Lisgar vs. Earl of March
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拿高中和国内的大学比，你这哲学也是和小地主的数学一个老师教的？
王麻油同学，你真得学点哲学。
Analogy
Today we begin the final component of our study of logic, a survey of the most common methods of inductive reasoning. Although inductive inferences never guarantee the truth of their conclusions, as valid deductive inferences do, we can evaluate them by considering how each could be made stronger or weaker by the addition of further information.
argument by analogy, which takes note of the fact that two or more things are similar in some respects and concludes that they are probably also similar in some further respect. Not every analogy is an argument; we frequently use such comparisons simply to explain or illustrate what we mean. But arguments by analogy are common, too.
Suppose, for example, that I am thinking about buying a new car. I'm very likely to speak with other people who have recently bought new cars, noting their experiences with various makes, models, and dealers. If I discover that three of my friends have recently bought Geo Prizms from Burg and that all three have been delighted with their purchases, then I will conclude by analogy that if I buy a Geo Prizm from Burg, I will be delighted, too.
[Evaluating Analogies]
Of course, this argument is not deductively valid; it is always possible that my new car may turn out to be an exception. But there are several considerations that clearly matter in determining the relative strength or weakness of my inductive inference:
- Number of instances. If five friends instead of three report their satisfaction with the model I intend to buy, that tends to make it even more likely that I will be satisfied, too. In general, more instances strengthen an analogy; fewer weaken it.
- Instance variety. If my three friends bought their Prizms from three different dealers but were all delighted, then my conclusion is somewhat more likely to be true, no matter where I decide to buy mine. In general, the more variety there is among the instances, the stronger the analogical argument becomes.
- Number of similarities. If my new purchase is not only the same make and model from the same dealer but also has the same engine, then my conclusion is more likely to be true. In general, the more similarities there are between the instances and my conclusion, the better for the analogical argument.
- Relevance. Of course, the criteria we're considering apply only if the matters with which they are concerned are relevant to the argument. Ordinarily, for example, we would assume that the day of the week on which a car was purchased is irrelevant to a buyer's satisfaction with it. But relevance is not something about which we can be terribly precise; it is always possible in principle to tell a story in the context of which anything may turn out to be relevant. So we just have to use our best judgment in deciding whether or not some respect deserves to be considered.
- Number of dissimilarities. If my friends all bought Geos with automatic transmissions and I plan to buy a Geo with a standard transmission, then the conclusion that I will be delighted with my purchase is a little less likely to be true. In general, the fewer dissimilarities between instances and conclusion, the better an analogical argument is.
- Modesty of conclusion. If all three of my friends were delighted with their auto purchases but I conclude only that I will be satisfied with mine, then this relatively modest conclusion is more likely to be true. In general, arguments by analogy are improved when their conclusions are modest with respect to their premises.
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wangmayou
@$%%^&@#%!@#$#$^^#$％……＃￥％@#$%￥％……＃￥@#$@#$%@#$%@#＃￥
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还是你好读读怎么类比吧，别弄篇破文章就来这唬人。国内大学的学生来自全国，村里中学的学生基本都是村里的孩子。国内大学和村里的中学的江湖地位不可同日而语，不在一个江湖。大学招的学生是高中毕业的学生。所以，你那么类比是个笑话。王麻油同学，你真得学点哲学。
Analogy
Today we begin the final component of our study of logic, a survey of the most common methods of inductive reasoning. Although inductive inferences never guarantee the truth of their conclusions, as valid deductive inferences do, we can evaluate them by considering how each could be made stronger or weaker by the addition of further information.
argument by analogy, which takes note of the fact that two or more things are similar in some respects and concludes that they are probably also similar in some further respect. Not every analogy is an argument; we frequently use such comparisons simply to explain or illustrate what we mean. But arguments by analogy are common, too.
Suppose, for example, that I am thinking about buying a new car. I'm very likely to speak with other people who have recently bought new cars, noting their experiences with various makes, models, and dealers. If I discover that three of my friends have recently bought Geo Prizms from Burg and that all three have been delighted with their purchases, then I will conclude by analogy that if I buy a Geo Prizm from Burg, I will be delighted, too.
[Evaluating Analogies]
Of course, this argument is not deductively valid; it is always possible that my new car may turn out to be an exception. But there are several considerations that clearly matter in determining the relative strength or weakness of my inductive inference:
- Number of instances. If five friends instead of three report their satisfaction with the model I intend to buy, that tends to make it even more likely that I will be satisfied, too. In general, more instances strengthen an analogy; fewer weaken it.
- Instance variety. If my three friends bought their Prizms from three different dealers but were all delighted, then my conclusion is somewhat more likely to be true, no matter where I decide to buy mine. In general, the more variety there is among the instances, the stronger the analogical argument becomes.
- Number of similarities. If my new purchase is not only the same make and model from the same dealer but also has the same engine, then my conclusion is more likely to be true. In general, the more similarities there are between the instances and my conclusion, the better for the analogical argument.
- Relevance. Of course, the criteria we're considering apply only if the matters with which they are concerned are relevant to the argument. Ordinarily, for example, we would assume that the day of the week on which a car was purchased is irrelevant to a buyer's satisfaction with it. But relevance is not something about which we can be terribly precise; it is always possible in principle to tell a story in the context of which anything may turn out to be relevant. So we just have to use our best judgment in deciding whether or not some respect deserves to be considered.
- Number of dissimilarities. If my friends all bought Geos with automatic transmissions and I plan to buy a Geo with a standard transmission, then the conclusion that I will be delighted with my purchase is a little less likely to be true. In general, the fewer dissimilarities between instances and conclusion, the better an analogical argument is.
- Modesty of conclusion. If all three of my friends were delighted with their auto purchases but I conclude only that I will be satisfied with mine, then this relatively modest conclusion is more likely to be true. In general, arguments by analogy are improved when their conclusions are modest with respect to their premises.
如果你非要用国内熟悉的学校来形容村里毕业生水平的话，你得这么说：村里GP的学生基本去向是包括北大清华在内的所有一本。CB IBP的学生的基本去向是包括北大清华在内的所有一本和二本。饿马吃的学生的基本去向是浙大, 上海交大等一本，所有二本以及所有大中专学校，还有少量饿马吃毕业生无学可上，偶尔也有饿马吃毕业生能进入北大清华深造。
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Eh, eh, wait a second. CFC is not Chinatown, just Cantonese or Mandarin. Same as you, we can not only read but comprehend English.I read your link and couldn't find out any so-called inflating IB marks etc. I suggest people read the article and comprehend it holistically.
Let see what The University of British Columbia, associate registrar of undergraduate admissions, Andrew Arida said:"The IB is a very strong curriculum and even students who get grades that are not at the highest ends of the IB ... still perform very well in university,".
On curriculum level comparison, here is quote from the article:" In the Ontario curriculum, for example, an English class would involve reading a book and describing the relationship between characters, whereas an IB student would do an analysis on how the author crafted this relationship.
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我还没看。
方便我自己和大家阅读，我把全文贴过来，你引用的段落加黑体。
这段也有意思：
"The problem is that over the years, the IB exams, which are marked objectively by a worldwide network of examiners, have held a constant value over time like the Swiss franc, whereas Ontario marks have eroded over time like the Polish zloty," said John Godfrey, head of the Toronto French School, a private school that teaches the IB program.
Citing grade inflation in high schools, elite program boosts its own marks
Starting this fall, public and private high schools in Ontario that offer the International Baccalaureate diploma will change the way they calculate percentage marks
Caroline Alphonso
EDUCATION REPORTER
March 25, 2017April 14, 2014
The prestigious International Baccalaureate diploma program is boosting the worth of its marks for its graduating high-school students, responding to what it sees as grade inflation in provincial education systems.
Entrance requirements for top university programs have increased in the past few years to a 90-per-cent high-school average. But there is rising concern in some quarters that grades are being artificially inflated to meet those rising admission criteria.
Starting this fall, public and private schools in Ontario that offer the IB diploma program will change the way they calculate percentage marks that are based on results of IB final exams and course work. The intent is to assign higher high-school percentage grades so that IB graduates do not miss out on university spots and scholarships.
It was driven by suggestions from university registrars that a more generous conversion would be helpful for IB students, who generally pursue a more academically challenging school program. Ontario's move comes three years after Nova Scotia undertook the same measure.
"The problem is that over the years, the IB exams, which are marked objectively by a worldwide network of examiners, have held a constant value over time like the Swiss franc, whereas Ontario marks have eroded over time like the Polish zloty," said John Godfrey, head of the Toronto French School, a private school that teaches the IB program.
"The table of equivalencies has had to be adjusted this year after 10 years, to reflect the new exchange rate."
Provincial education ministries strongly deny grade inflation at the high school level. "We expect grades to accurately reflect student achievement and that teachers will use their professional judgment in assessing a student's work. It is important that end-of-term or end-of-year marks do not misrepresent the student's actual achievement," said Lauren Ramey, a spokeswoman for Ontario Education Minister Liz Sandals.
Annie Kidder, executive director of People for Education, said there is a perception of grade inflation but evidence is lacking. She said there is intensive competition to get into universities and students seem to need increasingly higher marks. Some university officials have complained that first-year students lack basic skills.
IB diploma courses are marked worldwide out of seven, and those scores are converted into a percentage – a table of equivalency or conversion scale – for universities. A five in Ontario, for example, used to mean between 80 per cent and 89 per cent. In September, it will be equated to 84 per cent to 92 per cent. Teachers are given a range, and assigning a percentage is up to their professional judgment, said Lewis Harthun, president of IB schools of Ontario.
Nova Scotia changed its conversion table in 2011, "reflecting the inflation of grades right across North America and right here in Nova Scotia," said John Messenger, head of the province's IB program. "We didn't think the original one we started off with was fair to the IB students," he added.
The IB diploma program is a two-year curriculum that theoretically gives students an academic edge. The program, which began in the 1960s as a tool for teaching the children of diplomats, has a standardized curriculum for students from different countries. In Canada, the elite program is offered at more than 300 schools from elementary to high school. It is a more challenging course load because it tends to cover more content, and, more importantly, develop different skills that are not necessarily emphasized in provincial curriculums.
In the Ontario curriculum, for example, an English class would involve reading a book and describing the relationship between characters, whereas an IB student would do an analysis on how the author crafted this relationship.
Many universities require IB students to submit percentage grades, similar to their peers in regular high schools. Ensuring grades are comparable is important because universities do not adjust grades to account for differences in marking or reputation among schools.
"You can have a teacher change in a year that changes the whole picture," said Richard Levin, registrar at the University of Toronto. "The calculation of admission averages and who gets an offer and who doesn't is all automated. We don't actually look at 75,000 applications."
The University of British Columbia, however, accepts students based on their IB marks, said Andrew Arida, associate registrar of undergraduate admissions. The university also has a unique admission requirement that moves away from putting nearly all the weight on high-school transcripts: Applicants submit personal essays and list extracurricular activities. Mr. Arida said it makes for a more "holistic assessment of an applicant."
Mr. Arida said UBC has done an analysis of how IB students fare in their first year and how it compares with others. "The IB is a very strong curriculum and even students who get grades that are not at the highest ends of the IB ... still perform very well in university," he said.
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The fact is that IB program boosts it's marks on its own. It is fair that universities adjust the grades of IB graduates based on their view of the program. It is not fair that one boosts it's own marks because he thinks he is superior to all others.
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-IB入学门槛最高，面也广，做题多，拿清华北大比不算错吧
-GP的偏专科，数学，科技，人文，天文，生物，地理，音乐等等各有不同， 我列出那些大学基本都是侧重某一领域吧
-恶马吃全面发展，以后给社会提供全面的顶级中坚力量，我列出那些浙大, 上海交大等基本是这样吧。
习主席说了，IB/CB，LISGAR GP, 恶马吃都是好学校啊
广大渥村老中孩子和家长，不管上上面哪所，要学会共存共荣，共创美好明天啊。
