Biography of Mary McLeod Bethune, Civil Rights Activist

Biography of Mary McLeod Bethune, Civil Rights Activist Mary McLeod Bethune (born  Mary Jane McLeod; July 10, 1875–May 18, 1955) was a trailblazing African-American educator and civil rights leader. Bethune, who strongly believed that education was the key to equal rights, founded the groundbreaking Daytona Normal and Industrial Institute (now known as the Bethune-Cookman College) in 1904. She also opened a hospital, served as CEO of a company, advised four U.S. presidents, and was chosen to attend the founding convention of the United Nations. Fast Facts: Mary McLeod Bethune Known For: Bethune was an educator and activist who fought to improve the lives of African-Americans.Also Known As: Mary Jane McLeodBorn: July 10, 1875 in Mayesville, South CarolinaParents: Sam and Patsy McLeodDied: May 18, 1955 in Daytona Beach, FloridaSpouse: Albertus Bethune (m. 1898–1918)Children: Albert Early Life Mary Jane McLeod was born on July 10, 1875, in rural Mayesville, South Carolina. Unlike her parents, Samuel and Patsy McLeod, Mary, who was the 15th of 17 children, was born free. For many years after the end of slavery, Marys family continued to work as sharecroppers on the plantation of former master William McLeod until they could afford to build a farm. Eventually, the family had enough money to erect a log cabin on a small plot of farmland they called Homestead. Despite their freedom, Patsy still did laundry for her former owner and Mary often accompanied her mother to deliver the wash. Mary loved going because she was allowed to play with the toys of the owners grandchildren. On one particular visit, Mary picked up a book- only to have it ripped from her hands by a white child, who screamed that Mary wasnt supposed to read. Later in life, Mary said that this experience had inspired her to learn to read and write. Early Education At a young age, Mary was working up to 10 hours a day, often in the fields picking cotton. When she was 7, a black Presbyterian missionary named Emma Wilson visited Homestead. She asked Samuel and Patsy if their children could attend the school she was establishing. The parents could afford to send only one child, and Mary was chosen to become the first member of her family to attend school. This opportunity would change Mary’s life. Eager to learn, Mary walked 10 miles a day to attend the one-room Trinity Mission School. If there was time after chores, Mary taught her family whatever she had learned that day. Mary studied at the mission school for four years and graduated at the age of 11. With her studies completed and no means to further her education, Mary returned to her familys farm to work in the cotton fields. A Golden Opportunity Still working a year after graduation, Mary fretted about missing additional educational opportunities- a dream that now seemed hopeless. Ever since the McLeod familys only mule had died, forcing Marys father to mortgage Homestead to buy another mule, money in the McLeod household had been even scarcer than before. Luckily for Mary, a Quaker teacher in Denver, Colorado, named Mary Chrisman had read about the blacks-only Mayesville school. As a sponsor of the Northern Presbyterian Churchs project to educate former slave children, Chrisman offered to pay tuition for one student to receive a higher education- and Mary was chosen. In 1888, 13-year-old Mary traveled to Concord, North Carolina, to attend the Scotia Seminary for Negro Girls. When she arrived at Scotia, Mary stepped into a world very different from her Southern upbringing, with white teachers sitting, talking, and eating with black teachers. At Scotia, Mary learned that through cooperation, whites and blacks could live in harmony. Studies Study of the Bible, American history, literature, Greek, and Latin filled Marys days. In 1890, the 15-year-old completed the Normal and Scientific Course, which certified her to teach. However, the course was the equivalent of todays associates degree, and Mary wanted more education. She continued her studies at the Scotia Seminary. Lacking money to travel home during summer vacations, the principal of Scotia found her jobs as a domestic with white families for which she earned a little money to send back to her parents. Mary graduated from Scotia Seminary in July 1894, but her parents, unable to get enough money together for a trip, did not attend the graduation. Shortly after graduation, Mary boarded a train in July 1894 with a scholarship to the Moody Bible Institute in Chicago, Illinois, again thanks to Mary Chrisman. Mary took courses that would help her qualify for missionary work in Africa. She also worked in Chicagos slums, feeding the hungry, assisting the homeless, and visiting prisons. Mary graduated from Moody in 1895 and immediately went to New York to meet with the Presbyterian Churchs mission board. The 19-year-old was devastated when she was told â€Å"coloreds† could not qualify as African missionaries. Becoming a Teacher With no options, Mary went home to Mayesville and worked as an assistant to her old teacher, Emma Wilson. In 1896, Mary moved to Augusta, Georgia, for an eighth-grade teaching job at the Haines Normal and Industrial Institute. The school was located in an impoverished area, and Mary came to realize that her missionary work was most needed in America, not Africa. She began to seriously consider founding her own school. In 1898, the Presbyterian board sent Mary to Sumter, Carolinas Kindell Institute. A gifted singer, Mary joined the choir of the local Presbyterian church and met teacher Albertus Bethune at a rehearsal. The two started courting and in May 1898, 23-year-old Mary married Albertus and moved to Savannah, Georgia. Mary and her husband found teaching positions, but she stopped teaching when she became pregnant, and he began selling menswear. Mary gave birth to son Albertus McLeod Bethune, Jr. in February 1899. Later that year, a Presbyterian minister convinced Mary to accept a mission-school teaching position in Palatka, Florida. The family lived there  for five years, and Mary began selling insurance policies for Afro-American Life. (In 1923, Mary founded Tampas Central Life Insurance, becoming the companys CEO in 1952.) Plans were announced in 1904 to build a railroad in northern Florida. Aside from the project creating jobs, Mary saw an opportunity to open a school for migrant families- envisioning funds coming from the wealthy of Daytona Beach. Mary and her family headed to Daytona and rented a run-down cottage for $11 a month. But the Bethunes had arrived in a city where blacks were lynched every week. Their new home was in the poorest neighborhood, but it was here that Mary wanted to establish her school for black girls. Daytona Normal and Industrial Institute On October 4, 1904, 29-year-old Mary McLeod Bethune opened the Daytona Normal and Industrial Institute with only $1.50 and five 8- to 12-year-old girls, and her son. Each child paid 50 cents a week for a uniform and to receive rigorous training in religion, business, academics, and industrial skills. Bethune often lectured to raise funds for her school and recruit students, emphasizing education to achieve self-sufficiency. But Jim Crow was law and the KKK was again raging. Lynching was common. Bethune received a visit from the Klan over the formation of her school. Tall and hefty, Bethune stood resolutely in the doorway, and the Klan left without causing harm. Many black women were impressed once they heard Bethune speak about the importance of education; they too wanted to learn. To teach adults, Bethune provided evening classes, and by 1906, Bethunes school boasted a 250-student enrollment. She bought the adjacent building to accommodate expansion. However, Mary McLeod Bethunes husband Albertus never shared her vision for the school. The two could not reconcile on this point, and Albertus left the family in 1907 to return to South Carolina, where he died in 1919 of tuberculosis. School Growth Bethunes goal was to create a top-rated school where students would acquire the requisite needed to succeed in life. She provided agricultural training so that students would learn how to grow and sell their own food. Accepting everyone who wanted education caused major overcrowding; however, Bethune was determined to keep her school afloat. She purchased more property from a dumpsites owner for $250, paying $5 a month. Students hauled junk away from the place they named Hells Hole. Bethune also swallowed her pride and decided to solicit aid from rich whites. Her tenacity paid off when James Gamble (of Proctor and Gamble) paid to build a brick schoolhouse. In October 1907, Mary moved her school to the four-story building she named Faith Hall. People were often moved to give due to Bethunes powerful speaking and passion for black education. For example, the owner of White Sewing Machines made a large donation to build a new hall and included Bethune in his will. In 1909, Bethune went to New York and was introduced to Rockefeller, Vanderbilt, and Guggenheim. Rockefeller created a scholarship program for Mary through his foundation. Angry at the absence of healthcare for blacks in Daytona, Bethune built her own 20-bed hospital on campus. The consummate fundraiser hosted a bazaar, raising $5,000. Famed industrialist and philanthropist Andrew Carnegie donated. With this support, Bethune focused on acquiring accreditation as a college. Her proposal was rejected by the all-white board, who believed an elementary education was sufficient for blacks. Bethune again sought the help of powerful allies, and in 1913 the board approved junior-college accreditation. Merger Bethune maintained her Head, Hands, and Heart teaching philosophy and the overcrowded school kept growing. To expand, the 45-year-old Bethune hopped on her bike, going door-to-door soliciting contributions and selling sweet potato pies. However, the 20-acre campus still struggled financially, and in 1923 Bethune decided to merge the school with the Cookman Institute for Men in Jacksonville, Florida, which doubled student enrollment to 600. The school became the Bethune-Cookman College in 1929, and Bethune served until 1942 as the first black female college president. Women’s Rights Bethune believed that raising the status of African-American women was key to elevating the race; thus, beginning in 1917, she formed clubs championing the causes of black women. The Florida Federation of Colored Women and the Southeastern Federal of Colored Women addressed important topics of the era. A constitutional amendment granted black women voting rights in 1920, and an overjoyed Bethune got busy organizing a voter registration drive. This roused the ire of Klansmen, who threatened her with violence. Bethune urged calmness and courage, leading the women in exercising their hard-won privilege. In 1924, Bethune defeated Ida B. Wells, with whom she had a contentious relationship over teaching methods, to become president of the 10,000-strong National Association of Colored Women (NACW). Bethune traveled often, singing and speaking to raise money, not only for her college but also to move the NACW’s headquarters to Washington, D.C. In 1935, Bethune founded the National Council of Negro Women (NCNW). The organization sought to address discrimination, thereby improving every facet of African-American life. Advisor to Presidents Bethune’s successes did not go unnoticed. After she returned to her school in October 1927 from a European vacation, she attended a brunch at the home of New York governor Franklin Delano Roosevelt. This began a lifelong friendship between Bethune and the governors wife Eleanor. A year later, it was U.S. President Calvin Coolidge who wanted Bethune’s advice. Later, Herbert Hoover sought Bethunes thoughts on racial affairs and appointed her to various committees. In October 1929, Americas stock market crashed, and black men were the first to be fired. Black women became primary breadwinners, working in jobs of servitude. The Great Depression increased racial hostility, but Bethune ignored established mores by frequently speaking out. Her outspokenness caused journalist Ida Tarbell to deem her one of Americas most influential women in 1930. When Franklin Roosevelt became president, he created several programs for blacks and appointed Bethune as his advisor of minority affairs. In June 1936, Bethune became the first black woman to head a federal office as director of the Division of Negro Affairs of the National Youth Association (NYA). In 1942, Bethune assisted the war secretary during World War II in creating the Womens Army Corps (WAC), lobbying for black women military officers. From 1935 to 1944, Bethune advocated passionately for African-Americans to receive equal consideration under the New Deal. Bethune also assembled a black think tank for weekly strategy meetings at her home. On October 24, 1945, President Harry Truman chose Bethune to attend the United Nations founding convention. Bethune was the only black female delegate, and the event was the highlight of her life. Death Failing health forced Bethune into retirement from government service. She went home, maintaining only certain club affiliations, and wrote books and articles. Knowing death was near, Mary penned My Last Will and Testament, in which she summed up her lifes achievements. The will read, I leave you love. I leave you hope. I leave you a thirst for education. I leave you racial dignity, a desire to live harmoniously- and a responsibility to our young people. On May 18, 1955, 79-year-old Mary McLeod Bethune died of a heart attack and was buried on the grounds of her beloved school. A simple marker reads, Mother. Legacy Against all odds, Bethune greatly improved the lives of African-Americans through education, political involvement, and economic enablement. In 1974, a sculpture of Bethune teaching children was erected in Washington D.C.s Lincoln Park, making her the first African-American to receive such an honor. The United States Postal Service issued a stamp commemorating Bethune in 1985. Today, her legacy lives on through the college that bears her name. Sources Bethune, Mary McLeod, et al.  Mary McLeod Bethune: Building a Better World: Essays and Selected Documents. Indiana University Press, 2001.Kelley, Samuel L.  Faith, Hope and Charity: Mary McLeod Bethune. Xlibris Corporation, 2014.

17 Reasons Why You Should Go to Class in College

17 Reasons Why You Should Go to Class in College Some days it can be flat-out impossible to find the motivation to go to class. Its a lot easier to come up with reasons not to: You havent had enough sleep, you just need a break, you have other things to do, theres something more exciting going on, the professor is bad, the professor wont notice, you wont miss anything - or you just dont want to go. Even if all of these excuses are true, its important to take a step back and gain some perspective about why going to class in college really does matter. 1. Skipping Class Is a Big Waste of Money Lets say your tuition costs $5,600 this semester. If youre taking four courses, thats $1,400 per course. And if youre in class 14 weeks each semester, thats $100 a week per class. Lastly, if your course meets twice a week, youre paying a whopping $50 for each class. Youre paying that $50 whether or not you go, so you might as well get something out of it. (And if youre going to an out-of-state public school or a private school, youre probably paying way more than $50 per class.) 2. Youll Regret It If You Dont Going to class is like  going to the gym: Youll feel guilty if you dont go but awesome if you do. You know how, on some days, its nearly impossible to make yourself hit the gym? But on the days when you do go, youre always glad you did? Going to class often works the same way. You might lack the motivation at first, but it nearly always pays off later. Make yourself feel proud all day for going instead of guilty all day for not. 3. Today Could Be the Day You Learn Something Life-Changing Your professor might mention an organization that sounds interesting. Later, youll look it up, decide you want to volunteer for it, and ultimately land  a job after graduation. Does that seem far-fetched? Maybe. Maybe not. You never know when inspiration will strike in college.  Set yourself up for it by going to class and keeping an open mind about what kinds of things you can learn about and fall in love with. 4. Remember That Youre Here Because You Want to Be Is college easy and lovely and enjoyable all the time? Of course not. But you went to college because you wanted to, and there are a lot of students out there who dont have the opportunity to do what youre doing. Remember its a privilege to be working toward a college degree, and not going to class is a waste of your good fortune. 5. Youll Learn What You Need to Know You never know when your professor is going to drop that critical sentence in the middle of the lecture: This will be on the exam. And if youre home in bed instead of in a seat in class, youll never know how important todays lesson really was. 6. Youll Find Out What You Dont  Need to Know Conversely, your professor may say something along the lines of This is important for you to read and understand, but it wont be part of the upcoming midterm. Thatll come in handy later when youre deciding where to focus your efforts when studying. 7. You Might Learn Something Interesting Maybe youre only taking the course to meet a graduation requirement, but you just might - gasp! - learn something interesting in class today.   8. You Can Socialize Before and After Class Even if youre still wearing your pajama pants and barely make it to class on time, youll likely still have a minute or two to catch up with some friends. And even if you just commiserate about how youre still recovering from the weekend, the camaraderie can be nice. 9. Itll Actually Save You Time When Youre Studying Later Even if your professor just goes over the reading, that kind of review will help solidify things in your mind. Which means the hour you spent in class reviewing material is one less hour you have to spend studying later. 10. You Can Ask Questions   College is different than high school in a lot of ways, including the fact that the material is more difficult. Consequently, asking questions is an important part of your education. And its much easier to ask questions of your professor or TA when youre in class than when youre home trying to catch up on what you missed. 11. You Can Get Face Time With Your Professor While it may not seem important now, its incredibly helpful for your professor to know you - and vice versa. Even if he or she doesnt interact with you much, you never know how your class attendance might benefit you later. If, for example, you need help with a paper or are close to failing the class, having the professor know your face when you go talk to him or her down the road can definitely help you make your case. 12. You Can Get Face Time With Your TA Its important for you to make yourself familiar to your TA, too. TAs can be great resources - theyre often more accessible than a professor, and if you have a good relationship with them, they could be your advocate with the professor.   13. Youll Get Some Exercise Getting There If you dont think your brain can get anything out of going to class, maybe your body can. If youre walking, biking or using some other kind of body-powered transportation to get around campus, youll at least get some exercise from going to class today. And thats a good reason to go, right? 14. You Can Talk to That Certain Someone Is class for your academic pursuits? Definitely, and those should always take priority. But it doesnt hurt if just so happen to be taking a class with a person you want to get to know better. Even if you both are commiserating about what else youd rather be doing, neither of you would be talking with each other if you didnt show up for class today. 15. Youll Be More Prepared for Upcoming Work Its hard to be prepared for upcoming assignments if you dont go to class on a regular basis. Can you wing it? Maybe. But the amount of time you spend trying to undo the damage youve done by skipping class is likely much more than the amount of time you would have spent just going to class in the first place. 16. You Might Actually Enjoy Yourself You went to college to expand your mind, learn all kinds of new information, learn how to think critically and live an examined life. And once youre done with college, you may never again get to spend so much time doing those things. So even on the days when its super hard to find a reason to go to class, persuade yourself to go by reminding yourself how much you enjoy learning. 17. You Want to Graduate Dont you? Because that might be difficult if you get bad grades, which is more likely to happen if youre not going to class. Remember: Investing in a college education is only worthwhile if you actually get the degree. And if you have student loans, theyre going to be a lot harder to pay back if youre not benefitting from the higher earning potential that comes with a college degree.

Drug and alcohol use in teens Term Paper Example | Topics and Well Written Essays - 500 words

Drug and alcohol use in teens - Term Paper Example A good example is alcohol. It is highly important that people who are in their teens do not use drugs or alcohol as it will have a devastating effect on their bodies. This paper will examine this effect. First of all, one should point out that drugs, due to their nature, negatively affect the brain of a person – the organ which is still a mystery for the science (Scheier vii). Indeed, the nature of the drugs distorts the normal work of brain and it can hardly be restored to its fullest. In other words, it is important to keep in mind that drugs do harm to the body that can hardly be reversed, so if a person decides to take drugs, there is a little chance that one will be able to leave the path of addiction and become a normal individual once again. What is more important is that the minor harmful effects that the body might experience because of the drugs may last for a rather considerable amount of time (Hyde and Setaro 50). This means that one can not simply try drugs for on e time: the consequences which are unpleasant will keep appearing after the use. So, a person should understand that nothing is worth that. Indeed, one should acknowledge that unlike other substances, drugs influence the organism of a person on a much deeper level which makes them extremely dangerous. The â€Å"positive† effect that they drugs can be explained by the distorted functions of some organs; so, when a person takes drugs, one is deliberately tampering one’s body.

Human resource management Essay Example | Topics and Well Written Essays - 1250 words - 2

Human resource management - Essay Example In short, employee’s effort (F) towards an action is the valence (V), i.e., value attached to the outcome multiplied by the probability/expectancy (E) attached to their action that will lead to the desired outcome (Koontz, 2010). Considering this theory in McDonald’s context provides some very interesting findings. For instance, McDonald’s motivation and recognition schemes include bonuses for high performers, recognition as employer, team and manager of the term, champion awards, promotions etc (Lovewell, 2013). Considering that the motivation factors are varied among employees, most of the factors fall into either monetary, or non-monetary categories; and, McDonald’s attempts to provide opportunities for earning both types of rewards, thereby considering both extrinsic and intrinsic motivating factors. Employees that depend on intrinsic motivation look for recognition of their efforts and will thus strive to achieve the same by putting in more efforts; c onversely, extrinsically motivated staff is satisfied by the bonuses and other compensations such as company-sponsored dinner outings. Job evaluation is the process of systematic and relative comparison of roles to assess their net worth in order to derive a rational pay structure. Job analysis is the precursor for job evaluation and involves the decisions of many people that may be analytical and also subjective (Cole, 2002). For instance, Tesco has adopted a simple, clear and transparent job evaluation system that is based on subjective evaluation and divides its roles into six bands of work-levels. Work and responsibilities are also divided proportionately, with the lowest level being level-1 and highest at level-6. (Level pegging, 2009). Their pay bands are relative to the market standards for the same levels in other companies. This banding has resulted in flat organizational structure, thus reducing bureaucratic levels that were slowing down decision-making and implementing activities as well as increasing costs for the company. Other factors include providing competitive pay packages for their employees compa red to competitors in order to motivate and retain their experienced staff; providing greater flexibility to its managers to identify critical leadership talent and to promote internal candidates for higher roles; thirdly, to improve teamwork and thus productivity; facilitating job rotation and lateral movements of staff members etc. Rewards are meant to motivate employees at all levels, and companies design complex reward systems that include a variety of rewards. For example, monetary rewards such as bonuses, incentives, compensation benefits, and non-monetary rewards such as recognition, promotions, appreciation, additional responsibilities, special training and skill development programs are a few reward systems that contemporary organizations use. As Lovewell (2013) points out, McDonald’s uses service awards to recognize employees’ commitment and loyalty; it rewards high performance with rewards such as restaurant of the quarter, month, and year. To recognize thei r support staffs’ outstanding contribution, they give the President’s award. To appreciate individual performance, they have

Gerotranscendence as an alternative ageing theory

Gerotranscendence as an alternative ageing theory The theory of gerotranscendence has been chosen for the purpose of this essay as it represents an alternative ageing theory and can be useful when planning to carry out a research project in a nursing home with the aim to find out how elderly people experience their daily life in an institution. The theory of gerotranscendence may help provide a more balanced understanding of the quality of life of the older adult living in a nursing home (Tornstam, 1989: Tornstam, 1997b). A brief description of the theory of gerotranscendence follows. Fawcett (2000) argues that the theories on human ageing may be divided into two main categories: biological ageing theories, and  the psychological and social ageing theories. This essay aims to describe, analyze and present a critique of Lars Tornstams theory of Gerotranscendence. According to Tornstam (1992, 1994, 1996a) human ageing is characterized by a general process towards gerotranscendence. Gerotranscendence is a shift in meta-perspective, from a materialistic and rational view of the world to a more cosmic and transcendent view. It is a natural and individual process that leads to maturity and wisdom in old age (Tornstam, 1996b). Within this essay, the basis of this theory will be explored, together with the analysis of its development. Moreover, the theory of gerotranscendence will be viewed in the light of the nursing science and whether it is easy and logical to comprehend. Values and assumptions will also be reviewed. These are the topics that this essay will attempt to discuss in relation to the nursing practice, education and research. 2.0 Description of the Theory of Gerotranscendence The theory of gerotranscendence was developed by Lars Tornstam, professor of sociology at the University of Uppsala in Sweden. This theory has been developed as a reaction to the prevailing ageing theories within gerontological nursing (Tornstam, 1992). Tornstam (1992, 1994, 1996a) states that human ageing, i.e. living into old age, is characterized by a general process towards gerotranscendence. This process involves a change in the way individuals perceive basic concepts, and it occurs after a certain point in life. The definition of reality also changes as a result of this. In a normal ageing process this shift is made from the middle-aged persons definition of reality based on a materialistic and rational vision, to the ageing persons more cosmic and transcendent vision. Tornstam turned to eastern cultures and religion, in the form of Zen Buddhism in order to formulate his theory (Tornstam, 1992, 1994, 1996a). According to Tornstam (1994), a transcendent vision of life involves a change in the perception of time, so that the boundaries between past, present and future are erased. In the same way the boundaries between the self and other individuals may also become diffused. These boundaries between past, present and future, and between self and others, which in a materialistic and rational way of thinking are so important, become superfluous in old age (Tornstam, 1992, 1994, 1996a). As a consequence, the individual with a transcendent perspective experiences in old age a need to spend more time on meditation and less on material things and superficial social relations. The material world is avoided, whilst the older adult turns to spirituality a more important concept in life. A person who has experienced gerotranscendence view the younger generation as captured in a materialistic conception of the world, spending their time on superficial relationships and things (Tornstam, 1989). Thus, as Tornstam sustains, after mid-life there is a new conception of life, which in turn brings a change in how we look at life i.e. a shift in meta-perspective, as Tornstam labels it. This new meta-perspective provides the individual with an easy way to understand what to value in old age (Tornstam, 1994). The shift in meta-perspective is normal for all individuals according to Tornstam, since it is genetically conditioned. Gerotranscendence is the end result of a natural process towards maturation and wisdom in which reality is defined differently than in mid-life. Due to its natural origins, gerotranscendence lead the older adult to have an increased life satisfaction after mid-life (Tornstam, 1994). The progression towards gerotranscendence may be hindered or accelerated by cultural characteristics. The presence of predominant values of effectiveness, materialism and independence in Western culture may obstruct or retard such process (Tornstam, 1997c). Tornstam suggests that the theory of gerotranscendence is one of several valuable theories on ageing (Tornstam, 1994). Other theories, such as the social breakdown syndrome, may be relevant for some elderly people (Fawcett, 2000). This theory is meant as a supplement which represents another paradigm. However, Fawcett (2000) suggests that two paradigms may be valid at the same time, it is only necessary to know what they represent. 3.0 -Theory of Gerotranscendence: An Analysis 3.1 Concept Analysis No definition of the concept behind gerotranscendence is provided by the author (Thorsen, 1998). Rather than providing a definition, the author of this theory chooses to describe the concept by an analysis of social values combined with a portrayal of the distinctive features of gerotranscendence (Thorsen, 1998: Gamliel, 2001). One may argue that the lack of a direct definition of the concept behind this theory may itself cause vagueness in its usage both in education and practice. Within practice nursing, there is a general agreement within the literature that signs of gerotranscendence are often interpreted as pathological rather than a natural process (Gamliel, 2001: Wadensten Carlsson, 2000: Wadensten, 2007). Wadensten and Carlsson (2000) argued that a lack of a clear definition of the concept behind gerotranscendence may result in an incorrect and/or absent theoretical framework to relate to, influencing both nursing in practice and nursing research (Meleis, 1991). Perhaps Torn stam has chosen not to define the concept because he thinks that a brief description would only serve to narrow down the understanding of the concept (Fawcett, 2000: Watson, 1997). One may also argue that the lack of concept definition can be used as an advantage both in nursing research and practice as it will unconsciously increase its applicability in different contexts (Meleis, 1991). Is the Concept logically derived? The concept of gerotranscendence is in many respects a logical one since it is intuitively easy to understand as it may make the readers recognize their own ageing process and their experiences with older adults (Meleis, 1991: Wadensten, 2006). Within an academic point of view, this type of intuitive feeling for a concept is not considered very scientific, but is probably important since it makes it easier to grasp the general idea of  the theory. On the other hand, the lack of definition makes it more difficult to understand. Secondly, Tornstam derives the concept of gerotranscendence from concepts present in Eastern cultures and eastern Philosophy, such as Zen Buddhism which are rather unfamiliar and unscientific from a Western cultural and logical point of view. Concepts such as mystical, meditation, cosmic communion and especially his description of diffuse borders in time and between objects, makes the concept of gerotranscendence hard to understand in a logical sense both in nursing education and nursing practice (Thorsen, 1998: Wadensten, 2007a). The shift in meta-perspective i.e. past, present and future become diffused, whilst the self and others become indistinct are often denominated to be pathological in Western cultures (Wadensten, 2007a). From this perspective the concept of gerotranscendence may appear illogical. In line with these arguments, Wadensten and Carlsson (2000) investigated whether nursing staff in Swedish nursing homes could recognize signs of gerotranscendence. Qualitative interviews and an interview guide based on the theory of gerotranscendence were used. Findings showed that staff noticed signs of gerotranscendence; however most of these signs were interpreted as pathological sustaining previously raised arguments (Wadensten and Carlsson, 2000). If the theory of gerotranscendence is used to provide an interpretative framework, these signs would be seen as normal aspects of ageing. 3.2 Theory Analysis The basis of the Theory of Gerotranscendence Tornstam (1992 and 1997a) argues that within gerontological research there is a prevailing research paradigm which negatively affects nursing and gerontological research and alternitavely health care distribution. He (Tornstam, 1994) states that gerontology is encapsulated in a natural science paradigm, entailing that research is primarily focused on the behavior of the elderly, where the individuals are regarded as research objects only, discarding experiences, attitudes and behaviors. This research paradigm generally states that the researcher shall assess and analyze the actual facts concerning a phenomenon in an objective and unbiased manner. Tornstam (1992 and 1997a) argues that within this prevailing gerontological research the latter is not achieved. Gerontological and nurse researchers can modify the paradigm by asking the elderly themselves about their understanding and experience of their own situation, in other words a more phenomenological approach. Wadensten (2005) conducted a qualitative descriptive study in order to introduce the theory of gerotranscendence to older people. Participants were invited to participate in group sessions at a day centre during which they discussed their ageing process. A video on the theory of gerotranscendence was shown, and participants were asked to discuss the description of the ageing process described in the video with their own personal experiences. From this study, Wadensten (2005) concluded that involving the elderly in their own care is an opportunity to use aspects of the theory of gerotranscendence as an intervention in nursing. Wadensten (2005) argued that nurses are in an ideal position to improve the quality of life for the older adult and to promote health using a phenomenologic al approach, through discussions about ageing. Furthermore Tornstam (1992) claims that the anthropological research tradition may be useful in this respect. An immediate reaction in the nursing literature (Thorsen, 1998: Gamliel, 2001: Wadensten, 2007a; Roy, 1984 consider referencing actual article) proposes the following questions: Does Tornstam himself consider this criticism when formulating his own theory? Does reversing the prevalent paradigm mean that one is assuming the perspective of the elderly? Isnt it a researcher in mid-life who is performing this reversal? Does turning to Eastern religion and philosophy mean that the elderly in Western cultures are not being taken seriously? It is conspicuous that Tornstam, who criticizes gerontological research and theory development, appears to fall into the same trap as the other theoreticians. Some authors argue that the basis of the theory of gerotranscendence is acquired only from a little number of elderly. Others argue that such theory should be developed by asking elderly populations within a Western culture. However Tornstam (1989) justifies the latter as he thinks that they are captured in a materialistic and rationalistic world. Tornstam reverses the values he claims are predominant in the West, stating that they are the real values of the elderly. Tornstam also does not ask the elderly from a Western culture about their vital spiritual values. Most of the elderly in the West have their spiritual roots in this religion. Perhaps nursing practice, research and education would have felt more familiar with Tornstams ideas if he had based his theory on Christian philosophy and Western Cultures. What Kind of Theory and at Which Level is it Valid? Tornstam recounts his own increasing feeling of doubt when the theory of disengagement was rejected by the gerontological community. He had first agreed that the theory should be rejected, but later he felt intuitively that this theory had an explanatory force which gerontological researchers were unable to achieve. Tornstam thus used logical reasoning combined with his own feelings when formulating the theory, which indicates a theory based on deduction (Tornstam, 1989). On the other hand, empirical data have evidently been vital to the formulation of the theory. Tornstam reacted to the many myths on ageing that persisted even though empirical research proved the opposite (Tornstam, 1989). He also noted that the elderly themselves reported being very satisfied with their lives, even though they had evidently reduced their social activity, and also did not feel lonelier in old age than earlier in their lives (Roy, 1984). These empirical findings clearly contributed to the formulation of the theory of gerotranscendence. Moreover, it provides a new understanding of what is called passivity of the elderly (Tornstam, 1989). The theory of gerotranscendence is mainly developed through deduction, but also with input of empirical data, and hence is doubtless quite typical. It is hard to define the theory as either deductive or inductive, but it is probably primarily deductive (Gamliel, 2001: Wadensten, 2006). Generalisation Potential of the Theory? The theory states that all humans will naturally develop towards gerotranscendence, that this is a universal phenomenon. In other words, the theory aims to apply for all individuals (Wadensten, 2006). What about the difference between Eastern and Western values? The theory also includes strategies to explain why the expected development towards a transcendent existence does not occur. These explanations state that cultural characteristics may prevent such a normal development. On the other hand Thorsen (1998) argues that in Western post-modern cultures the ageing processes are becoming manifold, often contradictory. Elderly present versions of the selves that are becoming complex, multiplied (multiple selves), acting at different scenes, stamped by varied cultural values, presenting mixed versions of activity and passivity, engagement and retractment, wordliness and transcendence (Thorsen, 1998). This in turn sheds further doubts on the ageing process and how such process should be v iewed by the healthcare workers, nurse researchers and the elderly themselves. Redfern and Ross (2006) argue that despite numerous theories of ageing, interpretative frameworks and guidelines of care, the ageing process and the care involved cannot be standardized into one single definition and/or guidelines of care. What is the Aim and Intention of the Theory? The theory of gerotranscendence attempts to explain why a transcendent form of life is the most natural one. His explanation is that this is a biological necessity for everyone. Tornstam also explains why we dont see so much transcendence among the elderly in our Western culture (Wadensten, 2006). He claims that this is because our culture does not allow or appreciate transcendence, and instead regards such phenomena as unnatural and irrational. It may also be discussed whether the theory presents predictions about a positive old age. The theory states that a transcendent old age is positive and this may be understood as a normative prediction on old age. On the other hand, Thorsen (1998) warns that Tornstams theory should not be viewed as a universal process, applicable for every human being. Thorsen (1998) narrates that old age and its process are embedded within society as the latter contains notions about normative appropriateness to various age groups. 4.0 Critique of the Theory Is the Theory Coherent and Consistent? The theory is predominantly coherent, for a reader it is easy to understand what Tornstam means when he describes the ageing process as a development towards a more contemplative form of life. Thorsen (1998) highlights some unclear arguments from the theory presented by Tornstam. Thorsen (1998) argues that the theory of gerotranscendence points out that throughout mid-life an individual is more materialistic and rational. If it is true that we are more materialistic and rational in mid-life should that not apply to everyone, also those people living in the East? If this is a genetic factor it should apply to all people. Or do cultural characteristics take precedence over biological factors? (Thorsen, 1998). Thorsen (1998) considers this part of Tornstams theory to be somewhat vague and inconsistent. In line with this perspective Thorsen (1998) argue that old people, like young people, are undergoing an individual and social process of change. At the same time individuals of all ages are influenced by changes in the spirit of the age. Thorsen (1998) argues that irrelevant from the age group; changing cultural characteristics leave their stamp both on the individuals world-view and his/her perception of self. The main argument of Thorsen (1998) is that he rejects the notion proposed by Tornstam that transcendence is determined by intrinsic genetic factors. In fact Thorsen (1998) states that self is neither cultural, ahistoric, bodiless and genderless in the ageing process. This argument puts more doubts on how the older adult and the ageing person should be viewed within the society, more precisely within the healthcare system. Furthermore, one may question whether there is consistency between Tornstams own paradigm and his theory. According to his research paradigm the values and opinions of the elderly themselves shall form the basis of theories on ageing which in turn provide an interpretative framework in health care education and practice settings. The theory of gerotranscendence is logically derived from another theory and is based on empirical research with the elderly as research objects. One may argue that it is hard to find the consistency here between Tornstams theory and his paradigm. Likewise, the consistency becomes somewhat ambiguous between Tornstams research paradigm and his own research to verify his theory as the author applies the survey method (Tornstam 1994) to verify his own theory, which may seem rather peculiar viewed in the light of his severe criticism of the natural science paradigm. Tornstam (1996b) also states that phenomenological philosophy and anthropology may be useful poin ts of departure for approaching the theory. It can hardly be said that Tornstam himself employs such a theoretical basis; it was not before the qualitative study in 1997 that he introduced this approach. The implications of the above argument on nursing education involve that further research is required in order to test the validity of the theory of gerotranscendence, as research on the latter is limited. This is also sustained the nursing literature reviewed for the purpose of this essay (Gamliel, 2001: Wadensten and Carlsson, 2002: Wadensten and Carlsson, 2000). Within the practical settings, the implications of the above argument involve the revising of the practical guidelines provided by Tornstam, based on his theory (Wadensten and Carlsson, 2002). Although these guidelines provide an interpretative framework for nurses within nursing practice, when viewed in the light of lack of rigorous nursing research about the topic, one needs to consider their specificity and sensitivity to identify the signs of gerotranscendence in the older adult. Is the Theory Useful for Nursing? The theory of gerotranscendence is formulated in a gerontological research community and is not specifically linked to nursing (Gamliel, 2001: Tornstam, 1997b). Will the theory of ageing in general and this theory in particular be useful for nursing? In order to answer this question one must first explain what is meant by useful. Theory may be useful both for developing the theory structure of an academic subject and for the practical exercise of a profession (Meleis, 1991). In terms of theory structure this theory may lead to a more balanced understanding of the old patient. The theoretical bases that have been predominant within nursing are role theories and the activity theory. Role theories, such as the theory of the social breakdown syndrome, explain the withdrawal of the elderly as loss of role in society (Redfern Ross, 2006). The passivity of the elderly in institutions has also been interpreted with similar theories. Thus, there are grounds for stating that the theories which have so far been employed in nursing are based on one paradigm and mainly on one explanatory strategy loss of roles (Fawcett, 2000). When the withdrawal of the elderly is only considered a disadvantage and is explained to be caused by loss of roles, it is logical that activation is chosen as a means to curb a negative development. The theory of gerotranscendence may provide another interpretation and explanation of the withdrawal of the elderly (Wadensten, 2006: Wadensten and Carlsson, 2002). For practical nursing a new perspective may have concrete consequences, both for the occupation itself and for the nurse personally. Nurses, like other occupational groups, perform their occupation on the basis of theoretical knowledge, intrinsic values and practical skills. A practicing nurse is many years younger than the old patient and will probably be influenced by those values that Tornstam calls Western and which are predominant in mid-life. Because of all these factors the nurse may easily find that the old person has a passive and pathetic form of life, and consider the right remedy will be to activate the patient (Wadensten, 2006: Wadensten and Carlsson, 2002). Nurses have till now been trained to, and been socialized into a role in which everybody thinks that all elderly are to be activated whether they want to or not. Nurses have learnt that activity is healthy and we know that activity may prevent social isolation, physical decline and complications (Redfern and Ross, 2006). Thus, the nurse feels that her knowledge of this phenomenon gives her a right and duty to activate the old patient. The nurse can motivate and defend her choice of action by a theory which states that it is good for people, including the elderly, to be active. In this perspective one may argue that Tornstams theory may be a useful supplement. If his theory is emphasized as much in practical nursing as the above mentioned theories have been, the nurse will be entitled to let the patient choose what many of us would call passivity. The nurse will be able to explain on the basis of a theory why the patient has been given such a choice (Wadensten, 2006: Wadensten and Carlsson, 2002). Secondly, the nurse will have a better conscience while performing her job. Many nurses find they are forcing the elderly to be active. This type of coercion is against ethical principles such as the autonomy principle, and serves to give the nurse a bad conscience. The nurse is in an awkward position, between the benevolence principle based on the paradigm that Tornstam criticizes so heavily and the autonomy principle. The theory of gerotranscendence may help to lessen the conflict between these two principles. 5.0 Conclusion Tornstams theory of gerotranscendence introduces a completely new method of interpreting old age. What makes this theory special is his new interpretation of the withdrawal and passivity of the elderly as another form of activity. This activity is qualitatively different from the visible activity that we have focused on so far, in the form of social activity and engagement. Tornstam labels this form of activity transcendence and says that it helps to enhance the experience of a good life. Tornstam contributes to a balanced understanding of living into old age, and is obviously right in his criticism of how we have transplanted mid-life values into old age. His theory may to a large extent provide a new understanding of life in old age, for example old people who refuse to extend their social sphere, or who do not find activities in institutions meaningful. Tornstams theory is interesting and exciting to read and is extremely relevant for nursing. It can offer new ideas to nursing and insights into ageing and into those values and theories that influence the exercise of a practical occupation.

The Causes of World War One

‘World War One was the result of a series of unintended and disconnected events. ’ Does this opinion adequately explain the causes of World War One? It is understandable that historians ponder on what exactly caused a war that destroyed Europe’s economy, cost the lives of 37 million men and involved a country from every region of the world (from the Americas to Asia). The opinion this essay will discuss implies that the events that led to this major conflict were unintended and disconnected; and in order to emit a judgement that would agree or disagree with this view it is important to first identify the causes of world war one.Therefore this essay will first discuss the different types of causes (long, mid and short terms), respectively nationalism, imperialism/militarism and the ‘blank cheque’. Hence this essay will evaluate whether these were ‘disconnected and unintended events’ or if there is a connection between the causes. The main sources used in this essay are Coles’ general notes on world history and historian Martin Gilbert’s book entitled ‘First World War’. The long term causes prepared the ground for the war.Nationalism can be categorized into the long term causes because it had influenced Europe prior to 1914, and as French writer Guy de Maupassant argues, ‘it is the eldest cause of any war’. Quite a popular phenomenon in the late 19th century and beginning of the 20th, nationalism produced pride in one’s country’s achievements. The world war one themes paper observed that this ‘led to xenophobia and ideas of racial superiority’; but what it fails to mention is that as much as nationalism could provide feelings of superiority it could also provide feelings of equality.For example, minorities that previously were dominated by larger powers were now swept with waves of nationalism. This could be observed in the Balkans in the prelude of th e world war; where small states were experimenting Pan-Slavism, ‘a nationalistic movement for political and cultural solidity of all Slavic people’ thus a threat to the Austrian Empire who dominated the South Slavs.One could argue that this form of nationalism led to Franz Ferdinand’s assassination by an extreme Serb nationalist group, or that it was the Austrian’s nationalism (their pride in their achievement of an empire) that pressured them into keeping all minorities within the empire at all costs; this leading to the Austro-Hungarian ‘impossible’ ultimatum to Serbia on the 23rd of July 1914.Nationalist mood in Europe could also be seen in France; more than 30 years after the French were defeated in the Franco-Prussian war a black cloth still veiled the statue of Strasbourg in the Place de la Concorde and it was a symbol, a constant reminder of the loss of the two eastern provinces, Alsace and Lorraine. The French still remembered the defe at and often spoke of ‘La Revanche’ (the revenge).As historian Gilbert argues, ‘War, if it came, would be an irresistible opportunity to fulfil long harboured desires or to avenge long-nurtured hatreds’. Historian Martin Kelly also argues that ‘it was nationalism, that manifested itself in the pan-Slav feeling of the Russian population, that tied Russia and Serbia together whilst Austria declared war, and thereby triggering what would have been a limited local conflict into world war’.When the Russian tsar signed the order commanding full mobilisation of Russian troops because ‘Russia could not remain indifferent to a declaration of war on Serbia’ and as the ultimate proof of the stimulating effects of Nationalism, editor Alex Bein remembered that ‘the Russian popular sentiment applauded the fullest possible solidarity with the beleaguered fellow Slavs of Serbia’. In this particular case it is difficult to determine wh ether these events occurred under the ‘Nationalism’ potential cause or the ‘Alliances’.Without dropping into philosophical or anthropological arguments, this essay will assume that alliances themselves were generated because of nationalism, as countries really wanted to increase their power by allying themselves with other powers, which in the end is motivated by a nationalist feeling. It is often observed in general history that events sometimes only occur because they are in a specific context. ‘Mid-term’ causes, if it the events that occurred slightly prior to the commencement of the war (between 1970 and 1914) can be labelled so, could be held responsible for creating a context specific to that time.In this case, militarism and imperialism greatly shaped the relations between the powers and consequently the political shape of pre-war Europe. Imperialism was a symbol of power that allowed the European powers to expand their overseas territor ies and therefore ‘gain new markets, raw materials and fields of investment’. The movement of ‘the Scramble for Africa’ left most of the African continent occupied by Europeans, notably colonies of Britain, France, Portugal, Spain and Belgium; Germany did have some overseas territories, but as historian Gilbert remarks ‘The Kaiser did not make ffective use of its colonies, and owned them by name rather than by practice’. This observation shows that the Kaiser attached a symbolic importance to colonies. The ambitious German king wished that his recently united Germany (the German unification had only occurred in 1971, not even half a century before the war) would possess more overseas territories. Unfortunately most of the African continent was already ‘occupied’; leaving the Kaiser with a bitter feeling of rivalry with Britain and France.This led to the dangerous Agadir crisis, in which the Kaiser had ordered a fleet to establish a port at Agadir, on the Atlantic coast of Morocco. The British feared this would give the Germans an undesired strong grip in Northern Africa, and thus threatened them to respond in ‘a hostile manner’ if the German gunboat did not depart immediately. ‘The threat was effective, but the rancour which left it was equally strong’, noted Gilbert. At the Reichstag, a few weeks after the event, a social democrat commented in a worried tone that tensions could lead to a war, to which a parliamentarian responded: ‘After every war things are better! The imperialistic tendencies of Europeans unavoidably led to tensions within Europe itself, generating mutual suspicions and fear. This could explain why the European powers felt the need to invest in the military: in the 1870s, all six major European powers had adopted compulsory military training, which resulted in some 4 ? million men under arms by 1914. Each power’s General army staffs had well-drawn batt le plans in readiness: the French had ‘Plan 17’, the Germans had ‘Schlieffen plan’ and Russians had ‘Plan A’. By the beginning of the conflict a total amount of $2 billion a year was spent on armament (all powers combined).It can only be logically concluded that if the powers were investing so much time and money in military they were intending to use it. Finally, it was the ‘short term’ causes led to critical events that escalated into the war. A general historical view observes that it all began when Franz Ferdinand was assassinated in Sarajevo, on the 28th of June 2014. The Italian foreign minister at the time observed that ‘The telegram indicated that the assassination of the Archduke was the occasion rather than the cause of Austria’s ultimatum to Serbia, and it reveals the reason for Austria’s action [invading Serbia]’.This view can also be supported by the fact that ‘between 1906 and 1914 the Austrian Chief of Staff General Hotzendorf had asked more than 25 times for a ‘surprise’ war on Serbia’. The Austro-Hungarians wanted to reduce Serbia’s power by attacking her. When they were provided with an excuse to do so (Ferdinand’s assassination) ‘They were not fully confident to attack immediately for fear of Russian retaliation,’ argues Gilbert: ‘but the fact that they had unconditional German support if ever the conflict widened gave them confidence’.It is argued that the Germans had given their full support because the Austro-Hungarians were their most precious allies, and they could not afford losing the cooperation of the other central power when they were encircled by the Triple Entente (Russia, Britain and France). Therefore, to some extent, it can be argued that it is this unconditional support that pushed Austria to declare war on Serbia, without considering the Russian factor. The main issue with identifyi ng causes of the world war is that there are several and none that can be granted full prominence because opinions vary.It is also difficult to establish a cause and effect relationship, because there is no precision and again, it is subjective. This considered, a link can still be noticed in the causes enumerated above: Nationalism made European powers want to achieve more for them, leading to prestigious and expensive colonization. Unfortunately these imperialist tendencies created conflicts between the powers, creating mutual suspicions and alliances. The tensions gave the powers a feeling of insecurity, and led way to intense militarisation which meant that the powers could be ready in a matter of weeks in the event of a war.The Germans were so prepared for a war they could afford giving their unconditional support to Austria, who then attacked Serbia, and triggered the alliance system. It is a way to explain how the causes are linked; but it is not necessarily pertinent in the sense that these events could have been simply events; they only became causes because of the war. For example, if we use counterfactual history and assume that Austria would have never attacked Serbia, perhaps the war would have broken out over Britain and Germany fighting for an access to the Suez Canal, which at that time would have been likely.Perhaps the war would have never happened if the Europeans did not see war as an acceptable method to solve conflicts: as the German parliamentarian had pointed out, ‘after a war all things are better! ’ and the view that most historians believe that actually the war ‘had long been in the making’. As the American historical review states, ‘There was no slide to war, no war caused by ‘unintended’ events, but instead a world war caused by a fearful set of elite statesmen and rulers making deliberate choices’.Word count: 1 712Bibliography & Words cited â€Å"A. J. P. Taylor. † Wik ipedia. Wikimedia Foundation, 18 Aug. 2012. Web. 20 Aug. 2012. <http://en. wikipedia. org/wiki/A. _J. _P. _Taylor>. â€Å"Causes of World War 1. † About. com American History. N. p. , n. d. Web. 20 Aug. 2012. <http://americanhistory. about. com/od/worldwari/tp/causes-of-world-war-1. htm>. Clare, John D. â€Å"Causes of WWI – Four Steps to War. † Causes of WWI – Four Steps to War. N. p. , n. d. Web. 20 Aug. 2012. <http://www. johndclare. net/causes_WWI4. htm>. Gilbert, Martin. â€Å"Chapter 1: Prelude to War. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. Gilbert, Martin. â€Å"Chapter 2: Wild with Joy. † The First World War: A Complete History. New York: H. Holt, 1994. N. pag. Print. â€Å"Nationalism. † Nationalism, Patriotism and Loyalty to Causes. N. p. , n. d. Web. 20 Aug. 2012. <http://www. tentmaker. org/Quotes/nationalism_patriotism_quotes. html>. †Summary of the Causes of WW1† Moodle. isp. N. p. , n. d. Web. 20 Aug. 2012. <http://isparis. moodle. overnetdata. com/file. php/13/Summary_of_the_Causes_of_WW1. pdf>. World History: Notes. Toronto: Coles Pub. , 1979. Print.

The Debate Over The Legalization Of Marijuana - 952 Words

I would like to address my concern over the legalization of marijuana. The debate over the issue of marijuana and its legalization has been an immensely prevalent one in the nation over several years now. The issue of legalizing marijuana is truly a controversial one, and certainly one that requires a plethora of considerations at the top levels of the legislative branch. Legalizing marijuana would not only make it easily accessible to patients for treatment in states in which medicinal marijuana is currently not legal but would also decrease the tax burden associated with the current criminalization of marijuana users. As you may know, medical marijuana emerged as a mainstream medicine by the 19th century used primarily in the West. Today, medical marijuana is being utilized for numerous medical reasons. Some of these reasons include, but are not limited to, the following: the amelioration of nausea and vomiting, stimulation of hunger in chemotherapy and AID’s patients, lowered intraocular eye pressure (shown to be effective for treating glaucoma, as well as gastrointestinal illness). In addition, cannabis may offer â€Å"fewer negative side effects than opioids-which can be highly addictive-and NSAIDS (non-steroidal anti-inflammatory drugs), which can induce stomach ulcers, bleeding, and kidney failure,† said Allen St. Pierre, an executive director of the national organization for the Reform of Marijuana Laws. 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