The Situation of Drug Use Among Prisoners

Annotated bibliography

Small, W., Kain, S., Laliberte, N., Schechter, M., Shaughnesy, M., Spittal, P. (2005). Incarceration, Addiction and Harm Reduction: Inmates Experience Injecting Drugs in Prison. Substance Use & Misuse, 40(1), 831–843.

Click the button, and we will write you a custom essay from scratch for only $13.00 $11.05/page 322 academic experts available Learn more

The article reveals how HIV/AIDS is becoming a threat and a major problem in many prisons in Canada. An investigation carried out in British Columbia prisons showed that many inmates are at risk of contracting HIV/AIDS in their prisons. The findings of the research reveal a relationship between prisoners and the inadequate accessibility of syringes. Therefore, for this problem to be solved, as the article concludes, it is imperative for an effective harm reduction program to be initiated to reduce the problem of drug use among inmates.

Milly, T., Veena, S., Catina, C., Crecelius, R., Cottler, L. (2005). Risky business: Focus group analysis of sexual behaviors, drug use victimization among incarcerated women in St. Louis. Journal of urban health: Bulletin of the New York Academy of Medicine, 86(5), 810-819.

Milly et al. report that many women incarcerated are vulnerable to violence. They are at risk of contradicting HIV. The study, which took a focus group methodology, and was carried out in May and September, revealed that many women offenders that were brought under the drug court were at the risk of physical abuse. Abuses like rape and physical violence contribute to the increased deaths in women. Therefore, women remain at high risks of contracting HIV if preventive measures are not instituted to protect the incarcerated women in prisons, as well as after they are released.

Niki, C., Kathleen, J., Sandra, M., & Kupper, L. (1999). Women Inmates’ Risky Sex And Drug Behaviors: Are They Related?. Am. J. Drug alcohol abuse, 25(1), 129-149.

The article explores the relationships between female illicit drug users in correctional facilities (different drug use and sexual risk factors) related to the contraction of HIV. An interview conducted in North Carolina on women revealed that many of the women in the correctional facilities were drug users and crack smokers. However, the sexual risk factor varied with crack smoking injectors having the highest risk of contracting a sexual disease such as HIV/AIDS. Therefore, appropriate strategies should be put in place to address the needs of different levels of drug users in prisons.

Only 3 hours, and you will receive a custom essay written from scratch tailored to your instructions Learn more

Strang, J., Gossop, M., Heuston, J., Green, J., Whiteley, C., Maden, A. (2005). Persistence of drug use during imprisonment: relationship of drug type, recency of use and severity of dependence to use of heroin, cocaine and amphetamine in prison. Society for the study of addiction, 1(1), 1126-1135.

According to the article, many prisoners use drugs before imprisonment. The study conducted in England Wales revealed that the majority of the inmates consented that they had earlier used heroine, cocaine, and amphetamine before their impressments. Most of these users continue to use the same drugs in the prison. As such, chances are higher for those that may have used the drugs a month prior to their imprisonment. Therefore, enough research needs to be done on the behavior of drug use among such prisoners to come up with an affable strategy to deal with this problem.

Feucht, T., Keyser, A. (1999). Reducing drug use in prisons: Pennsylvania’s Approach. National Institute of Justice Journal, 1(1), 10-16.

Feucht argues that the rate of crimes is directly associated with drug use. A study conducted in Pennsylvania in 1997 indicated that one-fifth of the inmates were incarcerated for abusing drugs. 83 percent of the cases agreed that they used drugs in their lives before while 57 percent used drugs a month before they were incarcerated. The drug interdiction program, abroad based strategy, that includes interdiction methods, drug testing, and drug treatment has seen many of the prisoners’ drug addicts rehabilitated.

Loeb, S., & Steffensmeier, D. (2011). Older inmates’ pursuit of good health: A Focus group study. Research in Gerontological Nursing, 4(3), 185-196.

Most of the older inmates in the prisons face a number of challenges that are related to food concerns, cost issues, fellow inmates, prison personnel, and policies abilities to maintain their health in prison and personal barriers. However, amidst all these challenges, old prisoners are vehement when it comes to maintaining their health in prisons. They, therefore, engage in self-care strategies by staying positive, accessing support and resources, and maintaining their weight and diet besides engaging in physical activities to keep themselves healthy as revealed in the article.

Get a 15% discount for your first original paper from our academic experts Get it now

Wilper, A., Wollhandler, S., Boyd, W., Lasser, K., McCormick, D, Bor, D., Himmelstein, D. (2009). The health and health care of US prisoners: Results of a nationwide survey. American journal of Public health, 99(4), 666-674.

In this article, the US is one of the countries in the world that has continued to record a high number of prisoners or people incarcerated for various crimes. In a survey conducted in 2004 that was aimed at finding out the prevalence of chronic illness and accessibility to health care, many of the prisoners did not access health care during their incarceration. Therefore, for crimes to be prevented, and the rate of incarceration to be reduced, community mental health services and correctional health care should be improved to take some good care of such people.

Vivienne, H. (2005). Speaking out to improve the health of inmates. American Journal of Public Health, 95(10), 1685-1689.

According to the article, the increasing number of people being incarcerated in prison should be a concern to society. Many prisoners are at a higher risk of suffering from mental illness besides being affected by infectious diseases due to the conditions of the prisons. Most of the incarcerated people have a history of drug use. Lack of guidance by the prisoner officers contributes to the immoral behaviors in the prisons. Women are at higher risks of such problems. Therefore, measures need to be done to safeguard the health of prisoners.

Perry, J. et al (2010). Nursing in prisons: developing the specialty of offender Health care. Nursing Standard, 24(39), 35-40.

As the article reveals, nurses that work in the criminal justice system should be well equipped with skills and expertise in dealing with various health issues of prisoners. For such nurses to be effective in-service delivery, they should be inducted, mentored besides having good leadership qualities and skills in clinical supervision. These skills are appropriate because they will enable them to provide appropriate health services to ill patients and to manage their long-run conditions.

For $13.00 $11.05/page, our academic experts will deliver a completely original paper according to your requirements Learn more

Lindquist, C., Charles, L. (1999). Health behind bars: Utilization and evaluation of Medical care among jail inmates. Journal of Community Health, 24(4), 285-304.

In this article, the authors assert that there is increased utilization of health care services in jails because of the high cases of inmates suffering from chronic health problems. Female inmates reported in the article have a difficulty in accessing medical services though they were highly satisfied with the quality of services that were given. Age also played a role in the accessibility of medical services as women and elderly inmates recorded high morbidity and high encounter to medical services. The duration that an inmate lives in the prison also has an impact on the physical health of an inmate.

Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning styles: Concepts And evidence. Association for Psychological science, 9(3), 105-122.

According to the article, learning styles refer to the concept that people are different in their preference on the mode of instructions that is more effective to their learning. Students should be put into groups based on their learning styles. They should then be randomly assigned to receive one of the many instructional methods before sitting for the final test to test their understanding in a given area. Therefore, to demonstrate optimal learning, the instruction should be tailored to their accepted learning style while the experiment should demonstrate the type of interaction between interaction methods and learning styles.

Long, T. (2012). Overview of teaching strategies for cultural competence in Nursing students. Journal of Cultural Diversity, 19(3), 102-110.

In the US, diverse curricula are used in teaching nurses cultural competency. The curricula are complacent with the accredited board standards. Some of these methods lack empirical evidence to suggest their methodology for teaching cultural competencies among nursing students. Hence, they have no better outcomes. However, some of the best teaching approaches such as the use of clinical experiences, immersion experiences, and standardized patients are the best because of their positive results. Students taught using these approaches produce awesome results by increasing their awareness, knowledge, and confidence when exposed to diverse ethnic patients.

Zhou, M. (2011). Learning Styles and Teaching Styles in College English Teaching. International education studies, 4(1), 73-77.

According to Zhou, students have different levels of cognitive abilities. Therefore, they take and process information in different ways. Students’ learning styles and the teachers teaching styles should be compatible to ensure that students understand what they are taught. Teachers should also know their learners’ learning styles. This argument is important because it helps teachers to have a good plan in their lessons. They will structure their lessons and teachings to meet the needs of particular students at different stages.

Van, T. (2008). CME Planning Series: Article One of Five, Conducting Needs Assessment. Connecticut medicine, 72(28), 477- 48.

In his article, Van recommends that, before implementing any strategy of learning such as continuous medical education, it is imperative to do a need assessment. This helps to know the level of knowledge of the target audience. It also tells what the audience (student) requires. This process of conducting the needs assessment requires the person doing it to have a clear understanding of the target audience to plan according to the group’s needs. A multiple perspective strategy can be adopted from an objective or a subjective source of data.

Crandali, S. (1998). Using Interviews as a Needs Assessment Tool. The Journal of Continuing Education in the Health Professions, 18(1), 155–162.

According to Crandali, interviews are the best approaches that can be used in conducting continuing education needs assessments for students. Just like any other approach, interviews have their advantages and disadvantages that need to be known by any individual using this method. It is also important for any individual using an interview in assessment should to have knowledge on how to design the interview plan, how to handle various mechanics of the interview, be aware of inter-personal aspects of the interviews, and have skills in data collection and management.

Mann, K. (2001). Not another Survey! Using Questionnaires Effectively in Needs Assessment. The Journal of Continuing Education in the Health Professions, 18(1), 142–149.

Questionnaires are very essential tools for any continuing education providers when they are carrying out their need’s assessment. Even though they have some disadvantages, they have proven to be essential to many continuing education providers. There are considerations that should be put into consideration when designing questionnaires. These include a good understanding of how learning and change happen by putting into consideration the context of the learners, and the practical considerations that surround their use and development to guarantee effective educational programs to help or contribute to lifelong learning.

Grant, J. (2002). Learning needs assessment: Assessing the need. British Medical Journal, 324(1), 156-160.

Learning need assessment has become an integral part of education and training programs. It should be approached with a lot of care to ensure that it achieves its goals. The purpose needs to be well defined in order to determine the salient methods that can be used and the application of the findings. Over-reliance on a formal needs assessment can render education a narrow process as opposed to a professional and creative process. Therefore, the best learning assessment method should delve into the needs of the learners. For instance, doctors have different learning methods that are suited for different doctors and different needs. Therefore, such needs should be used for a specific audience.

Sunita, D., & Ajeya, J. (2010). Training Need Assessment: A Critical Study. Advances in Management, 3(11), 59-67.

A needs assessment refers to a systematic exploration of things showing how they need to be. The things are in relation to the individual and or organizational performance. The needs assessment should be designed to identify and categorize the specific needs. On the other hand, needs analyses are concerned with breaking and identifying the needs in the various component parts in a bid to determine the required solutions. It is essential for teachers to make choices based on what they want to achieve as revealed by the article.

Hauer, J., & Quill, T. (2011). Educational Needs Assessment, Development of Learning Objectives, and Choosing a Teaching Approach. Journal of Palliative medicine, 14(4), 503-510.

The authors look at the three components of the process involved in providing necessary educational experiences. These steps include needs assessment, development of learning objectives, and choosing a teaching approach. Needs assessment is the initial stage, which identifies the needs in clinical staff development, needs for revisions in the curriculum, and needs to help in self-identification of the learning status of students. As the article concludes, a clear understanding of teaching methods helps the teachers to select the best approaches that fit the needs and outcomes of the education experience of the learners.

Lindser, R. (1998). A framework to identify learning needs for continuing nurse Education using information technology. Journal of advanced nursing, 27(1), 1017-1020.

Lindser is worried about the problem that is facing continuing nurse education. This problem is trying to match the learning needs of individual nurses with the care setting needs. The problems or inadequate finances have been cited as major hindrances to the accessibility of high-quality care. However, this problem can be solved by embarking or adopting technology. Computer programs can be developed to provide a solution to this mismatch to ensure that there is a high quality of continuing nurse education.

Boiarsky, C. (2004). The needs assessment: Using Community Consulting Projects to Teach Business Communication. Business Communication Quarterly, 67(1), 58-69.

The article declares the needs assessment a popular tool that is used by many businesses to determine what is required of them to better their performance. The tool is the best strategy that can help an organization to meet its objectives. It is a means of discovering the needs of various people in a particular environment such as clients, customers, and consumers. There are various advantages of needs assessment projects. One of the advantages to students or learners is that it provides an opportunity for learners to make relationships besides recognizing such relationships between their classwork discussions and the real world.

Brown, J. (2002). Training needs assessment: A must for developing and effective Training program. Public Personnel Management, 31(4), 569-570.

Brown defines training needs assessment as a continuous process that involves gathering information or data to determine the training needs in order to develop a training program that can help an organization to meet its objectives. Needs assessment is a prerogative that every organization that needs to achieve its objectives needs to do. In a training program, it is a fundamental requirement. Many organizations have failed to achieve their objectives by failing to carry out a need’s analysis. Organizations that fail to conduct the needs analysis risk overdoing their training and doing little or missing completely to achieve their goals and aims.

Cochrane, D., Palmer, J., Lindsay, G., Tolmie, E., Allan, D., & Currie, K. (2009). Formulating a web-based educational needs assessment questionnaire from healthcare competencies. Nurse Researcher, 16(2), 64-77.

The article describes a project that contributed to the formulation of the online educational need’s assessment tool. The project borrowed on the competencies of national healthcare in coronary heart disease. Various merits come with the use of web-based data collection. This approach provides researchers with enough information, which helps them to improve in their healthcare services provision.

McKimm, J. (2009). Clinical teaching made easy: Assessing learning needs. British Journal of Hospital Medicine, 70(6), 348-353.

McKimm suggests that educational supervisors and clinical teachers should use professional development plans and formal assessments in their teaching to enhance their students’ learning. Different students have different training needs. Therefore, they should be exposed to different training programmes that meet their needs. Learners come from diverse backgrounds. Therefore, they have different learning needs that may be sometimes difficult to assess. It is imperative that teachers, therefore, pay close attention to the individual learners’ needs to help these students reap the most from their teachers.

DeSilets, L. (2007). Needs Assessments: An array of possibilities. The Journal of Continuing Education in Nursing, 38(3), 107-114.

DeSilets recommends that, before any planning of any professional development activity is done, it is important to assess the learning needs/requirements of the target audience. This assessment is important because it will help in the determination of an appropriate structure of the program in terms of its content, activities, and overall objectives. The learning needs can be organizational, individual, or societal. It can be defined during the process of planning. The author presents various types of needs assessments besides providing a discussion of some of the advantages of triangulation during data interpretation.

Laidlaw, H. (2002). Developing the teaching instinct. Medical Teacher, 24(6), 594-597.

There are essential steps in needs assessment that help in finding the trainees’ individual training needs, which any trainer of teachers should abide by to achieve positive results. The first step is to identify the gaps that exist between the current situation and the desired outcomes. Therefore, an individual should select those areas that need to be addressed, analyze the gaps to find out causes, and identify an appropriate way to satisfy the needs by providing opportunities or assistance to trainees, for example, by exposing them to patients or through formal training.

Swart, W., & Kaufman, R. (2009). Developing Performance Data for Making Useful Faculty and Leadership Decisions: Needs Assessment as a Vehicle. Performance improvement quarterly, 22(3), 71–82.

Needs assessment is important in both public and public sectors because it helps to identify the available gaps in an organization thus helping to improvise programs that are geared at the achieving of the objective. The article develops methodologies that are aimed at determining those areas that are of importance in academic institutions. The results from the methodology were used to measure continual improvement in the training and other areas of an organization. The tests or methodologies are applicable in any organization that considers its human resource as an important asset of the organization.

Janet, G. (2002). Learning needs assessment: assessing the need. BMJ, 324(1), 156-160

Janet acknowledges the importance of needs assessment in the education process. This assessment is very crucial in the learning process because it allows trainers to know the needs of their learners. Hence, they are able to come up with the best strategies to achieve this objective.

Long, B., & Adams, L. (2012). Sexually Transmitted Diseases in US Prisons: Differences between Men and Women Inmates on General Knowledge, Likely and Unlikely Routes of Infection, and Sexual Transmission. International Journal of Business and Social Science, 3(1), 24-32.

The article investigates the differences between men and women in the US prisons in terms of their general knowledge about HIV/AIDS and other risky behaviors, knowledge on the possible causes of transmission of HIV/AIDS, knowledge on unlikely routes of transmission, and lastly on sexual transmission of the tragic condition. The study involved 298 male and 155 inmates in US prisons. Its findings showed fewer differences in knowledge in most areas. Women, like their male counterparts, understand various aspects of HIV/AIDS.

Hogben, M., Janet, S. (2002). HIV/STD Risk Reduction Interventions in Prison Settings. Journal of women’s health & gender-based medicine, 9(6), 587-565.

In this article, the number of women in jail increased four times from 1985 to 1998. The women were locked in either federal or state prisons. The jails presented challenges and opportunities that could help in the reduction of the risk related to sexually transmitted diseases. From the perspective of public health, incarceration provides a chance for medical attention to women who are affected by HIV/AIDs. It is also important to note that most women in the incarceration process have a history of health risk behaviors. Furthermore, there are various challenges that are faced while introducing effective personal behavior interventions in prisons.

Unknown Author. (2011). Time in Jail or Prison Is Associated with an Increased Risk of STDs. PMID, 43(3), 207.

According to this article, there is a relationship between jail life and the chances of contracting STDs. Many people who are incarcerated for a longer period in jails have a higher chance of contracting STDs. For instance, an individual who is incarcerated for less than one year has an approximate 30% chance of becoming or contrasting STDs. Therefore, this shows that, in prison or jails, inmates are not taking precautionary measures to avoid contracting the disease. They engage in unprotected sex.

Thomas, J., Levandowski, B., Isler, M., Torone, E., & Wilson, G. (2007). Incarceration and sexually transmitted infections: A neighborhood perspective. Journal of urban health: Bulleting of the New York Academy of Medicine, 85(1), 90-100.

A high rate of incarceration has adverse effects on the health of the community. In an ethnographic interview carried out in North Carolina where the rate of incarceration is high, it was established that the prevalence of sexually transmitted diseases such as gonorrhea was high. The reason for the high rate of infections was that people who were left behind found new sexual partners and engaged in sexual intercourse. Likewise, those who are imprisoned find other partners with whom they engage in sexual behaviors that put them at risk of such infections. Therefore, it is challenging to the community as it tries to accommodate the people released from prisons and those that are left behind.

Grinstead, O., Seal, D., Wolitski, R., & Flanigan, T. (2003). HIV and STD testing in Prisons: perspectives of in-prison service providers. AIDS Education and Prevention, 15(6), 547-560.

Many prisons host many people who are at risk of contracting HIV Infections. In an interview that included 72 service providers in prisons, it was established that inadequate measures are put in place to ensure that convicts are protected and counseled about HIV. However, there is inadequate commitment, as most of the service providers lack the knowledge in HIV testing and counseling skills that can be used to educate the convicts on the effects of STDs. There is also poor communication between in-prison providers and between corrections and public health staff. Therefore, these should be looked into to ensure that prisoners are well informed and trained on preventive measures to avoid the spread of HIV/AIDS in n prisons.

References

Author Unknown. (2011). Time in Jail or Prison Is Associated With an Increased Risk of STDs. PMID, 43(3), 207.

Boiarsky, C. (2004). The needs assessment: Using Community Consulting Projects to Teach Business Communication. Business Communication Quarterly, 67(1), 58-69.

Brown, J. (2002).Training needs assessment: A must for developing and effective training program. Public Personnel Management, 31(4), 569-570.

Cochrane, D., Palmer, J., Lindsay, G., Tolmie, E., Allan, D., & Currie, K. (2009 Formulating a web-based educational needs assessment questionnaire from healthcare competencies. Nurse Researcher, 16(2), 64-77.

Crandali, S. (1998). Using Interviews as a Needs Assessment Tool. The Journal of Continuing Education in the Health Professions, 18(1), 155–162.

DeSilets, L. (2007). Needs Assessments: An array of possibilities. The Journal of Continuing Education in Nursing, 38(3), 107-114.

Feucht, T., & Keyser, A. (1999). Reducing drug use in prisons: Pennsylvania’s Approach. National Institute of Justice Journal, 1(1), 10-16.

Grant, J. (2002). Learning needs assessment: Assessing the need. British Medical Journal, 324(1), 156-160.

Grinstead, O., Seal, D., Wolitski, R., & Flanigan, T. (2003). HIV and STD testing in prisons: perspectives of in-prison service providers. AIDS Education and Prevention, 15(6), 547-560.

Hauer, J., & Quill, T. (2011). Educational Needs Assessment, Development of Learning Objectives and Choosing a Teaching Approach. Journal of Palliative medicine, 14(4), 503-510.

Hogben, M., & Janet, S. (2002). HIV/STD Risk Reduction Interventions in Prison Settings. Journal of women’s health & gender-based medicine, 9(6), 587-565.

Janet, G. (2002). Learning needs assessment: assessing the need. BMJ, 324(1), 156-160.

Laidlaw, H. (2002). Developing the teaching instinct. Medical Teacher, 24(6), 594-597.

Lindquist, C., & Charles, L. (1999). Health behind bars: Utilization and evaluation of medical care among jail inmates. Journal of Community Health, 24(4), 285-304.

Lindser, R. (1998). A framework to identify learning needs for continuing nurse education using information technology. Journal of advanced nursing, 27(1), 1017-1020.

Loeb, S., & Steffensmeier, D. (2011). Older inmates’ pursuit of good health: A focus group study. Research in Gerontological Nursing, 4(3), 185-196.

Long, B., & Adams, L. (2012). Sexually Transmitted Diseases in US Prisons: Differences between Men and Women Inmates on General Knowledge, Likely and Unlikely Routes of Infection, and Sexual Transmission. International Journal of Business and Social Science, 3(1), 24-32.

Long, T. (2012). Overview of teaching strategies for cultural competence in nursing students. Journal of Cultural Diversity, 19(3), 102-110.

Mann, K. (2001). Not another Survey! Using Questionnaires Effectively in Needs Assessment. The Journal of Continuing Education in the Health Professions, 18(1), 142–149.

McKimm, J. (2009).Clinical teaching made easy: Assessing learning needs. British Journal of Hospital Medicine, 70(6), 348-353.

Milly, T., Veena, S., Catina, C., Crecelius, R., & Cottler, L. (2005). Risky business: Focus group analysis of sexual behaviors, drug use victimization among incarcerated women in St. Louis. Journal of urban health: Bulletin of the New York Academy of Medicine, 86(5), 810-819.

Niki, C., Kathleen, J., Sandra, M., & Kupper, L. (1999). Women Inmates’ Risky Sex and Drug Behaviors: Are They Related?. Drug alcohol abuse, 25(1), 129-149.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts And evidence. Association for Psychological science, 9(3), 105-122.

Perry, J. et al (2010). Nursing in prisons: developing the specialty of offender health Care. Nursing Standard, 24(39), 35-40.

Small, W., Kain, S., Laliberte, N., Schechter, M., Shaughnesy, M., & Spittal, P. (2005). Incarceration, Addiction and Harm Reduction: Inmates Experience Injecting Drugs in Prison. Substance Use & Misuse, 40(1), 831–843.

Strang, J., Gossop, M., Heuston, J., Green, J., Whiteley, C., & Maden, A. (2005). Persistence of drug use during imprisonment: relationship of drug type, frequency of use and severity of dependence to use of heroin, cocaine and amphetamine in prison. Society for the study of addiction, 1(1), 1126-1135.

Sunita, D., & Ajeya, J. (2010). Training Need Assessment: A Critical Study. Advances in Management, 3(11), 59-67.

Swart, W., & Kaufman, R. (2009). Developing Performance Data for Making Useful Faculty and Leadership Decisions: Needs Assessment as a Vehicle. Performance improvement quarterly, 22(3), 71-82.

Thomas, J., Levandowski, B., Isler, M., Torone, E., & Wilson, G. (2007). Incarceration And sexually transmitted infections: A neighborhood perspective. Journal of urban health: Bulleting of the New York Academy of Medicine, 85(1), 90-100.

Van, T. (2008). CME Planning Series: Article One of Five, Conducting a Needs Assessment. Connecticut medicine, 72(28), 477- 48.

Vivienne, H. (2005). Speaking out to improve the health of inmates, American Journal of Public Health, 95(10), 1685-1689.

Wilper, A., Wollhandler, S., Boyd, W., Lasser, K., McCormick, D, Bor, D., Himmelstein, D. (2009). The health and health care of US prisoners: Results of a nationwide survey. American journal of Public health, 99(4), 666-674.

Zhou, M. (2011). Learning Styles and Teaching Styles in College English Teaching. International education studies, 4(1), 73-77.

Cite this text

Pick the style

Reference

NerdyTom. (2022, May 7). The Situation of Drug Use Among Prisoners. Retrieved from https://nerdytom.com/the-situation-of-drug-use-among-prisoners/

Work Cited

"The Situation of Drug Use Among Prisoners." NerdyTom, 7 May 2022, nerdytom.com/the-situation-of-drug-use-among-prisoners/.

1. NerdyTom. "The Situation of Drug Use Among Prisoners." May 7, 2022. https://nerdytom.com/the-situation-of-drug-use-among-prisoners/.


Bibliography


NerdyTom. "The Situation of Drug Use Among Prisoners." May 7, 2022. https://nerdytom.com/the-situation-of-drug-use-among-prisoners/.

References

NerdyTom. 2022. "The Situation of Drug Use Among Prisoners." May 7, 2022. https://nerdytom.com/the-situation-of-drug-use-among-prisoners/.

References

NerdyTom. (2022) 'The Situation of Drug Use Among Prisoners'. 7 May.

Copy this

We received this text from a student and added it to our database in order to facilitate your research. You can reference it in your writing assignment by using our citation generator.

Send us a request to withdraw this paper if you are the original author and no longer want to see it published on NerdyTom.

Find out your order's cost