Sunday, October 6, 2019
Legalization of Marijuana Essay Example | Topics and Well Written Essays - 750 words
Legalization of Marijuana - Essay Example This is applicable to marijuana too. It is often shunned as an intoxicating drug that people often abuse. However, there is an overshadowed side to this drug, which gives reason for its legalization as a medical substance. If people recognized marijuana for its numerous beneficial uses for patients of glaucoma, cancer, aids, and multiple sclerosis, they would realize that these provide substantial ground for the legalization of marijuana. One use of marijuana, which greatly justifies its use as a medical substance, is its use for glaucoma patients (Klein, pp. 19-27). Glaucoma is a disease in which the patient experiences elevated ‘intraocular’ pressure in the eye, which often causes nerve damage, which slowly blinds the patient. Marijuana contains an active ingredient, THC, which helps reduce this pressure. This does not mean that marijuana cures the disease, but it helps delay the onset of the worst of its symptoms, which include vision impairment and blindness (Jacob, pp. 75-120). Experts often criticize this use of marijuana, saying that it is not worth the risk of using such an intoxicating and psychoactive substance for glaucoma patients when it does not even cure their condition. ... 1-3). The University of California has published several findings about this use for marijuana, which effectively alleviates the extreme pain that these diseases cause a task, which other painkillers are often ineffective at doing (Doheny, pp. 22-30). This is especially relevant for patients suffering from the final stages of cancer, where cure is not possible, and their pain is at its worst. The only thing that anyone can do for the dying patient at this point is to ease his or her suffering. Given marijuana’s effectiveness in alleviating such pain, the authorities should consider legalizing such a medical use of the substance. The argument of the side effects of marijuana, such as addictiveness or intoxication is irrelevant in this case, since the patient would not be any worse off due to such side effects, given their condition. For other cases, such as patients in pain due to AIDS, spinal cord injuries and multiple sclerosis, the patients are often helpless in pain and thu s if marijuana helps alleviate their pain, this greatly outweighs the negative side effects it might have on them (Jacob, pp. 75-120). These reasons provide further ground for the legalization of marijuana despite it negative characteristics. Another use that justifies the use of marijuana is a slightly less favored one. It springs from a side effect which marijuana has, which is that it increases the appetite of the person who smokes it (Farrow, Rees & Worrington-Roberts, pp. 79:218). This characteristic is, however, a useful find for people suffering from HIV. These patients suffer from extreme weight loss due to their condition, a symptom known as ‘wasting’. This includes a loss of appetite, which is followed by the deterioration of the
Saturday, October 5, 2019
Importance of following orders Essay Example | Topics and Well Written Essays - 500 words
Importance of following orders - Essay Example A combat becomes ineffective whenever a soldier fails to follow the orders given to him/her. Whenever a single unit’s soldier is not combat effective, he will end up slowing down the combat’s winning formula by forcing the commanders to focus on a single soldier who is not offering anything to the workload that is facing the unit. By executing the orders in time and in the manner that is acceptable, one greatly helps in the unit even if he doesn’t know the reason why as everyone is important in making the mission at hand a success. Un-questionably following orders is how the military regard discipline. One is expected to know what they have to do at the same time follow commands and directions enthusiastically and promptly. For one to follow orders effectively, it is very important for one to be disciplined as you it enables you to react in a manner that is fast enough whenever your service is called upon. This will really help in raising a soldiers awareness level as a soldier should be alert at all times. Following orders enables an individual to becoming a good soldier. A good soldier is one who takes an order and carries it out the way it has been given no matter how bad or hard it is to follow that particular order. There are many reasons as to why it is important to follow orders and all of them are important, but in this essay I have only looked at the main ones. Whenever a soldier does not follow the authoritative directions given by his senior, it does not hurt him/her alone as an individual, but the whole combat team and the mission’s goals. Whenever the objectives of a mission get hurt by failing to follow orders as expected, everything that is important in completing the mission becomes weak. This also affects the moral of the entire unit as the leadership will be at a constant worry about the loyalty of the solder who does not follow their orders. They are never relaxed as they wonder if he/she is going to do
Friday, October 4, 2019
Eddie and Beatrice Essay Example for Free
Eddie and Beatrice Essay During the dance between Catherine and Rodolpho, Marco has a short conversation with Eddie and Beatrice. Eddie becomes jealous when Marco brags how well Rodolpho can cook. We eat very well on the boat especially when Rodolpho comes along; everybody gets fat. Eddie outbursts with jealousy towards Rodolpho saying he cant cook, he cant sing and he cant make dresses. Beatrice and Marco realised that whilst he was saying all of this that Eddie was twisting a newspaper into a tight roll. Eddie then goes on taking pity on himself. If I could cook, if I could sing, if I could make dresses As Eddie goes on he gets more and more frustrated and agitated, eventually the newspaper snapped in half. Eddie mentions boxing to Marco. Marco felt uneasy due to the fact he knew Eddie was frustrated. Eddie soon gets to his point across he wants to teach Rodolpho boxing. knowing full well that what he had in mind. Beatrice asked Whats he got to learn that for? As she tries to come up with a reason not to teach him boxing. Eddie begins to teach Rodolpho how to lead with his left hand and to block. After all this Eddie temps Rodolpho to hit him. Come on kid, put sumpm behind it Rodolpho swings aggressively at Eddies jaw and grazes it. This heats up the tension even more. The audience expects a fight as Eddie should react to the blow. Eddie however does react but pretends that it is an accident but you can see that this is not the case. The effect of Eddies punch on Rodolpho was so fierce that the other characters was totally disgusted by it an knew that it was necessary. Catherine runs to Rodolphos aid and Marco rises and Beatrice tells Eddie, Thats enough. The audience might have expected this part of the scene to result in a big fight due to the unnecessary force Eddie used. They were stunned to see Rodolpho smirk and say, I was only surprised. Marco then challenges Eddie. This was a test of strength in which Eddie does not win. Marco displays his strength to all of the characters. Marco show off his strength and also warn off Eddie using a glare of warning which quickly reverts to a smile of triumph. This makes the audience feel sorry for Eddie because Marco was now the superior strength in the Carbone household. The audience were left in the dark as the scene ends with Marco holding a chair above Eddies head. Arthur Miller has created the dramatic scene ending. The instant difference between the end of Act I and the end of Act II is that at the end of Act I Marco proves his stength.
Thursday, October 3, 2019
Correlates of criminal behavior
Correlates of criminal behavior Introduction Factors that correlate with crime are those, such as economic deprivation, that demonstrate a relationship with the incidence of criminal behavior. It is crucial to remember that correlations only tell us that there is a relationship between one variable and another they do not tell us what is causing what. For example, there is an association between failing at school and juvenile delinquency but we cannot say that low school achievement necessarily cause delinquency (Dwyer, 2001). It is possible that once an individual becomes involved in delinquent behavior, their school work suffers and grades begin to deteriorate. Alternatively, there may be a third factor, perhaps the attitude of the family towards school work and offending that causes both of the other factors (Dwyer, 2001). It is important, though, to recognize that a relationship does have a cause and this is what researchers are trying to uncover, but at no time should we jump to superficial conclusions about the exact direction of the cause. Case Study A: DV a 36-year-old, Single Black Male DV, a 36-year-old, single Black male was charged with possession of a firearm by a convicted felon. During formal interviews, DV was initially uncooperative with the evaluators. He pretended not to understand what was asked of him. He was strongly encouraged to cooperate with the evaluation. After a period of observation and initial psychological testing, it was explained to him that his report of experiencing auditory hallucinations was unlikely to be true (Heilbrun, Marczky DeMatteo, 2002). DV was administered psychological testing on three separate occasions. Initial test results clearly demonstrated DV intended to represent himself as mentally ill and confused. After further counseling, he was re-administered two tests, which he appeared to complete in a cooperative fashion. DVs responses on a structured interview of symptoms of mental illness were consistent with those of someone intending to put on psychotic mental illness (Heilbrun et al., 2002). DV began smoking marijuana as a teenager and has continued to use it throughout adulthood. Selling illicit drugs eventually became his primary source of income through the years. Prior to his arrest, he used marijuana on a daily basis and drank alcohol much less frequently, primarily on the weekends or when it was available (Heilbrun et al., 2002). DV has been arrested at least 20 times throughout adolescence and adulthood. He has been incarcerated in state prisons twice, both for felony convictions. The only previous mental health treatment he has received was during his incarceration in a state prison. He had been experiencing nervousness, tremors, and what he referred to as depression. This condition was reportedly treated with antipsychotic medication for a period of six months. His reports of past mental health symptoms were vague, and he indicated that he has never sought mental health treatment when out of prison (Heilbrun et al., 2002). Criminal Behavior: Mental Disorder         According to Bartol and Bartol (2011) mental illness is a disorder of disease of the mind that is judged by experts to interfere substantially with a persons ability to cope with life on a daily basis. It presumably deprives the person of freedom of choice, but it is important to note that there are degrees to this deprivation. The term mental disorder, however, need not imply that a person is sick, to be pitied, or even necessarily less responsible for his or her actions. Psychological Theory         Psychology is the science of behavior and mental process. Psychological criminology, then, is the science of the behavior and mental process of the person who commits crime. In the psychology of crime, both social and personality influences on criminal behavior are considered, along with the mental processes that mediate that behavior.         It is hard to specify typically the psychological theories of crime. Psychological theories centers on the influence of individual and family factors on offending. Psychological theories usually develop and attempt to explain offending on an ongoing project thats starts from childhood to adulthood (Bartol Bartol, 2011). Correlates and Developmental Risk factors The parental and family risk factors led DV to become deviant at a very young age. During a conducted interview, DV stated that he lived at home with his mother, father, and two brothers until the age of eight, when his mother was killed in a car accident. After his mothers death, he began living with an aunt, who raised him until he left home at the age of 14. He attended school through the eighth grade and was expelled from school after the eighth grade, partly because of his poor attendance and partly because of his involvement in two fights (Heilbrun et al., 2002). He described school as being difficult for him because he never had any family support. After his mother died, nobody really cared whether he went to school. It was the loss of his mother that triggered his criminal behavior. Is this Person a Criminal? In summary, DV manifest a personality style and behavior pattern that is characterized by dislike towards authority and violation of social norms and laws. He was diagnosed with malingering (resolved) cannibus abuse and antisocial personality disorder. DV can be held accountable for his actions. He knew that the current adjudication constitutes his third felony conviction, and he knew the sentencing mandates associated with a third felony conviction. Specifically, DV was aware that he could have received a very lengthy sentence for his third conviction and knew his plea carried the probability of a relatively short sentence. He knew that his plea agreement called for his full cooperation in the resolution of his case (Heilbrun et al., 2002). DV was deemed competent to stand trial based on his ability to comprehend what he did and he knew this. Case Study B: 24-Year-Old John D. John is a 24-year-old Caucasian male who was convicted of Sexual Battery, which occurred on February 10, 1998, and is awaiting sentencing. John D. was an only child born to unwed parents on February 9, 1975. He grew up in an unstable environment and his father was a drug addict who neglected to care for him. He recalls no memories of his father prior to the age of eight (Heilbrun et al., 2002). At eight years old, John D. recalled playing with and smelling someones feet. He cant remember exactly what happened at the moment but recall it was really scary. He remembers his fathers hands pulling his knees apart. That was all he can remember about the incident (Heilbrun et al., 2002). Criminal Behavior: Sex Offender (Sexual Battery)         Sex offenders often commit a variety of crime beyond sexual offenses, although this is more likely to be the case with rapists than the child molesters. There is no single profile that encompasses a majority of sex offenders. The features of their crimes also differ distinctly among offenders, including time and place, the gender and age of the victim, the degree of planning the offense, and the amount of violence used or intended (APA, 2000; Bartol Bartol, 2011). Sociological Theory         The sociological approach examines underlying social conditions that may influence criminal behavior by focusing on how social structure and processes contribute to crime. Life course criminology focuses on life tragedies or paths that may lead to lifelong or repeated criminal behavior. The Sociological theory of criminal behavior is the way people look at their environment. Sociologically, a person will be overwhelmed by closeness, the imitation and behavior of those they look up to, as well as their understanding of what is right and what is wrong (Bartol Bartol, 2011).         People are not born with a predisposition to violence or lack of power; rather they become that way as a result of social experiences. Furthermore, criminal behavior, again like all behavior, is an individuals way of adapting to his or her environment. Correlates and Developmental Risk factors         Examples of social risk factors are parental and family risk factors including faulty or inadequate parenting, sibling influences, and child maltreatment or abuse. A wide variety of circumstances can lead to a single-parent home. John D.s father died when he was nine years old. He is unable to recall any memories of his father prior to age eight. His parents never married but after his fathers death, his mother married a man that told John D. someday he would burn in hell (Heilbrun et al., 2002).         His mothers parental styles were inappropriate. John D. loved her because she could be fun to be with, and she was proud of him. At the same time he hated her because of the way she treated him. He described her as very moody, at times she would be nice and at other times she lashed out and smacked him in the face. John D. also stated that he often felt like a surrogate husband to his mother, because whenever it was time to kiss her goodnight, she would stick her tongue out (Heilbrun et al., 2002).         John D. spent most of his time living with his maternal grandparents. His grandmother would walk in on him when he was changing his underwear and would always find an excuse to come into the bathroom and wipe him after he was done. He didnt realize his grandmothers behavior was inappropriate until later (Heilbrun et al., 2002).         Models are those significant persons in the social environment that provide cues for how to do something (Bartol Bartol, 2011; Jackson, 2008). For example, a child may learn how to shoot a gun by imitating television or video characters. The child then will rehearse and fine-tunes this behavioral pattern by practicing with toy guns. John D.s behavioral patterns are the outcome of the models he had in his life. Is this Person a Criminal?         John D. is responsible for his actions and should be held criminally liable for what he did. He shows no remorse for his victims. He kills his victims and plays with their feet. He has a tendency to act upon his fantasies. He has a high potential for dangerous behavior inflicted against self and others. Case Study C: 21-Year-Old Jimmy M. The defendant in this case, Jimmy M., was charged with aggravated murder in the shooting death of a police officer in November of 1997. Jimmy M. has an extensive criminal record and a history consistent with an antisocial personality disorder. Antisocial personality disorder is not usually considered to be a mitigating factor. In addition to the antisocial personality disorder, Jimmy M. had suffered from a serious head injury, resulting in the request for a neuropsychological evaluation (Heilbrun et al., 2002). Jimmy M. was born to Darlene M (who was 15 years old when she got pregnant) and Bob Hoover on September 21, 1976. Jimmy M. only saw his father twice, once in fifth or sixth grade and the second time was last year while he was incarcerated. He primarily raised by his foster grandmother, Martha Washington; Ms. Washington was Jimmy M.s mothers foster parent. Jimmy M.s mother was a drug addict and alcoholic who was arrested and spent time in jail and prison before dying of a drug overdose in 1989 (Heilbrun et al., 2002). On one occasion, when Jimmy M. was eight years old, his mother used him to hide stolen money. Jimmy M. developed significant behavioral problems following his mothers death. He subsequently had numerous contacts with juvenile authorities and was placed with the Department of Youth Services on several occasions. He encountered numerous conflicts with his grandmother. Although things have not always been stable with his grandmother, Jimmy M. stated that they remain close today (Heilbrun et al., 2002). Criminal Behavior: Murder (Aggravated Murder)         The term murder is reserved for the unlawful killing of one human being by another with malice aforethought, either expressed or implied. Malice aforethought refers to premeditation, or the mental state of a person who thinks ahead, plans, and voluntarily causes the death of another, without legal excuse or justification. However, premeditation can occur in a very short period of time (even a minute); it does not require weeks of planning (Bartol Bartol, 2011). Biological Theory         Historically, neurological impairment, whether by heredity, injury, or disease, has been thought to coincide with criminal behavior. For example, head injury and violent behavior are found to coexist in criminals at a higher than average rate. Though a direct link cannot be determined between the two, researchers observe that neurological problems, in combination with environmental and social risk factors, interact to influence criminal behavior (APA, 2000; Bartol Bartol, 2011; Raine, 2002). Biological theories have a misunderstanding stereotype that if a person is a criminal then that person was born a criminal. Biological theories are only one interpretation of criminality (Rafter, 2008). Biology has an effect on our social and emotional lives that would be categorized as biological influences on our behavior. Some examples would be menstruation affects some women more than others, but many have more mood swings during, and just before, menstruation. Pregnancy also affects hormones and therefore emotions. In many cases, a women seems calmer than usual when pregnant, not reacting as she normally would to the stresses of work and life. Hormones in pregnancy have a lot of functions, including effects on mood and puberty is another example with which everyone is familiar. During the transition from childhood into a sexual world, teenagers go through some profound emotional and behavioral changes usually suffered along with them by their parents, other relatives, and teache rs (Raine, 2002). Eventually they mature and become adults; but in the years of puberty, the change in outlook and disturbance of behavior can be profound. But again, the environmental influences are crucial in how puberty, a biological change, is realized. Correlates and Developmental Risk factors Jimmy M.s mother was 15 when she was pregnant and 16 when he was born. Given her own drug, alcohol, and legal problems she was clearly unable to provide adequate parenting. His foster grandmother was, at best, inconsistent in her ability to provide for Jimmy M. and the other children within her care, who included Jimmy M.s mother. Following his mothers death, Jimmy M.s behavior showed clear signs of deterioration, and he joined the local gang (Heilbrun et al., 2002). As a result of Jimmy M.s early childhood experiences, he has bonded to no one, has little capacity for empathy, and has shut off his emotions from the rest of the world. Is this Person a Criminal?         Therefore, Jimmy M. is responsible for his actions and should be held criminally liable for what he did. However, based on his past, Jimmy M. should undergo treatment to eliminate harm to him and to others. Jimmy M. demonstrated a capacity of attachment. Once his mother passed he began to seek support by associating with the local gang. There is a possibility that through treatment and rehabilitation Jimmy M. can do better for himself. Conclusion According to Bartol and Bartol (2011) Crime, like all behavior, is complex and varied, and there are no simple answers regarding its causes. This is hardly surprising considering the great variety of crimes and offenders. Different theories put the emphasis on different causal factors: biology, personality, unconscious conflict, social learning, to name but a few. It is still by no means clear whether or not biological factors are implicated in antisocial behavior but, even if they are, most researchers acknowledge that the environment in which children are reared can either stimulate or inhibit any inborn tendency is criminality. The type of environment most conducive to delinquency is one of poverty, deprivation, a stressful family life and lack of educational opportunities. These factors are inextricably inter-related and the more of these that a child endures, the greater the likelihood of them committing criminal acts. Nevertheless, many individuals exposed to all of these risk factors do not embrace a life of crime. Perhaps we need to take a more careful look at protective factors such as personal disposition, loving relationships, social support systems and, indeed, gender, in order to more successfully address the problem of crime. References American Psychological Association (2000). Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (4th ed., vol. Text Revision). Arlington, VA: Author. Bartol, C .R. Bartol, A. M. (2011). Criminal behavior: A psychosocial approach (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Dwyer, D. (2001). Angles on criminal psychology. United Kingdom: Nelson Thornes, Ltd. Heilbrun, K., Marczyk, G. R., DeMatteo, D. (2002). Forensic mental health assessment: A casebook. New York: Oxford Press. Jackson, R. (Ed.). (2008). Learning forensic assessment. New York: Routledge. Rafter, N. (2008). The criminal brain: Understanding biological theories of crime. New York, New York: New York University Press. Raine, A. (2002). Biosocial studies of antisocial and violent behavior in children and adults: A review. Journal of Abnormal Child Psychology, 30(4), 311-26.
Wednesday, October 2, 2019
Boston forced busing :: essays research papers
â€Å"Boston Against Busing: Race, Class and Ethnicity in the 1960s and 1970s†The book â€Å"Boston Against Busing: Race, Class and Ethnicity in the 1960s and 1970s†written by Ronald P. Formisano examines the opposition of court-ordered desegregation through forced busing. The author comes to the conclusion that the issue surrounding integration is a far more complex issue than just racism that enveloped the southern half of the country during this time period. Formisano argues that there were broader elements including a class struggle, white backlash and â€Å"reactionary populism†that contributed to the emotions of those involved.      Formisano is persuasive in his arguments that the Boston anti-busing movement was a led by â€Å"grass-root insurgents†from the dominate Irish-Catholic working-class neighborhoods in South Boston. These protesters felt that their tight knit existence was being threatened by the rich, suburban liberals whose children were not effected by the enforcement of the busing. The author points out that it was an issue of â€Å"white resistance†rather than racism that played a role in the violence of the protests. I believe that this is a contradictory statement. What Formisano calls â€Å"white resistance†is the violent reaction to the Page 2 movement of African American students into predominantly white neighborhood schools and the mixing of two separate but legally equal peoples. Is the rock throwing at buses carrying elementary age children, stabbings at South Boston High School and riots on the streets outside the schools affected by the integration any different from the U.S. Army escorting nine African American students into school in Little Rock, Arkansas?      The author skirts around the central issue of racism by calling it a â€Å"class struggle†within the white population of Boston during the 1960s and 1970s. Formisano discuses the phenomenon known as â€Å"white flight†, where great numbers of white families left the cities for the suburbs. This was not only for a better lifestyle, but a way to distance themselves from the African Americans, who settled in northern urban areas following the second Great Migration.      Throughout the text Formisano ignores the voices of who I believe play a key role in the forced busing era: the students involved and the African Americans from West Roxbury. His primary focus is on the Irish of South Boston, the school committee members including the most vocal opponent Louise Day Hicks and the white politicians and judges who enforced the busing. This leaves the work a bit unbalanced and does not give first hand accounts of what the students felt.
Exemplification Essay: Welfare, A Vicious Circle -- Expository Exempli
   It's Diana's turn at the tiny glass window. Her face burns red with shame as she is handed her monthly check. Two small children tug at her dress, their stomachs growling from a day without food. She looks down at her two children, her face filled with pain and guilt. What had happened to their happy life? With just the stroke of the pen across a divorce decree, Diana and her children were thrust into the humiliation of the welfare line. For two years now, Diana has tried to get back on her feet, but with only a high school diploma, she can't find a job to support her family. Getting a college degree is her only way out, but her check isn't enough to afford daycare, so she's stuck accepting welfare.  This is not an uncommon scenario. Most people on welfare are looking for a way to rejoin the American work force; yet, society's stereotype of a welfare recipient is consistently that of a lazy, immoral woman who continues to have children out of wedlock just to increase her welfare benefits. This image could not be further from the truth; most single mothers who turn to welfare do so for the purpose it was originally created for: to be a temporary safety net for those trying to get back on their feet after a job loss or tragedy. Though welfare is supposed to be a temporary source of help, once the woman begins to receive her benefits, she has actually trapped herself in a vicious cycle of poverty, and while the U.S. government takes credit for providing budget money to help thousands of people regain their positions in American society through welfare programs, it actually robs them of their dignity and self-determination. Not only that, but this system, ostensibly devis ed to uplift women and chil... ...rs in the system, there will never be any hope for those on welfare to get off. The welfare program has turned into a vicious circle that traps the recipient, namely single mothers, into a cycle of poverty. But before we can change anything politically or economically about the welfare system, we must first re-evaluate our beliefs and prejudices against those who did not ask to be put in this situation is the first place.  Works Cited Abramovitz, Mimi, and Frances Piven. "What's Wrong With Welfare Reform?" The New York Times 2 Sept. 2001: A23. Buchsbaum, Gerbert. "The Welfare Debate." Scholastic Update 11 Mar. 1999: 6-8. DeParle, Jason. "The Entitlement Trap." The New York Times 27 Jan. 1994: A12 Lavelle, Avis. "Welfare: Means to an End?" Essence Apr. 1998: 124 Peart, Karen. "Life On Welfare." Scholastic Update 11 Mar. 1994: 9-10.
Tuesday, October 1, 2019
High School vs. University Essay
Every September, high school graduates must prepare for the drastic transformation from high school to university. High school is a teaching environment which a student acquires facts and skills. University is a learning environment in which a student must take responsibility for thinking and applying what you have learned. This step in life students will either adjust to or struggle with. High school students are told university life is exciting, unpredictable, and entertaining. Also, students are informed university life is costly, demanding, and stressful. In order to adapt to the transition, students must understand and recognize the different teaching styles, testing, and grading. Teaching styles change as class sizes vary. Teachers in High school cover course material in depth and over a long period of time. Professors cover textbook material quickly. High school teachers check homework, remind students of incomplete work, and approach students if assistance is needed. Professors do not check completed homework and will assume students can complete the same tasks on tests. It is left up to the student to communicate with their professors in order to receive extensions ensuring the student will not be penalized. Professors do not approach students or notice students who are struggling. Therefore, students may approach professor in given office hours for one-on-one help. Finally, in university due to large class sizes and minimal lecture time keeping up with assignments and readings is critical. Cramming the night before a test and receiving a good grade is more likely to occur in high school, where testing in subjects is very frequent. Preparation for testing becomes more crucial in university because tests are infrequent, covering large amounts of material. Also, students in high school may be awarded a make up test normally without an explanation. Whereas in university, in order to receive a make up test a reasonable explanation must be given. Review classes are given in high school to help prepare students and give them a clear idea of the material that will be tested. Rarely, are review sessions provided for university students, if they are, professors expect participation from students who attend. Success on tests can be mastered by applying acquired knowledge to new situations or to solve new problems. The grading system becomes very important as students enter university. High school students are used to courses that are usually structured to a â€Å"good-faith effort†. In high school grades are given for most assignments. Students are also given grades for consistently good homework, which may help boost marks when test grades are low. Students who may not have a good overall mark occasionally have the opportunity to complete extra credit projects. Comparing this to university grades on tests and major papers usually provide most of the course grade. Extra credit projects are not normally allowed to raise a grade in a university course. Therefore, the â€Å"good-faith effort†is important in regard to the professor’s willingness to help students achieve good results; it will not substitute for results in the grading process. Adjustment is required for a high school graduate to be successful in university. Before entering university, high school students must be aware of these differences. Therefore, they must know how to adapt to new teaching styles, to successfully prepare themselves for testing, and the changes in grading systems. Recognizing these differences before entering a university can help prepare students for greater success.
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