Good work, Al Jazeera. Now show guts and expose the slavery of migrant workers in Qatar.
Slavery, and people who do not even know they are enslaved.
Researchers believe that cannabis could actually help to sharpen our minds later in life.
In a German lab study of mice, while younger mice suffered a performance drop under the influence of THC, the psychoactive chemical gave older mice a considerable performance boost, even putting them on par with younger mice who’d abstained.
The team plans to explore the potential impact of THC on older human brains with a clinical trial later this year, being one of few to focus on more aged subjects so far.
Previous research with mice by the Universities of Bonn and Mainz also suggested that the brain’s main cannabis receptor and neural pathways are closely related to brain health in later life, and seem to play a role in preventing brain degeneration when active.
Full Article: Burns, Janet. “Daily Dose Of Cannabis May Protect And Heal The Brain From Effects Of Aging.” Forbes. Forbes Magazine, 11 May 2017. Web. 16 May 2017. <https://www.forbes.com/sites/janetwburns/2017/05/08/daily-dose-of-cannabis-may-protect-and-heal-the-brain-from-effects-of-aging/>.
Study Cited in Article: A chronic low dose of Δ9-tetrahydrocannabinol (THC) restores cognitive function in old mice. Andras Bilkei-Gorzo, Onder Albayram, Astrid Draffehn, Kerstin Michel, Anastasia Piyanova, Hannah Oppenheimer, Mona Dvir-Ginzberg, Ildiko Rácz, Thomas Ulas, Sophie Imbeault, Itai Bab, Joachim L Schultze & Andreas Zimmer. Nature Medicine (2017) doi:10.1038/nm.4311. Received 27 July 2015. Accepted 07 February 2017. Published online 08 May 2017. https://www.nature.com/nm/journal/vaop/ncurrent/full/nm.4311.html
Live Science has rounded up promising evidence that medical marijuana may help people with certain conditions, including but not limited to:
- Cancer Nausea
- Cancer Vomiting
- Cancer Chronic Pain
- Cancer Suppressed Appetite
- Multiple Sclerosis Pain
- Nerve Pain
The active ingredient in marijuana, delta-9-tetrahydrocannabinol (THC), has been shown to increases appetite and reduces nausea. Another chemical in marijuana, cannabidiol (CBD), may decrease pain and inflammation and help with muscle-control problems, according to NIDA. Both THC and CBD belong to a group of chemicals called cannabinoids.
Full Article: Rettner, Rachael. “Healing Herb? Marijuana Could Treat These 5 Conditions.” Live Science. Purch, 12 Aug. 2016. Web. 16 May 2017. <http://www.livescience.com/55750-medical-marijuana-conditions-treat.html>.
Photo Credit: Credit: Medical marijuana via Shutterstock
Long-term study finds no differences in metabolism, lung function, inflammation
A long-term study of nearly 1,000 New Zealanders from birth to age 38 has found that people who smoked marijuana for up to 20 years have more gum disease, but otherwise do not show worse physical health than non-smokers.
Full Article: Duke Today Staff. “Pot-Smokers Harm Gums; Other Physical Effects Slight.” Duke Today. Duke University, 31 May 2016. Web. 16 May 2017. <https://today.duke.edu/2016/05/cannhealth>.
Study Cited in Article: “Associations Between Cannabis Use and Physical Health Problems in Early Midlife: A longitudinal comparison of persistent cannabis versus tobacco users,” Madeline H. Meier, Avshalom Caspi, Magdalena Cerdá, Robert J. Hancox, HonaLee Harrington, Renate Houts, Richie Poulton, Sandhya Ramrakha, W. Murray Thomson, Terrie E. Moffitt. JAMA Psychiatry, online June 1, 2016. DOI: 10.1001/jamapsychiatry.2016.0637
Native people have traditionally acquired their knowledge through direct experience in the natural environment.
For them, the particulars come to be understood in relation to the whole, and the “laws” are continually tested in the context of everyday survival.
West Asian science and education tend to emphasize compartmentalized knowledge which is often decontextualized and taught in the detached setting of a classroom or laboratory.
In the traditional Native sense, competency has an unequivocal relationship to survival or extinction. You either have it, or you don’t, and survival is the ultimate measure.
In western terms, competency is based on predetermined ideas of what a person should know, which is then measured indirectly through various forms of “objective” tests. Such an approach does not address whether that person is really capable of putting the knowledge into practice.
Native people do a form of “science” when they are involved in subsistence activities.
They have studied and know a great deal about the flora and fauna, and they have their own classification systems and versions of meteorology, physics, chemistry, earth science, astronomy, psychology (knowing one’s inner world), and the sacred.
For a Native student imbued with an indigenous, experientially grounded, holistic perspective, typical approaches to teaching can present an impediment to learning, to the extent that they focus on compartmentalized knowledge with little regard for how academic disciplines relate to one another or to the surrounding universe.
To bring significance to learning in indigenous contexts, the explanations of natural phenomena should be cast first in Native terms to which students can relate, and then explained in western terms.
For example, when describing an eddy along the river for placing a fishing net, it should be explained initially in the indigenous way of understanding, pointing out the currents, the movement of debris and sediment in the water, the likely path of the fish, the condition of the river bank, upstream conditions affecting water levels, the impact of passing boats, etc.
Once the students understand the significance of the knowledge being presented, it can then be explained in west Asian terms, such as flow, velocity, resistance, turgidity, sonar readings, tide tables, etc., to illustrate how the modern explanation adds to the traditional understanding (and vice versa).
All learning should start with what the student and community know and are using in everyday life.
The Native student will become more motivated to learn when the subject matter is based on something useful and suitable to the livelihood of the community and is presented in a way that reflects the interconnectedness of all things.
Taken from “Education Indigenous to Place: Western Science Meets Native Reality” by Angayuqaq Oscar Kawagley and Ray Barnhardt http://www.ankn.uaf.edu/curriculum/Articles/BarnhardtKawagley/EIP.html
Of the 1,148 people killed by cops [in 2014], 26 percent were black. (That’s double the representation of black folks among the U.S.’s population.) Other figures the website notes:
At least 100 unarmed black people were killed by police in 2014, more than any other race.
Where you live matters. A black person in St. Louis is 5x more likely to be killed by police than a black person in New York City. A black person in Florida is more than 2.5x more likely to be killed by police than a black person in Georgia.
It’s not about crime rates. Despite the fact that Newark and St. Louis have similar crime rates and demographics, police killed 4 black people in St. Louis and zero in Newark in 2014.