Write a 5–6-page article on medical marijuana. Explain appropriate use of pharmacology; the relationship between quality patient outcomes, patient safety, and the use of pharmacology; and how medical marijuana affects communities and organizations. Describe inequities regarding access to pharmacological treatments.
Organize your article as you wish. The article MUST include each of the following:
• Explain the appropriate use of the pharmacology related to the use of medical marijuana.
• Explain the relationship between
o quality patient outcomes,
o patient safety
o the use of pharmacology;
• Consider both the benefits and limitations of pharmacological treatments.
• Consider efficacy, secondary health concerns, and factors that may affect efficacy.
• Include elements such as diseases or health concerns associated with medical marijuana and the efficacy and applicability of the pharmacology.
• Explain the relationship between quality patient outcomes, patient safety, and use of the pharmacology related to medical marijuana
• Address both the benefits and limitations of the pharmacology in terms of specific diseases and populations.
• Explains how pharmacology affects communities and organizations in terms of both preventing disease and promoting health and wellness.
• Describe any inequities regarding access to the pharmacology related to the topic and consider the impact of inequities on individuals, families, communities, and populations.
• Is access limited to specific groups or populations?
• Who determines access? On what is it based?
• Does access influence choice?
Learning procedures and styles Disclaimer: This work has been put together by an understudy. This isn't a case of the work composed by our expert scholastic scholars. You can see tests of our expert work here. Any assessments, discoveries, ends or proposals communicated in this material are those of the writers and don't really mirror the perspectives of UK Essays. Distributed: Tue, 25 Apr 2017 Section Two Writing Review 2.1 Learning Strategies Learning techniques are steps taken by understudies to improve their own learning. Systems are particularly imperative for dialect learning since they are instruments for dynamic, self-coordinated association, which is basic for creating open skill. Suitable dialect learning methodologies result in enhanced capability and more prominent self-assurance. Since forever, the best dialect understudies have utilized procedures running from naturalistic dialect practice methods to logical, rule-based methodologies. Learning methodology workshops are drawing huge groups at dialect educators' traditions. Analysts are distinguishing, characterizing, and assessing dialect learning methodologies, and these endeavors are bringing about a constant flow of articles on the subject. 2.1.1 Definition of Learning Strategies As indicated by Chamot (1987), "learning methodologies are procedures, approaches, or intentional moves that understudies make with the end goal to encourage the learning and review of both semantics and substance region data". Oxford and Nam's (1998) contemplate shows that "learning systems is a specialized expression that implies a particular cognizant move or conduct understudy makes to enhance his or her very own learning". Oxford (1990) thinks about that "a particular move made by the student to make learning less demanding, quicker, more pleasant, more self-coordinated, more compelling, and more transferable to new circumstances" is a dialect learning procedure (LLS). Systems are the cognizant strides of conduct utilized by dialect students to improve the securing, stockpiling, maintenance, review and one of new data (Oxford and Ehrman, 1990). The idea of learning technique is as yet a fluffy one and difficult to have a last definition, however it has been more than a long time since scientists started the investigation of learning procedures. An outline of meanings of dialect taking in procedures taken from the ongoing writing (Ellis, 1999:531) may enable us to have a review of it. Part Two Literature Review 7 Table 2.1 Definitions of Learning Strategies Source Definitions Stern (1983)In our view methodology is best saved for general inclinations or by and large attributes of the methodology utilized by the dialect student, leaving strategies as the term to allude to specific types of detectable learning conduct. Weinstein and Learning systems are the practices and imagined that a student Mayer (1986)engages in amid discovering that are expected to impact the student's encoding procedure. Rubin (1987)Learning methodologies are procedures which add to the advancement of the dialect framework which the student builds and influence adapting straightforwardly. O'Malley and "the extraordinary musings or practices that people use to help them Chamot (1990)comprehend, learn, or hold new data" Oxford (1990) Foreign or second dialect (L2) learning procedures are particular activities, practices, steps or methods understudies utilize frequently intentionally to enhance their advancement in securing, disguising, and utilizing the L2. Cohen (1998) Second dialect student systems establish those procedures which are intentionally chosen by students and which may result in moves made to upgrade the learning or utilization of a second or a remote dialect, through the capacity, maintenance, review, and use of data about that dialect. They incorporate both dialect learning and dialect utilize methodologies. Wen Qiufang Learning techniques are activities or measures which the understudies take with the end goal to (2000) consider all the more proficiently. This definition accentuates two points: the objective of utilizing learning procedures is the student's activities, as opposed to his/her idea. The activity can be either outside or inside. As indicated by Ellis (1999), a few issues emerge shape these changed meanings of this etymological term. The primary issue concerns whether dialect learning techniques are to be seen of as social (and subsequently detectable) or as mental, or as both. Oxford (1990) considers them as basically conduct, while Weinstein and Mayer (1986) considers them both social and mental. The second issue is the exact idea of the practices that are to consider learning methodologies. Stern (1983) recognizes procedures as general and pretty much conscious methodology' to learning, for instance, a functioning assignment approach and strategies as discernible types of dialect learning conduct apparent specifically regions in dialect adapting, such 8 as syntax and vocabulary. Different analysts, in any case, have utilized the expression "procedure" to allude to the sort of practices that Stern calls systems. The third issue is in the case of learning techniques are to be viewed as cognizant and deliberate or as intuitive. Chamot (1987) alludes to them as "purposeful activities". Seliger (1984) characterizes procedures as fundamental unique classes of preparing by which data saw in the outside world is sorted out and ordered into intellectual structures as a major aspect of an applied system. Notwithstanding, a few analysts think about that what begins as a cognizant "strategy" may include into an inner mind "technique". The fourth one is about in the case of learning techniques are viewed as having an immediate or circuitous impact on interlanguage improvement. Rubin (1987) affirms that the impact is an immediate one. Be that as it may, different specialists, for example, Stinger, view it as more aberrant methodology utilize that furnishes students with information, whereupon the profound subliminal procedures can work. At long last, there are contrasts in feelings about what inspires of the utilization of learning methodologies. Every one of the definitions above perceive that they are utilized with an end goal to take in the L2, yet Oxford (1989) likewise recommends that their utilization can have a full of feeling reason (i.e. to build delight). Despite the fact that the definition isn't constantly uniform, there are some essential attributes in the for the most part acknowledged perspective of dialect learning procedure. Oxford (1990:9) outlines her perspective of dialect learning techniques by posting twelve key highlights. She expresses that dialect learning procedures: add to the principle objective, open fitness. â€¢ enable students to end up more self-coordinated. the job of instructors. are issue arranged. are particular moves made by the student. include numerous parts of the student, not simply the psychological. bolster learning both straightforwardly and in a roundabout way. are not constantly recognizable. ari regularly cognizant. can be educated. are adaptable. Part Two Literature Review 9 are impacted by an assortment of components. In the wake of recognizing the above components engaged with characterizing dialect learning methodologies. what's more, with the end goal to maintain a strategic distance from any perplexity caused by various definitions and inferable from the exploration instrument of SILL in this investigation, Oxford's definition (1990:8) of learning procedures is received all through the this paper, in which learning methodologies are viewed as "particular activities, practices, steps or systems understudies regularly deliberately use to enhance their advancement in securing, disguising, and utilizing, since this definition completely passes on the energy or extravagance of learning techniques". 2.1.2 Classification of Learning Strategies Characterization of dialect learning techniques has fundamentally pursued the hypothesis of discernment (Macaro, 2001). Perception alludes to how the mind functions for data handling and recovery. Methodologies are utilized to recover and store new data in the cerebrum till this data ends up programmed and such techniques are arranged into a framework by specialists and instructors. Order of procedures has numerous favorable circumstances. Learning methodologies have been characterized by numerous researchers (Wenden and Rubin, 1987; O'Malley et. al, 1985; Oxford, 1990; Stem, 1992; Ellis, 1994, and so forth.). Methodology subsets empower scientists to depict the correspondence between mental procedures and vital procedures (O'Malley and Chamot, 1990). Methodology inventories may likewise fill in as a significant reference control for instructive teachers during the time spent advancing self-sufficiency in the dialect student. Oxford's (1990) Strategy Inventory for Language Learning (SILL) is one such characterization framework connecting bunches through a progression of self-report appraisals and polls. Oxford isolates techniques into two noteworthy classes: immediate and backhanded. Coordinate methodologies allude to subliminal assignments, which are characteristically learnt while backhanded procedures allude to cognizant systems. These two classes are then subdivided into six sub-gatherings of memory, psychological, pay, social, full of feeling and metacognitive. These subsets are joined with one another, making an incidental cover in the system gatherings. As indicated by Oxford (1990), immediate and roundabout procedures and these six technique classifications work as a shared encouraging group of people inside which different sorts of systems upgrade second dialect learning. Oxford's stock is planned in an approach to suit not just understudies learning English as a second/remote dialect (ESL/EFL) in America yet additionally understudies of any nation. The stock has just been converted into numerous dialects and utilized as a successful device for estimating technique inclinations and 10 formative stages in procedure use (Oxford and Burry-Stock, 1995). The stock likewise has a surely knew hidden structure for procedure order and utilizes an extensive variety of techniques, all things of which are checked and rechecked for>GET ANSWER