Get The Facts on Drug Abuse and
Aids Prevention for Young Adults
Research sponsored by National
Institute on Drug Abuse has shown
that drugs and alcohol negatively
affect good judgement in regard to
sexual behavior, and often place
young adults at risk for AIDS. The
extent of drugs and alcohol abuse by
young adults and the "partying life
style" play a key role in situations in
which young people engage in sex
when they do not want to, practice
unprotected sex when they do, and
find themselves regretting their
actions - sometimes too late. Drugs,
particularly alcohol, play a key role
in affecting good judgement about
sex; this puts many at great risk of
exposure to HTV.
Yeung Adults and Risky Behavior
NIDA's 1992 Monitoring the
Future Survey (High School Senior
Survey) shows that 27.9% of high
school seniors, 41.4% of college
students, and 32.5% of their non
college peers engage in heavy binge
drinking. Among high school sen
iors, 27.1% used illicit drugs in the
past year and 28.3% of young adults
used illicit drugs in the past year.
AIDS is a Leading Cause of Death
Among Young People
HIV infection/AIDS is now the
third leading cause of death among
young people aged 25-44, the sixth
leading cause of death among those
aged 15-24, and is expected to be
among the top five leading causes of
death among women of childbearing
age in the 1990s. The Public Health
Service estimates that by the end of
1994 between 320,000 and 385,000
cumulative deaths will have occur
red due to HIV infection/AlDS.
(Centers for Disease Control and
Prevention Surveillance Report).
Young Adults at Risk for
Contracting HIV
As of June 1993, 1,301 people
aged 13-19 were diagnosed with
AIDS. In addition, almost one fifth
of all people diagnosed with AIDS
were between the ages of 20-29 at
the time of diagnosis. As of June 30,
1993, 59,617 young adults aged
20-29 had been diagnosed with
AIDS. Among them, 47,777 were
aged 25-29, and 11,840 were aged
20-24. (Centers for Disease Control
and Prevention - CDC)
HIV Transmission Through
Heterosexual Contact
The CDC reports that through
March 1993, 284,840 AIDS cases
have been reported in adolescents and
adults. The statistics show that
among this group, 19,178 (7%) ac
quired AIDS through heterosexual
contact. Among this group 11,638
were females. Of these women, al
most 24% were white, 53% were
black, and 23% were Hispanic. From
April 1991 to March 1992, 3,671
people acquired AIDS through heter
osexual contact. From April 1992 to
March 2993, there were 6,072 cases
of heterosexual AIDS - an increase
of 65%. (CDC)
Injecting Drug Use Among
Adolescents and AduUs
As of March 1993, 83,819 people
had acquired the HIV through their
own injecting drug use. This ac
counts for 29% of all AIDS cases.
Among this group, 15,816 were
women. In addition, 6,696 women
contracted AIDS by having sex with
an injecting drug user. (CDC)
Alcohol and Sexual Behavior
Alcohol is associated with high
risk sexual activity that can
potentially result in exposure to HTV.
Sexual practices considered high risk
for acquired HIV from an infected
individual include intercourse with
out a condom; other sexual practices
that facilitate the exchange of blood,
semen, or other body secretions; and
unprotected sexual activities with
multiple partnen.
Studies have shown that alcohol
consumption may influence high risk
behaviors during sexual encounters.
A study of heterosexual drinking
habits and sexual behavior found
that women and men who frequently
combined alcohol use with sexual
encounters were generally less likely
to use condoms during intercourse.
Alcohol and the Immune System
Research shows that alcohol can
impair normal immune responses
that protect the body from disease.
Chronic alcohol consumption has
been shown to reduce the number of
infection fighting white blood cells,
and depress antibody production and
other immune responses in labora
tory animals and in humans.
• Alcohol can impair normal im
mune responses that protect the body
fn>m disease.
» Chronic alcohol consumption
reduces infection fighting white
blood cells.
For further information on issues
related to drug abuse prevention,
contact Cathy Annas, Drug Educa
tion Coordinator for Students, Room
234, Thompson Hall, or call
838-6147.
Ways To Learn
continued from page 6
A/r. Alan G. Richey, Psych
ology/Religion Instructor, suggest
ed to experience it as opposed to
rote memorization. The more
senses involved, speaking, hearing,
and seeing, the better the retention.
A/r. Samuel D. Sink, Foreign
language Instructor, said the main
thing is to deal with the little voice
inside your head that is chatting all
the time. Pay attention to it and
then let it go and focus on the here
and now. . ^shumate
Career Information For
Students with Disabilities
As students begin to consider vocational choices, the first step is to seek
out as much information as they can find about the careers that interest
them. People with disabilities are capable of performing a w ide range of
jobs. Students can and should first evaluate their interests - then narrow
dowTi their choices by weighing their vocational abilities with possible
limitations imposed by their disability (keeping in mind that technological
adaptations and worksite modifications can be made). After identifying
vocational areas of interest and ability, students will be better prepared to
explore the array of vocational opportunities available. A good way to start
the process is to meet with a counselor in the Student Development OlTice
who can direct the individual to career sources and provide help in how to
use them. Important career books which are helpful in the career planning
process are the Dictionary of Occupational Titles and the Occupation Out
look Handbook.
The Dictionar>- of Occupational Titles (DOT) describes occupations
within our economy and provides information about the physical demands,
w orking conditions, and aptitudes required for a specific job. The Occupa
tional Outlook Handbook (OOH) is published every two years, providing
the most current employment data and trends concerning more than 850
occupations in a variety of major industries. Specific information provided
for each major job includes: job duties; personal training and educational
qualifications for the job; salary range; advancement opportunities; and
additional information .sources. The DOT and OOH are published by the
U.S. Department of Labor. These, as well as other publications, such as
How To Choose a College; Guide for the Student with a Disability, and Jot
Strategies for People with Disabilities are available in the Counseling
Center. Contact Cathy Annas for Career Planning Ser\ices in Room 234, oi
call 838-6147.
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College T ransfer Questions
Help Is Available
How can I be sure that my courses will transfer to a senior college?
Will "D's" transfer? What happens if I repeat a course? What courses do I
need to take to transfer into my major at the four-year college? What col
leges offer my major? How do I convert quarter hours to semester hours?
These are among the questions frequently asked by college transfer stu
dents. For answers to these and other concerns you might have about
transferring to a senior college, you should contact Larry Caudill, transfei
coordinator, in the Counseling Center. Information is available on any
college major at any four-year college. If you are undecided about your
career or college plans, counseling is provided to assist you in determining
your options and making decisions best for your interests and abilities.
Personal Education Plans are also prepared, upon request, that list quarter-
by-quarter the courses you should take according to your major and senioi
college.
The Counseling Center is located on the second floor of Thompson
Hall. For more information contact Larry Caudill at 838-6148 or go by his
ofnceinRoom235. Appointments are not necessary.