Yin 5 Yuanhuizi Yin Miranda Marini ENGL 1100 - 40 Nov. 28, 2018 EFFECTS OF LEGALIZATION OF MARIJUANA Introduction The recent legalization of bhang cannabis in the country has been received with different views from various stakeholders who are involved in running the country as well as the citizens. Being the second nation in the world to legalize the use of cannabis, the product is expected to bring different effects and the excitement of the use more impacting than the legislators have thought it. University students, for example, are among the lot that will be profoundly affected by the move because of the criticality of their age and choices in life. At this age, the majority of the students are not sure what they want in life and, hence, are easily swayed by common trends and influenced easily by their peers. Cannabis is known to have a variety of uses, which ranges from medicinal purposes, life, and religion to entertainment by people over a long period and the preference of use of the substance varies among different groups such as parents (Pearson et al. 83-89). The legalization of cannabis brings both benefits and effects which will be experienced due to the use by different groups. This discussion will explore how the legalization of marijuana will affect the lives of university students in Canada.Comment by Miranda: Lot of what?Comment by Miranda: What move?Comment by Miranda: Word choice Benefits Over a long period, Cannabis has been abused by college and university students while in hideouts and other unsafe places. Also, the methods of acquiring the drug for abuse were questionable and often resulted in the purchase of impure “weed” which is harmful and risky to their lives. The legalization of the drug will enhance the use of safe products because vendors will be licensed and expected to produce secure products, which are not a health hazard to the youth who use it. Due to the legalizing of the sale of the product, producers will have to ensure the quality of the marijuana product, which will consequently improve the quality and safety of the products (Moreno et al. 9-18). Most students feel that legal marijuana is safer and reduces the hustle of obtaining it which assures their health and lesser effects associated with the user as compared to the previous illegally acquired product. We all know the importance of good health as witnessed in our daily lives. Deaths, which were associated with the abuse of the substance and other shady deals to acquire and distribute the substance, are likely to reduce and, hence, provide a better environment for the students actually to learn. Safe and ample learning circles are now enhanced because drug-related insecurities are likely to drop significantly.Comment by Miranda: Cannabis shouldn’t be capitalisedComment by Miranda: What is the importance of this sentence? Secondly, in the past , marijuana has been in the past used for medicinal purposes around the world. Cannabis has been tested.

1. Yin 5
Yuanhuizi Yin
Miranda Marini
ENGL 1100 - 40
Nov. 28, 2018
EFFECTS OF LEGALIZATION OF MARIJUANA
Introduction
The recent legalization of bhang cannabis in the country has
been received with different views from various stakeholders
who are involved in running the country as well as the citizens.
Being the second nation in the world to legalize the use of
cannabis, the product is expected to bring different effects and
the excitement of the use more impacting than the legislators
have thought it. University students, for example, are among the
lot that will be profoundly affected by the move because of the
criticality of their age and choices in life. At this age, the
majority of the students are not sure what they want in life and,
hence, are easily swayed by common trends and influenced
easily by their peers. Cannabis is known to have a variety of
uses, which ranges from medicinal purposes, life, and religion
to entertainment by people over a long period and the
preference of use of the substance varies among different
groups such as parents (Pearson et al. 83-89). The legalization
of cannabis brings both benefits and effects which will be
experienced due to the use by different groups. This discussion
will explore how the legalization of marijuana will affect the
lives of university students in Canada.Comment by Miranda:
Lot of what?Comment by Miranda: What move?Comment by
Miranda: Word choice
Benefits
Over a long period, Cannabis has been abused by college and
university students while in hideouts and other unsafe places.
Also, the methods of acquiring the drug for abuse were

2. questionable and often resulted in the purchase of impure
“weed” which is harmful and risky to their lives. The
legalization of the drug will enhance the use of safe products
because vendors will be licensed and expected to produce
secure products, which are not a health hazard to the youth who
use it. Due to the legalizing of the sale of the product,
producers will have to ensure the quality of the marijuana
product, which will consequently improve the quality and safety
of the products (Moreno et al. 9-18). Most students feel that
legal marijuana is safer and reduces the hustle of obtaining it
which assures their health and lesser effects associated with the
user as compared to the previous illegally acquired product. We
all know the importance of good health as witnessed in our
daily lives. Deaths, which were associated with the abuse of the
substance and other shady deals to acquire and distribute the
substance, are likely to reduce and, hence, provide a better
environment for the students actually to learn. Safe and ample
learning circles are now enhanced because drug-related
insecurities are likely to drop significantly.Comment by
Miranda: Cannabis shouldn’t be capitalisedComment by
Miranda: What is the importance of this sentence?
Secondly, in the past , marijuana has been in the past used for
medicinal purposes around the world. Cannabis has been tested
and proved to increase appetite among people living with
HIV/AIDS, relieves pain, helps with nausea and vomiting,
treating neurological problems as well as relieving post-
traumatic stress (Mathre 2). This is among the significant
benefits of a bang when used for medicinal purposes, which are
well known, but knowledge on the subject is limited due to
prior legislation, which barred the growing and use of the plants
together with its products. University students are known to
suffer from various stressful conditions and traumas, which are
generally associated with university education. It is an ordinary
fete always to find students crying in hallways due to multiple
reasons. The legalization of marijuana comes in handy for such
students because, as a result, they may be able to get the help

3. they require from the use of the plant as a drug. The fact that
the drugs will be safe encourages most students who have been
using the drug in secret to help with their conditions to come
out in public and continue with the use where they once in
while smoke or take some of it to help loosen up their minds
and relieve the burdens they carry as they seek higher education
(Mathre 10).Comment by Miranda: This should be at the
beginning of your sentence. Comment by Miranda: Verb tense
should match relieves and helpsComment by Miranda: See
above commentComment by Miranda: Word choice
Side effects
Marijuana, however, faces challenging issues which it brings
along and is the primary cause for concern because, once
abused, the drug can lead to severe adversities. To most people,
marijuana use remains a mystery to them in their early years
and regard it as unnecessary leisure, which can be avoided and
feel like they can live without. According to a study conducted,
there was an increasing trend in the use of marijuana in the
United States from 2013. Data collected from 12th graders from
the year 1976 to 2015 showed that they had not used the drug at
any time. However, the trend changed from 2013 where college
students started increasingly taking the substance (Miech et al.
996-1002). This change in the trend shows how the legalization
of marijuana affects its use in that people start increasingly
abusing the drug. The same case is expected for Canadiana
university students because they are now able to access and use
the drug at will hence will develop the sense of curiosity and
increased want to abuse it. Therefore, the legalization will not
only increase the use but also the number of active users who
abuse it as a result of ease of obtaining it and freedom to use
(Miech et al. 998).Comment by Miranda:
Significance?Comment by Miranda: In-text citationComment by
Miranda: In-text citationComment by Miranda: WhenComment
by Miranda: Awkward wordingComment by Miranda: Awkward
wording
The use of marijuana impairs judgment and several psychomotor

4. skills which are necessary for the body (Fischer et al. 180).
While driving, it is essential for one to be keen and have good
reflexes which enables them to adequately use the road to
ensure their safety and that of other road users. In a study
conducted in Toronto College, students who drive four hours
after using marijuana had lapses which were dangerous and
could cause accidents if not cautious enough. Opening windows,
drinking alcohol, playing loud music and eating before and
during driving are all associated with marijuana because the
drivers assume that through this methods they can reduce the
effects of the substance (Fischer et al. 185). However, this is a
brew for more troubles because they don’t reduce the effects but
expose the users to more risk of accidents because they are not
attentive to the road. With the authorization of the substance in
Canada, the cases of such accidents are expected to skyrocket
because it’s legal to smoke or abuse the substance.Comment by
Miranda: In-text citationComment by Miranda: Unclear. Do you
mean that opening windows, drinking alcohol, playing music,
and eating are all related to distracted driving? Or do you mean
that people hope that these things will make them more aware
while driving after having smoked marijuana?
Furthermore, despite having several health benefits, marijuana
has numerous side effects which result from the prolonged
abuse. Firstly, marijuana contains tar and other carbons which
are contained in the smoke. When smoked for long periods of
time, it forms a layer of black substance along the lungs and
nose which could eventually block the lungs hence death
(Volkow et al. 2219-2227). Also, the tar is a dangerous
substance, which is known to cause carcinogenic reactions
which results to activation if cancerous cells and thus the
development of different types of cancers such as lung cancer.
Secondly, it leads to cognitive effects which include to loss of
the ability plan, make decisions as well as control different
impulses (Volkow et al. 2219-2227). This is a serious condition
which could lead to a subsequent decline in memory and other
mental disabilities. The authorization of the use of the drug

5. exposes students to these risks and could even affect their
ability to concentrate in class.Comment by Miranda: In-text
citationComment by Miranda: In-text citation
Moreover, the use of marijuana is often accompanied by the
abuse of other drugs. Studies show that marijuana users are
chronic alcoholics (Kerr et al. 1992-2001). In a study conducted
at Oregon College, after the legalization of recreational
marijuana, the use doubled, and the abuse of other drugs was
also experienced. The study conducted included 110,924
undergraduate students who were either users or non-users. The
study found out that heavy marijuana users were also alcohol
users and that the legalization was among the significant factors
which led to the increased use of the drug. The rates in the
college increased more than the other states which show the
change in policy about the drug was the crucial determinant of
the use (Kerr et al. 1992-2001). This can be likened to the case
of the legalization of recreational marijuana in Canada because
most teens and youth have the same behavior and are expected
to behave equally likely. It shows the abuse of the drug will
increase as well as the inevitable abuse of other drugs such as
alcohol and tobacco with its products in a short period.Comment
by Miranda: In-text citaitonComment by Miranda: In-text
citation
Conclusion
The abuse of the substance is a very vital topic in the ensuring
of growth and protection of the future of the youth and the
country at large. Continued abuse of these substances has been
tried, tested and proved to be harmful than helpful to most
people. University students often lack the right guide in
choosing between what is right and what is wrong. At times,
more than just moral support is needed to ensure that they are
safe and make sound decisions for their future. Despite the
legalization, the government should put in measures to shield
innocent people from this practice and ensure that lesser people
are forced into the abuse of these substances. Actions such as
banning of the use of the drug within school premises and

6. playgrounds to shield the innocent bystanders who are at times
lured to abusing of the substances.
In your thesis, you say that you would like to discuss how
marijuana will affect students, and while you have started out
on a strong note, your thesis gets lost in the second part of your
essay (side effects)
References
Volkow, Nora D., et al. "Adverse health effects of marijuana
use." TheNew England Journal of Medicine 370.23 (2014):
2219-2227.
https://www.researchgate.net/publication/262846407_Adverse_
Health_Effects_of_Marijuana_Use. Accessed 28 Oct. 2018.
Kerr, David C. R., et al. “Changes in Undergraduates’
Marijuana, Heavy Alcohol and Cigarette Use Following
Legalization of Recreational Marijuana Use in Oregon.”
Addiction (Abingdon, England), vol. 112, no. 11, Nov. 2017,
pp. 1992–2001.
https://onlinelibrary-wiley-
com.ezproxy.tru.ca/doi/epdf/10.1111/add.13906. Accessed 28
Oct. 2018.
Miech, Richard A., et al. “The Influence of College Attendance
on Risk for Marijuana Initiation in the United States: 1977 to
2015.” American Journal of Public Health, vol. 107, no. 6, June
2017, pp. 996–1002.
https://eds-a-ebscohost
com.ezproxy.tru.ca/eds/pdfviewer/pdfviewer?vid=3&sid=bc3eeb
fb-e256-4d98-a097-9ff345201866%40sdc-v-sessmgr01.
Accessed 28 Oct. 2018.
Fischer, Benedikt, et al. “Toking and Driving: Characteristics of
Canadian University Students Who Drive after Cannabis Use—
an Exploratory Pilot Study.” Drugs: Education, Prevention &
Policy, vol. 13, no. 2, Apr. 2006, pp. 179–187.
https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=7&si
d=a1a18ef0-6d8b-4c39-ada7-42e6dcfa7407%40pdc-v-

7. sessmgr02. Accessed 28 Oct. 2018.
Moreno, Megan A., et al. “Marijuana Experiences, Voting
Behaviors, and Early Perspectives Regarding Marijuana
Legalization among College Students from 2 States.” Journal of
American College Health, vol. 64, no. 1, Jan. 2016, pp. 9–18.
https://eds-a-ebscohost
com.ezproxy.tru.ca/eds/pdfviewer/pdfviewer?vid=3&sid=4ac054
df-56cd-4504-a002-f94b88461837%40sdc-v-sessmgr01.
Accessed 28 Oct. 2018.
Pearson, Matthew R., et al. “College Student Marijuana
Involvement: Perceptions, Use, and
consequences across 11 College Campuses.” Addictive
Behaviors, vol. 66, Mar. 2017, pp. 83–89,
https://reader.elsevier.com/reader/sd/pii/S0306460316303719?to
ken=98D79DA6D32A1AD2F2009FC16508E493D81126E8ADFF
FAB678BA6910D0F3EB9D6A1EF5E545C5B4C58EED199482A
C297A. Accessed 28 Oct. 2018.
Mathre, Mary Lynn. Cannabis in Medical Practice : A Legal,
Historical, and Pharmacological Overview of the Therapeutic
Use of Marijuana. Jefferson, N.C. : McFarland & Co., c1997.,
1997. EBSCOhost,
ezproxy.tru.ca/login?url=https://search.ebscohost.com/login.asp
x?direct=true&db=cat03106a&AN=tru.a140887&site=eds-live.
Accessed 28 Oct. 2018.
YIN 1
Yuanhuizi Yin
Miranda Marini
ENGL 1140-40
24 Oct 2018
How does legalizing cannabis in Canada effect the university
students?The research question I chose for this study is how
legalizing cannabis in Canada affect university students. I chose
cannabis as the topic of my article because last week, Canada
becomes second nation in the world to legalize cannabis. As a

8. university student, I wonder what kind of impact it will bring to
university based on this government decision.Canada legalized
Cannabis one week ago, lots of stores and online shops were
running out of stock and two days after the law was passed.
Considering that the side effects of the consumption of
Cannabis have always been controversial and consumers tend to
be mostly young people who include students, I believe to study
this topic so that I can be able to find a correlation between the
legalization of Cannabis and university student. Some of the
issues I will focus on in this research includes the effects of
using cannabis on campus, reasons of using cannabis and health
hazards to university students.
As far as I know, there are many Canadian universities that
have already formulated relevant school regulations and related
policies before the law has been promulgated, such as the
establishment of separate smoking cannabis zones, as well as
the first-aid measures on cannabis
YIN 2
abuse. These measures have helped both type of students, who
smoke cannabis and the students who do not smoke cannabis.
The article I chose for the proposal is “Characteristics and
predictors of health problems from use amonghigh-frequency
cannabis users in a Canadian university studentpopulation”
which “describes key use, risk and problem characteristics of
cannabis use in a sample of frequent cannabis users” (Fischer et
all. 49-58). The article is beneficial to the study because it
explains why students use cannabis. First, they think it's a
social way to use cannabis with others. Second, more than half
of the respondents used cannabis for medical reasons, such as
depression, anxiety or stress disorder (Fischer et all. 49-58).
This article also helped examined potential predictors of
negative physical or mental health consequences associated with
cannabis use, like “acute memory and psychomotor impairment,
accidental injury … (and) psychotic episodes” (Fischer et all.
49-58).
Overall, this study focuses on understanding the effects of

9. legalizing cannabis in Canada among university students. When
I learned about the reasons why students indulge in cannabis
usage through this article, I found that more and more young
people think that smoking cannabis is a medical means rather
than abuse. At the same time, I also understand the harm of
cannabis to the body and creating awareness about drug and
substance abuse in the university. Of course, what worries me
even more is that Canada has attracted many foreign students
and cannabis in some of countries were totally banned, does
Canada legalizing cannabis also affect their life ?
YIN
3Reference
Fischer et al. “Characteristics and predictors of health problems
from use amonghigh- frequency cannabis users in a Canadian
university studentpopulation” (2012), 49-58. Available at :
https://www.researchgate.net/publication/232067071_Characteri
stics_and_predictors_of_health_problems_from_use_among_hig
hfrequency_cannabis_users_in_a_Canadian_university_student_
population
Final Research Paper (30%)
Due on Wednesday, November 28, 2018
In previous assignments, you have developed your research and
evaluative skills, which will help you in the creation of your
next task. In this assignment, you will draw upon your learned
writing and research skills to create a final research paper based
on the information in your research proposal and annotated
bibliography.
Your task is to extend and deepen the analysis of your research
topic by synthesising research and articulating your own ideas.
Please remember that your paper should not be a replication of
what other scholars have discussed. It is your job to discuss
your own ideas with support from the research you have already
done and any additional sources you wish to consult.
· Your final research paper should be an extension of your

10. research proposal and annotated bibliography.
· You cannot change your topic without prior approval from
your instructor.
· Decide on the type of paper you would like to write:
· Argumentative/Persuasive, Comparative, Cause/Effect, or
Problem/
Solution
.
· You must include at least five scholarly articles that are
relevant to your research.
· These articles must be peer-reviewed and at least five pages in
length.
· These articles should have been published between 2008-2018.
· The articles you include in your final paper can be the same as
the articles you used in your critical analysis, research proposal,
and annotated bibliography.
· You can include non-academic sources, but these will be in
addition to the five required articles as mentioned above.
· These additional sources can include YouTube videos,
magazine articles, newspaper articles, TV series, government
websites, etc.
· Wikipedia should not be one of these sources.
· Your research paper should be 1500-2000 words.
· Use MLA or APA for all in-text citations (including

11. paraphrasing and quotations) and for your Works
Cited/References list.
· In accordance with TRU’s policy on academic integrity,
plagiarism will result in an automatic zero, and the student’s
work will be submitted for review by the Academic Integrity
Committee.
Consider the following questions:
· Have I established my research question?
· Have I created a strong thesis statement to answer my research
question?
· Have I decided on the type of essay I would like to write?
· Am I arguing for or against something?
· Am I comparing and contrasting something?
· Am I examining the cause and effect of something?
· Am I identifying a problem and offering solutions?
· Have I selected five scholarly articles that are relevant to the
objective of my essay?
· Have I created an outline to help with my research?
· Have I grouped, sequenced, and documented information in a
logical way?
· Have I structured my essay appropriately?
· Is there an introduction, a body, a conclusion, and a list of
citations?
· Have I created relevant topic sentences for each paragraph?
· Have I properly used MLA or APA style?

12. · Have I used in-text citations appropriately?
· Have I created a proper list of citations according to either
MLA or APA standards?
Checklist and Grading Guide[footnoteRef:1] [1: This
assignment has taken and adapted the Checklist and Grading
Guide from Ginny Ratsoy’s ENGL 1100 final assignment.]
· Content (30 marks)
· Is each major idea logical, explained well, and clearly
supported by clear, concrete examples?
· Is the paper analytical with a clear position that is distinct
from those of the sources?
· Organisation and Paragraphing (10 marks)
· Is the title specific and informative?
· Does the thesis statement identify the writer’s position and
intent for the paper?
· Is it strategically placed, effectively worded, and reflective of
the content of the entire essay?
· Is the structure appropriate?
· Is each paragraph unified with a clear topic sentence followed
by sentences that are directly related?
· Is each paragraph fully developed?
· Are transitions suitably placed and effectively used,
particularly at the beginnings of paragraphs?
· Sentence Structure (10 marks)

13. · Are sentences correct?
· Are they free of structural and grammatical errors?
· Is sentence structure suitably varied and polished?
· There should be a combination of simple, compound, and
complex sentences.
· Punctuation (10 marks)
· Is punctuation appropriate and correct?
· Does the work display a sophisticated understanding of the
range of punctuation marks?
· Spelling and Diction (10 marks)
· Is spelling correct?
· Does the work show a sophisticated understanding of word
choices and phrases?
· Referencing (15 marks)
· Is MLA or APA style correctly used in both in-text citations
and in the list of citations?
· Are secondary sources properly incorporated?
· Are signal phrases used to introduce quotations?
· Are secondary sources used to augment the writer’s ideas?
· Research (15 marks)
· Are there five scholarly, peer-reviewed articles?
· Are all sources appropriate and credible?
· Are the sources relevant to the research and have they been
properly incorporated into the essay?
Total: 100 marks

14. Yin 2
Yuanhuizi Yin
Miranda Marini
ENGL 1140-40
07 Nov 2018
How does Legalizing Cannabis in Canada Effect the University
Students?
Cannabis is a plant that has been used in various forms for life,
medicine, religion, etiquette and entertainment for thousands of
years. With the development of legalization of recreational
marijuana in Canada on October 17, 2018 and it is legal to
smoke casual marijuana throughout Canada with a medical
prescription. Cannabis enthusiasts squeeze the door of retail
stores, and online stores are no exception. Since Canada has just
legalized marijuana, there are not many related studies, so this
article will draw on the reports of American leisure cannabis
law and college students. However, the purpose of this study
was to influence the changes in the number of college students
who smoke marijuana, their attitudes, the motivations for using
cannabis, and the consequences of legalizing marijuana in
Canada.

15. Annotations 1:
Moreno, Megan A., et al. “Marijuana Experiences, Voting
Behaviors, and Early Perspectives Regarding Marijuana
Legalization among College Students from 2 States.” Journal of
American College Health, vol. 64, no. 1, Jan. 2016, pp. 9–18.
https://eds-a-ebscohost-
com.ezproxy.tru.ca/eds/pdfviewer/pdfviewer?vid=3&sid=4ac054
df-56cd-4504-a002-f94b88461837%40sdc-v-sessmgr01.
Accessed 26 Oct. 2018.
In this article, the authors based on the decision to legalize
cannabis in Washington and Wisconsin in 2012, to investigate
local college students' views and experiences on cannabis,
voting behavior, and early understanding of the impact of
legislation. As of this study, college students participated in and
completed all surveys through telephonic interviews. According
to the survey, almost half of the participants supported the
legalization of marijuana and indicated that legislation would
not change their attitudes and usage of marijuana, but it
improved their trust in the quality and safety of marijuana
products (Moreno et al. 9-18). This article was chosen because
the legal cannabis in the two states of the United States is
similar to that in Canada, so I think the results of the article
survey can serve as a reference for Canadian students' attitudes
and influence on legal cannabis. Finally, through this article I

16. obtained a good understanding of the subjective willingness and
attitude of college students on legal marijuana, the author also
realized that the scale of the survey was small, and that
participants responded interview with personal bias, and other
errors eventually led to the conclusion has a certain degree of
error (Moreno et al. 9-18).
Annotation 2:
Fischer, Benedikt, et al. “Toking and Driving: Characteristics of
Canadian University Students Who Drive after Cannabis Use—
an Exploratory Pilot Study.” Drugs: Education, Prevention &
Policy, vol. 13, no. 2, Apr. 2006, pp. 179–187.
https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=7&si
d=a1a18ef0-6d8b-4c39-ada7-42e6dcfa7407%40pdc-v-
sessmgr02. Accessed 27 Oct. 2018.
In this article, the Benedikt, Jenny, Jürgen and Andrew used a
sample of Toronto college students who drove within 4 hours
after using cannabis to investigate and summarize the driving
experience of students after using cannabis, the risk of
accidents, their perception of the effects of cannabis and
alcohol damage, and future expectations information on
substance use and driving behaviors. With the increase in the
number of people using marijuana, it has become a common
behavior for young people and students to drive after consuming

17. marijuana. Although research have clearly pointed out that after
using marijuana will “impair key psychomotor skills important
for driving for at least a few hours … [and] cannabis is at a
higher risk for accidents resulting in injury or death” (qut.
Fischer et al. 180), still have many students are overconfident
and think that they can effectively reduce the impact of
marijuana on their driving by opening the window to breathe
fresh air, playing music in the car, eating before driving, etc.
The health hazards and risks of marijuana abuse are documented
in many literatures, the strengths of this article are “link
specifically regarding the risk behavior of CUD” (Fischer et al.
185). Another benefit of this article is to inform the reader of
the inadequacies of this survey, and lay the foundation for
future research on how to reduce or prevent students' CUD
behavior, and effectively avoid those errors occurrence second
times.
Annotation 3:
Miech, Richard A., et al. “The Influence of College Attendance
on Risk for Marijuana Initiation in the United States: 1977 to
2015.” American Journal of Public Health, vol. 107, no. 6, June
2017, pp. 996–1002.
https://eds-a-ebscohost
com.ezproxy.tru.ca/eds/pdfviewer/pdfviewer?vid=3&sid=bc3eeb

18. fb-e256-4d98-a097-9ff345201866%40sdc-v-sessmgr01.
Accessed 28 Oct. 2018.
In this article, the writers attempted to understand and evaluate
the increasing trend of Marijuana among the college students in
United States after the year of 2013 that is after the legalization
of Marijuana. Subsequently, the data for the research was
collected from the 12th grade start from the 1976 class. In this
research, the writers have studied the 12th grade students aged
19-22 years who had never used marijuana by 12th grade from
the year 1977 to 2015. It is found that the marijuana among the
college students increase from 2013 (Miech et al. 996-1002).
Therefore, it is concluded that since 2013, the marijuana
initiation risk factor has increased in colleges. All the
researchers in this study have PhD which shows that the
research has been done by the professional researcher.
Following this, the research was published in American Journal
of Public Health, which is recognized journal and only publish
authentic and original research papers. This research helps to
understand that legalizing Cannabis among the Canadian student
would increase the use of Marijuana among the college students.
Annotation 4:
Kerr, David C. R., et al. “Changes in Undergraduates’

19. Marijuana, Heavy Alcohol and Cigarette Use Following
Legalization of Recreational Marijuana Use in Oregon.”
Addiction (Abingdon, England), vol. 112, no. 11, Nov. 2017,
pp. 1992–2001.
https://onlinelibrary-wiley-
com.ezproxy.tru.ca/doi/epdf/10.1111/add.13906. Accessed 28
Oct. 2018.
The authors’ goal was to find changes in the proportion of
college students using cannabis after legalalizing marijuana in
Oregon. In response to this question, the authors investigate
from three directions. First, RML (recreational marijuana
legalization) has a stronger impact on students who use alcohol
at higher frequencies than those who do not use marijuana (Kerr
et al. 1992-2001). Second, the predicted RML effect is more
pronounced in the first year university students (1992-2001).
Finally, according to the legal requirements for cannabis to be
purchased at or over the age of 21, it is predicted that the
impact of the RML effect on minors will be stronger (1992-
2001). In this article, the writers have developed a research to
evaluate the increase in the marijuana and heavy alcohol after
the legalization of recreation Marijuana in Oregon. The use of
the recreational Marijuana was legalized in Oregon in 2015.
Subsequently, in this research 110,924 undergraduate people
participated. In this research, it is found that after the 2015 the

20. rates of Marijuana use were increased and at the same time, it is
increased in Oregon. However, it is found that most of the
Marijuana users were the heavy alcohol uses. In the result of the
research, it is concluded that after the legalization of
recreational marijuana, in the Oregon college students, the rate
of marijuana increased as compare to other states (1992-2001).
This is a relevant research as it helps to develop knowledge
about our selected topic and provide some solid information
about the possible effects of legalizing cannabis on university
students.
Annotation 5:
Pearson, Matthew R., et al. “College Student Marijuana
Involvement: Perceptions, Use, and
consequences across 11 College Campuses.” Addictive
Behaviors, vol. 66, Mar. 2017, pp. 83–89,
https://reader.elsevier.com/reader/sd/pii/S0306460316303719?to
ken=98D79DA6D32A1AD2F2009FC16508E493D81126E8ADFF
FAB678BA6910D0F3EB9D6A1EF5E545C5B4C58EED199482A
C297A. Accessed 28 Oct. 2018.
This study compared the people with heavy cannabis
consumption and non-users in 11 universities (total of 8141
students) in the United States, the purpose is to understand the
prevalence of cannabis use and consequences in college

21. students. The results show that cannabis users are more likely to
have negative consequences than non-marijuana users, and
cannabis users have a more positive view of cannabis, but
lifelong cannabis users do not think that cannabis users are
better than non-marijuana users. The general pattern of
normative misunderstandings is similar between users and non-
users. Lifetime marijuana users think that typical college
students are more likely to get marijuana than non-users.
Parents are more reluctant to use marijuana than their friends
(Pearson et al. 83-89). As the cannabis market grows strong, the
strength of this article is to provide some advice and research
foundations for future policies, prevention and treatment of
cannabis use.
Life Course Transitions, the Generational Stake, and
Grandparent-Grandchild Relationships
Author(s): Robert Crosnoe and Glen H. Elder, Jr.
Source: Journal of Marriage and Family, Vol. 64, No. 4 (Nov.,
2002), pp. 1089-1096
Published by: National Council on Family Relations

22. Stable URL: http://www.jstor.org/stable/3600007 .
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Grandparent-Grandchild Relations 1091

24. Our fourth research question also addresses
variability. Is the link between the grandchild's
entry into higher education and the quality of the
grandparent-grandchild relationship moderated by
the grandparent's relationship with the grand-
child's parent? This question is based on family
systems theory (Cox & Paley, 1997), which holds
that any relationship cannot be divorced from the
larger family system and past findings that the
gatekeeper role of the middle generation links
young and old and affects relationship quality
(King & Elder, 1995; Rossi & Rossi, 1990). In
families where grandparents and parents are not
close, enrollment in higher education, which
might entail freedom from parental constraints,
could allow young people to build stronger ties
with grandparents.
METHOD
Sample
The Iowa Youth and Families Project, which be-
gan in 1989, is a longitudinal study of 451 fami-
lies (parents, focal adolescent in 7th grade in

25. 1989, and a near sibling) in North Central Iowa.
In 1994 and 1998, grandparents were also sur-
veyed. Not all adolescents had a grandparent par-
ticipate, and some had all four grandparents par-
ticipate.
To select our study sample, we chose the 1994
survey (when focal adolescents were seniors in
high school) as the starting point and the latest
survey (1997 for adolescents, 1998 for grandpar-
ents) as the end point. Although these two end
points differ, we believe they are close enough to
each other and within the normative span of the
adult transition to be useful. A total of 411 ado-
lescents and 592 grandparents participated at both
time points. This attrition is not negligible, but
past studies of the sample have shown no strong
attrition biases (King & Elder, 1999). In order to
match grandparent and grandchildren reports, we
had to focus on specific grandparent-grandchil-
dren pairs. Rather than having a single grandchild
appear in the data multiple times (with the ana-
lytical problems this repetition poses), we selected
one grandparent for each focal child who had a

26. grandparent interviewed through a process of ran-
dom assignment. The final study sample contains
316 grandparent-grandchild pairs.
Measures
For each of two intergenerational relationship
characteristics, we create grandparent (based on
grandparent reports on the focal adolescent in
1994 and 1998) and grandchild (based on grand-
child reports about that grandparent in 1994 and
1997) versions. All other variables are based on
1994 data. From this point on, we refer to 1994
data as Time 1 (or pretransition) and 1997/1998
data as Time 2 (or posttransition).
Grandparent mentoring. Grandchildren assessed
how often (1 = never to 4 = often) their grand-
parent gave advice or helped with problems (M =
2.45, SD = 0.93 in 1994; M = 2.54, SD = 1.02
in 1997). For grandparents, we take the sum of
their assessments (1 = yes, 0 = no) of whether
in the last month they gave advice to the grand-
child, served as a voice of experience, served as
a source of family history, and talked to the grand-

27. child about their own childhood (M = 3.07, SD
= 1.04 in 1994; M = 3.18, SD = 0.94 in 1998).
Quality of grandparent-grandchild relationship.
Grandparents assessed the quality of relations
with their target grandchild (1 = poor to 4 =
excellent), how close they felt to the grandchild
(1 = not at all to 5 = very), and how much the
grandchild made them feel loved and appreciated
(1 = not at all to 4 - a lot). These items are
standardized and averaged, with the absolute val-
ue of the minimum added to each case to ease
interpretation (M = 4.00, SD = 0.83 in 1994; M
= 5.00, SD = 0.81 in 1998). For grandchildren,
we take the mean of their assessments of how hap-
py they were with their relationships with the
grandparent (1 = very unhappy to 4 - very hap-
py) and how often (1 - not at all to 4 = a lot)
their grandparent made them feel loved and ap-
preciated (M = 3.42, SD - 0.71 in 1994; M =
3.44, SD = 0.72 in 1997).
Grandchild transitions. We created binary mea-
sures for whether the grandchild had enrolled in

28. a 2- or 4-year college, gotten married, become a
parent, or started full-time employment between
1994 and 1997.
Control variables. Analyses control for grandpar-
ent gender (1 = female, 73%); grandparent edu-
cation (1 - attended college, 24%); grandparent
self-reported health (1 = poor to 4 = excellent;
M = 3.03, SD - 0.77); grandparent marital status
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1096 Journal of Marriage and Family
L., & Conger, R. D. (in press). Relations with grand-
parents: Rural Midwest versus urban southern Cali-
fornia. Journal of Family Issues.

30. Rossi, A. S., & Rossi, P. H. (1990). Of human bonding:
Parent-child relations across the life course. New
York: Aldine.
Silverstein, M., & Long, J. D. (1998). Trajectories of
grandparents' perceived solidarity with adult grand-
children: A growth curve analysis over 23 years.
Journal of Marriage and the Family, 60, 912-923.
Szinovacz, M. E. (1998). Handbook on grandparent-
hood. Westport, CT: Greenwood.
Uhlenberg, P., & Kirby, J. B. (1998). Grandparenthood
over time: Historical and demographic trends. In M.
E. Szinovacz (Ed.), Handbook on grandparenthood
(pp. 23-39). Westport, CT: Greenwood.
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Contentsp. 1089p. 1090p. 1091p. 1092p. 1093p. 1094p. 1095p.

31. 1096Issue Table of ContentsJournal of Marriage and Family,
Vol. 64, No. 4 (Nov., 2002), pp. 819-1127Volume Information
[pp. 1114-1127]Front MatterEditorial: From the Editor [p.
819]ViolenceGender, Work, and Intimate Violence: Men's
Occupational Violence Spillover and Compensatory Violence
[pp. 820-832]The Span of Collective Efficacy: Extending Social
Disorganization Theory to Partner Violence [pp. 833-
850]Perpetrator or Victim? Relationships between Intimate
Partner Violence and Well-Being [pp. 851-863]Do Child Abuse
and Interparental Violence Lead to Adulthood Family Violence?
[pp. 864-870]SexualitySeasonality of Sexual Debut [pp. 871-
884]Teen Sexual Behavior: Applicability of the Theory of
Reasoned Action [pp. 885-897]Relationship Dissolution as a
Life Stage Transition: Effects on Sexual Attitudes and
Behaviors [pp. 898-914]Parental Status and beyondPlanned and
Unplanned Childbearing among Unmarried Women [pp. 915-
929]The Division of Labor across the Transition to Parenthood:
A Justice Perspective [pp. 930-943]Multilevel Factors
Influencing Maternal Stress during the First Three Years [pp.
944-956]Beyond Parental Status: Psychological Well-Being in
Middle and Old Age [pp. 957-971]Motherhood and
FatherhoodWork Choices of Mothers in Families with Children
with Disabilities [pp. 972-981]Comparing Father and Mother
Reports of Father Involvement among Low-Income Minority
Families [pp. 982-997]Child Characteristics, Parenting Stress,

32. and Parental Involvement: Fathers versus Mothers [pp. 998-
1011]Child and Adolescent OutcomesAfrican American
Children's Adjustment: The Roles of Maternal and Teacher
Depressive Symptoms [pp. 1012-1023]Risk and Resiliency
Factors among Adolescents Who Experience Marital Transitions
[pp. 1024-1037]Writing about ResearchAuthorizing Family
Science: An Analysis of the Objectifying Practices of Family
Science Discourse [pp. 1038-1048]CommentaryInstitutional
Barriers to Taking Good Advice: A Comment on "Authorizing
Family Science" [pp. 1048-1051]What Do Social
Constructionists Want? [pp. 1051-1058]Constructing Social
Science (Please Read All Warnings before, during, and after
Use) [pp. 1058-1062]Of General InterestTradition and Change
in Vietnamese Family Structure in the Red River Delta [pp.
1063-1079]Ideology, Context, and Obligations to Assist Older
Persons [pp. 1080-1088]Life Course Transitions, the
Generational Stake, and Grandparent-Grandchild Relationships
[pp. 1089-1096]Book ReviewsReview: untitled [pp. 1097-
1098]Review: untitled [pp. 1098-1099]Review: untitled [pp.
1099-1100]Review: untitled [pp. 1100-1102]Review: untitled
[pp. 1102-1103]Review: untitled [pp. 1103-1105]Review:
untitled [pp. 1105-1106]Review: untitled [pp. 1106-
1107]Review: untitled [pp. 1107-1109]Back Matter [pp. 1110-
1113]