Legalize Marijuana Essay Example For Students

Legalize Marijuana Essay The legalization of marijuana will reduce crime, narcotic drug use, and create a utopian society. Marijuanas effect on society is greatly over exaggerated in that marijuana acts as a scapegoat for many of societys problems. Marijuana is blamed today for being a gateway drug; this means that consumption of marijuana will lead to use of narcotic drugs, this claim has never been proven, the only grounds for it is that marijuana is a more widespread and more sampled drug. Furthermore, the legalization of marijuana would create potential tax revenue that would flow from a regulated market in marijuana. Marijuana grows throughout temperate regions, with more potent varieties produced in dry, hot, upland climates. Marijuana is defined as a cannabis plant; and or a preparation made from the dried flower clusters and leaves of the cannabis plant, smoked or eaten to induce euphoria (marijuana, 827, Websters). Euphoria is a feeling of great happiness or well being (euphoria, 468). Chronic marijuana users may develop a motivational syndrome characterized by passivity, decreased motivation, and preoccupation with taking drugs. The relationship of this syndrome to marijuana use, however, has not been established. Like alcohol intoxication, marijuana intoxication impairs judgment, comprehension, memory, speech, problem-solving ability, and reaction time. The effect of long-term use on the intellect is unknown. There is no evidence that marijuana induces or causes brain damage (marijuana 2, Microsoft). The Drug Enforcement Agency estimates that we presently have 20 million regular users of marijuana in the United States (Heerema 130). The inclusion of drug users within society is in turn based on the premise that the desire to alter consciousness is a normal human trait, a drive as deep as the need for food, shelter and love (Siegel 1989). Humans perceive the use of marijuana to alter their state of consciousness as being a basic instinct that seems harmless and natural. Prohibition creates crime; it does not solve crime. It creates a tension within society that society cannot long bear. However, because some members of society are more tolerant of drug use than others, the attempt at prohibition inevitably tears society apart. It seems to work, for a while, but sooner or later the prohibition approach becomes untenable if society is to grow rather than stagnate. In the long run, society gradually adapts to the changes made necessary by the failure of the War on Drugs; and the new drugs appear, and then the cycle starts over (Aldrich 548). Therefore, if society wants to continue to grow, we must allow its inhabitants to alter their state of consciousness by using marijuana. A legal, regulated drug supply (as alcohol, tobacco, coffee, tea, and prescription drugs) encourages people both socially and personally to use the smallest dosage and the lowest potency that will be effective. It encourages normalization and control of drug use, and discourages abuse. It accepts a certain social cost in that the use of these drugs will cause problems for some members of society; but it does not deny that drug use is human, and instead works through the problems presented by drug use in such a way as to minimize their harm. In exactly opposite fashion, the criminal approach to drug use encourages drug abuse, by attempting to cut off supply. This policy restriction makes the desired commodity scarce and difficult to obtain. In turn, the user wants as much as possible, in the highest possible potency, for hoarding as well as immediate use. This policy ignores the basic human urge to get high, discourages the controlled use of drugs, and offers no normal socialization, no internal or external controls, and no possibility of harm reduction. It puts even the casual or experimental user into the illicit drug subculture where abuse is more likely; and any attempt to encourage self-control, that is, showing people how to use drugs intelligently and in the least harmful way, is seen as condoning abuse (Weil and Rosen 1983). Genetics Engineering Essay Now it is only a matter of time before lobbying groups pressure the legislature to legalize it. Due to legalization many states will be able to grow marijuana as a cash crop, and the United States government will be able to tax .

A Feminist Perspective free essay sample

Marjane Satrapi says in multiple interviews that she does not subscribe to feminism; instead, she describes herself as a humanist. However, her graphic novel memoir, Persepolis, has several themes at its core that convey feminist ideals. Throughout the novel, Marjane constantly expresses frustration with Iran’s strict regulations on women. She also grows up with strong female relationships in her family; these women help shape Marjane into the woman she is today, a woman who won’t stand for inequality. Marjane has two influential female role models: her mother and her grandmother. Both women are outspoken, independent, and progressive. They always encourage Marjane to be herself and to never lose touch with who she is and where she comes from. Marjane, her mother, and her grandmother all unite under the shared experience of Iranian women – they must all suffer through their country’s systemized oppression together. Marjane is incredibly close with her grandmother. We will write a custom essay sample on A Feminist Perspective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Throughout the novel, she approaches her grandmother for advice and always seeks her approval. When Marjane wishes to get a divorce, her grandmother encourages her independence: â€Å"†¦the day you don’t want it anymore, you leave him! When a tooth is rotten, you have to pull it out! † (335) Marjane’s grandmother is a strong representation of female independence and identity; she supports Marjane’s romantic relationships, but does not want her to rely on men for happiness. She gives Marjane advice even during her childhood: â€Å"In life you’ll meet a lot of jerks. If they hurt you, tell yourself that it’s because they’re stupid†¦ Always keep your dignity and be true to yourself† (150). In many ways, Marjane idolizes her grandmother; she serves as Marjane’s moral compass and scolds her when she acts without â€Å"Integrity! † (293). She always reminds Marjane of the sacrifices made in Iran’s fight for human rights and justice. Marjane’s mother also greatly influences her life, shaping her beliefs and ideals. Like most mothers, she wants the best for her daughter; she places a heavy importance on education in the hopes that Marjane will understand what it means to be an educated woman in such a misogynistic society. When she sends Marjane away from Iran, she assures her: â€Å"I know how I brought you up. Above all, I trust your education† (147). Marjane’s mother doesn’t want her daughter to live in such an oppressive time. When the veils become mandatory, Marjane’s mother wishes to take her to an opposition demonstration: â€Å"She should start learning to defend her rights as a woman right now! † (76) In growing up with such strong female role models, Marjane learns to express her opinion and always stand by her beliefs. They taught her to stand up for herself as a woman, and in doing so, introduced her to a feminist perspective on life. In Persepolis, the Islamic state makes the wearing of veils compulsory, under the assertion that it is a symbol of both Iranian culture and Islamic religious law. While Marjane accepts the veil as part of her life, she rebels against the ideology it represents. When Iran begins to enforce stricter dress codes to ensure modesty, Marjane sees that the veil is a form of controlling the female population, a form of suppression. She rejects the double standard that allows Iranian men more freedom: â€Å"You don’t hesitate to comment on us, but our brothers present here have all shapes and sizes of haircuts and clothes. Sometimes, they wear clothes so tight that we can see everything† (299). Marjane must experience the misogynistic nature of the fundamentalist Islamic regime that took power after the revolution. When a group of men assaults her mother for not wearing the typical conservative dress, her mother cries: â€Å"They insulted me. They said that women like me should be pushed up against a wall and fucked. And then thrown in the garbage. And that if I didnt want that to happen, I should wear the veil † (74). Marjane of course finds the treatment of her mother to be degrading, dehumanizing. She sees this kind of misogyny as a method of depriving women of their individuality and their identities. To avoid punishment, Marjane wears the veil in public; however, she refuses to let the veil confine her. In one instance, she expresses her individuality by wearing a denim jacket, Nikes, and a Michael Jackson button – along with her veil of course. (131) Reading Marjane’s experience as a woman in Iran allows us to explore an unfamiliar perspective on women’s issues. In our nation, where the same  identities and voices dominate the media, expanding our perspective on the world brings several issues to light. By becoming aware of global women’s rights issues, we can all stand in solidarity together against male supremacy and the injustices that accompany it. Persepolis is incredibly relevant to the feminist and womanist movements and strongly relates to the material we’ve covered in class. In focusing on women’s roles in Iran’s s ociety, supporting social equality for both sexes, and incorporating strong female role models, Persepolis can easily be read through a feminist perspective.

Writing Free Essay Samples

Writing Free Essay SamplesThere are many websites that offer writing samples for free and this is one of the advantages about this. You will be given free access to a wide variety of writing samples to see how they should be presented and where they can go wrong when they are written. Therefore, while it is always good to keep up to date with the writing trends, it is even better to get these samples from sites that are reputable and those that you can trust.Writing samples of work by other writers can be very helpful when you are writing your own work as well. However, these samples must be submitted in their entirety. Many individuals who are considering using writing samples as part of their writing repertoire will end up writing just the portion that is needed and then just copy the entire sample to add to the content of their work, instead of using the sample as a starting point.Article samples are an ideal way to get started with writing articles. Many sites offer these free of charge but these can be taken advantage of as well. The sample can be used as a basis for your work or as a guideline that can be used to build upon. You do not have to copy and paste everything verbatim, but you can still incorporate a lot of the information that is included within the sample.When searching for free article samples for your use, make sure you choose samples that are comprehensive. The samples should be quite detailed and include details that are helpful to you as a writer. For example, a sample of a fashion magazine can provide much of the information that you will need to know to write about what is popular in that market.Also, look for samples that will give you a visual representation of the format and style of the sample. This helps you learn more about the type of writing that you are writing. When you are studying different samples, try to write similar paragraphs to each and see which one works the best for you.As you are learning how to write an article, d o not be afraid to experiment with samples. Sometimes, the sample is very simplistic and this may not be the best starting point for you. After all, you may find a lot of similarities between the sample and your work and you may need to be exposed to a wider range of samples to get a feel for what will work best for you.If you find a sample that works well for you, then move on to the next one. On the other hand, if you find a sample that is too basic for you, then use that one as a way to practice and see if it works for you. You may have a difficult time with another sample that was too complex, so try to understand how to write an article that is simple for you and make notes to improve your writing skills as you go along.If you are interested in improving your writing skills, or writing for your writing assignments, then free essay samples are a great place to start. You can search the internet to find a variety of different writing samples and help yourself become a better writ er.

Life Cycle of a Group Essay Example

Life Cycle of a Group Essay Topic: Discuss the life cycle of a group, showing how the process involved in each stage can affect the overall effectiveness of any group in the performance of an assigned task. A group is a collection of two or more people who, over a period of time develop shared norms of behavior, are interdependent, and interact with each other for the purpose of achieving some common goal or set of goals. There are two types of groups namely; a formal group and an informal group. For example, a formal group in an organization is deliberately formed to achieve specific objectives. This is achieved through organization, co-ordination and delegation of work load within the group. Within a formal group exist set rules and procedures to be adhered to, all information is declared and taken note of. All formal groups have a formal point of origin and an end point. An informal group however is formed by personal preferences and satisfies psychological and social needs (Mullins, L. 2005). A lack of official information will quickly reveal informal groups within an organization. The grape vine will pass information swiftly through the organization. This cuts through the organization’s structure ignoring the formal channels of communication. The group members are spread across departments; they may be friends who do lunch, or smokers who meet outside the building. This networking is informal, and can benefit the individual member; each group has its own culture. These groups are cross sectional, and are formed without any involvement from the formal structure (Mullins, L. 2005). According to B. W. We will write a custom essay sample on Life Cycle of a Group specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Life Cycle of a Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Life Cycle of a Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tuckman (1965), as a group develops towards an effective, productive and healthy team it will pass through a number of distinct and natural sequences of stages. Each stage has both specific a task and socio-emotional issues. Knowledge of these stages and relevant behaviors can assist greatly in the understanding of the needs of the group. By understanding this, one can ask the right questions to discover at what stage the team is and what needs to be done to progress its development. The five stages of a group’s life cycle as defined by B. W. Tuckman (1965) are forming, storming, norming, performing and adjourning. Each of these stages is unique and is characterized by its own set of distinctive behaviors and issues for the team and the leader (Tony Chapman et al). The first stage of the life cycle of a group is a stage commonly referred to as â€Å"forming† or testing and dependency stage. Forming is the initial meeting stage of proposed members of the group just coming together. The term â€Å"testing† refers to an attempt by group members to discover what interpersonal behaviors are acceptable in the group based on the reactions of other group members. It is at this first set of encounters the members of the group decide explicitly on the purpose of the formation of the group and formal rules may be set. At this stage, members establish base level expectations, norms and sort common goals that are agreed upon. The group also begins the process of contact and bonding, and development of trust within its members. Members identify similarities in behavior and may even form sub groups or even allies based on such similarities or differences. Individual roles and responsibilities are usually not set and still unclear to its members. This forming stage of the group, also referred to as the â€Å"childhood† stage of the group because of its dependency, is often characterized by feeling of shyness, uncertainty, anxiety, anticipation and diffidence among the members. An extravert member may rapidly assume some kind of leadership (B. W. Tuckman) in order to commence progression of the group. The leadership of the group however, can be set either by council, members of the group themselves or leadership of the group can be done simultaneously, but must be done in order to provide some sort of structure for the group. There is usually high dependence on the group’s leader for guidance and direction, and little agreement on the group’s aims other than those which are received from the leader. The leader of the group must be prepared to answer questions about the group’s purpose, objectives and external relationships (B. W. Tuckman 1965). Hence without the quick establishment or selection of a leader in this stage of the group’s life cycle may cause the group to stagnate, thus unable to move forward with its assigned task. The second stage of the group’s life cycle is referred to as â€Å"storming† or the â€Å"adolescent† stage of the group. Storming is a period of jockey for position, authority and influence among members (B. W. Tuckman 1965). Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. At this point of the â€Å"storming† process, members may test the tolerance of the system and may challenge the leadership and control of the group. Such challenges may be brought about by other extravert members who wanted an opportunity to be the leader, or may be brought about by sub groups or cliques that were formed within the group itself. With this creation of a power struggle within the group, the initial leader(s) may not even survive this period because he may be voted out or forced to withdraw his leadership by other members of the group. When such disputes arise, the progression of the group’s life cycle stagnates and will be unable to move forward with its assigned task until such issues are dealt with and agreed upon unanimously within the group. Apart from power and control differences at this phase of the group’s life, inter group conflict is prevalent in this phase. Conflict and tension may ensue as group members and sub groups become hostile towards each other as a means for expressing their individuality and resisting the formation of the group structure (B. W. Tuckman 1965). Interaction is uneven and â€Å"infighting† is common. The lack of unity may be an outstanding feature existing in this stage, thus decision making becomes a difficult task. One of the most crucial elements at this stage is to resolve any conflicts within the group by enforcing the norms of communication established in the previous stage. By getting the group to re-focus on the goals of the given tasks and avoid becoming distracted by relationship and emotional issues, the more likely progression will transpire to the next stage of development. The third stage in the life cycle of a group is referred to as â€Å"norming† or the â€Å"adulthood† stage. Having sorted out its internal structure, there is then the issue of what the group stands for. What behavior and contribution is acceptable and what isn’t. Members explore behind the power processes and begin to form some idea of the group’s identity; the ‘group in the mind’. This is rarely done explicitly, of course, and it can readily slip back into storming (Atherton J. S. ), causing regression of the group. Norming promotes openness to other group members and the development of cohesiveness and that ‘in-group’ feeling of belongingness. Agreement and consensus is largely formed among the group, who respond well to facilitation by the group leader. This can be attributed to the norms of interaction are fully formed at this particular stage and members of the group begin to comply. Group members accept the group and accept the idiosyncrasies of fellow members. The group becomes an entity by virtue of its acceptance by the members, their desire to maintain and perpetuate it and the establishment of new group-generated norms to insure the groups existence. Harmony is of maximum importance, and task conflicts are avoided to insure harmony (B. W. Tuckman et al) and the emblem of membership starts to occur. Roles and responsibilities are clear and accepted, as well as the process for the solving of problems is also established. Decisions are made by group agreement, through the process of negotiation and consensus building. At this stage of the group unity and commitment is strong and mutual support is possible, since group members have the similar desire to achieve the same task. The team discusses and develops its processes and working style. Since the main goal of cohesion and general respect for the leader is achieved, some of the leadership is also shared by the team, where smaller decisions may be delegated to individuals or sub groups within the group. At this particular stage of a group’s development, members of the group should be mindful that a strong feeling of cohesiveness does not override the realistic appraisal of alternatives causes of action. This process is referred to as â€Å"groupthink†. Groupthink, a term coined by social psychologist, occurs when a group makes faulty decisions because group pressures lead to a deterioration of â€Å"mental efficiency, reality testing, and moral judgment†. Groups affected by groupthink ignore alternatives and tend to take irrational actions that dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making (Irving Janis 1972). It can also occur when members believe in the rightness of their cause and therefore ignore the ethical or moral consequences of their decisions. Hence it is crucial to have members who are willing to challenge the direction of the group, but not challenge the group itself, which will result in regression of the group’s progress, hence affect the effectiveness of assigned tasks. The forth stage of the life cycle of a group is referred to as â€Å"performing†. It is at this stage the group is at its most powerful, in terms of efficiency and performance, because it now more strategically aware of its purpose. The team is able to work toward achieving the goal of the group, and also to attend to relationship, style and process issues along the way. The group, which was established as an entity during the preceding phase, can now become a problem-solving instrument (B. W. Tuckman 1965). It does this by directing itself to members as objects, since the subjective relationship between members has already been established. Members can now adopt and play roles that will enhance the task activities of the group, since they have learned to relate to one another as social entities in the preceding stage (B. W. Tuckman et al). This performing stage is an advance continuation of stage three, which is the norming phase. The group now switches from collecting to processing the information given, then works collaboratively to find solutions to these problems using appropriate control measures, also try different solution methods, without being committed to one line of action. One problem that may occur at this stage is when ideas set forth by group members are challenged by other members within the group. This may result in personality conflicts and can cause regression as far back as stage one; hence a longer timeframe is needed for the completion of the given task. The fifth and final stage of the group’s life cycle is known as the â€Å"adjourning† phase, and is commonly referred to as the â€Å"mourning† phase because the group’s life has literally come to an end. This stage is about completion and disengagement from both the task and the group members (B. W. Tuckman). Members will be proud of having achieved accomplishment of the given task and glad to have been a part of the group. In this stage group members need to recognize what they have done and consciously move on. This stage is helpful particularly if members of a group have been closely bonded and have derived status or identity with in the group. It is important to manage carefully the adjourning of the group, since this emotional time should be made as meaningful as the group was. In conclusion, it should be noted that there are no fixed time limits for each stage of the group’s life cycle. Each step of the development process builds on the previous one and prepares that phase to progress to the performing phase. With every new challenge that the group is face with, the process repeats and initial phases may have to be revisited, causing regression of the group. Phases of the group’s life cycle may also overlap at any given time during the execution of the assigned task, however phases cannot be skipped as this will result in a negative effect of the performing stage of the group. Words (2156) Reference 1. Tuckman, Bruce W. (1965) Developmental sequence in small groups, 2. ATHERTON J S (2003) Learning and Teaching: Group Development 3. Tuckman, Bruce W. Jensen, M. A. Stages of small-group development revisited. Group Org. Studies 4. Tuckman, Bruce W. (1984) Citation classic Developmental sequence in small groups 5. Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin. 6. Mullins, L. (2005). Management and Organizational Behavior 7. Tony Chapman, Bill Best, Paul Van Casteren – Executive Coaching

The Edmund Fitzgerald essays

The Edmund Fitzgerald essays One of the greatest ships to sail the Great Lakes was the Edmund Fitzgerald. The Edmund Fitzgerald had sailed for many years until it sank in 1975. The Edmund Fitzgerald was built in 1958; it was 729 feet long and weighed 13,632 tons (Stonehouse 13). This was the largest ship to sail the Great Lakes until 1971(Stonehouse 13). The Edmund Fitzgerald had a sister ship called the Arthur B. Homer, which was the second biggest ship on the great lakes (Stonehouse 13). The Edmund Fitzgerald had a 7,000 horsepower steam turbine engine that could push the ship at around 16 miles an hour (Stonehouse 13). Northwestern Mutual Life Insurance Company of Milwaukee owned the ship. Aboard the ship there were 29 crew members, the captain, 3 licensed deck officers, a chief engineer, 4 licensed engineering officers, and 20 unlicensed personnel (U.S. Marine Reports). The ships captain was Ernest Mcsorley who was a master of the Great Lakes and had 44 years sailing them (Stonehouse 25). The ship had sailed the great lakes for many years until that day in 1975 when it was never seen again. The Edmund Fitzgerald had left a port in Superior, Wis. At around 2:15 pm on November 09, 1975 (Stonehouse 24). The ship was fully fueled and loaded for its trip to Detroit Michigan. The boat had traveled about two hours across lake superior when it became in sight of another boat, the Arthur M. Anderson. Around 7:00 Pm the Edmund Fitzgerald started to come across bad weather conditions and had to change its course. The Fitzgerald and the Anderson both changed course and started heading to the lakes more northern waters, which was called the fall north route (Stonehouse 25). The two ships had traveled along the same course for many hours and the storm was still very strong. The two ships were battling waves of 10-12 feet, winds of up to fifty knots, and even snow (Stonehouse 26). The Anderson was about 16 miles away from the Fitzgerald when th ...

McDonalds Essay Example | Topics and Well Written Essays - 500 words

McDonalds - Essay Example They use renewable resources and quality control over the industry, which is done through random checks and random audits. The main weakness is the media backlash. On operations, the industry has on line and onsite kiosk job application systems and is the second largest employer in the U.S. on the marketing, sales the products are of high quality, and the industry promotes health and wellness campaign and product offerings and does a lot of consumer and market research. The company also makes promotions such as the Coca Cola endorsement promotion. Their services have a high accuracy and done in a clean environment and often accompanied with friendly customer service. However, the industry lacks employee apathy and some customers complain of dissatisfaction (Collier 2010). As is with other companies McDonalds relies on its resources for its capabilities and core competencies to be able to create value through this, McDonalds claims to have capabilities including its own employees and the training experiences provided to them. A global food vision and a stable of full time chefs in studios, which are located in Hong Kong, Munich, and Chicago, are some of the resources that are combined to form the firm’s product innovation capability. To make all this work is dependent on the firm’s organizational structure. McDonalds uses its resources to focus on being a better instead of concentrating on being big and this has been evident since the McDonald is becoming better through creating value for customers. Any strategies that the firm chooses must be based on its resources. The McDonalds uses its skills on human resources to lay a foundation of producing a number of new products to serve local customers. To implement a strategy the managers int egrate or combine different resources so that the firm is able to complete tasks. From the importance of resources, managers complete an internal analysis (Hess 2010). The McDonalds

Mind and Consciousness Essay Example | Topics and Well Written Essays - 500 words

Mind and Consciousness - Essay Example Syntactic knowledge is, to much an extent, dependent upon the system. The same action may have various commands with the change of the machine. â€Å"Also conventions can be a source of difficulties, for example using â€Å"S† for saving or for sending a file can produce confusing experiences† (Dursteler, 2011). Semantic knowledge, on the other hand, points towards the understanding of meanings that are not linked with particular experiences. It is the conscious recollection of knowledge about our surroundings and the whole world in the broader context irrespective of the context. For example, it is because of my semantic knowledge that I am able to differentiate between the meanings of individual words in language. The form and content of knowledge are two entirely different areas. Forms of knowledge can be classified into three types, namely the intellectual knowledge, knowledge of stats, and the knowledge of reality. Intellectual knowledge is an assemblage of facts which can be used to derive intellectual conclusions. Knowledge of states is basically emotionalism, in which an individual is occupied by extreme thoughts. The knowledge of reality enables a man to identify the ultimate truth. This form of knowledge is commonly retained by Sufis and spiritual people. The content of knowledge, on the other hand, is all that shapes an individual’s vision and opinion. The form of knowledge is more concerned with the state of mind whereas the content of knowledge is what is displayed in the form of knowledge. Machines have limited knowledge. When assessing machine intelligence, it must be ensured that the form of knowledge is consistent with the content of knowledge stored in it. Human brain and computer are so different structurally that they are almost incomparable (Scaruffi, 2001). The fundamental difference between thinking power, consciousness and knowledge of human intelligence and machine intelligence is the fact that the former is