Comparing Schools: Pros and Cons of Brock University

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Discussion Overview

The discussion revolves around comparing various educational institutions, specifically focusing on the pros and cons of each school mentioned. Participants share their personal experiences and perspectives on different universities and colleges, covering aspects such as student body size, campus environment, faculty quality, and social life.

Discussion Character

  • Debate/contested
  • Exploratory
  • Conceptual clarification

Main Points Raised

  • Some participants appreciate the small student body in specific programs, like Physics/Math at Brock University, while noting the challenge of finding peers with similar interests.
  • One participant highlights the pressure-free environment of their secondary school, contrasting it with the perceived lack of ability among classmates.
  • Another participant mentions the cultural diversity at Seneca College as a pro, while humorously critiquing the faculty diversity.
  • Participants at the University of Western Ontario list numerous advantages such as campus amenities and social opportunities, alongside concerns about parking and building conditions.
  • The Ohio State University is noted for its large student body and good programs, but also faces criticism for campus parking and winter conditions.
  • A participant describes the University of Victoria's medium-sized math department and campus beauty, while expressing frustration about being isolated on the island.
  • Some participants reflect on their experiences at the University of Alberta, noting faculty talent and campus features but also mentioning outdated lab equipment and harsh winters.
  • One participant humorously exaggerates their experience at Belford University, discussing rapid degree completion and low costs, while also critiquing the institution's prestige.
  • Villanova University is described as having a notably attractive student body, but the participant expresses dissatisfaction with the social scene on weekends.

Areas of Agreement / Disagreement

Participants present a variety of perspectives on each institution, with no clear consensus on the overall quality or desirability of the schools discussed. Multiple competing views remain, reflecting personal experiences and subjective evaluations.

Contextual Notes

Some claims are based on personal experiences that may not be universally applicable, and there are indications that conditions at these institutions may have changed over time. Additionally, the discussion includes humor and exaggeration, which may affect the reliability of certain statements.

  • #31
It's true. I was accepted at schools considered much better than the one I'm attending but money was a huge factor in where I went. With that being said, I hate all of the American "Institutes of Technology" for costing so much :(. However Jason it's natural for people to be loyal to their schools and brag about them so give them (us) a break.
 
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  • #32
Jason...holy **** man stop taking everything to literal, in mining it is practical to get your course where its mine country, i didnt aply to EVERY school i aplied at Queen's U of A and Laurentian, and i wasnt accepted by U of A, and i WAS told by an Employer that graduates in MINING come in higher regards when it comes to aplying to a MINING company, in case you haven't noticed its the Practicality given in the course that makes it good, if at Queen's they don't have the mines to work with, the explore and to learn then they are fit for a desk job, i did say Queen's has a good theorem program, thus they learn it, but when it come to facing it they get all confused on why something didnt work, with the experience you get at certain school because it gives you tht experience with it you get the edge employers are looking for, with time and experience Queen's students will defenatly get better in the practicality area, and can surpass others, but out of the box they don't have that certain edge employers are looking for

like you said its not all about notes in school, which is why for the MINING program Laurentian is generaly better, now take your head out of you ass and learn about the subject you are going to discuss before discussing it, i have lived all my life around mines, work in Diavik, Voisy's Bay Raglan (i doubt you've heard of any of them) i have talked with many employers and that is what THEY told me, now you can take it up with a MINING employerif you wish

now for different pragrams i have no doubt Queens is better, i hve friends that go there for civil engineering and such, it just so happens my school specialises in mining
 
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  • #33
You didn't read my post.

I said no program is any better than any other. No school is better than any other. That is what my post said.

"now for different pragrams i have no doubt Queens is better, i hve friends that go there for civil engineering and such, it just so happens my school specialises in mining"

I never said Laurentian was bad or good; just not known as being "good". Neither school has a better program. You have the ability to go deeper into the theory part just like Queen students do, and Queen students have the ability to go to work for a mining company during the summer to get real experience in the field just like you. That being said. Why don't you just do more than what the school asks you to do?

Go beyond the limits of the school or program. Just because its not on the final exam does not mean you don't need to know it. Everytime I discuss anything about a course at school, the first thing people usually say is "you don't need to know that for the exam" and then they drop it from the discussion. Asking the question "what is on the final exam?" should be prohibited. I find it very annoying.
 
  • #34
i did read your post, and i do disagree, the schools who have the means to support a certain program usualy excels in it over other schools, the ability to go even further your studies depends on your surroundings and your environment, if your school puts a ton of money say... in the biology, you have better and more equipment then a more deprived school, your ability to further your studies is open to you 24/7, but poor jim at the other school is only able to play with a microscope during summer because of his job is no where near as advanced as the other guy

i agree everyone should think outside the box, but you are always limited by your surounding, and unlike what you are acusing me of, i do more than what teachers ask of me, i stay at school to around 10pm mostly every night for various reasons, but the most often reason is to learn from the upper year students, i do their homework on top of mine just for ****s and gigles, i don't always succeed but it helps with what i am doing now, it helps me think outside the box when faced with a problem, now my note is important buts its not the end of my world
 
  • #35
I never accused you of not thinking outside of the box. I said in general students don't.

I'm dropping this argument because it's going nowhere.
 

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