The Debate surrounding the Legalization Marijuana and your position on Research Paper

The Debate surrounding the Legalization Marijuana and your position on the issue - Research Paper Example The drug was essentially sold as tincture which was a medicinal tea and was quickly adapted by the English cultures. The Indian government regulated the circulation of the drug where it required the importing nations to use it for medicinal and scientific purposes only. Today, marijuana can be consumed through different forms which include smoking, as a vaporizer, cannabis tea or as edibles. Cannabis can be termed as hemp; if it is an annual herb used for non drug purposes (Jonathan, Hawken, Kilmer and Kleiman 4). The product is used for industrial purposes which are licensed by the government. The industrial hemp produces fiber which is used as fuel as a by-product. The hemp seeds can further be consumed as food by human beings. The use of marijuana has the benefit of improving the economy of the States. The benefit can be realized through taxation which generates income to the legalized States and the nation as a whole. The income realized can be used to fund government projects and promote educational campaigns across institutions (Burnham 23). According to Burnham Para 44 marijuana legalization promotes the creation of jobs. The marijuana industry is exponentially growing which can directly and indirectly promote the creation of jobs. The industry employs numerous people, who are engaged in the cultivation, manufacturing, distribution, consumption and advertising of the drug. Decriminalization of marijuana necessitates the reduction of crime. The sale and distribution of the drug can be regulated so as to prohibit illegal trading which can be upheld by educational campaigns so as to reduce marijuana related offenses (Burnham 76). The offenders can further be educated on the effective measures to curb frustrations and their illegal motives. Burnham 102 confirms marijuana contains active components of cannabinoids which have medical benefits in the human life. The cannabinoids have potential elements which modulate pain, increase

Education Psychology Research Paper Example | Topics and Well Written Essays - 750 words

Education Psychology - Research Paper Example The child also develops intellectually and is able to manage time, set goals and priorities, understand different meanings of words and develop morally. The child develops social skills including attempting to solve problems on their own. The child also tries to form social relationships and make lasting friendships (Morin, 2012). Jean Piaget explained the stages of a child’s cognitive development, which include the sensor motor stage occurring between birth and two years of age, preoperational stage from two to seven years, concrete operational stage starting from seven to eleven years, and formal operational stage occurring from adolescence to adulthood. Fourth grade students are in Piaget’s concrete operational stage of cognitive development. At this stage, students learn how to use logic appropriately. They demonstrate intelligence by manipulating symbols systematically and logically. They are also able to make sensible decisions and think hypothetically about observable objects. Children at this stage can also sort objects according to shape, size or color. They can also recognize the relationships between things in a sequential order. Moreover, they are able to classify objects depending on characteristics such as size or appearance. The child also understands that some objects can be chang ed to different states and reversed again, for instance, the deflation and inflation of a ball (Shaffer and Kipp, 2009). The child also goes through social development. Erik Erikson explained eight stages of psychosocial development, from birth to adulthood. Fourth grade students are at the industry versus inferiority stage. It occurs between the ages of approximately five to eleven years. At this stage, children develop pride in their abilities through social interactions. It is an important stage for developing self-confidence. At this stage, children are given opportunities to gain the recognition of their parents or teachers. For instance, they can be asked to draw, solve problems or write sentences. If they do them correctly, they are commended for their achievements. If teachers and parents commend and encourage children at this age, they will believe in their skills and have a feeling of competence. However, those children who are not encouraged by parents or teachers, but ar e punished and ridiculed instead will begin to doubt their abilities and develop low self-esteem (Underwood and Rosen, 2011). Lev Vigotsky’s socio-cultural theory explains that learning is a social process and human beings get their intelligence from the society. A child’s social interactions play an essential role in cognitive development. Vigotsky’s theory suggests that students should learn in an environment that is socially interactive. The learning environment should be supported with discussions, computers, problem solving, and collaborative writing, among others (Shaffer, 2008). By having knowledge on the social, intellectual and physical development of students, I will be able to teach more effectively in future. Teaching students at the concrete operational stage will involve the use of concrete visual aids to explain complicated ideas to them. I will also use familiar examples to explain complicated concepts and give the students a chance to manipulate objects. I will give students assignments that will require them to think analytically and logically. I will ask them to practice classifying ideas and objects. I will apply Erikson’

Compare and contrast Confucianism, Daoism, and Shinto Essay

Compare and contrast Confucianism, Daoism, and Shinto - Essay Example etween them, namely a specific understanding of human nature and the characteristics of its relationship with the divine law either through the human mind (Confucianism) or by means of mystical knowledge (Daoism and Shinto). Confucians believed that the true essence of people is humanity or â€Å"jen† (Fisher 209). Self-cultivation was understood as the development of a â€Å"humane† beginning and the suppression of wild and evil factors. By the time of the emergence of Daoism, Confucianism was the official doctrine and the basis of the state structure. The ideal of Confucianism was presented by a notion of a â€Å"noble man,† the carrier of Confucian consciousness responsible for the harmony between Heaven and human nature. His virtues were seen in self-control, justice, reverence for elders, and social responsibility. His goal was public service since in Confucian ethics person is subject to the society (210). Confucian culture is elitist, since the main area of its distribution was presented by noble people (mainly officials engaged in the administration of the state). As a result, this led to a desire to govern all possible spheres of human life. These changes were achieved by l imiting the undesirable factors, mainly through the assimilation of norms of behavior and control (first external and then internal). The main virtue of a noble man was considered a permanent control over his/her own mental sphere and preservation of self-control. In this regards, introspection was designed to detect human failings. In turn, Daoism, also condemning human passions, understands the true human nature in its close connection with the cosmic principle that embodies universal laws of nature. The supreme goal of Daoism is the detection and the actualization of the â€Å"true principles† in man and complete submission to them. Man needs should seek to merge with the divine Dao, â€Å"a mystical reality that cannot be grasped by the mind† (195). There was initially no question of

Education Psychology Research Paper Example | Topics and Well Written Essays - 750 words

Education Psychology - Research Paper Example The child also develops intellectually and is able to manage time, set goals and priorities, understand different meanings of words and develop morally. The child develops social skills including attempting to solve problems on their own. The child also tries to form social relationships and make lasting friendships (Morin, 2012). Jean Piaget explained the stages of a child’s cognitive development, which include the sensor motor stage occurring between birth and two years of age, preoperational stage from two to seven years, concrete operational stage starting from seven to eleven years, and formal operational stage occurring from adolescence to adulthood. Fourth grade students are in Piaget’s concrete operational stage of cognitive development. At this stage, students learn how to use logic appropriately. They demonstrate intelligence by manipulating symbols systematically and logically. They are also able to make sensible decisions and think hypothetically about observable objects. Children at this stage can also sort objects according to shape, size or color. They can also recognize the relationships between things in a sequential order. Moreover, they are able to classify objects depending on characteristics such as size or appearance. The child also understands that some objects can be chang ed to different states and reversed again, for instance, the deflation and inflation of a ball (Shaffer and Kipp, 2009). The child also goes through social development. Erik Erikson explained eight stages of psychosocial development, from birth to adulthood. Fourth grade students are at the industry versus inferiority stage. It occurs between the ages of approximately five to eleven years. At this stage, children develop pride in their abilities through social interactions. It is an important stage for developing self-confidence. At this stage, children are given opportunities to gain the recognition of their parents or teachers. For instance, they can be asked to draw, solve problems or write sentences. If they do them correctly, they are commended for their achievements. If teachers and parents commend and encourage children at this age, they will believe in their skills and have a feeling of competence. However, those children who are not encouraged by parents or teachers, but ar e punished and ridiculed instead will begin to doubt their abilities and develop low self-esteem (Underwood and Rosen, 2011). Lev Vigotsky’s socio-cultural theory explains that learning is a social process and human beings get their intelligence from the society. A child’s social interactions play an essential role in cognitive development. Vigotsky’s theory suggests that students should learn in an environment that is socially interactive. The learning environment should be supported with discussions, computers, problem solving, and collaborative writing, among others (Shaffer, 2008). By having knowledge on the social, intellectual and physical development of students, I will be able to teach more effectively in future. Teaching students at the concrete operational stage will involve the use of concrete visual aids to explain complicated ideas to them. I will also use familiar examples to explain complicated concepts and give the students a chance to manipulate objects. I will give students assignments that will require them to think analytically and logically. I will ask them to practice classifying ideas and objects. I will apply Erikson’

Poverty and Poor Health Conditions in Africa Essay

Poverty and Poor Health Conditions in Africa - Essay Example This trend is global but it is more rampant in Africa and other third world countries. The increment of poverty in Africa goes hand in hand with poor health conditions where Africans suffer and die from various diseases due to lack of better health care, illiteracy, poor living conditions, poor sanitation and low income. The main objective of this research project is to tackle the influence of poverty on poor health conditions in Africa. This project will review international researches to identify the extent Africa is affected by Tuberculosis, HIV/aids, Malnutrition and Lack of Vaccinations due to its poverty. By analyzing, the data of the affected Africans and their links to poverty the research will discuss the way forward for the African continent to limit these poor health conditions. In addition to that, this research will explore ways to improve the development of better health conditions. Kofi Annan, who is a former UN Secretary General while addressing the 2001 World Health Assembly identified the biggest enemy of health in Africa and other developing world as poverty. He claimed that poverty makes people live in a polluted environment that comprises of poor sanitation, inadequate clean water and poor housing that increase slums in Africa. The poor living conditions are responsible for the spread of tuberculosis due to overcrowding and polluted atmosphere. In the assembly, he stated that poverty leads to hunger, that makes the poor vulnerable to diseases (World Development Indicators, 2001). The rising poverty level in Africa and the widening gap between the rich and the poor has led to the increment of TB, malnutrition and HIV/AIDS. Past research in South Africa, which is a middle economic country, proves the truth in Annan’s statement as it shows that although the country is one of the richest in Africa, most people in the country live below the poverty line. More than 52% of the citizens live below the poverty line, thus has to live

Dickens Great Expectations Essay Example for Free

Dickens Great Expectations Essay Pips account of the events that took place after visiting Miss Havisham My Uncle Pumblechook took me to the home of Miss Havisham. The initial image I had was of a dismal house made from old brick with the windows either bricked up or barred and with a disused brewery at the side of the property. Obviously once a luxurious house it was now beginning to crumble and decay. A very beautiful young girl called Estella met me. Although only my age she seemed to delight in calling me boy. She told me the Manor house also had the name Satis House which in Greek, Latin or Hebrew means Enough house and she claimed that whoever had this house would want for nothing, I found this a curious fact. I went in through the side door as the great entrance had two bars across it. I followed Estella who was holding a single candle along dark passages, where all daylight was excluded. Once Estella and I arrived at a door, she left me in pitch black telling me scornfully she didnt want to go in. I was nervous and apprehensive, however given no other choice I knocked at the door. Once told to enter I found myself in a large dark room in which initially my eyes focused on a draped dressing table festooned with many objects. On further observations I spotted an armchair, sitting in which, I saw the strangest lady I had ever seen before and knew I ever would again. Dressed all in white the bridal dress she wore must have once been worn by a young woman, however now it was seen on an old women whose shrunken body was mere skin and bones. All I could conjure up was the comparison of Miss Havisham to a waxwork skeleton, now in the ashes of a rich dress. The bridal dresses luxurious fabrics of satin, lace and silk were now yellow, faded and paper-thin, and added to this the flowers in her hair and veil gave me the uncomfortable feeling that the women was now dressed in her grave clothes. When Miss Havishams dark eyes turned to look at me I felt utter alarm and wanted to shout, but nothing came out. With my eyes still intently taking in the untidy room, with clothes and personal effects scattered around and with one shoe on her foot and the other on the table, I gave Miss Havisham my name and told her I had come to play. As I was told to come nearer I noted that both her watch and room clock had stopped at twenty minutes to nine, I wondered why this would be? Although afraid of her I felt the necessity to lie when she asked if I was afraid of her, the fact she hadnt seen daylight since before I was born only accentuated my trepidation of her. As she touched her heart it reminded me of the young man and when she told me it was broken I saw her face fill with a weird boastful smile. I had come to play, to entertain Miss Havisham, but I didnt know what to do, she thought that I was being very sullen and obstinate, however I told her that I was sorry for her and was finding everything new, strange and melancholy. I had to call Estella as Miss Havisham told us to play cards together. As I could only play Beggar my Neighbour Estellas contempt of me seemed to grow, I was merely a labouring boy and one that called a knave a Jack. Why did she think so little of me and make me feel conscience for the first time of my coarse hands and common boots? Miss Havisham appeared to watch us in a transfixed expression, like that of a corpse, as though her whole body and soul had dropped and mere daylight would turn her to dust. I had to whisper to Miss Havisham what I thought of Estella and realised that although she was very pretty I also found her very proud and insulting, although deep down I realised I would like to see her again. I did hear Miss Havisham earlier telling Estella she could break my heart if she desired, I wonder what she meant by this? I had a great wish to go home, but on Miss Havishams request I have agreed to return in six days. Being without natural light, I almost thought it must be dark outside so I was hit by the daylight when re-entering the courtyard. On orders from Miss Havisham, Estella brought me some food, however the look she gave me was one that I felt such humiliation and hurt that tears sprang to my eyes. Realising I was morally sensitive and timid seemed to bring pleasure to Estella and she enjoyed treating me as though I was a disgraced dog. Feeling better from the food I was again aware of the whole oppressive wilderness, a crooked pigeon house, with no pigeons, no animals, just a total emptiness. In the brewery building I saw Estella above in the gallery and hanging a figure of the old women in her faded white apparel, when I turned to look again enormous fear hit me, it had vanished! Desperate to go Estella unlocked the door for me, she appeared so superior to me and seeing me cry seemed to fuel her need to taunt me even more. I just felt my self-esteem was at an all time low, I obviously have despicable habits and Im more ignorant than I had ever realised.

Relationship between the mind and the brain

Relationship between the mind and the brain For centuries, philosophers and scientist have been trying to solve the problem of the mind-body (brain). The most prolific of the minds has wandered sleeplessly, trying to solve the mind-brain problem, yet, the mysteries behind our skulls remain hidden. This paper is an attempt to address the causality problem of the mind and the brain. Firstly, an overview over the philosophical theories will be done. Subsequently, evaluation of certain scientific findings which may hold the answer will be carried out. Finally, the essay will end with a conclusion about these findings. Part of the problem is whether one, (the mind or the brain), could plausible exist given the existence of the other. If this is the case, how are they associated? Does a relationship exist or are they two distinct realms. Many philosophers and scientists have made an attempt to explain and resolve the mind-brain problem. Two major philosophical theories have been proposed as a solution; dualism and monism. Followers of the dualistic theory argue that there are two fundamental entities mind and brain. The mind and the brain functions separately, without interchange. Conversely, monistic advocates, instead, argue that there is only one reality and the mind and the brain are formed from, or reducible to, the same ultimate substance or principle of being. The former, however, is hard to contradict and/or support scientifically and therefore is not popular amongst scientists and psychologists (Valentine, 1992). However, in recent years, a third explanation, pluralism, has emerged. Plural ism is a mix of both monism and dualism. It argues that there is one fundamental reality but it may display different aspect of the reality. In order to evaluate whether a relationship exists between the mind and the brain in the first place, we need to know if what the mind is. One explanation of the concept of mind is (1) conscious experience and (2) the system or program that governs behaviour (Valentine, 1992, pp. 21). For the simplicity, we will consider consciousness as the definition of the mind. However, we need to first explain what consciousness is. In psychology, consciousness is defined as our relative awareness of ourselves and our environments. Additionally, it is subjective for an individual, has changeable intensity and we have a sense of ourselves and our consciousness (Passer Smith, 2007). Consciousness has been studied using modern tools such as fMRI or PET. These studies have showed activation in several brain areas for a stimulus that is normally associated with a certain brain area (Dehaene Naccache 2001; Haier et al., 1992). Global workspace theory suggests that the otherwise independent brain reg ions functions as network enabled by the consciousness (Baars, 2002; Baars, 1997). Additionally, observational studies have indicated that certain brain injuries (blindsight, visual agnosia) have resulted in the loss of aspects of consciousness (Goodale, 2000; Kentridge et al., 2004; Weiskrantz, 2002). If we then assume that the mind is conscious experience, does the mind control the brain or is the mind a result of neural activity? Libet, Gleason, Wright and Pearl (1983) found that neural activity precedes conscious experience of indenting to act (the so-called readiness potential, RP). In a replication of this study by Haggard and Eimer (1999), awareness of movement followed a later module of the RP, the lateralized readiness potential (LRP). LRP represents the neural activity over the motor cortex in the hemisphere that controls the opposite side of the body. Haggard and Eimer (1999) suggested that awareness of movement may arise from neural processes linked to the selection of a n action to follow a certain goal. Additionally, part of the medial frontal cortex has been identifies as being responsible for intentional actions. Conversely, Haggard Libet (2001) note that the delay of conscious experience to the actual experience itself may be due to the P-centre phenomenon (Morton et al., 1976 c.f. Haggard Libet, 2001)., which originally refers to that the perceived onset of a acoustic words delays its actual onset, and seems to be drawn by the centre of the word. It is argued that this can be equally applied to internal events as intentions might also be extended in time. Haggard Libet (2001, pp. 7), argue that the earliest stages of that process could perhaps precede the LRP onset. However, new findings on cellular memory may oppose the notion consciousness being located only in the brain. A Japanese research group showed that an amoeba learned the patterns of a series of shocks at regular intervals and accordingly changed its behaviour in anticipation of the next one to come. Remarkably, the memory stayed for hours, even then the shocks stopped. A single renewed shock after a silent period left the plasmodia expecting another to follow in the same rhythm it learned earlier (Saigusa, Tero, Nakagaki Kuramoto, 2008). Additionally, these amoebas could also negotiate mazes and solve simple puzzles (Nakagaki, Yamada, TÃ ³th, 2000). The implications of these studies could go so far that it could be argued that consciousness may arise from some cellular or sub-cellular level of organization rather than nerve circuitry. There have been cases where organ receivers have unexplainably inherited traits which were not there prior to the transplantations. Although these cases are arbitrary and vague and there may be several other plausible explanations, the stories are interesting and may lead to some serious scientific investigation at some point in the future. On the other hand, conscious experience alone can not account for the mind as a majority of our behaviour also occur unconsciously. Jaynes (1986) listed several things such as, size, brightness, etc. that is preserved by our nervous system under widely varying environmental changes of light, distance etc. Additionally, consciousness is not necessary for learning. Conditioning, for example, is often subtly induced by some stimuli without our awareness. In fact, being conscious during conditioning hinders the effect of it once we are aware of the eventuality (Razran, 1971 c.f. Jaynes, 1986). If we, instead, discuss the concept of mind in terms of a system or program that governs behaviour (Valentine, 1993, chapter 3, pp. 20), the mind can be attributed a totally different role. It is established that the frontal lobes has a major role in our personality. The prefrontal cortex has a superior role in the neuropsychological system. It has access to a vast amount of information that is sto red and is processing in the brain. Additionally, it is able to directly and indirectly control activation of the cerebral resources. In particular, the dorsolateral region of the prefrontal cortex has been identified as being responsible for coordination, psychological control and executive functions. The motor and sensory network is closely weaved together with the area, which enables it to have full access to information about the condition of the own body and the surrounding world as well as having the opportunity to integrate with the environment. It has also a close relationship to the orbital cortex, which is associated with our thoughts, decision-making and behaviour influenced by emotional and social values of situations as it has a high number of interconnections with the limbic system. Damage to the dorsolateral region is characterized by loss of the ability to take initiative, psychological independence and integrity. The patient becomes passive, impulsive and aimless. S he is not able to mobilize and orient attention or thoughts in an organized manner. However, as prefrontal cortex is highly complicated, it has been difficult to closely investigate exactly what sort of psychological work that bark area executes, which has made this part of the brain a riddle to be solved (Eriksson, 2001). Considering these facts and the fact that the dorsolateral cortex is highly situated in the hierarchy of the brain, it could be argued that the area is the place where the mind resides. In this sense, the mind is an extension and the superior of the brain. Evolutionary speaking, this would make sense. According to Paul MacLean, three distinct brains emerged successively in the course of evolution and co-inhabit the human skull. These are, in evolutionary-time order, reptile brain, limbic brain and the neo-cortex (Holden, 1979). These three parts do not operate independently of one another; rather, they have established numerous interconnections through which they influence another (Passer Smith, 2007). In a similar way, the mind might somehow evolved in parallel with the neo-cortex. Nevertheless, in brain surgeries on monkeys showed bluntness in all of aspects of their emotion. Myers (c.f. Eriksson, 2001) noted the animals loss of noises, facial expressions and, general, all forms of communication. The animal, generally, suffers from hyperactivity, mutism and behaves like an automat. However, the idea that the prefrontal cortex is the seat of the mind lacks any real scientific support or research as it would be very difficult to determine how it is possible as the mind is a non-physical substance. Yet, future minds, with the assistance of perhaps new and more advanced technology may find a way to tackle this issue. In sum, we have first used consciousness as the definition of the mind and tried to address the relationship of consciousness to the brain. Scientific evidence has supported the notion of brain activity causing consciousness. However, these studies have had some methodological issues which need to be dealt with. Additionally, we have established that consciousness alone may not account for the mind as many of our processes also occur outside awareness. Instead, we have identified the prefrontal cortex as the seat of the mind. However, this is hard to prove and explain at present time. In conclusion, the sort of a problem the mind and brain is makes it difficult to construe and study scientifically as it is hard to conduct decent experiments on. For now, science needs to mature further in order to answer whether a relationship exists between the mind and the brain along with the direction of the relationship.