Should the UK Allow Medical Marijuana?

Should the UK Allow Medical Marijuana? Should Marijuana be Decriminalised and or Legalised for Health Reasons in the U.K? Research Plan Today most young people use some type of drug, even though they are illegal. According to Gov (2017) marijuana is the most commonly used drug in the last year and has been for over 15 years.   Marijuana originates from the cannabis sativa plant. It comes in a variety of forms such as dried plant leaves, flowers and oils which can be smoked or eaten. Better Health (2013) state that there is a chemical in cannabis called tetrahydrocannabinol (also known as THC); this is marijuana’s main mind-altering ingredient, which makes users feel high. THC is a psychoactive substance, which means that it travels in a person’s bloodstream to the brain. It disrupts the brain’s normal functioning and causes certain intoxicating effects. The fastest way to feel the effects of marijuana is to inhale the smoke, the effects are usually felt within minutes. The immediate sensations—increased heart rate, lessened coordination and balance and a â€Å"dreamy,† unreal stat e of mind—peak within the first 30 minutes. These short-term effects usually wear off in two to three hours, but they could last longer, depending on how much the user consumes and the potency of THC (Drug free world, 2018).   According to Addiction (2011), countries such as Finland, Israel and Portugal have all decriminalised marijuana. Portugal, view drug taking as a health issue rather than a criminal issue in the country. Instead of arrests, those found with drugs are sent to medical panels, consisting of a psychologist, social workers and legal advisor for appropriate treatment.   Around the world there are a growing number of countries where marijuana use is permitted and regulated for recreational purposes such as Amsterdam, Nevada and Colorado. Also, there is growth with pharmaceutical grade marijuana due to its acceptance for medicinal properties. 29 American states including Florida, Michigan and Arizona have legalised marijuana for medical reasons (Gov, 2018).    This essay will research and analyse five areas surrounding marijuana consumption to determine whether it should be decriminalised and/or legalised for medical reasons. This essay will investigate different societal perspectives: who uses it and why they use it.   The implications from both a legal and health perspective and whether the health benefits outweigh the risks all incorporated into the following questions. Societal and sociological implication of cannabis use Is the current legislation fair? What are the negative effects on health? What are the psychological causes of using marijuana? What are the benefits? The type of research undertaken will be key to the validity and accuracy of this document. To achieve this, three types of research will be explained and analysed. The first to be discussed is quantitative research. Quantitative research is factual, information gathered from statistics and numbers. For example, how many individuals consume marijuana regularly. This data specifies the actual number of users but does not clarify the reasons why. Primary research involves gathering new data that has not been collected before, such as, surveys using questionnaires or interviews with groups of people.   Secondary research involves gathering existing data that has already been produced. For example, researching the internet, newspapers and company reports. This essay will utilise this method as opposed to primary reserch due to the absence of an ethics panel at the college. The research carried out will look at statistics, legitimate websites, journal articles and newspapers; these along with further reading will be analysed and evaluated in an attempt to address the essay question with an unbiased viewpoint – despite potentially conflicting findings. Project timetable January 11-25 Decide topic; begin research; meet supervisor to discuss subject matter; finalise essay question. February 1-22 Continue research; analyse data. April 8-23 Compile information into essay format; final meeting with supervisor. May 9-14 Audit essay form a conclusion; evaluate; proof read and submit essay. The essay will endeavor to contain conflicting points to enable the reader to sum up their own conclusion. The information gathered and utilised will be obtained from reputable sources, along with the most recent government data and health statistics to ensure reliability and validity of the information. Health and safety will also be in mind while completing the essay. Regular breaks will be taken whilst using a computer to avoid the occurrence of visionary side effects and repetitive strain injury. Data will be reported accurately and contain references throughout to avoid plagiarism. Should Marijuana be Decriminalised and or Legalised for Medical Reasons in the U.K? Official statistics from Gov (2017) show that in 2016/17, 6.6% (around 2.2 million) of people aged 16 to 59 consumed marijuana. This has dropped since measurements began in 1996 (when the proportion was 9.4%). Since 2009/10 it has remained essentially stable at between 6 and 7 per cent. Out of the possible 2.2 million users, one million of these were 16-24-year olds. In addition to this, 34% of 16-24-year olds who consume marijuana claim to be frequent users. Its use is also more prevalent among men than women, in the 2017 survey 9% of men admitted to using marijuana compared with just 4.2% of women. Lastly, people living in deprived areas were more likely to be frequent drug users. A larger proportion (4.5%) of respondents who lived in deprived areas consumed marijuana frequently compared with those who lived in the least deprived areas (2.3%). Therefore, young working-class boys are the biggest consumers of marijuana. However, official statistics need to be treated with caution as they can be misleading and misinterpreted, not everyone who uses marijuana will give admission of their consumption. On the other hand, official statistics are useful in determining the changing rate of crime in certain areas over a period. In addition to this they can also help to highlight police bias and stereotyping. Interactionist Howard Becker (1963) cited in Hazeldine et al, (2016), attributed that the police label and target young working-class people as potentially criminal and frequently stop, search and arrest them. Meaning, it is more likely for young working-class boys to be found with possession. Sociologists Richard Cloward and Lloyd Ohlin (1961) suggested that adolescents form retreatist subcultures (drug gang) because they have failed in the opportunity structure of society (Haralambos et al, 2013). Although, this is a naà ¯ve explanation of drug misuse. Drug misuse is also common among successful middle-class professionals and not just failed criminals or gang members as suggested by Cloward and Ohlin. Also, interactionist Albert Cohen (1955) cited in Giddens and Sutton (2015) claims that working-class boys lack opportunities to succeed, largely due to cultural deprivation. Tension from status frustration is realised through the creation of a deviant subculture in which the values of society are reversed.   Like the interactionists view-point marxists argue that the exploitation and oppression from the capitalist’s system leads to feelings of alienation. Thus, encouraging drug consumption which leads to dangerous addictions. However, not everyone suffering alienation from the capitalist system turns to drugs (Browne et al, 2014). Marijuana has been classified as a Class B drug in the UK since 2008 and carries significant penalties associated with possession and production including a maximum prison sentence of 14 years (Legislation, 2018). Statistics from Gov (2017) show that in 2016 there were 99,779 seizures of cannabis in the U.K. According to Browne et al (2014) marxists argue that illegal drugs help to safeguard class inequalities by providing excuses for the police to criminalise the working-class by giving drug convictions; whereas, the ruling class are more likely to be let off with a slap on the wrist.   Interactionist Jock Young (1971) cited in Haralambos et al (2013) studied marijuana users in London. Young argued that police respond to marijuana users as dirty, scruffy deviants which consequently, pushes them into that role. They no longer feel a conventional part of society and so become more unconventional as a reaction. Marijuana has been placed in the same category as the dangerous drug Ketamine. Talk to Frank (2018) write that Ketamine is a powerful general anaesthetic and is used for operations on humans and animals. Ketamine temporarily paralyses the body and gives a ‘out of body’ near death experience which can cause hallucinations and bad ‘trips’. Overdose can result in a coma, respiratory failure and death. According to I the Office of National Statistics (2016) Ketamine was responsible for 160 deaths in 2016.   Furthermore, in the U.K alcohol comes top of the list in the most commonly used recreational drugs.   Alcohol is legal and widely available to adults over the age of 18 in the U.K. According to MPP (2018), marijuana is less toxic than alcohol, less addictive, less harmful to the body, and less likely to contribute to violent or reckless behaviour. Alcohol related car accidents are far more likely than marijuana related car accidents. In 2015, over 200 people were killed in a road collision involving a driver over the legal limit (Department of Transport, 2017). Alcohol is also connected to many long-term side effects such as high blood pressure, raised cholesterol, liver disease and cancers. Alarmingly, in 2016 there were 7,327 alcohol specific deaths (Official for National Statistics, 2016). Many online articles claim that marijuana cannot and is not responsible for any deaths due to overdose. However, Dr Robert Gable (2004) of the Psychology department of Clermont university, cited in Caulkins, Kilmer and Kleinman (2016), concluded from a review into marijuana that it may be responsible for two deaths of a direct overdose. While it may be factual that it is extremely rare to die from a marijuana overdose, it is an undeniable fact that nobody dies from a tobacco overdose. People do not smoke themselves to death, tobacco causes lung cancer, which is what causes death. So, in that same way marijuana can  kill people in the form of mental illnesses, suicide and in the form of a car accident while driving under the influence. In addition, there are also problems with consuming marijuana that is sold on the black market. It is often contaminated with toxic components which may cause more harm than the substance itself. Thus, a regulated legal supply can be contaminant free, pure and therefore safer as correct dosage can be prescribed. Many argue that legalisation for medicinal purposes could make cannabis more socially acceptable and so encourage use of the substance and other drugs alike which may be more dangerous. However, according to Cerda et al (2015) research has shown that countries which have already legalised marijuana for medical reasons like the US have not seen an upsurge in the numbers of individuals using it. Additionally, the NHS (2017) write that 10% of regular cannabis users become dependent. Despite this, many claim that marijuana does not have addictive properties and that individuals become addicted to the nicotine (which the marijuana is smoked with) and not the marijuana itself. While this may have some truth, withdrawal symptoms such as cravings, difficulty sleeping, mood swings, irritability and restlessness are all common among individuals who consume marijuana regularly making it difficult to quit. Correspondingly, if a person smokes marijuana with tobacco, there is also great risk of co ntracting tobacco-related diseases such as cancer and heart disease.   Although, this criticism has a contradictive element. Hartney (2018) points out that there are already many highly addictive medications currently being prescribed by doctors in the U.K which have more dangerous side effects than marijuana. One being Tramadol, according to Office for National Statistics (2016) Tramadol was responsible for the lives of 208 people in 2015. However, when consuming marijuana it is common for the user to inhale more smoke and hold it in longer than they would a cigarette, to maximise the effects. Like other addictive drugs, such as heroin and cocaine, individuals can develop a tolerance to marijuana. Therefore, individuals need to consume more and more to get the same effect (Drug Wise, 2017).   The mental consequences of marijuana use are equally severe. Marijuana smokers have poorer memories and mental aptitude than do non-users.   Baler et al (2014) state that recent studies on young adults who smoke marijuana, found abnormalities in the brain related to emotion, motivation and decision-making. Regular cannabis use from a young age can also  increase the risk of developing psychotic illness, such as schizophrenia. This is because the brain does not stop growing and forming connections until it is 25, and cannabis interferes with this process (Royal College of Psychiatrists, 2018).   Although, this statement is a tricky one, According to Casarett (2015), a surprising number of people especially men will not seek professional help because they do not like the idea that they require help to manage their issues. This may be another reason why the vast majority of marijuana smokers are men. Some individuals report consuming marijuana helps relieve their depression and anxiety. It could be argued that they turn to marijuana to self-medicate as opposed to admitting to another individual, for example, a doctor that they cannot cope. In other words, individu als may have turned to marijuana to help with their psychological problems in the first place. Thus, the psychological issues were not created from consuming marijuana. Despite the negative, the harm and benefit of marijuana should depend on patient’s medical severity situation and needs; the addiction of marijuana trades off with the expected length of a patient’s life. If a situation is terminal, it could be argued that the benefits meaningfully outweigh the risks. According to the Behaviourist Model addictive behaviour is considered as learned. Therefore, the root to smoking marijuana is a psychological one. Albert Bandura’s (1961) cited in Gross (2015) social learning theory suggests that children learn social behaviour from observing a model. Children are four times more likely to smoke if their parents do (Ash, 2018). Additionally, individuals who smoke are also more likely to divulge further in recreational drugs such as marijuana. Some individuals may use marijuana to gain acceptance. A behaviour explained by psychologist B. F. Skinner (1948), cited in Eysenck (2012), through operant conditioning a person starts to smoke to gain the powerful reinforcement of peer approval.   The new smoker associates these positive feelings with smoking. Positive reinforces cause production of dopamine which provide the positive feelings and reward the behaviour. Thus, behaviour which is followed by pleasant consequences is likely to be repeated. Another psychological theory is Ivan Pavlov’s (1927) cited in Gross (2015) classical conditioning. Classical conditioning is realised when a specific stimulus causes a specific response. For example, individuals who regularly consume marijuana to relax and de-stress after work while watching the soaps, will start to associate relax time in front of the tv as a time to light up a joint. In this case, sitting in front of the television after work and watching the soaps (specific stimulus), can induce powerful cravings for marijuana (specific response) which can lead to relapse behaviours. It has been proven that chemicals found in marijuana can relieve pain in people living with illnesses like multiple sclerosis and arthritis. According to Goldacre (2013), scientific studies of the chemicals in marijuana, called cannabinoids, has led to two FDA-approved medications that contain cannabinoid chemicals in pill form in Canada, USA and some parts of Europe. Marijuana has also been effective at relieving some of the highly stressful side effects that emerge from chemotherapy treatment such as nausea and vomiting (Doweiko, 2015). According to Drug abuse (2017), there is also evidence to suggest that the marijuana chemical cannabidiol (CBD) can treat certain conditions such as childhood epilepsy, a disorder that causes a child to have violent seizures. Scientists in the US have been reproducing marijuana plants and making CBD in oil form for treatment purposes.   CBD oil has low levels of the mind-altering THC, making it unpopular for recreational use.   Nancy and Willard (2014) suggest that marijuana is used in a similar manner to alcohol. Most adults consume marijuana while socialising with friends or to relax after work. Some use marijuana for medical benefits, with others consuming marijuana for therapeutic purposes, such as, help to facilitate with falling asleep and to alleviate arthritis. Some advocates believe that marijuana can relieve stress, anxiety and depression. On the contrary, many argue that consuming marijuana can trigger anxiety and depression. In fact, it is true the THC is linked to feelings of paranoia and anxiety as it activates the amygdala area of the brain, which is responsible for fear. However, CBD counteracts such feelings from THC. Studies show that taking CBD on its own can lower – even eliminate anxiety (Gould, 2015). According to the American Cancer Society (2018), scientists reported that THC and other cannabinoids such as CBD slow growth and/or caused death in certain types of cancer cells growing in lab dishes. Studies on animals also suggest that certain cannabinoids slow growth and reduce the spread of certain forms of cancer. This essay has investigated various aspects of marijuana consumption – why people use it what are the consequences in regard to legislation and health. Many argue that marijuana has been put on a pedestal and falsely labelled a miracle drug. It is inevitable to say that there has been a lot of scaremongering and wishful thinking concerning marijuana consumption. However, there is not enough reliable evidence into the extent of how good or bad marijuana is for ones’ health.   Some evidence and findings are very controversial and contradict one another. For example, the claim that consuming marijuana can reduce the risk of certain cancers when it is a well-known fact that smoking in the first place is responsible for almost all lung cancers. Due to the insufficient amounts of reliable evidence more independent unbiased research needs to be carried out to fully determine the abilities and side effects of marijuana. In conclusion, based on the current evidence marijuana should be decriminalised in the U.K. individuals who are caught consuming marijuana and who may have an addiction should be helped and not punished and labelled a criminal. Correspondingly, marijuana should be made legal for medicinal purposes as it clearly carries benefits for some people. However, only if the benefits outweigh the risks. For example, if the individual has a possible life-threatening illness.   Moreover, advances in science, accompanied with further research into the current medications already available, (in the US) additional medications can be administered.   If the drug is as beneficial as some research suggests then science could be bordering major breakthroughs concerning marijuana, accepting and encouraging use further.      Reference List Addiction (2011). Decriminalized marijuana: Top 10 countries in the world. [online] Addictionblog.org. Available at: http://addictionblog.org/the-news/decriminalized-marijuana-top-10-countries-in-the-world/ (Accessed 21 Apr. 2018). American Cancer Society (2018). Marijuana and Cancer. [online] Available at: https://www.cancer.org/treatment/treatments-and-side-effects/complementary-and-alternative-medicine/marijuana-and-cancer.html (Accessed 25 Apr. 2018). ASH (2018). Fact Sheets Archives Action on Smoking and Health. [online] Available at: http://ash.org.uk/category/information-and-resources/fact-sheets/ (Accessed 25 Apr. 2018). Baler, R, D., Compton, W, M. Volkow, N, D., Weiss, S, R, B. (2014) Adverse Health Effects on Marijuana use. The New England Journal of Medicine. 6 (4) Available at: http://www.nejm.org/doi/full/10.1056/NEJMra1402309 (Accessed 2 Apr. 2018). Better health. (2013). Cannabis (marijuana). [online] Available at: https://www.betterhealth.vic.gov.au/health/healthyliving/cannabis-marijuana (Accessed 28 Mar. 2018). Browne, K., Blundell, J., Law, P., Whaley, M. (2014) Sociology Crime and Deviance for A2 AQA. Cambridge: Polity Press Casarett, D. (2015) Stoned: A Doctors Case for Medical Marijuana. New York: Penguin. Caulkins, J, P., Kilmer, B., Kleinman, M. (2016) Marijuana Legalisation: What Everyone Needs to know. 2nd edn. New York: Oxford university Press Cerda, M., Feng, T., Galea, S., Hasin, D, S., Keyes, K, M., O’Malley, P, M., Pacula, R., Schulenberg, J., Wall, M. (2015) ‘Medical marijuana laws and adolescent marijuana use in the USA from 1991 to 2014: results from annual, repeated cross-sectional surveys’. [online] The Lancet Psychiatry. 2 (7) Available at: http://www.thelancet.com/journals/lanpsy/article/PIIS2215-0366(15)00217-5/abstract (Accessed 23 Apr. 2018) Department of Transport (2017) National Statistics. Statistical Release. [online] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/635345/road-accidents-illegal-alcohol-levels-2015-final.pdf (Accessed 4 April. 2018). Doweiko, H, E. (2015) Concepts of Chemical Dependency. 9th edn. Stanford: Cengage Learning. Drug abuse (2017). Marijuana as Medicine. [online] Available at: https://www.drugabuse.gov/publications/drugfacts/marijuana-medicine (Accessed 28 Mar. 2018). Drug Wise (2017) Promoting Evidenced-based information on Drugs, Alcohol and Tobacco. [online] available at: www.drugwise.org.uk/which-drugs-are-used-most/ (Accessed 2 April. 2018). Drug-Free World. (2018). Is Marijuana Medicine? Marijuana Affects Driving. [online] Available at: https://www.drugfreeworld.org/drugfacts/marijuana/medicine.html (Accessed 28 Mar. 2018). Eysenck, E, M. (2012) AS Level Psychology. 5th edn. East Sussex: Psychology Press Giddens, A. Sutton, P, W. (2015) Sociology. 7th edn. Cambridge: Polity Press. Goldacre, B. (2013) Bad Phama: How Medicine is Broken and How We Can Fix It. London: Harper Collins. Gould, J. (2015) international journal of science. Cannabis 4 Big Questions. 5 (25) [online] Available at: http://www.nature.com/articles/525S18a (Accessed 25 Apr. 2018) Gov (2017). Drug Misuse: Findings from the 2016/17 Crime Survey for England and Wales. Home Office. [online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/642738/drug-misuse-2017-hosb1117.pdf (Accessed 28 Mar. 2018). Gov (2018) Drug Penalties. [online] Available at: https://www.gov.uk/penalties-drug-possession-dealing (Accessed 16 April. 2018) Gov (2018) Governing the States and Localities. State Marijuana Laws in 2018. [online] Available at: http://www.governing.com/gov-data/state-marijuana-laws-map-medical-recreational.html (Accessed 2 April. 2018). Gross, R. (2015) Psychology the Science of Mind and Behaviour. 7th edn. London: Hodder Education. Haralambos, M., Holborn, M., Chapman, S. and Moore, S. (2013) Sociology Themes and Perspectives. 8th edn. London: Collins  Ã‚  Ã‚   Hartney, E (2018) The 10 Most Addictive Pain Killers. Available at: https://www.verywellmind.com/ten-most-addictive-pain-killers-22506 (Accessed 2 April. 2018). Hazeldine, A., Purcell, S., Renton, N., Rippin, F., Walker, A. (2016) A-Level Sociology. Newcastle: Elanders Ltd. Legislation (2018). Misuse of Drugs Act 1971. [online] Available at: https://www.legislation.gov.uk/ukpga/1971/38/contents [Accessed 17 Apr. 2018]. MMP (2018). Marijuana Is Safer Than Alcohol: Its Time To Treat It That Way MPP. [online] MPP. Available at: https://www.mpp.org/marijuana-is-safer-than-alcohol-its-time-to-treat-it-that-way/ (Accessed 18 Apr. 2018). Nancy, E, M., Willard, M, O. (2014) Drugs in an American Society: An Encyclopaedia of Politics, Culture and the Law. Massachusetts: ABC-Clio. NHS (2017) Cannabis: The Facts. [online] Available at: https://www.nhs.uk/Livewell/drugs/Pages/cannabis-facts.aspx (Accessed 2 April. 2018). Office for National Statistics (2016) Alcohol-Specific Deaths in the UK: registered 2016. [online] Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/causesofdeath/bulletins/alcoholrelateddeathsintheunitedkingdom/registeredin2016 (Accessed 4 April. 2018). Office for National Statistics (2016) Deaths related to drug poisoning in England and Wales: 2016 registrations. [online] Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/deaths/bulletins/deathsrelatedtodrugpoisoninginenglandandwales/2016registrations#deaths-involving-selected-substances (Accessed 21 Apr. 2018) Royal College of Psychiatrists (2018). Cannabis and mental health. [online] Available at: https://www.rcpsych.ac.uk/healthadvice/problemsdisorders/cannabis.aspx (Accessed 18 Apr. 2018). Talk to frank (2018). Ketamine | FRANK. [online] Available at: http://www.talktofrank.com/drug/ketamine (Accessed 18 Apr. 2018). Bibliography Adler, J, N., Colbert, J, A. (2013) Medicinal Use of Marijuana. The New England Journal of Medicine. [online] Available at: http://www.nejm.org/doi/full/10.1056/NEJMclde1300970 (Accessed 2 April.2018). Browns, D. (2018). A Marxist review of Capitalism and Drug Use. [online] Redrave.blogspot.co.uk. Available at: http://redrave.blogspot.co.uk/2014/06/a-marxist-review-of-capitalism-and-drug.html (Accessed 18 Apr. 2018). Cancer Research (2018). Cannabis oil?. [online] Available at: https://www.cancerresearchuk.org/about-cancer/cancer-chat/thread/cannabis-oil-4 [Accessed 31 Mar. 2018]. Cannabis Social Club. (2018). UK Cannabis Law. [online] Available at: http://ukcsc.co.uk/cannabis-law/ (Accessed 17 Apr. 2018). Christie, L. (2013). Which of these drugs is the most addictive and harmful, marijuana, alcohol, ecstasy, cocaine, heroin, or meth? [online] Available at: https://www.quora.com/Which-of-these-drugs-is-the-most-addictive-and-harmful-marijuana-alcohol-ecstasy-cocaine-heroin-or-meth (Accessed 17 Apr. 2018). McLeod, S. (2015). Biological Psychology | Simply Psychology. [online] Simplypsychology.org. Available at: https://www.simplypsychology.org/biological-psychology.html (Accessed 23 Apr. 2018). Peele, S. (2016). How Does Social Class Affect Drug Abuse? Articles Addictions | HealthyPlace. HealthyPlace. Available at: https://www.healthyplace.com/addictions/articles/how-does-social-class-affect-drug-abuse/ (Accessed 17 Apr. 2018). United Patients Group. (2016). What are the best and healthiest ways to consume medical cannabis?. [online] Available at: https://unitedpatientsgroup.com/resources/methods-of-consumption (Accessed 17 Apr. 2018). Evaluation The essay introduction stated some clear figures of the trends of marijuana over the last few years and determined who in society is most likely to consume marijuana. On the contrary, the introduction failed to generate a definitive answer as to why young working-class boys are the biggest consumers of marijuana, due to the absence of primary research. However, links to sociological theories supported the results that young working-class boys are the biggest consumers of marijuana. The research within the essay was obtained from a wide range of reputable sources with the most recent information available. As discussed, due to the absence of primary research there was not an opportunity to examine the reasons on a more personal level as to why young working-class boys choose to consume marijuana when evidence portrayed from the UK government suggest that it can lead to psychological issues and can cause certain types of cancers. The data researched and presented was analysed and evaluated where possible; official statistics from legitimate sources are generally accepted as reliable and informative in their own right. In addition, further relations to sociological theories along with psychological theories strengthened the conclusions of certain studies. In comparison, due to the lack of reliable sufficient unbiased research, there could have been further analysis into the government’s role.   With the recent claims that marijuana has certain cancer killing properties along with many other health benefits, the government should be aiming to provide newly found definitive answers concerning the risks and gains of marijuana. The conclusion acknowledged that the lack of reliable and thorough research into the strengths and weaknesses of using marijuana has influenced the answer to the question; that it should be decriminalised and legalised on the grounds of medicinal use only if the benefits outweigh the risks. However, the conclusion is based only on the research analysed within the essay. Due to a limited word count further research and analysis which may have had an influence on the overall conclusion may have been missed. Thus, the conclusion is relevant to the findings within the essay however, additional and future research may lead to a different prognosis.

Bubbles Up: a Science Experiment on Density Essay

Density is the measure of the quantity of some physical property [usually mass] per unit length, area, or volume (YourDictionary.com). How does temperature affect density? Do items become denser after being frozen? It is well known that water becomes denser when it’s temperature lowers until its freezing point. Does this principle apply to oil; and if so, which kinds? This question easily applies to real world problems. For example, when there is an oil spill in the ocean, the clean up crews have to know how dense the oil is before simply cleaning it up. If the oil is dense enough that only very small amounts are rising to the surface, the clean-up team will have to come up with a deep cleaning plan that won’t harm marine wildlife. On a more everyday level, understanding how certain car oils are affected by weather, thereby affecting their density, is necessary to keep one’s car running adequately without leaving harmful residue behind in the mechanics. For this experiment, I will be testing the density of three different kinds of oil: olive oil, mineral oil, and Wilbert’s lemon oil. I will test the oils’ density before and after being placed in the freezer to see if there is a noticeable difference in the density of the oil. I predict that all of the oils featured in this experiment will be more dense after sitting in the freezer for an hour. I came up with this hypothesis after reviewing other density related science experiments. What further assisted in the making of this hypothesis was the recalling of the fact that objects with lower temperatures (such as air or water) become denser. Two experiments that I found to be quite similar to this one were the Density Column and the Bubbling Lava Lamp. The Density Column measures the density of seven different liquids by layering them on top of each other. By doing this experiment, one is able to find out which liquid is the most dense; with the order ascending from there. Based on the results, they found that not all oils are the same density. Vegetable oil came in fifth from the bottom of the tower; lamp oil was the seventh and last layer in the column (Spangler, 2012). In the Bubbling Lava Lamp experiment, the fact that water is denser than vegetable oil was taken advantage of. Using an Alka-Seltzer  tablet, the formed carbon monoxide bubbles that pushed the water up and through the vegetable oil. What happened thereafter is that the Alka-Seltzer bubbles would pop and the colored water would sink back down to the bottom of the container through the oil (Spangler). Regardless of penetration, the two liquids did not mix. While temperature was not a key factor in either experiment, they did show that the liquids differing in densities would not mix despite what was happening to them or around them – and that is important for this experiment. In order for Bubbles Up to work properly, the oils cannot mix with the water they are floating on top of no matter what happens. To conduct the science experiment, I used the following items: (3) 12 ounce cups (1) marble (1) dime (1) penny a pitcher of water a bottle of olive oil a bottle of mineral oil a bottle of Wilbert’s lemon oil blue food coloring a freezer a timer a measuring cup a spoon or a pair of tongs to retrieve the objects from inside the cups soap and water solution to clean the objects off paper towel thermometer : In the experiment Bubbles Up, the observer will drop various objects into each of the three cups and record how many bubbles of oil they observe. While the results may vary slightly from mine, it may be because of ambient temperature of the room they are working in. This design plan was chosen because timing how fast an object fell to the bottom of the cup is  impossible without computer assistance. However, counting how many bubbles of oil occur within the water is a good measure of how dense the oil is because of it being light enough to fall with the object. The reasoning behind this experimental design in terms of whether or not the density of oil changes with a change in temperature was a matter of working with limited resources. I have not found any other experiment using this method to test density; but there is a similar experiment for testing viscosity. In The Viscosity of Motor Oil, a marble was dropped through a a graduated cylinder of motor oil three different times. Each time, the motor oil was a different temperature. Density, volume, and velocity were used as variables to solve for viscosity (Ani, 2011). To begin, set up your work station. Mix the food coloring with the mineral oil. Fill each cup with four ounces of water. Then, fill one cup with six ounces of olive oil. Wash out the measuring cup; then fill a different cup of water with six ounces of mineral oil. Wash out the measuring cup again. Fill the last cup of water with six ounces of Wilbert’s lemon oil. At this point, you should have three cups – all of which have a different color oil floating on water. Set up the rest of your materials so that are out of the way, but within easy reach. Set up your data table (see table below). Proceed to Experiment 1. Part 1 Step 1 – Pick up a marble and drop it from the rim of the olive oil cup. Record how many bubbles of oil float upwards from the bottom. Carefully remove the marble with a spoon or tongs and wash it off with soap and water. Repeat this step with the dime and penny, making sure to remove each object and washing it off before moving on to the next object. Step 2 – Repeat step one exactly for the mineral oil cup and lemon oil cup. Step 3 – After ensuring you have recorded all data and washed all objects clean, proceed to Experiment 2. Part 2 Step 1 – Place all three cups containing oil in the freezer. Set the timer for one hour. Step 2 – After one hour has passed, carefully remove the cups  from the freezer, one by one, making sure to not shake them. Step 3 – Repeat Part 1. Do not skip any steps. Step 4 – After ensuring that you have recorded all data, carefully clean up. Have an adult assist in the disposal of the oil – water mixtures if you are under 18 years of age. You will observe how many bubbles float up through the water after dropping an object in, one at a time. Do this with one object, one cup at a time to retrieve accurate results. Remove the previous object before dropping the next one in (ie.; drop in the marble, record the data, remove the marble, drop in the dime, record the data, remove the dime, drop in the penny, record the data, remove the penny, go to the next cup and repeat). The data table should be set up in this manner: [Image Not Included] : I first recorded my data on paper with a pencil, then re-typed it on the computer. I suggest doing this so that there isn’t a possibility of damaging your electronic devices. The independent variables of this experiment are the oils. They will be tested in two differing temperature conditions. The dependent variables are the number of bubbles observed after dropping the objects into the cups. The number of bubbles should differ based on being a difference in the density of the oils after their temperature decrease. The control variables are the objects being dropped into the cups. They are constant and do not change in composition in any manner. While there are ways to ruin the validity of this experiment, I have taken steps to reduce and/ or completely cancel out threats to validity. The objects are all dropped from the rim of the cup to ensure that there are no variations in height from which they are dropped. Should there be a variation in height, that could very well affect the number of bubbles produced. All of the cups have four ounces of water in them so that there is the same amount of space for the bubbles to be observed within in each cup. All objects are washed off before being used again to avoid the oils mixing  together. All objects are reused for each cup so that there isn’t a variation in weight of the marble, dime, and penny. A variation in weight could affect the number of bubbles produced. When the cups were placed in the freezer, they are all placed on the same shelf in a row going side to side. By doing this, I have reduced the chances of any cup being in a section of the freezer that was cooler or warmer than another section. Lastly, I have made it a point to record the data immediately after observation so the chances of forgetting are practically impossible. With those steps taken, the validity of Bubbles Up has been ensured. I began the experiment by mixing the food coloring and mineral oil together. I then filled each cup with four ounces of water.. Then, I filled one cup with six ounces of olive oil; washed out the measuring cup and repeated this action with the mineral oil and Wilbert’s lemon oil. I carefully laid out the rest of my materials so that they were within easy reach, but out of the way of my work space. Lastly, I set up the data table so that I could easily write down my observations. I began by picking up the marble and holding it to the rim of the cup of olive oil. I proceeded to drop it in and counted the number of bubbles of oil that appeared. I then wrote down the number in the date table. I then carefully removed the marble with a spoon and washed the two items off. I then picked up the penny and held it to the rim of the same cup and dropped it in. I counted the number of bubbles and wrote down the data into the table. I then removed the penny with the spoon and washed both off. Lastly, I picked up the dime and and held it to the rim of the olive oil cup before carefully dropping it into the cup. I then counted how many bubbles came up and wrote the number down. After removing the dime with the spoon, I washed the dime and spoon off. I then moved on to the cup of mineral oil. Starting with the marble first again, I held it to the rim of the cup and dropped it in to the cup. After counting how many bubbles appeared, I wrote the number down. I then removed the marble with the spoon and washed them off. Then, I moved on to the penny and held it to the rim of the cup and dropped it in. I wrote down the number of bubbles I observed after dropping the penny in. The penny was then removed with a spoon and both were washed off. Last came the dime to be  dropped in from the rim of the cup. Post-observation of the bubbles, I wrote the number I had seen. Before going on to the last cup, I removed the dime from the cup with the spoon and washed them off. Turning my attention to the cup of Wilbert’s lemon oil, I picked up the marble and dropped it in from the rim of the cup. Counting the number of bubbles, I wrote how many I observed. Carefully, I removed the marble from the cup with the spoon and washed the two items off. Then the penny was dropped in from the rim and the number of bubbles was counted. The data was collected and written down into the table. The penny was removed with the spoon and the two items were washed off. Lastly, the dime was dropped into the cup from the rim and the number of bubbles that appeared was counted; that number was then written down into the table. Before concluding this half of the experiment, the dime was removed with the spoon and the two were washed off. At this point, the three cups were carefully transported to the freezer one by one. They were each placed on the second to top shelf about halfway from the back of the freezer. The three of the cups covered the length of the freezer from one side to the other (this was done in a two door refrigerator where the freezer and refrigerator stand next to each other instead of one top of the other). I then set the timer for one hour; and after that hour I removed the cups from the freezer and took their temperatures. They were all the same temperature – 43 ° F. I then placed the cups down on the table in the order they’d been in before (from left to right): olive oil, mineral oil, Wilbert’s lemon oil. I restarted the experiment by picking up the marble and holding it to the rim of the cup of olive oil. I proceeded to drop it in and counted the number of bubbles of oil that appeared. I then wrote down the number in the date table. I then carefully removed the marble with a spoon and washed the two items off. I then picked up the penny and held it to the rim of the same cup and dropped it in. I counted the number of bubbles and wrote down the data into the table. I then removed the penny with the spoon and washed both off. Lastly, I picked up the dime and and held it to the rim of the olive oil cup before carefully dropping it into the cup. I then counted how many bubbles came up and wrote the number down. After removing the dime with the spoon, I  washed the dime and spoon off. I then moved on to the cup of mineral oil. Starting with the marble first again, I held it to the rim of the cup and dropped it in to the cup. After counting how many bubbles appeared, I wrote the number down. I then removed the marble with the spoon and washed them off. Then, I moved on to the penny and held it to the rim of the cup and dropped it in. I wrote down the number of bubbles I observed after dropping the penny in. The penny was then removed with a spoon and both were washed off. Last came the dime to be dropped in from the rim of the cup. Post-observation of the bubbles, I wrote the number I had seen. Before going on to the last cup, I removed the dime from the cup with the spoon and washed them off. Turning my attention to the cup of Wilbert’s lemon oil, I picked up the marble and dropped it in from the rim of the cup. Counting the number of bubbles, I wrote how many I observed. Carefully, I removed the marble from the cup with the spoon and washed the two items off. Then the penny was dropped in from the rim and the number of bubbles was counted. The data was collected and written down into the table. The penny was removed with the spoon and the two items were washed off. Lastly, the dime was dropped into the cup from the rim and the number of bubbles that appeared was counted; that number was then written down into the table. I then removed the dime and washed it and the spoon off. I then disposed of the oils by dumping them out into my back yard; except the lemon oil. I flushed that down the toilet. After cleaning up my work space, I immediately set to digitizing my data table. Please refer to the attached charts for the data table and graphs. The method used to to run this experiment was counting bubbles instead of timing how fast the objects fell through the oil. The reason I did not time the objects’ fall was because it was far less than a second for each of them. However, the bubbles were a visible observation and did prove to change with the change of the oils’ temperature and density. Because the oil was denser, it stuck more to each object as they fell through and thus produced more oil bubbles in the water. Therefore, the question as to whether or not oil became denser when cooled was answered quite fully. Before freezing the oil, the number of bubbles per oil per object were pretty close in range considering the marble was the heaviest object and the dime was the lightest. It was also taken into consideration that unlike the marble, the two coins could produce only slightly more oil bubbles by flipping as they fell through the oil and water. Throughout the experiment, the coins didn’t flip more than one full rotation at any given time. The number of bubbles for the olive oil in order from heaviest to lightest object was 6, 7, and 4; giving an average of 5.6 bubbles. The number of bubbles for the mineral oil was 6, 5, and 3; providing an average of 4.3 bubbles. The number of bubbles for the Wilbert’s lemon oil was 10, 10, and 9; with a mean of 9.6 bubbles. If you refer to the chart, you’ll see that I didn’t add the averages to the chart or graph. My reason in mentioning them is to show that they fell within the range of numbers. However, if you look at the graph, you will see that after placing the oil in the freezer for one hour, the number of bubbles increased across the board. The post-cooling numbers for the olive oil are 11, 10, and 8; with an average of 9.6 bubbles. The post-cooling numbers for the mineral oil are 9, 7, and 5; with a mean of 7. The Wilbert’s lemon oil post-cooling bubble count is 13, 12, and 12; providing an average of 12.3 bubbles. The conclusion of Bubbles Up is that oil’s density is affected by temperature. This conclusion was reached by observing the change in the number of bubbles between the oil being room temperature and chilled in the freezer. Based on these findings, I accept my initial hypothesis of oil’s density will increase as its temperature decreases. As seen by the data chart and graph, more oil bubbles were created by the falling objects after the oil had been placed in the freezer for one hour. This conclusion was reached by having a clear and repeatable experimental design. Having a concise experimental design is important because it will help to ensure that there is little room for error. Also, designing an experiment around a scientific inquiry will make it more likely for that specific question to be answered in an accurate and testable manner. If the experimental design is badly planned out, one can have inaccurate results, inaccurate information, and even have an irreparable or injurious mistake occur. The reason for having a well made experimental design is to negate any ill effects that could arise during testing; as well  as ensuring valid results. One major factor of a well thought out experimental design is whether or not it can be replicated. Scientific replication in terms of experiments is important because it allows others to see first-hand what the original person observed. It also tests and retests the hypothesis and findings of the original experiment. If the experiment cannot be replicated, there isn’t a way to confirm whether the hypothesis is absolutely true and that those results from the first experiment are correct. For example, my experimental design detailed each step of the experiment as well as the conditions under which the experiment was done so that another person could repeat every portion of it down to the temperature of the room I was in. By making my design fairly simple, the steps of the design are easy and clear to follow. I indicated which order I tested things in, I made it clear to wash the items in between cups, I noted how long to leave the oils in the freezer for – among other things. Mentioning every detail – big and small – allows my experimental design to be replicated. Due to having a simple design that is replicable and reliable for its purpose, my study is fairly valid. It covered the purpose of the experiment, answered the question, and tested my hypothesis. I do believe that if this experiment was replicated, the results would be extremely similar. With similar results between the original experiment and a replication, the experimental design would be proven to be valid. The ability to replicate an experiment and achieve similar results is important. If one replicates an experiment exactly and the results are vastly different, then the validity of the experiment does not exist. The experiment would be considered invalid. The reason for this is because a replication of an experiment tests how well the experiment was designed. If the experiment is designed poorly, then the experiment’s results may be terribly inaccurate. If the results are inaccurate, then the experiment has proven nothing. The results would be useless and provide no kind of scientific advancement. More importantly, the lack of similar results in experiment replication means that the hypothesis can not be tested to prove it to be right or wrong repeatedly. Therefore, the study would be unproductive and invalid for all scientific purposes. References Spangler, S. (2012). Steve spangler science: Making science fun. Retrieved from http://www.stevespanglerscience.com/experiment/seven-layer-density-column Spangler, S. (n.d.). steve spangler science. Retrieved from http://www.stevespanglerscience.com/experiment/bubbling-lava-lamp Ani, B. O. (2011). The viscosity of motor oil. Informally published manuscript, University of South California, Los Angeles, , Available from California State Science Fair. Retrieved from http://www.usc.edu/CSSF/History/2011/Projects/S1801.pdf density. (n.d.). Retrieved September 6th, 2012, from http://science.yourdictionary.com/density

Classic Management

Some of these are listed below: asking questions about text or case material 0 making observation about text or case material 0 making insightful comments or asking probing questions during tutorials or at appropriate time during case presentations; and 0 relating assigned material to other areas of study or current events in the pacific region. 8. 0 All attendance will be taken in tutorial classes. The attendance and participation will be assessed from week 3-14. University's tutorial attendance policy of is applied.Students must attain at least a minimum of 60 percent tutorial attendance to pass this course. Failure to meet this requirement meaner failing the course. 9. 0 Marking Criteria for Case Study Presentation Criteria Visual Aid (projector, charts etc) Presentation (speaking style, clarity, eye contact, confidence, timing) Understanding, Familiarity with Content ; Analysis Question/Discussion/Linking Total Marks Allocated (in %) 1 % Please note: presentations will be assesse d as a group overall; not individual ember presentations. Whatever mark is given is group based so everyone in the group gets the same mark.Time Limit Breakdown: Presentation time for all the group members- 15 minutes Question/Discussion time- 5 minutes Tutor's remarks – 5 minutes AMIGO Tutorial outline Semester 2 2013 3 Table 1: Tutorial Case Study/Class discussion activities Introductory session: 0 emphasizing on the important issues raised in the course outline 0 Students to select their tutorial group (3 or 4 members in a group) discussion on how to analyze case studies to prepare students for presentation 0 The assessment criteria for case study presentation Discussion Questions: 1 .Discuss the major developments that characterize current global economy and the challenges these impose on the organizations and industrial sectors. 2. Discuss some of the organization transitions that set the context for the study of management today Date ****III case studies are from the re commended textbook**** Chapter Tutorial case study/ Discussion question 1 4 12-16 August Chapters 2&3 5 19-23 August Chapter 4 6 26-30 August -rest 1 : Day: Friday Date: 30 Gag 2013 Time: 9. 00-9. 50 a. M. Room: 014-025 coverage:Chapter 1-4 and 6 Format: Section A: Multiple choice Section B: True/False Section C: Short to paragraph-long questions Total % mark: 10% of the total course work. Chapter 6 Discussion Questions: 1 . Explain the major elements of an organization's general environment 2. What elements in the specific environment should organization concentrate on in order to sustain competitive advantage Chapter 3: 1 . Explain in detail the three environments for managerial decision making and problem solving 2.People display three different approaches or ‘styles' in the way they deal with problem situations. Case Study: â€Å"Informing Panasonic† up 82-84 of the textbook Discussion Questions: 1 . What key ideas did classical approaches, behavioral (or human reso urce) approaches, and quantitative approaches contribute to management thinking? Case Study: â€Å"Management in practice at Bee Change Hang (BCC)† up 105-106 Discussion Questions: 1 . Identify the alternative views of Athenian behavior and briefly describe the main emphasis of each view 2.Explain the concepts of cultural relativism and universalism. What implications do these concepts have for international business operations? 3. What is an ethical dilemma? Describe some of the possible sources of ethical dilemmas. Case study: â€Å"Astray – the ‘Enron' of India† 7 2- 6 September Chapter organization? 2. How can participation be used in organization? 3. What resistance might it potentially create and how would you deal with this? Given that controls are essential to any organizations operational success, explain the steps involved in the control process.Case study: â€Å"Tallest makes the wrong call† up 183-184 OR â€Å"The airline industry-attem pting to control turbulence† up 204-206 4. 9- 13 September 8 16-20 September MID SEMESTER BREAK Chapter 9 Discussion Questions: 1 . What is SOOT analysis? Discuss the types of issues and questions that should be dealt with when conducting a SOOT analysis 2. Discuss the advantages of performing a SOOT analysis 3. Compare and contrast different strategies for: (a) growth and diversification; and (b) retrenchment 4.Explain the basic variables contained in Porter's generic strategies model and the BCC matrix Case study: â€Å"Managing strategy and culture at Boost Juice Bars† up 238-239 Discussion Questions: 1 . What is the purpose of organizational design? 2. Discuss the difference between bureaucratic designs and adaptive designs Case study: â€Å"Leno- hanging structure to follow strategy' up 298-299 9 23-27 September Group Assignment: Due: Friday 27 September at 4. 00 p. M. All group assignment must be uploaded on model. Chapter 1 1 10 30 Swept – 4 October -rest 2: Day: Friday Date: 4 October 2013 Time: 9. 0 – 9. 50 a. M. Venue: Room 014-025 Coverage: Chapter 7-9, and 11 Format: Section A: Multiple choice Section B: True/ False Section C: Short to paragraph-long questions Total % mark: 10% of the total course work. 7-11 October Discussion Questions: 1 . What is human resource management and what role does it plays in organizations? 2. What steps should a manager take in helping a new employee fit into the work environment in a way that furthers his/her development and performance potential? 3. What options would you, as a manager, have in maintaining a qualified workforce?Comment briefly on the options discussed in the text. Case study: NO Case study 11 Chapter 13 12 14-18 October Chapter 14 Discussion Questions 1 . Explain the sources of position power and personal power used by managers to influence the behavior of other people Explain the sources of position power and 2. What is leadership style? Explain how concern for task and concern for people are related to leadership style. 3. Discuss the Fiddler, Hershey and Blanchard, House, and Broom-Ago contingency models of leadership. What guidance does each contingency model provide for leaders?Case study: â€Å"Leadership at ISM† up 361-362 Discussion Question: 1 . Briefly describe Mason's hierarchy of needs theory, Alder's ERG theory, Herrings tobacco theory, and Miscellany's acquired needs theory. 2. Discuss goal setting theory and how it relates to managing for motivation. 13 21-25 October Chapter 15 & 16 14 Chapter 17 Describe the key concepts in the expectancy theory of motivation. How do these concepts explain the level of motivation that a person may display at work? Case duty: â€Å"Google: one of Australia's best places to work† pappy-390 Discussion Questions 1 .Using the contributions and inducements that are referred to in the psychological contract between the individual and organization, explain the nature of the relationship that yo u have had with an organization for which you now work or have worked in the past. 2. Explain the role that Job design plays in worker satisfaction and performance. Chapter 16: 3. How do teams contribute to organizations? 4. Briefly describe the stages of group/team development. Think of a group or team in which you have held or currently hold membership. Explain how he stages of group/team development can be applied to this example group or team.

The Last Of The Tudor Dynasty Essay - 1896 Words

Nicknamed the Virgin Queen, I, Elizabeth Tudor, have been the one of the longest reigning and most beloved monarchs of my time. Married to my duty, my people and my country, longing for no other love, though this means I am to be the last of the Tudor dynasty. Calculated, cunning, beautiful and brilliant, my life, and reign will be spoken of for years to come. Though born into royalty, life has been turbulent to say the least, from a young age being shown the wonders and terrors of the throne. Throughout the span of my life moving from princess, to lady to Queen, showing that women can indeed be great rulers is a significant consequence of my rule. In order to understand and appreciate my reign as Queen one must examine my childhood, rise to the throne and the accomplishments of my rule. My father, Henry VIII had three children, my elder sister Mary, myself and youngest Edward . Both Edward and I grew up Protestant and without mothers so we grew quite close. At the age of four Katherine Champernowne, later to become Katherine Ashley, became my primary caretaker. Katherine was a well-educated woman whose affection and kindness greatly influenced me throughout my life. My third step-mother was Catherine Howard, who was attentive and often playful. The first public dinner with her she had me sit beside her, a great honor, it was a momentous occasion for my young self. Unfortunately she, like my own mother, was condemned to death for adultery, when I was only eight years old.Show MoreRelatedEssay about The Extent to Which Tudor Rebellions Have Similar Causes1102 Words   |  5 PagesThe Extent to Which Tudor Rebellions Have Similar Causes Tudor rebellions were caused by one or more of the following factors: dynastic, political, religious, and social and economic. 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