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Section intro
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Evidence
Transitions (in and within paragraph)
So whats
Surface Features
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APA
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different articles.
First section:
A democratic education means an education free from any
discrimination based on class, physical fitness, mental fitness,
and race. Danforth (2001) explored the extent to which
Deweyan perspective on democracy has been adopted in matters
of special education. He explored several cases where this
democratic perspective has been used to make decisions. The
result of this conclusion is that the Deweyan perspective on
democracy has influenced so many decisions that have been
made concerning special needs education. This study explores
the Deweyan perspective in relation to special education. This
study shows how much democracy has been adopted in special
education. On other hand, Stone et al (2016) analyzed Dewey’s
philosophy and the part it plays in special education. Dewey’s

philosophy encourages inclusivity which is a very important
factor in special education. Inclusivity in children with special
needs makes them feel appreciated as members of the larger
community. This study outlines the aspects of equality and
democracy in education. In this literature this study shows that
disability is how we define it in order to achieve democracy in
education, and how democracy in special education can be
achieved.
When discussing the educational system, researchers seek
justice within the schools as a part of representing the
democratic values in education. In this study, Minton and
Sullivan (2013) aimed at exploring the system of justice in
schools to determine how much transformational leadership was
applied especially in regard to students with special needs. With
a sample of respondents from 26 schools and through surveys
and interviewing methods, they embarked on their research. The
result of this research was that the adoption of transformative
leadership depended on the behavior and nature of the leaders in
the school. This study is addressed in this paper because it
shows to what extent transformative leadership has included
students with special needs. This paper could represent the roots
of how we reform the educational system in Saudi Arabia, and
trying to connect this study to shape the educational vision 2030
of Saudi Arabia.
In Einarsdittir et al (2015) study they explored how the Nordic
policies concerning early childhood education supported the
creation of important values such as democracy, caring, and
competence in children. According to Einarsdittir et al (2015) it
is through education that children learn values to assist them in
life. The policies in Nordic ECECs shape values of education in
pre-schools, especially on the values of democracy, caring and
competence These three are among the most important values
that a child can learn. Through thematic research on the relevant
documents, the research recommends that the education policies
should provide a platform where children can learn these
values. This article shows how democratic education might be

started from the early years of the students’ lives. One part of
the special education features is inclusion. The partnership is
important to have a successful inclusion, this partnership
between teachers and families is quite important for children in
early education. Beneke and Cheatham (2016) explored how
inclusivity helped teachers to achieve a democratic partnership
with families. The relationship is supposed to be interdependent
and a good relationship should be built between these two
parties. The research explores how various researchers have
defined inclusivity and how it has enabled people in interaction
and achieving a healthy partnership. This way the author
concluded that inclusivity could have the same benefits to
teachers who are trying to interact with cross-cultural families
(Beneke and Cheatham, 2016). This helps to understand the
culture conceptualizes partnerships and the meaning of a
democratic partnership in education.
Second section: “ edit here “
Democratic education should, therefore, ensure that all children
can explore their lines of interest rather than being forced to
repeat what others have done before. Over the years, democratic
education has been supported by international agencies such as
the European Democratic Education Community, founded in
2008, and the Alliance for Self-Directed Education, which was
established in 2016 to ensure that education is not an institution
imposed on students but shaped by the realms of democracy,
self-will, and assurance. Education should work to ensure
cognitive and intellectual freedom, social freedom, political
will, and equality in the provision of pedagogical services.
Incorporating Democracy in Education
Democratic Values in an Educational System
Education has the objective of instilling desirable values into its
students .Democratic values are those values that individuals
hold in common despite their differences (Amukugo, 2017).
They develop from the historical encounters of a nation and

depend largely on regulations. A democratic education system
will incorporate these values into its operations so that students
learn and practice them. These values include justice, equality,
determination, and cooperation.
In the classroom, a teacher should ensure that all students are
treated equitably without bias on any grounds. For instance,
equality should be exercised in terms of learning conditions,
examinations, and provision of resources. A teacher should not
favor some students at the expense of others, as that will divide
the students rather than teaching them to unite (Zeichner, 2017).
A teacher should also show equity. For example, in advanced
schools, special needs students should be taken care of and
provided with favorable learning aids and resources such as
wheelchairs, braille devices, and hearing aids to ensure that
they also receive the same quality education as others without
feeling left out due to their disabilities.
Teachers should encourage a spirit of cooperation by organizing
students for group work. Once students are in a group, they
learn to respect one another’s views and give their input in an
orderly manner without feeling either superior or inferior.
Group work should be encouraged in both general and special
needs education settings. In advanced schools, groups should be
comprised of both special needs students and the general
student population so that they learn to interact and understand
one another without individuals with disabilities losing their
dignity. Students should also be taught the value of justice. For
example, when students break a rule, they should be punished
equally without partiality; conversely, credit should be given
only to those students who deserve it rather than those who are
favored by the teacher.
Democracy in Curriculum Content
The curriculum is the content that is intended for student
consumption. It provides the foundation by which democracy is
incorporated into educational systems. A democratic
educational approach should have a curriculum that supports the
democratic system and beliefs that the nation holds dear.

Education aims to produce students who can think critically and
solve problems through reflective thinking, cooperative activity,
and rational debate (Dewey, 2001). The curriculum should,
therefore, give students opportunities to think reflectively about
the society in which they live, to find rational solutions to the
problems they face. For example, students who participate in
science-based competitions have capabilities of identifying
problems in society and seek solutions to them by involving
their mental and physical processes (Castro, 2016). Unless
curricula involve students in activities that demand reflective
thinking, the society of tomorrow will lack democratic citizens
who can solve problems systematically and rationally. The
curriculum should also encourage both creativity and
innovativeness among students so that they can come up with
original plans and ideas to solve immediate human needs using
the resources at their disposal (Zeichner, 2017).
Students should be allowed to choose the subjects they want to
learn more about, instead of being forced to study all subjects
assigned to them by the curriculum. Students should first seek
to understand themselves and then select a line of study. For
example, students in high school should be given free will to
choose whether to proceed in humanities, arts, social sciences,
or physical sciences so that they will learn to make sound
decisions and be responsible for the decisions they make.
Students with special needs should only be thoughtfully advised
about subjects that might be best for them; they should not
simply have subjects chosen for them by their teachers. When
special needs students are allowed to choose their destiny, they
feel more respected (Stone et al., 2016). They could be
individuals with disabilities, but that does not take away their
freedom.
All teaching and learning methods should be student-centered
and participatory. The teacher should not be authoritarian to
students; instead, teachers should be symbols of control of
classroom activities and ensure that students actively participate
in something more powerful than mere rote learning. In a

democratic classroom arrangement, the teacher should allow
students to decide what to learn and choose the form in which
that learning will take place. This will enable students to have
control of their educational paths, which will profoundly
influence their later lives. Teaching methods should reflect
fairness, sensitivity to individual student differences, and
respect for students (Einarsdottir, Purola, Johansson, Broström,
& Emilson, et al., 2015). Curriculum planners should involve
teachers when selecting curriculum content since it is teachers
who implement curricula in the classroom. Teachers will be
more likely to feel obliged to teach competently and responsibly
since they are teaching what they have already agreed to. The
kind of curriculum content given to students should reflect what
they can relate to in their society. It should reflect their day-to-
day lives rather than foreign content while incorporating the
socially acceptable norms and values to which students can
relate. The curriculum should be able to support both general
education students and special needs students.
References
Allmnakrah, A., & Evers, C. (2019). The need for a fundamental
shift in the Saudi education system: Implementing the Saudi
Arabian economic vision 2030. Research in Education.
https://doi.org/10.1177/0034523719851534
Alomi,Y. A. (2017). New pharmacy model for vision 2030 in

Saudi Arabia. Journal of Pharmacy Practice and Community
Medicine,3(3), 194-1966.
Amukugo, E. M. (2017). Conclusion: Democracy, education,
and social justice achieved? In E. M. Amukugo (Ed.),
Democracy and education in Namibia and Beyond: A Critical
Appraisal (pp. 147–152). University of Namibia Press.
Banks, J. A. (2014). Diversity, group identity, and citizenship
education in a global age. Journal of Education, 194(3), 129–
139.
Beneke, M. R., & Cheatham, G. A. (2016). Inclusive,
democratic family–professional partnerships: (Re)
conceptualizing culture and language in teacher
preparation. Topics in Early Childhood Special
Education, 35(4), 234–244.
Bremmer, I. (2004). The Saudi paradox. World Policy Journal,
21(3), 23–30.
Castro-Villarreal, F., & Nichols, S. L. (2016). Intersections of
accountability and special education: the social justice
implications of policy and practice. Teachers College
Record, 118(14), n14.
Danforth, S. (2016). Social justice and technocracy: Tracing the
narratives of inclusive education in the USA. Discourse: Studies
in the Cultural Politics of Education, 37(4), 582-599.
Dewey, J. (1916/1997). Democracy and education: An
introduction to the philosophy of education. New York, NY:
The Free Press.
Dewey, J. (2001). Democracy and education. Penn State
Electronic Classics Series. State College: Pennsylvania State
University.
https://www.academia.edu/24704521/Democracy_and_Educatio
n_A_Penn_State_Electronic_Classics_Series_Publication
Einarsdottir, J., Purola, A. M., Johansson, E. M., Broström, S.,
& Emilson, A. (2015). Democracy, caring, and competence:
Values perspectives in ECEC curricula in the Nordic
countries. International Journal of Early Years
Education, 23(1), 97–114.

Fortunato, M. W. (2017). Advancing educational diversity:
Antifragility, standardization, democracy, and a multitude of
education options. Cultural Studies of Science Education, 12(1),
177–187.
Generation Citizen. (2015, November 18). Returning to our
roots: Educating for democracy.
https://generationcitizen.org/wp-
content/uploads/2016/06/Educating-for-Democracy-Final-
Paper.pdf
Khashan, H. (2017). Saudi Arabia's flawed “Vision 2030.”
Middle East Quarterly, 24(1). https://www.meforum.org/middle-
east-quarterly/pdfs/6397.pdf
Kovacs, A. (2014). Saudi Arabia exporting Salafi education and
radicalizing Indonesia’s Muslims. GIGA Focus, 7.
http://epub.sub.uni-
hamburg.de/epub/volltexte/2016/54020/pdf/gf_international_14
07.pdf
Minton, G., & Sullivan, M. A. (2013). Educational justice,
transformative leadership practices, and special needs
students. International Journal of Education, 5(4), 190–212.
Mullins, R. (2019). Using Dewey’s conception of democracy to
problematize the notion of disability in public
education. Journal of Culture and Values in Education, 2(1), 1–
17.
Piller, I. (2016). Linguistic diversity in education. In Linguistic
diversity, and social justice: An introduction to applied
sociolinguistics (pp. 98–129). Oxford: Oxford University Press.
Stone, J. P., Sayman, D. M., Carrero, K., & Lusk, M. E. (2016).
Thoughts on Dewey’s democracy and (special)
education. Journal of Thought, 50(3-4), 3–17.
Zeichner, K. M. (2017). Advancing social justice and
democracy in teacher education: Teacher preparation 1.0, 2.0,
and 3.0. In The struggle for the soul of teacher education (pp.
268–275). New York: Routledge.

Running head: CANNABIS AS A THERAPEUTIC TOOL FOR
EPILEPSY 2
CANNABIS AS A THERAPEUTIC TOOL FOR EPILEPSY
2
Cannabis A Therapeutic Tool For Epilepsy
Stephanie Petit-homme
ENC2201: Report Writing and Research Methods
Dr. Uliana Gancea
Miami Regional University
April 13, 2020
Abstract
Background: In recent years, there has been skyrocketing
interest in cannabis-based products for treatment of refractory
epilepsy. Purpose of the study/Objective: This paper
concentrates on finding out if indeed cannabis is the solution to
epileptic seizures and if it can be used as a therapeutic tool for
epilepsy (Jaffe & Klein, 2018). Method: For this research,
however, for the first time, there is a class one affirmation that
the use of CBD ameliorates seizure control in clients with
epilepsy. According to the available information at the present
time, however, it seems uncertain regardless if the improved

seizure control illustrate in these trials was associated to a
straight movement of CBD, or was intervene by drug
interactions with concomitant medications, specifically a
marked increase in plasma levels of N-desmethylclobazam, the
active metabolite of clobazam. Illumination of the comparable
collection of CBD to upgrade seizure result or outcome stand in
need of re-assessment of trial data for the subgroup of clients
not co-medicated with clobazam, or the control of further
studies conducting for the surprise results of the reciprocal
action. Results: In the double-blind trial in Dravet syndrome
there was reported a decrease of the frequency of the convulsive
seizure from 12.4% to 5.9% in the CBD group and from 14.9%
to 14.1% in the placebo group. Non convulsive seizures did not
seem to significantly be affected by the CBD therapy. There
was also a total of three patients who walked out of the
treatment seizure free in the CBD group, but none from the
placebo group. In the Double-blind trials in Lennox Gastaut
syndrome the following results were collected; in the first trial,
CBD treatment was associated with a greater median percent
reduction in monthly drop seizures i.e. 44% and 22% and a
greater proportion of patients with a less than 50% seizure
reduction, 44% and 24%. Adverse results were recorded in the
CBD group than in the placebo, 86% to 69%. Study found that a
regulated dose of cannabis was effective for treating epilepsy.
Recommendations: Further researchers should ensure they
determine the exact proportions of cannabis and proponents that
are safe for creating an accurate treatment.
Keywords: Cannabis, epileptic seizures, therapy, treatment,
syndrome.
Cannabis as A Therapeutic Tool for Epilepsy
Introduction
Hook: The use of cannabis plant by humans goes back to the
dawn of humanity. Cannabis originated in Central Asia or the
foothills of the Himalayas, was initially cultivated in China for
seed production as well as fiber, in India it was used to produce

resin.
Background Information: For centuries, European and East
Asian societies have commonly used cannabis strains with low
amounts of psychoactive principle THC, and their primary
utilization as food and fiber. Conversely, African, Middle
Eastern, South Asian, and Southeast Asian societies with strains
containing more THC and have used them primarily for their
psychoactive properties. The first modern and detailed
description of the utility of cannabis-based products as an anti-
seizure medication was published in 1843 by W.B.
O'Shaughnessy, a physician in the Bengal Army and Late
Professor of Chemistry and Material Medical at the Medical
College of Calcutta. After trying the behavioral effects in
healthy animals like fish, dog, horses, goats etc. He investigated
the potential value of the plant's extracts in patients with
different disorders, and there was reported remarkable anti-
seizure effects in a 40 days old baby girl who suffered from
recurrent seizures.
Problem Statement: The use of cannabis has declined in the
twentieth century due to the illegalization of the plant's
cultivation in many countries. Cannabis has been seen to be an
effective drug used in the treatment of seizures. Epileptic
patients need both tetrahydrocannabinol (THC) and cannabidiol
(CBD) to manage episodes, which can be related to brain and
muscular function. The use of medical marijuana has been a
concern due to the illegalization of the plant (Cerda et al.,
2018). Many epileptic patients around the world have thus been
unable to access medication, notably since many countries
completely prohibit the cultivation of the plant. The drug has
also been outlawed in its medical form for fear of abuse in some
situations, as it is commonly a recreation drug. It is for this
reason that many doctors around the world have advocated for
the legalization of medical marijuana, which can significantly
save lives, especially for epileptic patients. Similarly, cannabis
has been recommended as an appetite boosting drug for patients
undertaking chemotherapy, often associated with cancer

treatment (Cerda et al., 2018). The use of the drug for this
purpose has also been associated with increased relaxation,
minimization of mental and physical fatigue among patients, as
well as a coping mechanism for the trauma associated with a
terminal illness. The illegalization of marijuana thus
significantly minimizes the options many of these patients have
in dealing with their conditions.
Hook Research Question(s): What effect has the illegalization
of marijuana had on the treatment of seizures in the past? What
implications would be there for the medical profession if
cannabis was legalized for medical use, especially for the
treatment of epilepsy?
Hypothesis: The use of marijuana for treatment of epilepsy is
an effective method that can be of benefit to the medical
profession if only the drug were legalized for widespread
medical use around the world.
Thesis Statement: In this paper, we will concentrate on finding
out if indeed cannabis is the solution to epileptic seizures, and
if it can be used as a therapeutic tool for epilepsy.
References
Cerdá, M., Sarvet, A. L., Wall, M., Feng, T., Keyes, K. M.,
Galea, S., & Hasin, D. S. (2018). Medical marijuana laws and
adolescent use of marijuana and other substances: Alcohol,
cigarettes, prescription drugs, and other illicit drugs. Drug and
alcohol dependence, 183, 62-68.
Literature Review
Impressive research in the past has shown that, CBD has been
found to be active in a variety of seizure models. Recently, the
anticonvulsant profile of CBD was re-evaluated, but they used a
refocused screening protocol which had been developed by the
National Institute of Neurological Disorder and Stroke (NINDS)
funded Epilepsy Therapy Screening Program. In the
investigation, CBD administered intraperitoneally (i.p.)
produced a dosed-pendent protection that was against maximal
electroshock-induced seizures in mice and rats and was

effective in the seizure model. These effects were recorded
when the model received doses that did not cause motor
impairment (Holtkamp & Hamerle, 2017).
From the findings, it can be concluded that the molecular
actions involved in CBD anti-seizure activity was not directly
mediated by the direct effect on cannabinoid receptors.
However, this precise mechanism of action has not been
ascertained. There is a range of activities that CBD is known to
exhibit which suggest potential utility in other conditions.
These include psychosis, trauma related conditions, tobacco and
opioid addition, anxiety, mood disorders, neurodegenerative
disorders. It is also used as tool of counteracting some
undesired psychotropic effects that result from THC ("Cannabis
drug," 2017).
Epilepsy is said to be one of the most common non-
communicable neurological diseases prevalent in low to middle
income countries, with one-third of patients having seizers that
are resistant to antiepileptic medications. The off-label use of
cannabis sativa in treating seizures that are refractory to
medication has been known since ancient times. Cannabis-
derived drugs are very different from the cannabis that is
available legally or illegally, in matters reliability of their
content and purity, and also these derived medications differ
from CBD oils. CBD trials reporting over the years have
transitioned successfully the position of the drug from
‘anecdotal and promising’ to ‘proven to be effective’
("Cannabis-derived," 2018).
Studies and research methods have proven over the
years that epileptic patients do not respond well to the
conventional antiepileptic drugs. What is more, there are many
side effects associated with these drugs such as ostemalacia and
anemia. The use of CBD, therefore, has come in handy in many
cases for centuries as it is considered by the general populace to
have anticonvulsants properties.
However, these cannabis substances could not find a place in
the current prescription regime to treat seizures related to

epilepsy for two main reasons. One of the reasons is the
insufficient number of trials done that could not prove their
efficacy in treating or preventing seizure episodes. The other
reason is the safety concerns of these substances in the long run
(Szaflarski & Martina Bebin, 2016).
Just like any other drug, medicinal cannabis; CBD or
THC, have possible side effects. The most common effects of
CBD include sleepiness, diarrhea, fatigue, and decreased
appetite. Careful monitoring of its use is advised. However,
CBD is still highly preferred and advocated for unlike THC
which has intoxicating effects. Medical research is confident in
using CBD for therapeutic purposes because it does not cause a
high. Nonetheless, revisions ought to be done on the use of
cannabis in epilepsy therapy as there is insufficient scholarship
on the same in the few (Karler & Turkanis, 2019).
References
Cannabis drug cuts seizures in childhood epilepsy.
(2017). Clinical Pharmacist.
cdoi:10.1211/cp.2017.20202978
Cannabis-derived treatment shows efficacy in rare form of
epilepsy. (2018). Clinical Pharmacist.
doi:10.1211/cp.2018.20204455
Holtkamp, M., & Hamerle, M. (2017). Cannabis use in
Epilepsy—Risks and Benefits.
Handbook of Cannabis and Related Pathologies, 431-438.
doi:10.1016/b978-0-12-800756-3.00050-8
Karler, R., & Turkanis, S. A. (2019). Cannabis and Epilepsy.
Marihuana
Biological Effects, 619-641. doi:10.1016/b978-0-08-023759-
6.50052-4
Szaflarski, J. P., & Martina Bebin, E. (2016). Cannabis,

cannabidiol, and epilepsy — From
receptors to clinical response. Epilepsy & Behavior, 41, 277-
282. doi:10.1016/j.yebeh.2014.08.135
Method
The data was collected using a meta-analysis methodology. The
researcher summarized the results of several studies to come up
with their report. The information was collected from several
scientific studies and journals, synthesized and compiled.
Preference was given to studies that used randomized trial
method. Different studies were assessed with the main focus
being on those that did experiments (lasting a month or more)
and recorded results before the study and compared them with
the results after the study. For this study, the case study
approach was used in which the researcher collected data from
past researchers and did an analysis of the secondary data. The
researcher was keen to focus only on qualitative and
quantitative data that was collected firsthand from experiments
and observations.
A meta-analysis method was preferred because it was both cost
and time effective and provided deep insights on the topic of
choice. During the collection of the data, a two-step approach
was taken. First, the researcher identified credible sources of
information relating to the topic from journals by filtering data
using key words. The main key words of choice consisted of a
combination of terms; “Epilepsy cure with cannabis” and
“therapeutically cure of epilepsy with CBD.” After collecting
studies that fitted into the key terms, the researcher then
checked the year of publication with only recent studies
qualifying (5 years). By reading the abstracts, relevant articles
were chosen to be used as data for the study. The second
approach entailed deriving data from the chosen sources,
synthesizing and analyzing them to create new data. Emphasis
was on the effects of CBD in the therapeutic cure of epilepsy by
comparing the quantities and duration of CBD administration to
the symptoms and effects in the patients after approximately

two weeks.
Results
Thus, In the double-blind trial in Dravet syndrome, there was
reported a decrease of the frequency of the convulsive seizure
from 12.4% to 5.9% in the CBD group, 14.9% to 14.1% in the
placebo group. Non convulsive seizures did not seem to
significantly be affected by the CBD therapy.
As a result, there was also a total of three patients who
walked out of the treatment seizure free in the CBD group, but
none from the placebo group.
Consequently, there were adverse events that seemed to
be related to the study and were reported in 75% of patients in
the CBD group and 36% in the placebo group. Diarrhea,
somnolence and a decrease in appetite were recorded as the
most common among CBD related adverse events. 18 of the 22
CBD treated patients who developed somnolence were on
clobazam co-medication ("Marijuana and Medical Marijuana,"
2016).
Appropriately, the events appeared mostly in the first 2
weeks of the treatment which lead to reduction of the dose of
CBD or other medications. There was however no information
stating the amount of concomitant clobazam that was reduced.
In that event, eight patients in the CBD group
discontinued with the trial prematurely due to adverse events
(three cases the patients were found to have an elevation of
liver enzymes), in comparison with one patient in the placebo
group who also had an elevation of liver enzymes (Williams,
Jones, & Whalley, 2018).
In the Double-blind trials in Lennox Gastaut syndrome
the following results were collected; In the first trial, CBD
treatment was associated with a greater median percent
reduction in monthly drop seizures i.e. 44% and 22% and a
greater proportion of patients with a less than 50% seizure
reduction, 44% and 24%. Adverse results were recorded in the
CBD group than in the placebo, 86% to 69%.

The most common were diarrhea, pyrexia, decreased
appetite, vomiting and somnolence. Treatment- related serious
adverse events were recorded in 9 of the CBD group patients
and one placebo patient ("Cannabis drug cuts seizures in
childhood epilepsy," 2017).
In the second trial, there was a significantly bigger
reduction in the monthly frequency of drop seizures in the CBD
20 mg/kg/day group (42%) and 10 mg/kg/day (37%) than in the
placebo group. There was also a similarly significant reduction
in the proportion of patients with a more than 50% decrease
monthly frequency of drop seizures.
Adverse events however were reported in 94% of the
patients that took 20 mg/kg, 84% in those taking 10 mg/kg, and
72% of placebo patients too. Generally, the total seizures were
significantly reduced in both CBD groups as compared to
placebo.
The most common were decrease in appetite and
somnolence. Serious treatment-related adverse events occurred
in five of the patients allocated 20 mg/kg group, 2 patients in
the 10 mg/kg group, and zero patients in the placebo group. Of
the 212 completers, 99% entered an open label extension
study (Earleywine, 2003).
.
Discussion
Article 1: Epilepsy and Marijuana
Paraphrase:
The use of cannabis by adults with epilepsy is widespread. This
has led to the use of medicinal purposes common in many
states. Various preparations of marijuana of varying content and
strengths are now available. This is due to a study that proves
that cannabis use by people with epilepsy reduces the intervals
that they experience convulsions and seizures or even stops the
seizures (Dantas, 2016). This has only been tested on animal
models of epilepsy. Although cannabis has negative effects for
a developing brain, the cases are reported to be extremely rare

and mild. There are studies to find out the short time effects as
well as long term effects of high CBD and low THC products in
treatment of epilepsy in children and adults.
Summary
Due to the legalization of medical marijuana, there have been a
rise in the therapeutic use of cannabis products in suppressing
seizure in people, especially adults (Dantas, 2016). There has
also been a lot of researches being carried out to figure out the
effects to the brain that the use of cannabis products might
have. Though it is recorded that these cases are not common,
and at most times they are mild.
Dantas, F. G. (2016). Epilepsy and marijuana - a
review. Journal of Epilepsy and Clinical
Neurophysiology, 11(2), 91-93. doi:10.1590/s1676-
26492005000200005
Article 2: Medical marijuana for epilepsy: Winds of change.
Paraphrase:
Millions of people have been dealing with untreated epilepsy
that have cause thousands to deal with experimental treatments
in order to help alleviate their symptoms since no definitive
treatments have been established. According to Sirven (2018),
there have been a high amount of uncontrolled seizures
affecting the lives of these individuals with epilepsy, and they
are constantly struggling to find a personalized regimen to help
them overcome their condition.
Summary
Social factors have been uncovered as a key driver of epilepsy
care, disparities and outcomes. There is a clear evidence that
THC acts via the cannabinoid receptor CB1. is suspected that
the mechanism of action of CBD is likely polypharmacological
(Sirven, 2018). There is scientific data that supports the roles of

endocannabinoid system in seizure generation, maintenance as
well as control.
Sirven, J. I. (2018). Medical marijuana for epilepsy: Winds of
change. Epilepsy & Behavior, 29(3), 435-436. doi:
10.1016/j.yebeh.2013.09.004
Limitations and Implications
The results are subject to several limitations that have made it
difficult for the study of Cannabis in Epilepsy to accurately
answer its major research questions and risked the quality of
findings and conclusion made. For starters, no information was
reported on how often the dose of concomitant Clobazam was
reduced. As a result, the conclusions made on how effective
cannabis can be used for therapeutic epileptic treatment in this
study are overgeneralized. Since this study does not answer the
question of how to create an accurate dose of the treatment
prescribed, future studies can and should focus on offering a
detailed explanation of what specific doses or chemical
combination make the accurate and optimal treatment for the
syndrome.
Furthermore, the reports studied for this research did not clearly
report on the changes that were happening to the plasma
concentrations of concomitant AEDs and, most notably, N-
desmethylclobazam and clobazam. In view of the fact that 66%
of the patients in the CBD group were using clobazam co-
medication and the irrefutable evidence from previous studies
that indicated that N-desmethylclobazam levels increase by
500% on average when you add CBD, the data from the reports
should have determined whether or not the reported
improvement in seizure frequencies could be attributed to a
direct action of CBD, or it is simply a consequence of increased
plasma levels of comedication (KHAN, ABBAS, & JENSEN,
2018). The lack of clarity on what caused the cessation of
seizures makes it difficult to accurately answer the research
question and determine whether or not the cessation of seizures

was because of the cannabis therapeutic treatment. Again, the
overgeneralized conclusions provided as a result of the general
findings also directly impact the quality of the conclusions of
this study. Further researchers should however look into
determining whether reduction of seizure frequencies could be
attributed to a direct action of CBD, or it is simply a
consequence of increased plasma levels of comedication in
epileptic patients.
The third limitation of the study is that it further did not
provide specific and accurate information on concomitant
therapies, the most notable one being, whether and to what
extent the clinical improvements on CBD therapy could be
related to elevations in serum concentrations of other
medications, especially N-desmethylclobazam and clobazam. As
mentioned earlier, the lack of clarity on results possibly
compromises the quality of conclusions. Future studies should
determine whether the concomitant therapies and especially the
clinical improvements on CBD therapy could be related to
elevations in serum concentrations of other medications,
especially N-desmethylclobazam and clobazam and how that
impacted the use of cannabis in the therapeutic treatment of
epilepsy.
Conclusion
To conclude, studies did not establish what researchers should
look out for in a patient in order to make sure that one does not
do more damage than good when trying to get rid of the
convulsive seizures (Jaffe & Klein, 2017). The study offers no
guidelines for practitioners who look forward to practicing and
applying the cannabis therapy treatment on epileptic patients.
As such, it would be difficult to have a controlled test of the
proposed treatment in real life patients. Future researchers
should therefore work on determining what practitioners should

look out for in patients to point out whether the patients are
responsive to the treatment or not.
.
References
Cerdá, M., Sarvet, A. L., Wall, M., Feng, T., Keyes, K. M.,
Galea, S., & Hasin, D. S. (2018). Medical marijuana laws and
adolescent use of marijuana and other substances: Alcohol,
cigarettes, prescription drugs, and other illicit drugs. Drug and
alcohol dependence, 183, 62-68.
Cannabis drug cuts seizures in childhood epilepsy.
(2017). Clinical Pharmacist.
cdoi:10.1211/cp.2017.20202978
Cannabis-derived treatment shows efficacy in rare form of
epilepsy. (2018). Clinical Pharmacist.
doi:10.1211/cp.2018.20204455
Holtkamp, M., & Hamerle, M. (2017). Cannabis use in
Epilepsy—Risks and Benefits.
Handbook of Cannabis and Related Pathologies, 431-438.
doi:10.1016/b978-0-12-800756-3.00050-8
Karler, R., & Turkanis, S. A. (2019). Cannabis and Epilepsy.
Marihuana
Biological Effects, 619-641. doi:10.1016/b978-0-08-023759-
6.50052-4
Szaflarski, J. P., & Martina Bebin, E. (2016). Cannabis,
cannabidiol, and epilepsy — From
receptors to clinical response. Epilepsy & Behavior, 41, 277-
282.
doi: 10.1016/j.yebeh.2014.08.135

Dantas, F. G. (2016). Epilepsy and marijuana - a
review. Journal of Epilepsy and Clinical
Neurophysiology, 11(2), 91-93. doi:10.1590/s1676-
26492005000200005
Sirven, J. I. (2018). Medical marijuana for epilepsy: Winds of
change. Epilepsy & Behavior, 29(3), 435-436. doi:
10.1016/j.yebeh.2013.09.004
onlinetext_9628_296353_10502.t
xt
by Stephanie Petit - Homme
Submission date: 03-Apr-2020 02:46PM (UTC-0400)
Submission ID: 1288899514
File name: 9628_Stephanie_Petit_-
_Homme_onlinetext_9628_296353_10502_296353_128167470.t
xt (22.5K)
Word count: 3443
Character count: 19033

SIMILARITY INDEX
31%
INTERNET SOURCES
32%
PUBLICATIONS
35%
STUDENT PAPERS
1 16%
2 5%
3 3%
4 1%
5 1%
6 1%
7 1%
onlinetext_9628_296353_10502.txt
ORIGINALITY REPORT
PRIMARY SOURCES
e-sciencecentral.org
Internet Source
www.j-epilepsy.org
Internet Source
www.cureus.com
Internet Source
Rhys H Thomas, Mark O Cunningham.

"Cannabis and epilepsy", Practical Neurology,
2018
Publication
Emilio Perucca. "Cannabinoids in the Treatment
of Epilepsy: Hard Evidence at Last?", Journal of
Epilepsy Research, 2017
Publication
aliunlu.com
Internet Source
omosironews.info
Internet Source
Submitted to CSU, Stanislaus
8 1%
9 1%
10 1%
11 1%
12 1%
13 1%
14 1%
15 <1%
16 <1%
17 <1%
18 <1%
Student Paper
www.ncbi.nlm.nih.gov

Internet Source
Submitted to University of New England
Student Paper
Submitted to Florida International University
Student Paper
Submitted to University of South Florida
Student Paper
Submitted to Benowa State High School
Student Paper
Submitted to De Montfort University
Student Paper
Submitted to University of Liverpool
Student Paper
E. A. Formukong. "The medicinal uses of
cannabis and its constituents", Phytotherapy
Research, 1989
Publication
Submitted to University of Nottingham
Student Paper
Submitted to University of Salford
Student Paper
19 <1%
20 <1%

21 <1%
22 <1%
23 <1%
Exclude quotes Off
Exclude bibliography On
Exclude matches Off
M. Holtkamp, M. Hamerle. "Cannabis Use in
Epilepsy—Risks and Benefits", Elsevier BV,
2017
Publication
onlinelibrary.wiley.com
Internet Source
Submitted to Grand Canyon University
Student Paper
Jerzy P. Szaflarski, E. Martina Bebin.
"Cannabis, cannabidiol, and epilepsy — From
receptors to clinical response", Epilepsy &
Behavior, 2014
Publication
Submitted to Adtalem Global Education
Student Paper
onlinetext_9628_296353_10502.txt
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