Comprehensive Exam Quotes

I've always been a quitter. I quit the Boy Scouts, the glee club, the marching band. Gave up my paper route, turned my back on the church, stuffed the basketball team. I dropped out of college, sidestepped the army with a 4-F on the grounds of mental instability, went back to school, made a go of it, entered a Ph.D. program in nineteenth-century British literature, sat in the front row, took notes assiduously, bought a pair of horn-rims, and quit on the eve of my comprehensive exams. I got married, separated, divorced. Quit smoking, quit jogging, quit eating red meat. I quit jobs: digging graves, pumping gas, selling insurance, showing pornographic films in an art theater in Boston. When I was nineteen I made frantic love to a pinch-faced, sack-bosomed girl I'd known from high school. She got pregnant. I quit town.

... The Sirens of Titan …. … ‘That’s a funny name for a book,’ I said with a gulp. ‘Are those women going to get arrested?’ Mr Peterson didn’t know what the hell I was talking about. ‘They’re not wearing many clothes,’ I pointed out. ‘What’s your point?’ he asked. ‘So I thought maybe the sirens might be for them.’ Mr Peterson frowned. ‘ I think the police are allowed to arrest you for wearing too few clothes,’ I explained. Comprehension dawned on Mr Peterson’s face. ‘No, kid. Not sirens as in police sirens. Sirens as in Homer.’ I frowned. ‘Simpson?’ ‘The Odyssey!’ I looked at him blankly. At some point in the last thirty seconds, we’d stopped speaking the same language. Mr Peterson sighed and rubbed his wrinkled forehead. ‘The Odyssey’s a very old Greek story by a very old Greek man called Homer. And in The Odyssey there are these very beautiful women called sirens …… ‘oh’, I said. ‘So the women are the sirens? And that’s why they’re not wearing very many clothes?” ‘Right. Except in Kurt Vonnegut’s book the Sirens don’t live in the Mediterranean. They live on Titan, which is one of Saturn’s moons.’ ‘Yes, I know that,’ I said. (I didn’t want Mr Peterson to think I was an idiot). ‘It’s the second largest moon in the solar system, after Ganymede, Jupiter’s largest moon. It’s actually larger than Mercury, though not nearly so dense.’ Mr Peter frowned again and shook his head. ‘I guess these days school puts a big emphasis on sciences instead of the arts, huh?’ ‘No, not really. School puts a big emphasis on exam questions. Do sirens breathe methane?

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

In September 1937, I started my last year of high school, the most difficult year of all. In order to graduate, one had to pass the matriculation examination called also matura. That was the monster at the end of the twelfth grade. How can one imagine to-day a comprehensive exam in almost all the subjects of the last four years? Students usually started to cram from January on. The exam was held at the end of June.

I should've understood that whatever we concluded about Midyear [Exam] was not going to be thoughtfully considered, but rather ground to powder for political warfare. Or should I have known that? When is the right time to give up on people's general ability to understand any slightly complicated statement that they don't agree with? When do you declare that the political process or the press no longer has the power to facilitate comprehension? When is the right time to act from skepticism and cynicism, rather than from faith in a society that you have always believed in?

is a healthcare provider who has advanced training in diabetes management and has passed a comprehensive national exam.

Compared to most of its peers, Princeton is still by choice quite small, a face-to-face community located on a beautiful, tree-filled campus in an exurban colonial town. Its fewer than seven thousand students are taught and mentored by a faculty of over eleven hundred, giving it a 5:1 student-faculty ratio (in full-time equivalents), one of the lowest in the nation. This low ratio stems directly from Princeton’s philosophy of maintaining close personal contact between teachers and learners, and not only in innumerable Wilson-inspired precepts and seminars. The four-course plan, with its demanding (of both students and faculty) junior papers and senior theses, and comprehensive exams were, as Professor of English Charles G. Osgood emphasized on the eve of World War II, 'natural results' of the preceptorial system, Wilson’s reorganization of the curriculum, and 'the personal efforts of men whom Wilson brought to Princeton or advanced.

An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

In graduate school, early on, I once overheard a classmate talking in her office as I walked by. She didn't know I was there. She was gossiping about me to a group of our classmates & said I was the affirmative-action student...Rationally, I know it was absurd, but hearing how she & maybe others saw me hurt real bad...I stopped joking about being a slacker. I tripled the number of projects I was involved with. I was excellent most of the time. I fell short some of the time. I made sure I got good grades. I made sure my comprehensive exams were solid. I wrote conference proposals & had them accepted. I published. I designed an overly ambitious research project for my dissertation that kind of made me want to die. No matter what I did, I heard that girl, that girl who had accomplished a fraction of a fraction of what I had, telling a group of our peers I was the one who did not deserve to be in our program.

As a society, we pursue happiness and become measurably less happy over time. We privilege autonomy, and end up bound by rules to which we never assented, and more spied on than any people since the beginning of time. We pursue leisure through technology, and discover that the average working day is longer than ever, and that we have less time than we had before. The means to our ends are ever more available, while we have less sense of what our ends should be, or whether there is purpose in anything at all. Economists carefully model and monitor the financial markets in order to avoid any future crash: they promptly crash. We are so eager that all scientific research result in ‘positive findings’ that it has become progressively less adventurous and more predictable, and therefore discovers less and less that is a truly significant advance in scientific thinking. We grossly misconceive the nature of study in the humanities as utilitarian, in order to get value for money, and thus render it pointless and, in this form, certainly a waste of resource. We ‘improve’ education by dictating curricula and focussing on exam results to the point where free-thinking, arguably an overarching goal of true education, is discouraged; in our universities many students are, in any case, so frightened that the truth might turn out not to conform to their theoretical model that they demand to be protected from discussions that threaten to examine the model critically; and their teachers, who should know better, in a serious dereliction of duty, collude. We over-sanitise and cause vulnerability to infection; we over-use antibiotics, leading to super-bacteria that no antibiotic can kill; we make drugs illegal to protect society, and, while failing comprehensively to control the use of drugs, create a fertile field for crime; we protect children in such a way that they cannot cope with – let alone relish – uncertainty or risk, and are rendered vulnerable. The left hemisphere’s motivation is control; and its means of achieving it alarmingly linear, as though it could see only one of the arrows in a vastly complex network of interactions

The new Code prohibits counselors from discriminating based on sexual orientation or gender identity. Hence, a counselor cannot say, “I will not counsel you because you are gay,” or “I won’t discuss gay relationships because of my religious beliefs.” Major controversy: Several states such as Arizona and Mississippi actually have bills that do not support ACA’s new code on this issue. ACA’s response is that all counselors should tell law makers what constitutes efficacious counseling—not the other way around. Politicians should not be dictating behavior to counselors.

160 items on the CPCE or 200 items on the NCE. The good news, nevertheless, is that as a perfectionist, you can keep in mind that you could conceivably miss 40 items on the NCE and still receive a perfect score. Counselors say to me: “I’m so upset. I bet I missed 40 or 50 questions on the exam” and I reply with something like, “that’s terrific, it’s possible you achieved one of the highest scores ever posted on the exam!” Well, are you breathing any easier yet?

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Shankpushpi: Shankpushpi is an Indian herb mentioned in Ayurvedic texts. It is regularly consumed to improve memory and sharpen the mind. In fact, many students consume it just before an exam to improve their mind’s power. This is mostly consumed in syrup form and can be bought online.

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hand, so it's a good idea to be familiar with the basics. For spelling practise, there are several online resources available. Just search for numerous "misspelt words" alternatives. You can find lists of 25, 100, or even 1,000 commonly misspelt words to practise with. And "misspell" is undoubtedly one of them! To get you started, here are 25 of those frequently misspelled words:

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