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*: * So* Much * Random * Talking * Here :* ~Episode III (pg. 1577)
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| Joss Weatherby |
Also, even if I am totally wrong. Who ing cares? College is not the real world, it rarely prepares anyone for what actually occurs in a job setting (unless your education actually takes part in that job setting, see doctors, nurses, etc). So it is moot. We are arguing about something that doesn't even really matter.
I have work experience in groups, what is where most people will have the longest exposure to working in groups. I know what I am talking about there. |
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| Steve Forte Rio |
| eating a burrito lol |
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| srussell0018 |
| quote: | Originally posted by Joss Weatherby
No amount of research, other experiences, or intuition, logical thought, or accounts of others could compensate for that lack of personal experience... At least thats what I deriving from your reasons why my arguments are invalid. |
Are you saying that you've researched group project work at the university level? Have you experienced it?
Your argument regarding Psychology is quite the straw man. As you pointed out, psychologists/therapists/psychiatrists are extensively trained to diagnose mental illnesses, and in psychotherapy. You are not trained in any way, shape, or form in the group dynamics of university level group projects.
I do admit, there are no GE courses at the school I attended, which was a major reason that I chose to attend it. The Rochester curriculum is completely based on your field(s) of study, and the only "required" classes you have are within your own major. Regardless, I never in my 4 years of study encountered any group projects that were negatively affected by any members of the group lacking intelligence or not doing their work.
I can't believe you actually compared your uneducated guesses about university group work to the diagnoses and explanation of diagnoses made by trained psychoanalysts.
Going on your assertion, if I did extensive research on Ulnar Collateral Ligament Reconstructive surgery, experienced the surgery myself (I did), logically thought about the mechanics of the elbow and how one could use a tendon from the arm to surgically graft to the Ulna and Humerus to repair an Ulnar Collateral Ligament tear, and listened to the accounts of my surgery that were given to me post-op by the surgeon, I would be adequately trained and knowledgable enough to perform the surgery myself?
You've admitted that the only experience you have with group projects is in a work environment, which is completely different from an educational one. You never attended college, and therefore have never actually participated in a group project in college. I'm assuming you've done zero research on the efficacy of group work in a university setting. So please tell me how you are qualified to comment at all on the merits or negative aspects of group work in a university setting. |
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| Joss Weatherby |
| quote: | Originally posted by srussell0018
You've admitted that the only experience you have with group projects is in a work environment, which is completely different from an educational one. You never attended college, and therefore have never actually participated in a group project in college. I'm assuming you've done zero research on the efficacy of group work in a university setting. So please tell me how you are qualified to comment at all on the merits or negative aspects of group work in a university setting. |
Because I can extrapolate between the school experiences I have had and the work experiences I have had. Its not hard. |
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| srussell0018 |
| quote: | Originally posted by Joss Weatherby
Because I can extrapolate between the school experiences I have had and the work experiences I have had. Its not hard. |
No, you can't, because high school is nothing like college whatsoever. |
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| Joss Weatherby |
| quote: | Originally posted by srussell0018
No, you can't, because high school is nothing like college whatsoever. |
and is college like work, or work like college, or work like high school (actually its closer to high school :p).
You can make educated guesses based on other experiences. Again you have not proven how I am wrong, just saying I can't be right because I don't know.
Are you religious by any chance? |
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| srussell0018 |
| No, and stop trying to prove yourself to be right with nonsensical analogies. |
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| Joss Weatherby |
| quote: | Originally posted by srussell0018
No, and stop trying to prove yourself to be right with nonsensical analogies. |
And stop trying to say that I am wrong just because I haven't directly experienced it.
Group projects, no matter the setting, have many things in common, and as such you can make determinations on their over all quality based on experiences not directly involved in those groups.
If you consider that a broad sample of the a larger population, representing at least a majority of all types of people, attend undergraduate studies, then you can make assumptions on how a group would interact in the college setting by extrapolating data or experiences from the over all population. This is especially true because a college population is not a unique, free standing, or isolated population, but is one that is comprised of people that at some point have either been, or will be part of the larger population in which the initial opinion is determined from. Using examples of both prior and post group experiences I will explain how group activity can be directly modeled in this transitory phase.
A determination of the group activity's quality can be made when you apply the qualities of post-educational group activity (working in groups during the course of employment) to the group activity in an undergraduate environment. You can also apply the experiences of pre-higher education activities to undergraduate group work quality as well. I will share the similarities between work and undergraduate/post-graduate education first.
In college/university a comparison can be drawn between groups that are found in a work-place environment and those in non-general education courses. In most circumstances in non-GE course, a shared interest or common goal, will can determine if the group members individual interest will be enough to motivate them to contribute in a constructive and productive manner. This follows in line with that of a work place where the common motivation of monetary gain and continued employment, and often a shared general interest in the actual work material will determine the quality if the groups product.
In an undergraduate setting where GE courses are required you can draw a parallel between pre-higher higher eduction experiences and those of the undergraduate GE courses due to the fact that GE and high school courses are compulsory. While the motivations can often be the same as those in GE courses to do well, that of achieving a good grade, learning the material, and over all educational experience, a subset of this population will not share these motivations because they have not actively chosen to take the courses they are involved in. In these cases experiences can be negatively influenced by participants that do not feel a connection to the subject manner, or motivation to work in an environment that they did not chose to be in.
All of these example situations negate the influence of personal differences between members of the same group and are solely based on whether or not participants in a group will actively participate in a manner that is able to achieve the groups assigned task. Often, these factors play a larger role in a groups effectiveness, but this is not the focus of the current debate. |
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| Halcyon+On+On |
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| srussell0018 |
ok
Edit: :stongue: |
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| Joss Weatherby |
| quote: | Originally posted by Halcyon+On+On
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If I only had that much hair. :( |
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