Differences Between University And School :: essays research papers

In recent years, although tertiary education is certainly popular among Hong Kong students. It is unlikely that all students can easily catch the ways of studying at starting university. Therefore, we need to know actually what great differences between studying at university and school in order to adjust our ways of studying more effective to achieve the tertiary education. In this essay, I will try to examine their differences in terms of the characteristic of teachers and students, students ¡Ã‚ ¦ time management and motivation as well as the modes of assessment Firstly, the characteristic of teachers and students in school and at university has great differences. The school teachers dismantle to translate the textbooks word-by-word from limited information-based, and whether the students understand the lessons or not, they can passively copy down the information and refers to their notes later at home and memorizes them. However, the university students are no longer allowed to sit quietly and negatively throughout the class. They are being demanded to discuss academic matters or cooperate with other classmate to perform projects. They are require to find sources, gathering information and put them into order. As Marshall and Rowland (1993, 34) pointed out,  ¡Ã‚ ¥the ability to think critically is a generic skill that are expected to acquire in the undergraduate education and transfer to daily life, future or current work. ¡Ã‚ ¦ Therefore, the tutors at university who offer not only textbook instructions but also helps students to think critically and independently by encouragement. Besides, students can choose and adjust their own learning style independently from freely choices of materials provided at university. Another important difference in students time management that is mainly affected by the learners motivation in school and at university. The motivation of school students is comes from parents and teachers, who reward or punish students for keeping up their studies. Students are unexpected to plan or do anything besides follow the timetable and study schedule from teachers. When a student moves on to undertake university study at undergraduate level, there is demanded to be more self-motivated and independent learning. Such as plan a learning programme that takes into consideration time available for study. As Marshall and Rowland (1993, 41) shown that,  ¡Ã‚ ¥if students are studying at a distance in tertiary education are needed to be particularly careful in setting priorities and balance a certain time between work and study, family and social life.

Mothers Who Work and Attend College

There has been a debate on the previous years on whether sociology must be regarded as a science or not. Experts had presented their stand and study why sociology is a science and why not. Many of them started by defining what science, what comprises a science, and what can be called and claimed scientific. Even in our early school days, science by definition is the logical activity of observation, identification, description, experimental investigation, and theoretical explanation of phenomena. Science is a big scope of study and therefore must be divided into categories. So, the branches of science appeared. Early sociologists fought to establish sociology as a science. Their main argument is on the methodology used in sociology that is for them, is a science. According to Comte, like what is observable methodologies in science, are what sociology has. Scientific methodologies such as observation, experiment, comparison and historical research are all present and used in sociology. For him, if sociology uses these four methodologies which are common to scientific methodologies then, a strong claim for sociology as a science must be recognized. But because Comte did not execute an experimental research about this, then his claim was not valid. The argument of Comte approached Durkheim. Durkheim made the claim that sociology is a study of social facts, that is â€Å"a thing that is externalto, and coercive of, the actor† (http://www.human.nagoya-u.ac.jp/~iseda/works/soc-sci.html) Durkheim introduced a thing that he called externalto in his claim to make sociology as a science. He deepened what Comte cannot explain. His argument is that, social facts cannot be explained by the detailed mental examination of your own feelings, thoughts, and motives because social facts are external. Durkheim did an experimental research on suicide to support his claim. Suicide has been a global social problem. Suicide happens for a total of 90 countries around the world. Wasserman (2005) cited that, â€Å"Lithuania has the highest suicide rates per 100, 00 young person aged 15-19 in 90 countries with 23.9 in 2002.† Durkheim included statistical analysis on suicide rate. By that, the goal is a have a support for the claim that suicide is a social phenomenon. The predictions did not agree with statistical data. Durkheim rejected the alternative hypotheses. The attempt of Durkheim to present an empirical result was admired though it faced several problems. The falsification criteria did not work because Durkheim resulted to very strict criteria. Consequently, precise predictions are hard to achieve and/or gain based on sociological theory. Others argued to the work of Durkheim that conflicted on his definition of suicide and his removal of introspection in the methodology. Suicide for him is any cause of death that the executor knows that death is the result. Many questioned that if introspection is not present, how can the executor knows that the result of his/her action which is suicide, is death? Weber also attempted to provide explanation and support in making sociology as a science. Unlike Durkheim, Weber used introspection. According to him, the understanding on other people’s motivation is needed for it necessary for sociology. This understanding can be attained through introspection. But this was never easy to be presented as a science. A strong falsification was given to interpreted facts. Philosophers of science explained that interpreted facts cannot be run to the theory because anyone can give his/her interpretation. There is a way for sociology to be known as science. It is when the provided criteria are not too strict, and when minimal possibility of falsification is presented. Works Cited â€Å"Science† American Heritage Dictionaries. Retrieved November 5, 2007, from (http://www.answers.com/topic/science) â€Å"The Case for Sociology as a Science† Retrieved November 5, 2007, from (http://www.human.nagoya-u.ac.jp/~iseda/works/soc-sci.html) Max Weber. â€Å"Sociological Writings.† (1994) Retrieved November 5, 2007, from (http://www.marxists.org/reference/subject/philosophy/works/ge/weber.htm) Wasserman, D., Qi Cheng, Guo-Xin Jiang. â€Å"Global suicide rates among young people aged 15-19† World Psychiatry (2005) 4(2): 114–120. Retrieved November 5, 2007, from (http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1414751)      

The Irregular French Verb Apprendre

Apprendre,  which commonly means to learn,  is a frequently used  irregular French  -re  verb. Irregular verbs do not follow regular conjugation patterns, but some verbs within an irregular verb group can share a conjugation pattern with at least one other verb. There are patterns for irregular French -re verbs, and the irregular verb  apprendre  is in one of those groups. All verbs like apprendre that end in  -prendre  are conjugated the same way. The verbs in this group drop the d in all three plural forms and take a double n in the third person plural form. Verbs Ending in -prendre All French verbs that end in  -prendre  are conjugated the same way as apprendre  and  prendre: apprendre:  to learncomprendre:  to understandentreprendre:  to undertakemà ©prendre:  to mistakeprendre:  to takereprendre:  to retake or to take againsurprendre:  to surprise Meanings and Uses In use,  apprendre  means to learn. The pronominal sapprendre, means to be learned, as in: Le style, à §a ne sapprend pas: Style cant be learned Apprendre can also mean to tell, as in: Apprendre quelque chose à   quelquun: to teach something to someone And to hear, as in: Quest-ce que japprends, vous dà ©missionnez  ?: Whats this I hear about you resigning? Idiomatic Expressions On en apprend tous les jours: You can learn something new every dayTiens, tiens, on en apprend des choses  !: Whod have thought such a thing!Napprend pas à   un vieux singe à   faire la grimace: (proverb) Dont teach an old dog new tricksÇa lui apprendra  !: Thatll teach him!Apprendre quelque chose par cÅ“ur: learn something by heart/roteApprendre à   à ªtre patient: to learn patienceOn apprend à   tout à ¢ge: Its never too late to learnApprendre lentement/vite: to be a slow/fast learner Simple Conjugations Present Future Imperfect Present participle j' apprends apprendrai apprenais apprenant tu apprends apprendras apprenais il apprend apprendra apprenait nous apprenons apprendrons apprenions vous apprenez apprendrez appreniez ils apprennent apprendront apprenaient Passà © composà © Auxiliary verb avoir Past participle appris Subjunctive Conditional Passà © simple Imperfect subjunctive j' apprenne apprendrais appris apprisse tu apprennes apprendrais appris apprisses il apprenne apprendrait apprit apprit nous apprenions apprendrions apprimes apprissions vous appreniez apprendriez apprites apprissiez ils apprennent apprendraient apprissent Imperative tu apprends nous apprenons vous apprenez