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

In Literature, There Are Genres. Two Main Genres Are Fiction

In literature, there are genres. Two main genres are fiction and nonfiction. Fiction is a work of art that is not real or based on the facts. â€Å"‘Fiction’ refers to literature created from the imagination† (â€Å"What is the difference†¦?†). It can explain a story in a different point of view, maybe in a way that is out of the norm. Fiction is basically just nonfiction in an exaggerated way. Though fiction may not be based on the facts, it can still resemblance a sense of real life events. â€Å"Fiction may base on stories on actual historical events. Although fictitious characters are presented in a fictitious setting in stories and novels, yet they may have some resemblance with real life events and characters† (â€Å"Fiction†). Literature is meant to†¦show more content†¦Ã¢â‚¬Å"A Rose for Emily† portrays fiction well. The definition of fiction that fits with this story is it resembles reality and it portrays the reali ty, just in an exaggerated way. Life carries great amounts of suspense and terror. If the story was simply about the suspense and terror exactly like life is, it would be a nonfiction story, but it is not portrayed in exact details. The details that are given throughout the story are exaggerated. The exaggeration is one factor that makes the â€Å"A Rose for Emily† fiction. The amount of details given and how vivid the details are could make it seem like it was real, too, but it is not. Some of the details in the story are imaginative to real life, which makes the story fiction. Life has many plot twists, as â€Å"A Rose for Emily† does too, but in life, they are real. In â€Å"A Rose for Emily,† the plot twists are crazy and, yes, they could resemblance life and its plot twists, but they are still imaginative and are considered not real. The characters are not real in â€Å"A Rose for Emily,† nor is the setting and plot. The setting and the characters ar e not real people. They are just there to make the story a story. If the story is not based on true people and events, it is fictional. â€Å"Even before we see the forty-year-old corpse of Homer Barron rotting into the bed, the creepy house,Show MoreRelatedAn Abundance of Katherines - Essay934 Words   |  4 PagesAn Abundance of Katherines In Relation with the Young Adult Fiction Genre Young adult fiction is a quickly developing genre of literature. The genre is typically marketed towards adolescents and young adults, however, it is enjoyed by a wide variety of people, including adults trying to experience youth again. Young adult fiction, also known as young adult literature, is written in a teenage language and writing style so the marketed readers can thoroughly understand it. The storyline is often fullRead MoreThe Purloined Letter Essay1021 Words   |  5 Pagesfunction of genre? Would you classify the ‘Purloined Letter’ a detective fiction or mystery? --------------------------------------------------------------- To categorise texts, allows us to view the world from another perspective, and make sense of the world. This is the function of genre. This allows the responder to class texts even further into sub genres, which have conventions they follow to. Such as Edgar Allen Poe’s ‘The Purloined Letter’ can be classified into the genre of crime, yetRead MoreJames M. Cain s Double Indemnity Essay855 Words   |  4 PagesJames M. Cain’s Double Indemnity is a typically literary work of roman noir genre, adapted for a film later. The story itself is about a premeditated murder planned by the married femme fatale Phyllis Nirdlinger and her secret lover Walter Huff, specifically consistent with roman noir genre. Phyllis Nirdlinger is a typical femme fatale in this novel. She seduces the insurance agent Huff regardless of her own husband. For example, â€Å"She pulled me to her and kissed back† (Cain ch2), â€Å"I liked you allRead MoreThe Secret Life of Bees and Ho w It Is Classified Under the Southern Gothic Genre792 Words   |  4 PagesThe Secret Life of Bees within the Southern Gothic Genre Most southern gothic literature deals with the disturbed and flawed characters; one of the most famous writers of this genre is Edgar Allan Poe. The southern gothic genre is characterized by grotesque, gruesome, or unbelievable incidents. The southern gothic genre is portrayed in many ways. Lily, the main character, goes through many difficult life experiences and learns many tough lessons. This book does not have a happy ending like a fairyRead MoreTravel Writing As A Genre723 Words   |  3 Pagesdesignate shelves for travel writing as is the case with fiction, biography, religion, business, and magazines. Within this environment, we already recognize travel writing as a genre without any profound thought or consideration. However, scholars such as Tim Youngs and Peter Hulme agree on the difficulty of defining travel writing as a genre. Thence, it is derived from the complicated and mixed features of travel writing. Although the genre itself is important because it helps categori zation, inRead MoreThe History of the Hard-Boiled Detective Essay883 Words   |  4 PagesThere are many sub-genres of detective fiction and hard-boiled fiction is one of them. What exactly is hard-boiled detective fiction? Hard-Boiled detective fiction is fiction that features tough, cynical, urban private eyes who expose corruption and frequently get injured in the course of their investigations (Detective Fiction, Literary). Hard-Boiled fiction is considered one of the more popular sub-genres of detective fiction; there have been numerous films and novels about urban detectivesRead MoreThe Spy and The Bravo785 Words   |  3 Pages Spy fiction is defined as a genre of literature that focuses on the activities of spies and the world of espionage. The genre dates back to the mid to late 19th century. An early example of a spy novel is by an American novelist James Fenimore Cooper; The spy (1821) and The Bravo (1831). Spy fiction would mostly be influenced by events that have occurred in the real world such as, the Cold War, which will be discussed in this essay and how it became to influence the writing of spy fiction and howRead MoreRunning Head: Edgar Allen Poe 1. Edgar Allen Poe2. . .1286 Words   |  6 Pagesof suspense and horror. 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However, William Faulkner (author of A Rose For Emily) and Ambrose Bierce (author of A Horseman In The Sky) have different views and affects on society by when the particular story was published, the use of figurative languageRead MoreAnalysis Of The Book The Novel Essay1241 Words   |  5 PagesYou jerk away from what seems like a deep sleep to find that your math teacher is staring at you along with the whole class. Oops... Fictional Literature is a world that a person’s mind retreats to when bored of reality. Or in other words, a short story, novel or, novella created from the imagination or feigned. There are many types of Fictional Literatures that may be interesting or even surprising to a person. In today’s time period, it is a big category that many people such as myself prefer to

John Steinbeck s Of Mice And Men - 1916 Words

Loneliness is a powerful yet important emotion we experience in our human nature. Without having the need to commit a single action, being on our own reveals our deepest desire to love and to also be loved but whilst the feeling is universality known, not even the strongest of humans can completely avoid which can often bring the feelings of shame and weakness when an individual does admit they are feeling alone and that is what Of Mice and Men showcases as it explores various characters and their paths to adjust to insurmountable loneliness that was faced during The Great Depression. Written by American author, John Steinbeck and inspired by the economic recession during the early 1930’s, Of Mice and Men tells the story two migrant†¦show more content†¦Their intentions of securing a better future for the both of them revolved around a fantasy based dream that was nothing more than a means to escape the economic hardships and surging poverty that constantly faced work ers like them. Glorified greatly and continually by one of the stories’ protagonists George Milton, the story’s plot showcased that the dream was unrealistic and irrational as well as making it extremely unlikely for the men to afford even the most basic human rights. The author embeds the symbol of the dream farm that is heavily mentioned by George and Lennie, which later proves that the hope for a sanctuary was nothing more than a mirage, overshadowed by the seductive nature of the dream which lures both the characters and the reader, deceiving them into believing that a paradise where all men are masters of their own lives and have protection from the cruelties of the outside world is possible. The story was heavily influenced by the notorious economic event The Great Depression affecting millions of people during the 1930’s and the complex ideals of The American Dream which shares the tale of George and Lennie, a pair of migrant

The Fundamentals of Cognitive Theories of Motivation Free Essays

In this paper I will be aiming to cover the following areas. Firstly an overview of the fundamentals behind the cognitive theories of motivation, focusing on three main theories – Equity theory, Expectancy theory and Goal setting theory. Within these theory bases I will outline some of the developmental research that has been occurring, particularly those studies which have added empirical evidence to consolidate or expand on the basic theories. We will write a custom essay sample on The Fundamentals of Cognitive Theories of Motivation or any similar topic only for you Order Now Secondly I will show some practical applications of these theories and evidence of how successful they have been or could be within an organisational environment. Finally a short comment on the adaptability of these models to an international context which has become a dominant feature of current literature in this increasing time of globalisation. The Cognitive Theories – An Overview Motivation can be visualised as the energising force that provides the impetus to make people act. More specifically it is â€Å"the individual internal process that energises directs and sustains behavior; the personal force that causes one to behave in a particular way† (Olsen, 1996, p.1). It is a fundamental concept for management to understand in learning to comprehend the way individuals will behave within a work place context. The cognitive theories of motivation aim to develop this understanding by focusing on the action and choices made in the motivation process. The focus is on the processes that occur within a person’s mind, which influence their decision to act. (Wood, Wallace, Zeffane, Schermerhorn, Hunt, Osborn (1998)) They rely on the assumption that behavior is purposeful and being undertaken to achieve a desired outcome or goal. This means that analysing the way choices are made between a variety of perceived outcomes can provide valuable insight into understanding why and how individuals choose to act. Equity theory relies on the way people make comparisons of both effort/return and with those around them, arguing that â€Å"when people gauge the fairness of their work outcomes in comparison with others, felt inequity is the motivating state of mind.† (Wood et al p 183) People resolve the felt inequities by working in such a way as to restore a sense of equity. The equity comparison occurs on two levels. The first is an individuals subjective assessment of whether the effort required will be commensurate with the benefits achieved. The second comparison occurs on a social level using those around as a yardstick against which to measure the individuals own sense of equity. Studies (Adams 1963 in Wood et al; Vecchio 1981) have generally supported this theory. A number of recent studies have sought to develop this principle further. By looking at the relationship between Equity theory and Interpersonal Attraction (Griffeth, Vecchio Logan 1989) the authors were seeking to determine whether an attraction (or hostility) between the individual and their referent other had any influence upon the way they perceived and reacted to inequities. Their research, through a cross referencing technique of equity factors and attraction factors, provided results that indicated that attraction was indeed a contributing factor in the way individuals perceived equity balances. Although this does not undermine the essentials of equity theory, it adds the need to consider how and with who referent comparisons are made, as extra considerations when using the model. Meanwhile Barr Conlon (1994) have been looking at the impact of distribution of feedback (both group and individuals) upon individual intentions. In particular for us, this study brings into question the applicability of equity theory assumptions within a group context. It proposes that, in a group setting, where other members would act as referents and rewards are distributed equally based on group performance, individuals would make equity comparisons within the group before deciding whether to persist. This was thought to override the impacts that feedback would otherwise cause. The results supported this contention. It showed that where the impact of individual feedback worked to create a perception of underpayment (due to perceived greater effort than other group members) that individuals were less interested in continuing the behavior that they believe led to the underpayment. Thus the social comparison effect was strong enough to override any of the individual positive feedback received. The study illustrates that social comparison within a group, where felt inequity is present, can have an impact on performance, and equity theory provides a good model for predicting this impact. Once a goal is selected, it allows people to channel their energies toward goal achievement. Four factors are stated as being important in goal setting to stimulate performance (Knowles 1991). These are The theory comes into use within the domain of â€Å"purposefully directed action.† Basically it states that the simplest and most direct motivational explanation of why some people perform better on work tasks than others is because they have different performance goals. (Ryan 1970 in Latham Locke 1990). While much of the research has previously surrounded assigned goals, more emphasis is now being placed explicitly on self regulation. That is, the extent to which individuals will use goal setting, self monitoring and self rewarding/ self punishing behavior to attain a goal. (Latham Locke 1990) This may especially be useful in breaking a larger goal down into more specific stepping stone goals. The implication for managers from the study is that the addition of skills in self regulation, acquired through experience, training or effort will lead to a greater likelihood of goals being achieved. Victor Vroom (1964, cited in Wood et al, 1998) developed one of the most widely used models for the understanding of the motivation process. It aims to predict the effort that will be expended by a person in completing a task. It argues that goals are chosen according to the relative attractiveness of the outcome. Diagrammatically it can be represented as follows The contention is that the motivation to work results from the product of Expectancy, Instrumentality and Valence. (M=E x I x V) These elements are defined as follows: Expectancy is the probability of the extent to which the individual believes that a given level of achieved Work Performance will follow work effort. Instrumentality is the probability assigned that a given level of achieved performance will lead to various work outcomes. Valence is the value attached by the individual to those work outcomes. (Wood et al 1998) The implication of the model is that managers need to take into account the importance of the task being achieved along with the likelihood of the task being achieved and the likelihood that the task achievement will lead to a reward that has value to the individual. An individual requires all these factors to provide the impetus to exert the work effort. The fact that the theory does not attempt to specify the types of rewards that will motivate particular employees gives it a robustness that can be useful in application. Klein (1991) has been looking to clarify the relationship between goal setting and expectancy theories. Traditional theoretical approaches suggested viewing â€Å"expectancies and attractiveness as interacting to influence goal choice, with goals being the more direct determinants of effort† (Klein 1991 p 231). However there is also some competing evidence (Garland 1985) which contradicted this view contending that goal attributes affect expectancy theory constructs rather than resulting from them. Klein’s study hence sought to expand evidence of how the expectancy theory constructs relate to goal choice, goal commitment and performance. His findings replicated those of Garland. The perceived explanation for this for this was that goals form a dual role of being targets to shoot for as well as standards for evaluating one performance. The research into combining the two theories is continuing, with much discussion currently surrounding â€Å"issues of causal ordering, measurement and the meanings of those measurements†. (Klein 1991 p 230) It appears that we have to wait on the world of academia to conduct more research before a widely accepted combination of the two models evolves. Practical Applications of the Cognitive Theories I now wish to bring in a number of specific examples of how and where these theories can and have been applied. Using Goal Setting to improve Safety Behavior. An application area of particular interest has been the use of goal setting techniques in improving safety performance On an anecdotal level I have seen this prove successful at my own work site at a steelworks at Western Port. I have seen much evidence of the positive use of goal setting techniques in an attempt to address the behavioral component of safe working practices. The focus upon systematic monitoring of safety related behavior and the provision of extensive feedback in conjunction with widely accepted goals on injury performance at a crew and organisational level has seen safety performance improve by over 50% in under two years (BHP Western Port Lost Time Injury Statistics). However it is difficult to read too much into the improvement given that a number of other initiatives are also being concurrently undertaken. A study into the UK construction industry (Marsh, Robertson, Phillips, Duff 1995) provides some empirical support for the premise that hard, specific goals with wide feedback of the results of ones behavior can lead to positive changes in safety behavior. This study found that by using quantitative measures of awareness and review sessions, that the intervention was having positive impacts, supporting my own anecdotal evidence. It supports the notion that clearly identified and well publicised safety targets can perform a crucial role in influencing safety behavior. How to cite The Fundamentals of Cognitive Theories of Motivation, Essay examples

Transactional Relation of Father and Prescoolers - Sample

Questions: An important part of research is understanding what we can do with the information that is gained in the research, or in other words, the implications for the findings. In this discussion, you consider the implications of the findings of a research study on fathers' roles in their children's socioemotional development. While psychology has a long history of researching attachment, early research focused on mothers' relationships with children. It has not always been clear what a father's role is in children's development. Fortunately, there is a great deal of research examining how fathers are an important part of children's development. Once you have read the article, "Transactional Relations Between Father Involvement and Preschoolers' Socioemotional Adjustment,"linked in the Unit 3 studies, the psychology perspective challenge for you is to consider the implications for the findings of this study. Once you read article, complete the following: Describe what the authors studied. Describe the findings. (How you understand the findings.) Discuss the implications of the findings. (What value is there in the findings? How can we apply them? How could we effectively get this information out to parents who could benefit from it? Are there any risks or other drawbacks to implementing the findings?) Answers: 1. The author has presented a very realistic approach of father and preschoolers social and emotional behavior. The study shows a mutual association between the child and father. The author studied the internalizing and externalizing behavior of the preschoolers and how they are driven by fathers participation in play and caring approach. The idea of the entire study was to get a clear picture of the implications of the fathers role in preschoolers day to day activities. 2. The author comes to a conclusion that there is a mutual association between the father and the preschooler. The more the participation of the father in the childs play and caring activities lesser is the child prone to internalizing and externalizing behavior. Internalizing behavior refers to hurting oneself (i.e. The child hurts himself.) and externalizing behavior relates to the external environment (i.e. The child reacts to external factors like friends, etc.). 3. The results clearly showed that the father has a pivotal role in the childs social and emotional development. However, the internal relation between the parents is also of great importance and has implications for the child. The child can get rid of his/her adjustment difficulties and would feel more comfortable and protected by the father around. References: Abramowicz, S. (2012). A Family Law Perspective On Parental Incarceration. Family Court Review, 50(2), 228-240. Buist, K., Dekovi, M., Meeus, W., van Aken, M. (2004). The reciprocal relationship between early adolescent attachment and internalizing and externalizing problem behaviour. Journal Of Adolescence, 27(3), 251-266. Reitz, E., Dekovi, M., Meijer, A. (2006). Relations between parenting and externalizing and internalizing problem behaviour in early adolescence: Child behaviour as moderator and predictor. Journal Of Adolescence, 29(3), 419-436. Vogel, C., Bradley, R., Raikes, H., Boller, K., Shears, J. (2006). Relation Between Father Connectedness and Child Outcomes. Parenting, 6(2), 189-209.