most expensive place to hire a Science tutor is London, with an average cost of £27.64. Lincoln is the cheapest, with an average hourly rate of £18.52.What are the Science tutor prices near me? City Average Hourly Cost ( £) London £27.64 Oxford £26.91 Cambridge £25.55 Bristol £21.82 Southampton £21.79 Derby £21.71 Nottingham £21.69 Peterborough £21.36 Portsmouth £21.32 Wakefield £21.31 Liverpool £21.25 Manchester £21.17 Edinburgh £21.01 Leeds £20.97 Sunderland £20.89 Glasgow £20.63 Plymouth £20.38 York £20.25 Bradford £20.25 Coventry £20.22 The table above shows a breakdown of the average prices for a Science tutor. Generally speaking, the cost of a Science tutor changes depending on the relative affluence of an area. That’s why London is often more expensive.How much is a Science tutor for each level of learning?As well as location, the hourly rates for Science tutors can vary depending on the level of education that your child is currently at.Primary level Science, for example, will often be cheaper than A-Level. This is due to the depth of knowledge involved for each stage of education.Here’s a list of the average prices for Science tutors at each level:Primary â€" £20.98KS3 â€" £21.09GCSE â€" £21.43IB â€" £21.74A-Level â€" £21.60What factors affect the cost of a Science tutor?The hourly rates of Science tutors can vary according to a number of different factors. Location and level of learning have the biggest impact, but the prices are also affected by the experience of the tutor, and any relevant certifica tions they hold.Tutors who hold a pHD in a scientific subject have a more in-depth understanding, and so can usually command a higher rate. Bear in mind, however, that their knowledge could actually be too advanced, and so they may struggle to simplify concepts for a child at Primary School.More experienced Science tutors will understand that tutoring isn’t just about teaching the concepts, but also instilling a passion for the subject, encouraging wider learning.The extra benefits your child receives from experienced Science tutors can often be worth the slightly higher hourly rate.Have you considered online Science tutoring? Online tutoring is now an extremely popular approach that a lot of parents are taking. There are several reasons why online tutoring can be better than in-person teaching.For starters, there’s no travel involved for both your child and your tutor. This means you don’t have to find a way to transport your child to your tutor’s house, and it means your tutor doesn’t have to factor travel costs into their pricing.For this reason, online tutoring can often be a cheaper alternative.Online tutoring can also help your child to learn better. It means they can learn from the comfort of your home, in a space that is familiar to them. Provided there are no distractions â€" maybe consider unplugging the TV! â€" then they’ll often concentrate better at home.Platforms like Tutorful provide fantastic learning resources for online tutoring. This includes great features like video calling, screen sharing, and an interactive whiteboard. This improves the effectiveness of your child’s tutor ing sessions.Get a quote from a Science tutor near you!We have a lot of amazing Science tutors ready and waiting to tutor your child. Use the link below to receive some personalised quotes, and get started today.Find a Science tutor

What really matters for the March SAT

What really matters for the March SAT The countdown is on: What really matters for the March SAT The countdown is on: What really matters for the March SAT For the past year students, educators, and parents have been wondering what will happen when the redesigned SAT is introduced in March 2016. March is finally just around the corner and students’ questions and concerns are now a reality. Unfortunately, there will be one class of students who will essentially serve as guinea pigs to see how the new test is will work and help the College Board produce a new “average” score. This is likely extremely overwhelming for students applying to college and can produce more anxiety than is necessary. There are a few things students should consider to find out what truly matters for this new SAT. 1. Scoring Guidelines Many students have mentioned their concern over the new scoring guidelines. As of January 2016 a perfect score on the SAT is 2400. In March, a perfect score will be 1600. So will colleges think that a student didnt do as well because they can now only score 1600? Absolutely not. Up until 2005, the top score was 1600 and colleges have been used to judging students on the scale for decades. Students should not concern themselves with the new scoring guidelines in general but rather think about where they will fit as compared to their peers. 2. Obscure Vocabulary Do you know what an iconoclast is? Perhaps not, but I bet you are familiar with the words rebel and critic. Students of generations past have spent hours upon hours flipping through flash card of overly complicated words that they perhaps will never use again.  Although some vocabulary words on the exam where useful and used in academia and in life, most of them belong to a category dubbed “SAT words”. On the new SAT students wont have to spend quite so much time memorizing words but they will still need to learn words in context. This is a good news/bad news situation for many students. The good news is that the obscure vocabulary is a thing of the past. The bad news is that students who think they get a free pass to skip vocab study will probably have quite a surprise on test day. Learning vocabulary in context is complicated and important and deserves plenty of attention (READ: 8 SAT Essay Tips from a Private Irvine SAT Tutor). 3. Guessing This is one of the coolest changes of the redesigned SAT. How many times did students sit down with their tutor and try and figure out exactly when they should guess on a question and when they should skip it? What if they can eliminate two answers? What if they have it down to two but theyre just not sure? This took up a lot of time during test prep and a lot of time on the actual test. Starting in March students will be able to go ahead and take a guess if theyre unsure of an answer. This is really good news for students who often just barely picked the wrong answers and became very frustrated. Now that students wont be penalized for guessing its important that they adjust their test prep study to align with this new strategy. 4. The essay is optional so I dont have to do it, right? On the Redesigned SAT the essay will be optional and separate from the writing section. Students across the country are now jumping for joy thinking they dont have to practice writing or spend any time on it on exam day. Just because something is optional on the SAT doesn’t mean that universities count it as optional. Before students skip over their essay prep its essential they research the websites of any and all colleges they wish to apply to and see if the essay is required for admission (READ: 5 Awesome SAT Apps). 5. So does this mean the new SAT is easier? Many students think that perhaps the new SAT will be easier. Although for some, this may be the case, for most it will still be extremely challenging. Students will still be tested on their math and English skills, they will still need to focus their concentration for several hours, they will still need to know vocabulary, mathematical formulas, and be able to analyze text quickly and effectively.  Additionally, students taking the essay portion will need to be able to thoroughly analyze a passage and respond to it with thought and depth. The Redesigned SAT is no joke and students are encouraged to prep as far in advance as possible. In fact, students taking the exam in March should probably have already commenced their studies. Its never too early to book your Irvine Private SAT Tutor. Call us today for more information. All blog entries, with the exception of guest bloggers, are written by Tutor Nerds. Are you an education professional? If so, email us at pr@tutornerds.com for guest blogging and collaborations. We want to make this the best free education resource in SoCal, so feel free to suggest what you would like to see us write.

No to Drugs - Tutor Hunt Blog

No to Drugs Most students say no to drugs in favour of study Most students say no to drugs in favour of studyUniversitiesWith all the negative stories in the media at moment - indeed always, what else is newscasting but a quotidian horror-show it's nice to find a story that contains a positive message. It seems students are increasingly saying no to drugs - apparently passing up on the narcotics to better concentrate on their studies. The Higher Education Policy Institute, along with the university of Buckingham, recently conducted a survey, asking university students what they think about the drug problems on their campuses. The research clearly shows that the majority of students are concerned about drug use in universities, with most students thinking it has had an insidious negative effect. To myself, a child of the psychedelic 60`s, this sounds incongruous, unbelievable - an absolute impossibility. Have things really changed so much - changed so much for the better I hasten to add - over the last few decades? Has the American slogan `Winners don`t use drugs` finally swam the Atlantic, only to be utterly convincing to this generation of students? Of the 1,059 full-time undergraduate students questioned in the study, 88% think drug usage causes problems `for the mental health of the user`, and 68% are of the opinion that it cause issues for `society in terms of contributing to criminality`. A surprising 71% of students said that they had never taken any kinds of illegal drugs, and nearly 40% were of the opinion that their university had a `problem` with drug use on campus. The director of HEPI, Nick Hillman, said the results were promising, and that students today are `more hardworking and less hedonistic` than we perhaps give them credit for. I believe the attitude of students towards illegal drugs has substantially changed over the last few decades. In the 1970`s, when I was a student, the atmosphere of the swinging sixties still seemed to hang in the air. To be quite frank, Drugs were seen as cool by the majority of my peers, a way towards enlightenment and self development. This liberal opinion even extended to the faculty of the university: my philosophy teacher would regularly hint that we would learn more in one acid trip than during all of his lectures. With the hindsight of maturity I would like to think this speaks more to the deficiencies of his teaching than the mind expanding qualities of LSD, Timothy Leary`s advocations notwithstanding. Many of the celebrities of the past decades were quite open in their use of illicit drugs. The phrase `sex drugs and rock and roll` hardly seems to apply to today`s pop stars, who appear to exemplify a fairly clean cut lifestyle. The heroes of my peer group during my student days were the punk rockers - hedonists who flagrantly displayed their narcotic lifestyles. It may be that students these days have more sober idols - and this is certainly to their benefit. Another reason for a more restrained and studious lifestyle may simply be that degrees are now very expensive. If you are spending 9000 a year for your education you may be less inclined to miss lectures through intoxication and inebriation. The results of a single study should never be taken as definitive however - in fact a recent report from the National Union of Students states that nearly 2 in 5 students are regular drug users. The report said that drug use amongst students is `a common, although infrequent, behaviour,` and that cannabis is the most widely used drug. Not all drug use is recreational though - my colleagues at university have told me that many students use `study drugs` to help them revise for extended periods. Along with stimulant drugs, which can help students stay awake and concentrate for extended periods of time, a new batch of drugs which claim to actually boost cognitive ability, called Nootropics, are widely used in some universities. It is well worth keeping in mind that the study conducted by the HEPI and the University of Birmingham only concerns illegal drugs - students were not asked about their alcohol intake. So often we colloquially use the category `drugs` to only include illegal mind altering substances - but alcohol, or ethanol rather, the active ingredient in alcoholic beverages, is a potent psychoactive substance, that can be every bit as damaging to individuals and society as illegal drugs. 20 months ago0Add a Comment