Effects Of Cramming For Examinations Education Essay

Effects Of Cramming For Examinations Education Essay Cramming is an ineffective learning strategy adopted by a majority of students in higher educational institutes because it causes negative psychological and physical effects. R.Sommer (1968) defined cramming as a period of neglect of study followed by a concentrated burst of studying immediately before an exam (p. 104). In this definition, concentrated burst of studying refers to a study strategy which involve studying for consecutive hours with or without short rest on the eve of examinations. Cramming or massed practice is, therefore, an intensive and quick study of subject contents for the sole purpose of passing examinations. Students who procrastinate by habits are more likely to delay tests preparation and indulge in valueless cramming. The purpose of this paper is to address the widespread practice of cramming and its ineffectiveness with regards to its negative effects on students. Researchers in the field of psychology and education have argued for decades on the goals of education and students learning experiences. In todays complex and challenging environments, change is imperative. P. Ramsden (1998) argued that learning is interpreting and understanding of reality in a different way to facilitate a student to comprehend the world by reinterpreting knowledge. Learning by students should be viewed as a constructive, self-regulated and goal-oriented individual process so that they can construct meanings from knowledge (de Corte, 2000, p. 254). Towards this end, graduate students are expected to have developed a fair expertise in critical thinking skills to help them adapt to participate in economic, political and scientific issues of the world. Educational pedagogy must enable students to analyze, theorize and intellectually engage with each other and with the world around them. Despite teachers repeated intervention to teach students appropriate learning stra tegies, most students still widely adopt surface learning approaches to learning in contrast to deep learning approach. P.Ramsden in his book, Learning to Lead in Higher Education (1998), has described surface approaches lead at best to the ability to retain unrelated details, often for a short period. They are related to lower levels of academic performance and more limited development of generic skills (p. 48). Such kind of approach entails the use of rote-memorization, chunking of factual knowledge, an inability to understand context from a deeper perspective, learning to achieve a minimal pass in the examinations and most importantly, students are driven by extrinsic motivation to achieve passing grades and obtain qualifications. The question arises: why do educational psychologists and teachers encourage students to take up a deep learning approach for examination purpose? The next part of this paper contains a discussion of the question and highlights the negative effects of c ramming for examinations. Todays observation of societies around the world reflects a dearth of intellectual persons with true and acquired individuality. The societies around us reflect individuals who are not faithful or devoted to their administrative tasks whether as public servants or politicians of a country. Harold E.Gorst in his book, The Curse of Education (1901), implicitly stated that progress means development of ideas and mediocre individuals do not engage in such ideas which are progressive to a country. He further states that as long as education is synonymous with cramming on an organized plan, it will continue to produce mediocrity (p. 6). Gorsts statement resonates the fact that cramming or the vast accumulation of factual and superficial knowledge, which has been forced upon the students, are partly the results of improper teaching, learning and assessment methods (examinations) of educational systems and partly the results of students learning strategies. Consequently, the achievement outc ome of such educational systems which crams students to follow rigid pedagogical approach is at a higher level but it produces the biggest ill effect of this type of cramming system of education: the failure of adequate personality and intellectual development of students who are capable of thinking for themselves as well graduates who regard the goal of learning as a process in itself and an end product. Such students outshine in the knowledge domain only, but their cognitive domains (intellectual reasoning) along with his affective domains (concepts of self esteem, emotional development) are rapidly halted. In order to understand what is learning, it is very important to view learning in its specific contexts. For example, in the early systems of Japan and Hong Kong, learning was viewed as a process to attain knowledge and then an assessment of the knowledge. With an end to the learning process, the whole ensured meaning of learning was lost. In these countries, educational systems were dictated by higher authorities as a means to deliver fast paced teaching and to prepare students for higher education entrance examinations. The result was that competitive examinations were seen by junior and high school students as a measure to show their knowledge, memory and problem-solving skills rather than their intellectual reasoning and capacity building skills. However, still today, most parents and students in Taiwan still believe cram schooling have positive effects on students learning achievement (Chen, S.Y. Lu, L. 2009). But the same study concludes that the time spent in cram schools neg atively affected the psychological well being of students and made them prone to depressive symptoms. The next part of the paper concentrates on the negative impacts of cramming on those students who cram by choice rather than necessity. Students who cram out of choice and habits are usually adept at the art of cramming and often pass their examinations. They have come to envisage the purpose of education to attain knowledge through learning of subject content. The aim is targeted towards attaining only extrinsic rewards: achieving good grades and qualifications. Driven by extrinsic motivation, with a surface approach to memorizing factual knowledge in the spurt of hours before examinations, these students are putting themselves into states of sleep deprivation and stress disorders. Students claim that they recall materials better when learnt hours prior to examinations and feel less stressed. But, according to a research published in the newsletter, Monitor on Psychology (2001) of American Psychological Association, lack of sufficient sleep is a widespread problem among teens and adolescents are at high risk for cognitive and emotional difficulties, poor school performance, accidents and psychopathology. Several sci entific researches has also concluded that young people need adequate amount of sleep and resting periods to allow regeneration of the brain cells called neurons. Continued exertion of the brain leads to lesser regeneration of new memories and decreased brain activities in the cerebral cortex, the part of brain responsible for cognitive functioning. Limited cognitive abilities lead to poor memory retention, concentration and attention to details (National Institute of Neurological Disorders and Stroke, 2007). From these evidences, lack of sleep and intense brain activities without rest causes fatigue and stress in these students. Stress can produce a long term effect which causes many students to develop further psychological and behavioural disorders ranging from anxiety, guilt and attention deficit disorders to patterns of irritability and aggression. Contrary to these research findings, students who cram often become adept at it, and use these strategies over again with few changes in their habits. Therefore, it is very crucial to raise awareness of the negative effects of massed practice on sleep patterns, stress and physiological derangement in the forms of chronic diabetes, obesity and hormones disturbance. Moreover, psychologists are in agreement, that spaced or distributed practice over consecutive days to achieve learning is more beneficial in terms of the physical and psychological well being of students. Conclusion The preceding parts of the paper have provided evidences of the negative effects of cramming on students. The goal of education and learning is in complete contrast to the outcomes produced by cramming practice. It is fair to assume that students, who adopt surface learning strategies with a cynical view of education, cannot get far in terms of longevity since his intellectual and psychological development is incomplete. Being equipped with an extrinsic motivation to performance, the need of todays times is for graduates to learn continuously with intrinsically driven motives. In view of the ill-effects of cramming, it can be fairly said that cramming is an ineffective learning strategy, and produces mediocre individuals.

British Monarchy and comparison with Turkey

The United Kingdom of Great Britain and Northern Ireland is a constitutional and hereditary monarchy. In practice, it is a democracy operating by a parliament system (a system in which supreme authority is held by the legislature) under a figurehead sovereign who â€Å"reigns but does not rule. † The British parliament system, with a head of state who is not the head of government, has been a model for many other countries. Wales and England (excluding Greater London) are divided into counties and metropolitan counties, which are heavily populated areas. All counties are subdivided into districts.Each county and district has an elected council (Coleman, 2006). A government reorganization, effective in 1974, greatly reduced the number of local administrative units and redrew county boundaries. Thesis Statement: This study scrutinizes the differences and similarities between British monarchy and the government system of Turkey; thus, it also figures out the differences between c onstitutional monarchy and republic and gives idea of what absolute monarchy and a constitutional monarchy are. II. Discussion A. Differences and Similarities o British Monarchy Constitution.The British constitution is not to be found in any single written document. It is a body of rules consisting partly of written material and partly of established principles and practices known as conventions. It includes historic documents such as Magna Charta, the Petition of Right 91628), and the Bill of Rights (1689). It includes certain basic statutes (laws). And it includes rules established by common law (Winter, 2003). Rules of the constitution can be changed only by an act of parliament or through establishment of a new convention by usage and general acceptance.Composition of Government. Parliament, although supreme, governs in the name of the Crown (monarch). There are three organs of government—legislature, executive, and judiciary. ? The legislature consists of the two house o f Parliament and the Queen (whose formal assent must be given before a bill becomes a law). ? The executive consists of the cabinet and other ministers (officials) of the Crown; administrative departments staffed by Civil Service employees and usually headed by ministers; local authorities; and boards created by statute to operate various industries and services.The Queen is formally the head of the executive body. The ministry, representing the political party in control of Parliament, is called Her Majesty’s government or the government (Crowl, 2002). ? The judiciary, of which the Queen is nominally the head, is independent of both the legislature and the executive. Crown. The inheritance of the throne goes to the eldest son and his heirs, or if there is no son the eldest daughter and her heirs, or if there are no children to the eldest brother and his heirs. Elizabeth II succeeded her father, George VI, in 1952.The Queen acts in governmental matters only on the advice of h er ministers, and by convention may not refuse to act on such advice. Not only her approval but her participation is required in the conduct of government. She summons and dissolves Parliament, approve bills, and signs state papers. She approves the appointment of all ministers of the Crown and gives her consent to the formation of a cabinet. In doing so, she sometimes has a choice in selecting a new prime minister. In consulting with her ministers she may exercise some influence over policy (Morgan, 2004).Because of the sovereign’s central role in the function of government, British law provides for the appointment of a regent to act in the event that the sovereign is unable to perform the responsibilities of the Crown. As formal head of the British Commonwealth of Nations, the Queen is the symbol of Commonwealth unity. In addition to her roles in government, she is head of the armed forces and temporal head of the Church of England. The Privy Council assist the Queen in iss uing Orders in Council and royal proclamations. It is largely an honorary body that acts on decisions made by ministers or Parliament.It is composed of all cabinet members and more than 300 eminent persons selected, for life, by the Queen upon the recommendation of the prime minister. Parliament. The upper house of Parliament is the House of Lords, in which membership is hereditary or by appointment; the lower is the House of Commons, an elective body. ? The House of Lords has more than 1,000 members, consisting of royal princes (who take no active role), hereditary peers and peeresses, spiritual lords (archbishops and senior bishops of the Church of England), and life by the Queen upon the recommendation of the prime minister).The life peers include Lords of Appeal, jurists who serve as justices when the House functions as a court of appeal (Crowl, 2002). All hereditary Scottish peers are entitled to seats in the house of lords, but Irish peers ate excluded unless they hold peerage s of Great Britain or the United Kingdom. Only about 150 members actually attend. The House of Lords has limited power. It can neither reject nor amend legislation dealing with finances, but can delay other kinds of legislation for one year. The House of Lords thus serves as a check on hasty action by the Commons. Members of the House of Commons, called members of Parliament (M.P. ’s) are elected by universal adult suffrage. Parliament cannot sit indefinitely, but must be dissolved at least once every five years. General elections are called after it is dissolved (Coleman, 2006). The prime minister is responsible for determining when a general election is held and may call for one at any time within the five-year period. One member is elected from each of 635 constituencies (electoral districts determined by population). A member does not have to live in the constituency from which he is elected. A by-election is held within an individual constituency when a vacancy occurs (R andle, 2001).The political party or coalition of parties holding the majority of seats in the House of Commons provides the prime minister, usually the acknowledged party leader. The prime minister chooses the other ministers of the Crown and designates certain ones to be members of the cabinet. A small number of ministers are taken from the House of Lords, the majority from the Commons. The largest minority party in the House of Commons leads the official Opposition. The House of Commons normally adopts the bills proposed by the government and affirms its program.However, if the government follows a course displeasing to the House of Commons, a vote of confidence is taken (Randle, 2001). If it is negative, the government must resign. Generally, Parliament is then dissolved and a general election is held. The Cabinet and the Ministry. Under the leadership of the prime minister, the cabinet and the ministry perform the executive functions in the British government. The cabinet is com posed of the most important ministers, usually not more than 20. The ministry includes all heads of administrative departments.Some are known as secretaries of state, some as ministers, and some by special titles, such as the Chancellor of the Exchequer. There are also ministers who are not department heads. Other members of the ministry are the Lord Chancellor and law officers (Morgan, 2004), deputy ministers known as ministers of state, and junior ministers known as parliamentary secretaries or undersecretaries of state. Judicial System. The House of Lords is the highest court of appeal for civil cases and for certain criminal cases. The Supreme Court of Judicature, composed of the High Court of Justice and the Court of Appeal, deals with important civil cases.Minor cases are tried in county courts. Criminal cases may be appealed to the Court of Criminal Appeal, after being tried in assize courts or magistrates’ courts (Morgan, 2004). Trial by jury is used for all but minor crimes. Administration of the judicial system is shared by the Lord Chancellor and the home secretary, both members of the cabinet. Defense. The three branches of British armed forces are the army, the Royal Air Force, and the Royal Navy (which includes the Royal marines). Civilian control is exercised by the secretaries of state of war and air and the first lord of the admiralty (Randle, 2001).All three are responsible to the minister of defense, a member of the cabinet. o Turkey The Republic of Turkey was proclaimed in 1923, with Kemal Atturk as its first president. Far-reaching political, social, and economic reforms were put into effect. Ataturk abolished the sultanate and later exiled all Ottoman heirs. He did away with old traditions associated with the empire—men could no longer wear the fez (a hat), nor women the veil. Women were given political and civil rights equal to those of men. Church and state were separated (Spencer, 2003) , and the property of the mosques n ationalized.Universal education and a new law code were introduced. When many of these changes were not accepted by the people, Ataturk assumed unlimited dictatorial powers. After his death in 1938, the premier, Ismet Inonu, was elected president. By the Montreux Cinvention of 1936, Turkey was given the right to fortify the Dardanelles and Bosporus straits. Treaties of alliance were signed with Great Britain and France in 1939. During World War II, Turkey remained neutral until 1944, when it broke relations with Germany (Weiker, 2001). The following year, it declared war on Germany and Japan. Government.Turkey has been a republic since 1923 as mentioned earlier. Under the constitution to the Third Republic (1982), executive power is vested in the president, legislative power in the National Assembly, and judicial power in independent course. The president (head of state) is chosen by the national Assembly for a seven-year term. He is assisted by a state advisory council, composed of former presidents and military chiefs of staff. From among the national Assembly (Hale, 2001), the president appoints a prime minister (head of government0, who in turn selects the other ministers to form the Council of Ministers (cabinet).The national Assembly is composed of 450 deputies popularly elected for five-year terms. The president has the power to dissolve the national Assembly and rule under emergency powers. The judicial system consists of civil, administrative, military, and constitutional courts. The regular civil courts include courts of first instance (courts having original jurisdiction), central criminal courts, and commercial courts. The highest tribunal is the court of cassation, which is a court of appeals (Weiker, 2001). Local Government. Turkey is divided into 67 administrative divisions it calls ils, each named for its chief city.An il is subdivided into ilces, and these in turn into bucaks. At the head of each il are a governor, representing the central gov ernment, and an elected council. Military Affairs. Turkey maintains a regular army, navy, and air force. In addition, there is the Jandarma, a rural police force. Military service is compulsory for all men after the age of 20 for a 20-month period. B. Difference of absolute monarchy, constitutional monarchy and republic. Absolute monarchy pertains to the absolute power of the king or queen as the ruler of the country.The power has bestowed in him/her to do the things he/she wishes to do. On the other hand, constitutional monarchy is under the ruling of the king however it’s accompanied with the constitution. The king or queen cannot decide for himself/herself or make any moves which are not written under the constitution (Bogdanor, 1997). Every decision should be in line in the constitution of the said country. When we say republic, it pertains to a country in which both the head of the state and the members of the legislature are elected directly or indirectly by the people. Most of the nations of the world today, including the United States and the Soviet Union, are republics. The rest, in most instances, are monarchies, in which the head of the state (a king, queen, or prince) comes into office through inheritance. III. Conclusion In conclusion, many people are not happy under these kinds of monarchies because they don’t see the function of the royal families anymore. People are all feed up and see that monarchies are a way of showing selfishness to power because only the blood line of the king or queen can inherit the throne and not giving a chance to others.In 1980 in Turkey, after renewed violence between political factions, the armed forces seized control of the government, disbanded parliament, suspended the constitution, and established a ruling junta of military officers. Within two year, the junta achieved political stability and eased some of the coutnry’s economic difficulties. Reference: 1. Bogdanor, Vernon (1997). The Monarch y and the Constitution. Clarendon Press. : Oxford. 2. Coleman, Francis (2006). Great Britain: the Land and Its People (MacDonald). 3. Crowl, P. A. (2002). The Intelligent Traveler’s Guide to Historic Britain (St.Martin’s Press). 4. Hale, William (2001). The Political and Economic Development of Modern Turkey (St. Martin’s Press). 5. Morgan, K. O. (2004). The oxford Illustrated History of Britain (Oxford University). 6. Randle, John. (2001). Understanding Britain: a History of the British People and Their Culture (Basil Blackwell). 7. Spencer, William (2003). The Land and People of Turkey, revised edition (Harper & Row). 8. Weiker, W. F. (2001). The Modernization of Turkey: from Ataturk to the present Day (Holmes & Meier). 9. Winter, Gordon (2003). The Country Life Picture Book of Britain (Norton

Serial Killers And Murderers How Can You Tell A Normal...

Madison Jenzarli Composition 10 Mr. Bolivar June 10, 2016 Serial Killers and Murderers How can you tell a normal person from a person who is chemically imbalanced? When you are walking in a crowd, do you ever wonder what is going on through these people’s minds? Who are they? Have they ever killed anyone? This is what we are going to talk about, the mind of a murderer. There are many types of murderers. There are mass murderers, spree killers, and serial killers. A mass murderer kills multiple people at one time in one place. A spree killer kills multiple people at the same time, but not in the same place. A serial killer kills multiple people in multiple places, but they have ‘cooling off’ periods in between each murder. Visionaries†¦show more content†¦There is no solid answer as to why a killer kills.Some motivations involve the fear of rejection, need for power, or just their state of mind. An example of motivation is John Wayne Gacy, a notorious serial killer. John was raised with his siblings, drunken fath er, and helpless mother. Gacy’s father would beat John, his siblings, and even his mother. One of Gacy’s siblings, Karen, said that John would not cry even while getting beaten up. John had a liking to men, which was looked down upon at the time. He would start to rape and murder young men and teenagers. Gacy claimed insanity, but was sentenced to death. Gacy was given a lethal injection and died on May 10, 1994. Joel Norris worked on a defense team and completed 500 interviews with murderous individuals to describe the ‘stages of a killer’. The phases are as followed: The aura phase, the trolling phase, the wooing phase, the totem phase, and then the depression phase. The aura phase is a withdrawal from one’s reality. The killer may use drugs or alcohol in this stage in order to medicate him/herself. The trolling phase is when the killer stalks and learns about the victims. The wooing phase is when the killer builds the victim s confidence and lead s them into a trap, followed by the capture and murder of the victim. The totem phase is when the killer builds up all of the excitement of the kill and starts to disappear. The killer wakes up from the fake reality that was created and starts to become

The Adventures of Huckleberry Finn by Mark Twain - 2942 Words

Escaping society is the only way of obtaining true freedom. The Adventures of Huckleberry Finn was written in the 1880s by Mark Twain. In this book, Twain interprets his view of slavery through the characters Huck and Jim. Twain lived in Missouri during the 1800s and during his childhood, he witnessed the tragedy of slavery. Living in the South, Twain adopted the Southern accent and lifestyle which he then incorporated into his book. However, Twain also witnessed racism among the people and that became part of his book as well. Blacks were uneducated, because they were never offered the chance. In today’s society, many view this book as racist and offensive due to the material and how Twain characterize Jim, a Black man. The Adventures of Huckleberry Finn, is a classic that not only satirizes slavery, but enlightens the readers about the realism of slavery and the lifestyle of the South, which is why this book should be a required reading for all students in the 11th o r 12th grade. Students in high school learn about slavery and the civil rights movement in their history class. However, those books are written through the perspective of the people watching not the people who are suffering. Twain teaches the readers about slavery from the perspective of Jim, who was once a slave. Jim is like any other man; he loves his children, and his wife, and tries to save them at the risk of his own life. He runs away to escape slavery with hope that he can make money toShow MoreRelatedThe Adventures of Huckleberry Finn by Mark Twain830 Words   |  3 PagesThe Adventures of Huckleberry Finn by Mark Twain is â€Å"A Great American Novel†, because of its complexity and richness. Twain writes dialogue that brings his characters to life. He creates characters with unique voice and helps the reader connect to the book. Anyone who reads it is forced to develop feelings for each character. 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