Someone mentioned in another topic that people might appreciate it if I post this, it's my final research paper for my anthropology/sociology/psychology class.
(I've only included the secondary research report and references - in APA citation)
For the record, this is the largest research paper I've written so please take it easy on the comments. 
Abstract
The research project examines the topic of marijuana and academics, including the effects of marijuana, the definition of a marijuana user, frequency of use, as well as positive and negative aspects of marijuana and marijuana education on society. Many myths about the substance are widely thought to be true, throughout this writing several myths are mentioned and supported or argued against with historical or research evidence. Many references of statistics and studies are used in this paper to show more reliable claims. Included in the appendix is an interesting graph showing the relation between education, and marijuana use and support.
Introduction
The topic of marijuana use is a very controversial topic, because of its legal medical use, and its illegal recreational use. Through the years of debate, there have been many studies on the substance to determine its possible medical uses, as well as its positive and negative effects on a user. The purpose of my research is to study the effect of Marijuana use on academics. In this writing I will be studying the physical effects of marijuana, the definition of a marijuana user, frequency of marijuana use and the positive and negative effect of its use on post secondary academics.
Effects
Marijuana has different effects on a user based on body weight, personal tolerance, and method of use. When smoked, the duration is around one to four hours. When ingested, the duration is around four to ten hours. (Erowid, 2008) The effects of Marijuana vary from person to person and change depending on the type of cannabis as well as the method of use. Delta-9-Tetrahydracanabinol (THC), the active component in marijuana, is a psychoactive and works by stimulating certain brain receptors. However it does not wear out the receptors unlike other drugs (Shaffer Library, 2008).
Marijuana can have varying effects on the body, including both positive and negative effects. Positive effects of Marijuana include mood lifting, relaxation, deep thinking, increased awareness of senses, increased body and mind connection, increased interest, reduced nausea and increased appetite. Negative effects of Marijuana may include headaches, dizziness, difficulty with short term memory (mainly for inexperienced users), paranoia, and anxiety. In high doses it can also cause clumsiness, panic attacks and nausea. The after affects of marijuana can include loss of appetite, anxiety, anhedonia, difficulty sleeping, and desire to use marijuana. These symptoms last from six to twelve hours (Erowid, 2008).
The Marijuana Smoker and Society
“Who is the Marijuana smoker? The question might seem obvious and unnecessary: the Marijuana smoker is one who smokes Marijuana. But the question cannot be answered so facilely. How much Marijuana? How often?” (Erich, 1970). There really is not a definition for a Marijuana user, but for convenience in studies and reports, cannabis users can be placed into four categories: the experimenter, the occasional user, the regular user, and the frequent user (Erich, 1970). Marijuana has been culturally used in China, Central Asia, India, Africa, Brazil, and Jamaica in history for several different reasons including medical and spiritual use. Other uses included clothing and paper. Hemp is still used today for rope material (Spicer, 2002).
Marijuana in society is usually considered connected to crime; most people assume that marijuana users are more likely to commit crimes. Users are not more likely to commit other crimes than smoking marijuana, but merely more likely to get caught if they do (Atlantic Monthly, 2004).
Use
According to survey statistics from around 2006, roughly 4% of college students used marijuana daily, around 16% had used it in the last month, and about 30% had used it any time during the last 12 months (Bureau of Justice Statistics 2008). Statistics on high school senior students show that roughly 32% of students had used marijuana in the last 12 months, and around 19% had used it in the last 30 days (Bureau of Justice Statistics. 2008).
Positive and Negative Effects
In order to understand the effect of marijuana on academics, we must first examine the claims from both sides of the argument. This includes programs like D.A.R.E. (Drug abuse resistance education), PDFA (Partnership for a Drug-Free America), and Reefer Dumbness, who often use scare tactics on students and even parents during school presentations, telling them false negative aspects of the drug. These claims have included myths that marijuana flattens brain waves, marijuana damages brain cells, and that marijuana leads to harder drugs. These claims either have no physical evidence, or can be proven false with actual evidence.
A television commercial in 1987 sponsored by the Partnership for a Drug-Free America (PDFA) showed that marijuana "flattened" brain waves. On screen, normal human brain waves were compared to the supposed brain wave of a 14-year-old high on marijuana. Sadly enough, it was actually the brain wave of a coma patient. The PDFA lied about the data and the commercial was removed from the air when researchers complained to the television network (Shaffer Library, 2008). This is one of many scare tactics used on society in order to frighten marijuana users and prevent marijuana use from occurring.
Discussion
The “gateway drug” effect is a hypothesis based on the fact that people who use harder drugs are more likely to have used marijuana. However, this theory is often argued against and can even be proven false using historical and physical evidence. Marijuana also does not cause physical-dependency (DASIS, 2002) unlike alcohol, tobacco and other legal products today. “Prohibition is where marijuana gets its ‘gateway drug’ label from. If marijuana use was not prohibited, there wouldn’t be dealers asking if you want to buy or try something stronger.” (Quinte Secondary student, 2008)
If we think about the relation between prohibition and the gateway theory, we can understand that without prohibition, marijuana can not be a gateway drug. Historical evidence can disprove the stepping-stone or gateway-drug theory. When the Dutch partially legalized marijuana use in the 70’s, use of cocaine and heroin declined significantly, after a slight increase in marijuana use (Richard, 1990). If the gateway drug theory was correct, use of drugs like heroin and cocaine should have increased, rather than decreased. (Shaffer Library, 2008)
It appears that the majority of people with the opinion that the gateway theory is true often use evidence that people who have used harder drugs are more likely to have used marijuana. I believe this does not prove that marijuana has lead to the harder drug use; all it proves is that substance users are more likely to have used more drugs like alcohol, marijuana and tobacco in the past.
According to results of a study conducted by the Journal of School Health, “Frequent smokers, binge drinkers, and current marijuana users were more likely than other students to report poor academic performance” (Cox et al., 2003, p. 6). Because of this common relation, Marijuana is generally associated in society with less successful academic performance. However, the connection between low academics and marijuana use could start from either source. A student’s marks might drop because of his or her marijuana use, or because of the fact that low academic achievers are also more likely to have behavioral problems, and because people with behavioral problems are more likely to use drugs, we cannot make the connection that marijuana is the cause of a marijuana user’s academic failure. According to statistics, fathers with a higher education level are more likely to accept that marijuana use is beneficial or harmless, and more likely to have used it at least once (Erich, 1970).
When considering the claim about marijuana causing brain damage, one must consider multiple studies proving that marijuana does not produce toxins that damage brain cells (Westlake et al., 1991, Goodwin et al., 1977, Kuehnle et al., 1977) unlike alcohol, or cause any irreversible harm to them (Schaffer Library, 2008).
The myth of marijuana damaging brain cells originates from a monkey experiment performed during the second Reefer Madness Movement (Harper J. W., Heath R. G., & Myers W. A., 1977). The study analyzed the brain structures of monkeys in order to try to show brain damage caused from THC. The study did show brain damage, however it was severely criticized by the Institute of Medicine and the National Academy of Sciences for several things including its labeling of a normal monkey’s brain structure as “damaged” (Shaffer Library, 2008). No other studies to date have shown the same conclusion as this study.
In a more superior study performed by the National Center for Toxicological Research (NCTR), 64 rhesus monkeys were exposed to marijuana smoke on a daily or weekly basis. After a year, no evidence of neurochemical or structural changes in the brains of the monkeys was found (Slikker et al., 1992). Further studies performed on human populations confirmed the results; even chronic marijuana users who smoked up to 18 joints per day showed the same results after several years of use (Goodwin et al., 1977, Kuehnle et al., 1977, Lancaster et al., 1944, Freedman & Rockmore, 1946, Siler et al., 1933, Schaffer Library, 2008).
One study even showed that chronic marijuana smokers actually had higher WAIS IQ scores (average of 113.08) then both moderate users (average of 102.15) and nonusers (average of 103.26) (Schaffer Library, 2008). Not only does this evidence disprove the myth about marijuana damaging brain cells, but it is also positive because it shows that marijuana does not affect academics by damaging student’s brain cells.
Overall, general research has shown that marijuana does not damage brain cells, permanently affect them, promote laziness, decrease motivation, or lead the user to harder drugs which may affect academics.
Theoretical Analysis
When considering this topic from a sociologist point of view, this false education is very closely related to academics, because of the negative impact it might have on students. Students may lose respect for their education and government if they find out they are lied to, and if students find out marijuana is not as harmful as they are taught in education, they may wrongly believe that harmful drugs including cocaine, alcohol, tobacco, heroin, and ecstasy are also harmless. Having students not understand the real damage of more dangerous drugs could have a much more severe effect on academics then marijuana use. Overall, false education can lead to individuals losing respect for their own society.
From a psychological point of view, students might beneficially use marijuana to experience boring tasks becoming more interesting, as well as a mood lifting and non-addictive positive feeling (DASIS, 2002) (Erowid, 2008). It may help students become more interested in work, despite the stereotypical assumption that Marijuana promotes laziness. The active component in marijuana also causes thoughts (including creative thoughts) to flow more easily (Erowid, 2008) therefore students who have trouble with concentration or thinking might benefit from its use.
From an anthropological perspective, one must think about the cultural use of marijuana, as well as one’s own cultural view on marijuana use and legalization. In Canadian culture, marijuana is reserved only in cases of severe medical condition, but in places like Amsterdam, many people likely go about their schooling while still being frequent marijuana users.
Positive academic related effects of marijuana include the promotion of creative thinking, concentration and stress relief (Erowid, 2008). Marijuana has no relation to average IQ score, because chronic marijuana users have a higher average IQ score than non users, however non-users have a higher average than moderate-users (Schaffer Library, 2008).
Conclusion
In conclusion, marijuana is a very widely used substance with lots of controversial debate on legalization. It’s active component, THC, is used today for both medical and recreational values. Some people also use marijuana for self-medication, because of the positive effects that last after the “peak” or “high” effect of the plant (see figure 2 in appendix). (Erowid, 2008). In research I’ve found that lower academic achievers are more likely to be substance users, but marijuana alone has no effect on IQ rates. There is no proof that marijuana leads to academic failure, and several hard working achievers in society are marijuana users. I’ve also found that marijuana can have both positive and negative effects on people, varying from person to person.
References
Alison, L. B. , John E. A., Patrick M. O., Jerald G. B. & Lloyd D. J.(2003). How academic achievement, attitudes, and behaviors relate to the course of substance use during adolescence: A 6 year, multiwave national longitudinal study. Journal of Research on adolescence 13(3), 361-397.
Cox R.G, Zhang L., Johnson W.D., & Bender D.R. (2007) Academic performance and substance use: findings from a state survey of public high school students. Journal of school health 77, (109-115)
Reefer Dumbness (2004). Atlantic Monthly p50-50.
Erich G. (1970). The marijuana smokers. Basic Books: Schaffer Library.
Erowid (2008). Cannabis (marijuana) vault: Effects Retrieved December 15, 2008 from http://www.erowid.org/plants/cannabi..._effects.shtml
Bureau of Justice (2008). Drug and crime facts: Drug use in the general population. Retrieved December 15, 2008, from http://www.ojp.usdoj.gov/bjs/dcf/du.htm
Overall, illicit drug use by American teens continues gradual decline in 2007. (2007, December 11). University of Michigan News and Information Services
Matsuda, L. A., Lolait, S. J., Brownstein, M. J., Young, A. C., & Bonner, T. I. (1990). Structure of a cannabinoid receptor and functional expression of the cloned cdna. Nature, 346(6284): 561-564.
Westlake, Tracey M., Howlett A.C., Ali S. F., Paule M. G., Scallet A. C. & Slikker W. Jr. (1991) Chronic Exposure to Delta-9-Tetrahydrocannabinol fails to irreversibly alter brain cannabinoid receptors, Brain Research, 544: 145-149.
Goodwin C. B. W., Gado M., Mikhael M., & Hill S.Y. (1977). Absence of cerebral atrophy in chronic cannabis users, Journal of the American Medical Association, 237: 1229-1230
Kuehnle, J., J.H. Mendelson, K.R. Davis, & New P.F.J. (1977). Computed topographic examination of heavy Marijuana smokers, Journal of the American Medical Association, 237: 1231-1232
Lancaster & Cattell. (1944). Mayor's Committee on Marijuana. The marijuana problem in the city of New York.
Freedman & Rockmore. (1946). Marihuana: A factor in personality evaluation, 7: 765-781.
The Military Surgeon (1933) Marihuana Smoking in Panama, 73: 269-280.
Slikker, W. Jr. (1992). Behavioral, neurochemical, and neurohistological effects of chronic marijuana smoke exposure in the nonhuman primate in Marijuana cannabinoids neurobiology and neurophysiology. CRC Press Boca Raton.
Ali, S. F., Newport G. D., Scallet A. C., Paule M. G., Bailey J. R., & Slikker W. Jr. (1991) "Chronic marijuana smoke exposure in the rhesus monkey IV neurochemical effects and comparison to acute and chronic exposure to Delta-9-Tetrahydrocannabinol (THC) in rats" Pharmacology, Biochemistry & Behavior, 40: 677-682.
Richard, D. J. (1990) The Economics of Legalizing Drugs. The Atlantic Monthly, Vol. 266, No. 5, p130.
Answers to frequently asked questions about marijuana use. Retrieved December 15, 2008 from http://www.druglibrary.org/Schaffer/library/mjfaq1.htm
Singer, J. L. (no date) Ongoing thought: The normative baseline for alternate states of consciousness. Alternate states of consciousness: Multiple perspectives on the study of consciousness. Free Press, 1977: 89-120.
Spicer, L. (2002). Historical and cultural uses of cannabis and the Canadian marijuana
clash Law and Government Division. Retrieved January 6, 2009 from http://www.parl.gc.ca/37/1/parlbus/c...e/Spicer-e.htm
DASIS report series (2002) Differences in marijuana admissions based on source of
referral. Department of health and human services.
Harper J. W., Heath R. G., & Myers W. A. (1977). Effects of cannabis sativa on ultrastructure of
the synapse in monkey brain. Journal of Neuroscience Research. Vol. 3 pp. 87-93.
Thank you very much for reading! 
(or more likely, very briefly and quickly scanning over it then speeding towards reading the comments which are likely to be argumentative)
xD
If you have any comments or questions or want a full copy of the original with appendix and brief interview comments (~16 pages total) feel free to send me a PM.
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