The Fifth Child Essay -- literary Analysis, Doris Lessing

The unpredictable multifaceted nature and incredibly practical portrayals of room in Doris Lessing’s The Fifth Child marvelously enlightens society’s desperate failure to adapt to it’s blemish. Society requests faultless flawlessness, a world liberated from deformity, and the desire to live in an immaculate ideal world drives the ID and disposal of unrefined invalids. These ruined people are dreaded and regarded to be uncouth ruffians who must be put past the guests of working society to guarantee an uncorrupted world. Less attractive creatures are thrown into heterotopias or â€Å"counter-sites† while society denies their reality and fakes flawlessness. Lessing’s tale tears this picture down and hurriedly uncovered society’s wretched endeavors to underestimate, fault, and outcast those viewed as irregular and useless in the as far as anyone knows impeccable world. In The Fifth Child the unequivocally executed heterotopia of the organization draws on this hypothesis of an equal space as a container for undesired bodies and Harriet, the mother of a hostile mammoth, is casualty to society’s severity. Harriet is a pariah and her amazingly horrendous collaboration with the unfeeling organization further estranges her from her family and hopelessly throws her into her own turbulent heterotopia. All through the novel Harriet’s striking contrasts are compared against the cultural patterns of the time and she is usually seen as a lost peculiarity. Early depictions in The Fifth Child characterize Harriet as irregular and her picture puts her outside of the hearty and transitional society where she lives. Harriet is an inquisitive nonconformist and she â€Å"sometimes felt herself awful and lacking in some way† (10). This acknowledgment of odd idiosyncrasies soon establishe... ...ly enlightens and abuses the contemptible perspectives and issues in the public arena. The epic represents society’s elitist disposition and unreasonable minimization of people who are viewed as ruffian, invalid and twisted through Harriet. Her nerve racking associations with the eminently created and horrendous establishment features the woeful endeavors of society to uproot people and discard them past their working guests. Moreover, Harriet’s matches with the foundation lead to her distance from the world. She is viewed as horribly unnatural, condemned, and left alone to bring up her troublesome child Ben. Plainly Harriet’s sad collaboration and association with the unpleasant organization reveals society’s unforgiving air and shows the awful and unsalvageable fracture between misconstrued, impossible to miss people and the world.

To what extent can the doctrine of the hypostatical union be traced Essay

Whatever degree can the precept of the hypostatical association be followed back to the educating and profound act of early Christian church - Essay Example While it may be enticing to state the way that the early Christian development was some way or another uneducated or deficient to observe key degrees of philosophical deduction, people at the cutting edge of creating Christian religious philosophy were in many cases the most instructed citizenry of that specific period. In like manner, as opposed to diving into a wide conversation of the false impressions and contradictions that existed inside early Christian idea, this specific investigation will rather concentrate explicitly on the issue of difference identified with what is known as the hypostatic association which was comprehended to have been displayed inside the individual of Christ as he lived on earth. In straightforward terms, the hypostatic association means the way that Christ displayed both a perfect and genuine nature nearby a human one. In spite of the fact that this is excepted prima sash among practically all devotees of the Christian confidence inside the present wor ld, it was a lot of difference and contention that existed inside the early church as teachings were planned and religious philosophy dependent on Christ’s nature was characterized. Thusly, the accompanying examination will try to furnish and authentic outline and plan with respect to how these contrasting methodologies at last came to be considered as Christian ordinance all through the ages. Before digging legitimately into the issue of a meaning of the hypostatic association, it is important to welcome the way that this specific term didn't begin with early Christian convention as well as religious philosophy. Rather, hypostasis was initially begat by the emotionlessness development inside old Greece; as indicating being of two natures simultaneously. As people inside the Stoic development tried to fuse this idea inside their day by day lives, it was an applicable term that was known among instructed people inside the early Christian

Add 10 Custom CSS ReadMore Button in Blogger Template

Add 10 Custom CSS ReadMore Button in Blogger Template Generally Blogger Readmore button used for navigating in post page. However without ReadMore option we can navigate to post page by clicking on Post title. But ReadMore button will add a stylish look in Blogger template and Blog visitors will easily navigate to the full content. Formerly in Blogger template we used to see ReadMore link or instead of link some designer use Image. Only ReadMore link is not attractive and Image has another problem that if it deleted from Image hosting server then ReadMore button won't visible appropriately on Blogger template. So using CSS is safe for Blogger because you won't face any trouble to use it. So in this tutorial I will show you some usual and unique stylish CSS ReadMore button which can be add in your Blogger template to give them a new Look. Before proceeding to the tutorial you have to find out your template ReadMore code. Majority Blog designer use .jump-link code but some blog designer use . post-more-link so if your template designed with .jump-link code then straight you can add the Custom ReadMore button code from below. However if your template ReadMore code start with . post-more-link code the simply replace all .jump-link code with . post-more-link code and after that apply the code in your Blogger template. Though I have added this code for the majority user. But those who are using my designed template they will find the ReadMore code start with . post-more-link code. So you have to replace the code first. For Example: .post-more-link { float:right; margin:1% 1%; } .post-more-link a { text-align:center; display:inline-block; background:#333333; color:#ffffff; margin:14px 14px 14px; padding:12px 12px 12px; text-decoration:none; font:120% 'Oswald',Sans-Serif; } .post-more-link a:hover { background:#F80505; color:#ffffff; } Add 10 Custom CSS ReadMore Button in Blogger Template Please follow the below steps- Step1Log in to yourBlogger Accountand Go to yourBlogger Dashboard Step2Click on Now click on-Template-Edit HTML Step3Now find the/b:skinby pressing Ctrl+F Step4Copy any code from below and Paste the code above/before/b:skin ReadMore Button 1 Code for Button Style 1 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; background:#333333; color:#ffffff; margin:14px 14px 14px; padding:12px 12px 12px; text-decoration:none; font:120% 'Oswald',Sans-Serif; } .jump-link a:hover { background:#F80505; color:#ffffff; } ReadMore Button 2 Code for Button Style 2 are below- .jump-link { float:right;margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; padding:6px 6px 6px; color: #000000; margin:10px 10px 10px; font:100% 'Oswald',Sans-Serif; background-color:#F8FAFD; text-decoration:none; border-left:10px solid #05A8FC; box-shadow:1px 1px 2px gainsboro; transition: border-left .777s; -webkit-transition: border-left .777s; -moz-transition: border-left .777s; -o-transition: border-left .777s; -ms-transition: border-left .777s; } .jump-link a:hover { border-left:10px solid #FC2B2C; color:#222222; } ReadMore Button 3 Code for Button Style 3 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; padding:6px 6px 6px; color: #000000; margin:10px 10px 10px; font:100% 'Oswald',Sans-Serif; background-color:#F8FAFD; text-decoration:none; border: 1px solid #cccccc; border-bottom: 4px solid #03DA03; box-shadow:1px 1px 2px gainsboro; transition: border-left .777s; -webkit-transition: border-left .777s; -moz-transition: border-left .777s; -o-transition: border-left .777s; -ms-transition: border-left .777s; } .jump-link a:hover { border-bottom: 4px solid #003F80; color:#222222; } ReadMore Button 4 Code for Button Style 4 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; padding:6px 6px 6px; color: #000000; margin:10px 10px 10px; font:100% 'Oswald',Sans-Serif; background-color:#F8FAFD; text-decoration:none; border:3px dashed #000000; border-bottom:5px solid #000000; box-shadow:1px 1px 2px gainsboro; transition: border-left .777s; -webkit-transition: border-left .777s; -moz-transition: border-left .777s; -o-transition: border-left .777s; -ms-transition: border-left .777s; } .jump-link a:hover { border:3px dashed #000000; color:#222222; } ReadMore Button 5 Code for Button Style 5 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#FFFFFF; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; font:100% 'Oswald',Sans-Serif; background-color:#000000; text-decoration:none; text-transform:uppercase; box-shadow:4px 4px 0px rgba(33,33,33,0.45); } .jump-link a:hover { background-color:#05B6F8; color:#FFFFFF; } ReadMore Button 6 Code for Button Style 6 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#333333; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; border:5px dashed #000000; border-bottom-right-radius: 30px; border-top-left-radius: 30px; font:100% 'Oswald',Sans-Serif; text-decoration:none; text-transform:uppercase; } .jump-link a:hover { border:5px dashed #0572F8; color:#0572F8; } ReadMore Button 7 Code for Button Style 7 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#333333; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; border:5px dotted rgb(251, 10, 38); border-bottom-right-radius: 30px; border-top-left-radius: 30px; font:100% 'Oswald',Sans-Serif; text-decoration:none; text-transform:uppercase; } .jump-link a:hover { border:5px dotted #000000; color:#333333; } ReadMore Button 8 Code for Button Style 8 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#333333; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; border: 3px dashed #E2E2E2; -moz-box-shadow: 0 0 20px rgba(0, 0, 0, .2); -webkit-box-shadow: 0 0 20px rgba(0, 0, 0, .2); box-shadow: 0 0 20px rgba(0, 0, 0, .2); font:100% 'Oswald',Sans-Serif; text-decoration:none; text-transform:uppercase; } .jump-link a:hover { border: 3px dashed #000000; color:#333333; } ReadMore Button 9 Code for Button Style 9 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#333333; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; border: 5px double #B8B4B4; -moz-box-shadow: 0 0 20px rgba(0, 0, 0, .2); -webkit-box-shadow: 0 0 20px rgba(0, 0, 0, .2); box-shadow: 0 0 20px rgba(0, 0, 0, .2); -moz-border-radius: 5px; -webkit-border-radius: 5px; border-radius: 5px; font:100% 'Oswald',Sans-Serif; text-decoration:none; text-transform:uppercase; } .jump-link a:hover { border: 5px double #000000; color:#333333; } ReadMore Button 10 Code for Button Style 10 are below- .jump-link { float:right; margin:1% 1%; } .jump-link a { text-align:center; display:inline-block; color:#333333; margin:5px 4px 5px 10px; padding:9px 10px 9px 10px; border: 8px inset #0572F8; font:100% 'Oswald',Sans-Serif; text-decoration:none; text-transform:uppercase; } .jump-link a:hover { border: 8px inset #05B6F8; color:#333333; } Step5Finallyhit theSavetemplatebutton. Customization To change the Button color just change color code only from code block. You can avail the different color from ourColor Picker. If you have any query regarding this tutorial or need further support then feel free to leave a comment below.

What Is the Biggest Animal in the Ocean

The biggest animal in the world is a mammal that lives in the ocean. It is the blue whale (Balaenoptera musculus), a sleek, blue-gray giant. About the Blue Whale Classification Blue whales are a type of baleen whale known as a rorqual, the largest group of baleen whales. Baleen whales are characterized by the flexible filter in their gaping mouths that they use for sifting tiny prey from the water. Blue whales are filter-feeders, not fierce hunters. They drift slowly through the water and feed leisurely and opportunistically. Size Blue whales are thought to be the largest animal ever to live on the Earth, let alone the largest animal still living. They can reach lengths of up to 100 feet and weight between 100 and 150 tons. Diet and Feeding Blue whales, like other whales with baleen, eat only very small organisms. Because of their mammoth size, it takes massive amounts of tiny fish and crustaceans to satisfy a blue whales appetite. The blue whale feeds primarily on krill and may eat up to four tons of them per day. They feed seasonally and store energy in their blubber for later use. Behavior These gentle mammals are mostly solitary but often travel in pairs. They migrate to warmer water when winter arrives and often feed near coastlines, the only time that they can be spotted close to the shore. Blue whales are always on the move and can communicate with each other across hundreds of miles. They reproduce a single offspring every few years and their young stay close until they no longer require their mothers milk. Where to Find Blue Whales Blue whales are found in each of the worlds oceans but their populations have been severely depleted by the whaling industry. Blue whale populations had declined so much at harpoon whalings beginning that the species was given protection from hunting in 1966 by the ​International Whaling Commission.  It is because of this initiative that blue whales are still alive. As of 2019, there are an estimated 10,000 blue whales in the world. Blue whales prefer to live very far beneath the oceans surface where food is plentiful and obstacles are few. Populations have been found in the northeast Pacific ocean, Indian ocean, north Atlantic ocean, and sometimes parts of the Arctic ocean. Though blue whales are much too large to be kept in captivity, they can be seen if you know where and when to look. To have a chance at seeing a blue whale in the wild, try whale watching off the coast of California, Mexico, or Canada during the summer and fall. Other Big Ocean Animals The sea is full of huge creatures. Here are a few more of them. Fin whale: The second largest animal in the ocean is the fin whale, another baleen whale. These slippery mammals come in at an average length of 70 feet.Whale shark: The largest fish is the whale shark, which can grow to be about 65 feet and weigh up to about 75,000 pounds.  These also live on a diet of krill and plankton!Lions mane jelly: The largest jellyfish is the lions mane jelly. It is possible that this animal could, in rare cases, surpass the blue whale in length—some estimate that its tentacles can stretch 120 feet. The Portuguese man o war  is another large jelly-like creature that is not technically a jellyfish, but a siphonophore. It is estimated that the man o wars tentacles can be 50 feet long.  Giant oceanic manta ray: The largest ray is the giant oceanic manta ray. Their wingspan can be up to 30 feet and they can weigh up to 5,300 pounds. These docile creatures live in warm waters and are commonly seen leaping several feet out of the water. They are said to have the largest brain of any fish. Sources â€Å"Blue Whale.† NOAA Fisheries Office of Protected Resources.Carwardine, Mark. Whales, Dolphins and Porpoises. Dorling Kindersley, 2010.â€Å"Giant Manta Ray.† Oceana.Gorter, Uko. â€Å"Blue Whale.† American Cetacean Society, 2018.Mead, James G., and Joy P. Gold. Whales and Dolphins in Question: The Smithsonian Answer Book. Smithsonian Institution Press, 2002.â€Å"The Marine Mammal Center.† The Marine Mammal Center.

A Harmonious Clash Of Moby Dick Essay - 1913 Words

A Harmonious Clash HOOK. In Moby Dick by Herman Melville, Ishmael blindly signs up for a whaling expedition with the monomaniacal Captain Ahab. The reader is able to experience Ahab’s farcical obsession through Ishmael’s stable point of view from the beginning of the journey to the tragic fate of the Pequod. Melville writes Moby Dick in manner where Ishmael and Ahab’s personalities differ, yet compliment one another. Ishmael’s reflective, equanimous, and detached perspective heavily contrasts with Ahab’s reactive, erratic, and obsessive personality, making them complementary characters. While Ishmael provides a stable lens into the life aboard the ship, Ahab’s fiery temperament is what progresses the narrative. Ishmael’s isolation and position as an objective outsider allows all readers to identify with him. The first words read in Moby Dick are, â€Å"Call me Ishmael† (Melville 18). In the bible, Abraham and Sarah cannot have any children so th ey ask their maidservant, Hagar, to essentially be a surrogate. She successfully gives birth to Ishmael, however, then Sarah miraculously became pregnant with Isaac. Seeing as Ishmael is technically illegitimate, Sarah convinces Abraham to banish Hagar and Ishmael to the desert so that Issac, her biological son, can become the next patriarch (Genesis). Therefore, when Melville’s narrator suggests to â€Å"call [him] Ishmael,† he is telling the reader that he, too, is an exile or outcast. This idea projects on a bigger scale in the

The Community Of Mount Vernon - 1182 Words

Although Mount Vernon, Ohio is a small city, it contains a very caring and proactive community of people who want to help those in need. This attribute of the citizens of Mount Vernon can be clearly seen in the great number of services and shelters available to people in crisis situations. One of the services offered is the Winter Sanctuary, an emergency homeless shelter in Mount Vernon that provides the homeless with a place to stay during the frigid winter months. I spent two hours visiting this shelter along with one of my classmates, Faith Aleshire. We were able to speak with three homeless women at the shelter, and we learned a bit about their life stories. This experience has broadened my understanding of homelessness and how the†¦show more content†¦The harsh lifestyle that these women endured could be seen on each of the women’s faces, which looked worn and calloused from the cold. The women were wearing clothes that were clearly from a second-hand store, and they were wearing several layers of soft fabrics. The shelter provided several services to help these women get back on their feet. About fifteen beds, complete with bedding and warm blankets, were placed about the room. A space heater was located in a corner next to a television set. A bathroom and showers were provided, as well as laundry facilities. One of the objects in the room that surprised me with its usefulness was a computer. All three of the women at the shelter were unemployed. During our visit with them, one of the ladies was working on filling out job applications on a computer provided by the shelter. They told each other about various job openings that they had come across earlier in the day. They even mentioned that they would like to apply for employment at the new Mount Vernon Grand Hotel. Obtaining a job is the first step to getting back on their feet. I realized that the shelter was very wise in providing a computer for the residents to use for this purpose. During our visit, two volunteers from the Salvation Ar my brought a chicken and noodle casserole and a few loaves of bread for the residents. I was surprised by the variety of services that were provided by the Winter Sanctuary, and it was clear that each of

Learning Drug Misuse Among College Students â€Myassignmenthelp.Com

Question: Discuss About The Learning Drug Misuse Among College Students? Answer: Introduction The current topic focuses on the concept of the use of stimulants and its effect in on enhancing the academic performance of an individual. These are known as smart a drug which aggravates the process of educational doping. The drugs may vary in its expression within the community and the particular age groups. Recent surveys and evidences have suggested that Australian students use smart drugs at a rate higher than the Us and the Germany based students. In the current assignment, the case study of Wasim had been highlighted who a 29 year old boy is studying at an Australian University. He had come across this facebook post where most of his friends had been using smart drugs for enhancing their educational performances. However, Wasim is sceptical about the affectivity of these drugs in improving the grey matter quotient of an individual. Moreover, sufficient research and past exposure to a similar situation have helped Wasim in understanding that these smart drugs are suggested for attention deficit hyperactivity disorder treatment. Reports and evidences have suggested that though the intake of the drugs can have some positive Impacts initially. However, long term use of the drugs can make an individual dependent and reduce their power of cognition. Analysing Authors expertise, qualifications and affiliations For the current context, two separate articles have taken into consideration for focussing upon the effect of drugs academic performance improvement. Therefore, the expertise, qualifications and affiliations possessed by the author of each separate article have been dealt with separately. Life context of pharmacological academic performance enhancement among university students a qualitative approach (Hildt et al. 2014) The author seems to be working in the areas of psychiatry and psychotherapy along with philosophy. Out of these, KL and AGF belong to the department of psychotherapy and psychiatry, of the University medical centre Mainz, Germany. KL is the head of the department of psychotherapy and psychiatry, AGF is a trainee in the department. EH belongs to the department of philosophy and is an expert in the areas of Neurotics. EH, AGF, KL participated in conception of the study and design. The interviews were performed jointly by EH, CB, MC and AGF,. The transcriptions for the interviews were performed by DL. AGF and EH analysed the data and designed separate categories. Most of the authors participated in interpretation of the data, drafting of the report and in the revision of the manuscript. The affiliations of the authors are as follows: Department of philosophy, Johannes Gutenberg University of Mainz Department of psychiatry psychotherapy, University medical centre The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes (Munro et al. 2017) The articles have been authored by four different authors B.Munro, L. Weyandt, M. Marraccini, D. Oster. Weyandt and Munro have feelowship programs in interdisciplinary neuroscience program, University of Rhodes island, US. Oster works in the University of psychology, University of Rhodes island, US, whereas, Maricinni belongs to the Alpert medical school, brown university. Relation of conflicts of interest to the study findings There are a number of issues which often becomes a hurdle in the path of publication of the report. Some of these are reported in the form of conflicts of interest which often challenges the authenticity of a research publication. The COI often arises due to disparity where some of the points mentioned by the author do not qualify with the reality based evidences (Schelle et al. 2015). The development of such conflict of interest can often arise due to credit not given to an author for his specific contribution in the research paper and findings. For the present study the major conflict of interest have come from some of the other peer reviewed journals where the concerned author has claimed that the stimulants can actually be prescribed under serious conditions for improving the cognitive and thinking power of an individual. However as argued by Betancourt et al. (2013), the long term use addictive substances can have other serious health implications or reduce the self esteem of an individual in the long run. Research question aims/ hypothesis Article: Life context of pharmacological academic performance enhancement among university students a qualitative approach Research question A critical research question here would be whether the participants of the interview actually felt positive changes within their academic performance with the use of the drugs The present study aims to reduce the lack of scientific and empirical data about factors and real world effects on academic performance enhancement. Article: The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes Aims: the study was focussed on EF globally and considered as a determining factor of the cognitive ability and thinking power possessed by an individual. Research hypothesis: The articles consist of two different research hypotheses such as: Students with reported cognitive deficits were more likely to use illicit academic performance stimulants To test the second outcome which is aimed at finding out the effect of NMUPs on cognitive functioning and academic outcomes an ANNOVA test was performed Authors justification of the need of the study The author highlights the emerging trend within the present Australian context where majority students have been seen to be dependent upon the use of stimulant to enhance their academic performance. However, a number of contradictions are observed to be present with the use of such illicit drugs to enhance the academic performance of individuals (Arria Compton, 2017). Some of the limitations which have been further reported through research and study are increased dependency in the students for the use of illicit drugs which reduces their self esteem. Additionally, the same had also been seen to have other serious health mental and physical exaggerations. In the present case study wasim had reportedly found a connection between the use of smart drugs for the treatment of conditions such as the attention deficit hyperactivity disorder. Therefore, unsupervised medications over longer periods of time could resulted in development of unexplained stress or melancholic situation by alteri ng the serotonin and dopamine concentration in the brain (Shepherd et al. 2016). Methods and methodology of research used in the study The methodology adopted for the present study design was qualitative in nature where open ended questionnaires were placed in front of the students. The students were asked a number of different questions and the interview responses collected were grouped into similar and disimilar responses. The similar responses were grouped into themes, which were further evaluated during the interview process. The interview recordings were made into transcript which was used for further comparative analysis. The participants were invited for the interview through the distribution of placards in the University billboards. An information sheet was displayed depicting sufficient information about the use of particular kind of drugs and the effects of the same on the health and cognition of the students. A list was provided asking the students regarding the illicit and non-supervised use of psycho stimulants such as amphetamines, methylphenidate. The students were asked to share their details anonymously. However, healthy students without any history of psychotic issues and disorders such as attention deficit hyperactivity or schizophrenia or using psycho addictive medications such as Ritalin were considered for the study. The questionnaire was designed using set rules or guidelines where full confidentiality was maintained regrading the data collection procedure. This also helped in preserving some of the important details that is the such as the personal identities of the participants. The questions were asked mainly related to the surrounding conditions which the student towards the intake of such addictive drugs. They were also inquired regrading the amount of changes which was reflected among their grades and marks. Justifying the research methodology and the methods used study The researcher has used a qualitative research design for the data collection and analysis. In this respect, the students were interviewed on a face to face regarding the various situations or factors which might have force d them to undertake the use of such simulants for enhancing their academic performance. The structured open ended questionnaires thrown towards the students helped in the evaluation of the parameters which affects the cognitive and thinking ability of a person. participants in the study The participants selected were 18 healthy university students who had been reportedly using unsupervised medication or stimulants for the enchantment of their academic performance. The students were interviewed in a face to faces set up regarding the conditions or the situations which triggered the use of such substances by the students. The questions were also farmed covering the initial or the changed feelings of the students brought about by the consumption of the stimulants. The analysis provided by the students were used further for arriving at a suitable conclusion regarding the effects of the drugs and the influences the consumption of the same may produce on the cognitive thinking and abilities of a person(Nargiso et al. 2015). Hypothesis supporting the findings /conclusion A strong correlation has been seen to exist between poor performance in academics and the use of stimulants. Therefore, the evidences suggested by the authors have been truly justified where academic grades have often increased peer pressure among the students for the use of such drugs (Werry et al. 2013). Barriers to application of evidence in practise A number of limitations are thrown towards the application of the evidences in real life situations. This could be attributed to the contradictory views possessed by different educational concerns. Additionally, lack of sufficient knowledge among the student population regarding the use of such drugs and its health impacts can also affect dictate their preferences (Luca et al. 2016). Similarly, lack of sufficient support from allied educational concerns can also serve as a limitation. Alignment of the research studies with the PICO elements Factors Methods and outcome Patient, population, Problem In the current situation, 18 healthy university students were selected for a face to face interview where they were asked questions regarding the illicit use of smart drugs for enhancing academic performance Intervention supportive counselling framework provided to the students during the experiment duration to evaluate the effect of the effect the detachment the stimulants have on the students Comparison The data recorded from the students using stimulants were compared with the ones not using stimulants to analyse the effect of the same on students academic performance Outcome The students were subjected to follow up along with motivational interview sessions in order to understand the improvement in the overall academic grades of the students. Table 1: PICO (Source: Hildt et al. 2014) References Advokat, C., Scheithauer, M. (2013). Attention-deficit hyperactivity disorder (ADHD) stimulant medications as cognitive enhancers.Frontiers in neuroscience,7. Arria, A. M., Compton, W. M. (2017). Complexities in understanding and addressing the serious public health issues related to the nonmedical use of prescription drugs. Arria, A. M., Garnier-Dykstra, L. M., Cook, E. T., Caldeira, K. M., Vincent, K. B., Baron, R. A., OGrady, K. E. (2013). Drug use patterns in young adulthood and post-college employment.Drug and alcohol dependence,127(1), 23-30. Betancourt, J., Ros, J. L., Pagn, I., Fabin, C., Gonzlez, A. M., Cruz, S. Y., ... Palacios, C. (2013). Non-medical use of prescription drugs and its association with socio-demographic characteristics, dietary pattern, and perceived academic load and stress in college students in Puerto Rico.Puerto Rico health sciences journal,32(2). Clayton, H. B., Lowry, R., August, E., Jones, S. E. (2015). Nonmedical use of prescription drugs and sexual risk behaviors.Pediatrics, peds-2015. Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university studentsa qualitative approach.BMC medical ethics,15(1), 23. Kennedy, J. N., Bebarta, V. S., Varney, S. M., Zarzabal, L. A., Ganem, V. J. (2015). Prescription stimulant misuse in a military population.Military medicine,180(3S), 191-194. Luca, S. M., Franklin, C., Yueqi, Y., Johnson, S., Brownson, C. (2016). The relationship between suicide ideation, behavioral health, and college academic performance.Community mental health journal,52(5), 534-540. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive behaviors,65, 250-257. Nargiso, J. E., Ballard, E. L., Skeer, M. R. (2015). A systematic review of risk and protective factors associated with nonmedical use of prescription drugs among youth in the United States: a social ecological perspective.Journal of studies on alcohol and drugs,76(1), 5-20. Schelle, K. J., Olthof, B. M., Reintjes, W., Bundt, C., Gusman-Vermeer, J., van Mil, A. C. (2015). A survey of substance use for cognitive enhancement by university students in the Netherlands.Frontiers in systems neuroscience,9. Shepherd, J., Meteyer, K., Bruzios, K., Pol, J., Charpentier, M. (2016). Normative perceptions of peer substance use and party-related behaviors.InSight: Rivier Academic Journal,12(1). Skidmore, C. R., Kaufman, E. A., Crowell, S. E. (2016). Substance use among college students.Child and Adolescent Psychiatric Clinics,25(4), 735-753. Watkins, W. C. (2016). A social learning approach to prescription drug misuse among college students.Deviant Behavior,37(6), 601-614. Werry, J. S., Aman, M. G. (Eds.). (2013).Practitioners guide to psychoactive drugs for children and adolescents. Springer Science Business Media.