•  Let's start with the fact that Canada is, in principle, there is nothing like the exam. In general, SAT plays a much smaller role at university than in the U.S., but rather, it is mainly sit in when they want to study it abroad. Admission to the University is largely based on school grades and success at the local analog competition that exists.

     Canada - a much more egalitarian country than the U.S.. If the top universities in the U.S. (well, there, MIT or Harvard) have a negligible number of students of the Bachelor (several thousand to 300 million people), Canada is widely opens its doors: for example, the University of Toronto, the most prestigious university of the country (from which, however, are not far behind several other universities) 30,000 undergraduate studies - with a population of 34 million. The top (Toronto, McGill, UBC, MakMasters, Queens - then make a list of free, as he sees fit) does not differ from each other either in quality or cost of training, and thus, unlike the U.S., where "I was in Harvard "is something quite unikanym, Canada" I was at the University of Toronto "does not release you from the crowd does the same bachelor graduates. On the one hand, some people may be upset that no sverhelitnyh universities that separates you from the crowd, on the other, from my point of view - the difference is the level of training among graduates of Harvard and Toronto at the Bachelor's not so great as to produce this elitism the blue.

     Thus, in many ways Canadians have to find other ways to distinguish yourself from the crowd. This is, first of all, Master - access to which is primarily based on the estimates for the last two years of study at the university, of course, that you have selected, and other criteria, not on the basis of the curriculum, and on how "toothy "Man in a much more complex world of objects of the third to the fourth year, and, second, internships in companies, access to which, again, is primarily based on estimates of the university.

     Therefore, in contrast to the U.S., get ready for that in high school you will be hurt.

     When I was at the University of Toronto (about 2002-2004 and 2004-2006 for the Bachelor to Master), layout estimated was: less than 50% of the final score - F, ie Fail, 50% -60% - D, ie formal two, but did not require re-take the subject, if required as mandatory; 60-70% - C, ie type only three points, the subject considered as delivered, 70-80% - this is B, ie Four, and 80-90% - this is A, ie Five. Inside each estimate was divided into, for example, B-/B/B +, then there are subcategories within the subject; standard for all intervals of separation: 70-72% - B-; 73-76% - B; 77-79% - B +. And so on.

     The main criterion for admission to the master's is the so-called GPA (grade point average), especially in the last two years of training, when the level of objects sharply. In general, GPA - it's average score for all the training, but it from the literal translation systems into a number. In general, the logic of the following: A / A + = 4.0; A-= 3.7; B + = 3.4; B = 3; B-= 2.7 - well, etc.

     In order to really claim a place in the top master's program, it is highly desirable to have this score at 3.5 and above.

     At the same time, informally, the first courses students strongly schemyat. Average rating on a class in the first courses are often held at the level of 50%, which, of course, very much clicks on the nose of former standouts. In general, professors are not very shy love students, they are much less attached to their money than in the U.S., so where in the U.S. talk about "inflation estimates", ie Professors effort to inflate estimates in Canada just laugh about it. The logic of such behavior are present: where in the U.S. you will be billed at 20 000 per year of study in Canada, you will present an account on 5000, as a college education is subsidized, and for all.

     Comparing with Ukraine, in which I was studying, I would say that in general schemyat a little beside the point. Lectures in the first year is often held in Toronto in the audience at the 2000 people, where a professor in the literal sense of the word at the microphone, and the level of seminarians is the first year in Canada was much lower than in Kiev, as there were thrown straight from the tin graduate students, and not experienced docents. In my case, I would say that the gap is significant for physics and mathematical analysis. On the other hand, the recent graduate has its advantages: first, they are hungry, meaning they only recently were students, and HSE to fresh guys with condescension (which, from my point of view, the more plus than minus) and, second, they are much easier to approach. In addition, this approach is very strong filters guys who grasp objects from the guys who need to be taught it. And the result, it does not "from session to session, students live cheerfully," and really need to plow all year round.

     In general, universities like Toronto torture is not always repeated in smaller universities, which often are the people to avoid such an impersonal relationship. I was told the people who were in much smaller universities where professors often quite closely involved with the students - and it is, in general, their main advantage, for which there are.

     Fortunately, Canada has another big advantage over the CIS can be transferred easily. In Kiev, I know as much as a one in one hundred people, when people moved from one institution to another, and in Canada, the numbers are much higher.

     The main reason for this is that, in general, each university considers its program less unique, and a diploma svodetsya not to undergo hard coded set of courses, both in the former Soviet Union, and provides wealth of choice. For example, when I received my diploma in programming and statistics, I measured a maximum 2/3 of items that I had to successfully complete - the rest had to choose. The Canadian system is considered that, firstly, the applicant in the first year are not yet fully aware of who he wants to be, and, on the other hand, thinks that the person who comes to education, much better University presents its own strengths and weaknesses side.

     At the same time I do not want to give readers the impression that this approach relaxes the discipline and allows people to dial the study of butterflies (the code) instead of equations of mathematical physics - quite the opposite. Not only that there are courses that are nailed (ie they have to take mandatory) - so still and professors to them often comes under the slogan "We have to separate physicists (substitute needed) to people who like physics, so these course we love people, and love mercilessly ". Conversely, the ability to dump legally, in my view, unleashes a professorship, which is now without any pangs of conscience killed those people would have to fill up, without thinking "well, it is necessary to obtain a diploma." Well, to - let studying butterflies or something. The same degree, you know.

     If you survive the first two years, the next two years, turned into a more or less normal experience. Contingent, which is in the class, has a hundred percent accustomed that lecturers need to listen to what you need to work on the subject, it's fucking important to estimate the last two years largely determine your fate - and about that time a professor relax . The last two years are considered the time when the people raise their grade point average - and people look at it quite easy, since it is assumed that the student has passed the basic test. On the other hand, I sometimes sat in the library late at night, and sometimes I felt uncomfortable, because all my classmates already took all places, and had to follow in advance.

     On the other hand, in general, I believe that the student is too heavily dependent on how well developed his university job center students. For example, do you even know what does mba stand for? Like, the University of Toronto and is strong - but, on the other hand, the Center for employability he worked just disgusting. Of course, I think, less shocking than many other universities, but where the University of Waterloo (he nahoditya under Toronto) nazvanival employer and actively literally vparivaet its graduates, the university was limited thoron literally no seminars on how to write your summary (which, in a few years, I would advise them to roll into a tube and thrust deep into ...). As a result - in my work there are times when a job interview are literally all graduates of one of these active university, and none of those who are considered vypuskinkom prestigious uni. From a certain point of view, maybe it is correct - but, from the point of view of the graduate, yet fair.

     But, overall I really liked the atmosphere of learning. I think that if she would not like me, and I would not stay in Canada. For me, Canada has largely been one outlet, which put students' work to a high level after that session with the delivery of pornography I've seen in Ukraine. Not only will your efforts as a few people are worried about the student - so more often I've heard that, de, they say, why do we need these honors, they are no good there. From my point of view, it's about how to look at a summary of man, and say, so what, he went out to the heads of department in the three years of good there.

     Such talk just demoralize players by the rules.

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