Coursework Quotes

At one point I learned that when I'd told them my college coursework in Arabic might make me a good intelligence officer, they had recorded that my minor at Harvard had been in aerobics.

[My university coursework] was all fed to me from an American silver spoon and calculated by my professors to make me a hundred percent American first; an educator and a human being second and third.

Latin, translation theory, etymology, focus languages, and a new research language – it was an absurdly heavy class load, especially when each professor assigned coursework as if none of the other courses existed. The faculty was utterly unsympathetic.

I also don't think that parents should pay for their children's graduate or law school. Helping a student with a four-year bachelor's degree is very generous, but an advanced degree should be considered a personal responsibility. That will ensure that the coursework is taken very seriously and makes the young person take ownership of their degree. and when they graduate, it's a shared accomplishment that the whole family can be proud of. But do not encourage graduate school just for graduate school's sake. Work experience is much more valuable if the decision come down to that.

I wanted the distance so I could figure it all out.” “Your sexuality,” he guesses. “That,” I agree. “And my career, too. I need a better graphic-design job, and some more coursework. I don’t want to hear Dad’s opinions all the time. Not about that, and not about…” “Steamy-hot man-loving?” Roderick offers, and I almost choke on my sandwich. “Sorry,” he says with a grin. “I was born with no filter.

His deficiencies are indeed what they are. There are gaps in his knowledge about developmental biology, which he has closed steadily over the past few years, through study and coursework. There was also, in those early years, a lack of technical expertise, which he has acquired through practice. But the deficiency to which Roman is alluding to is not one of those, mot one of the many ways in which people come into graduate school unprepared for its demands, wrong-fitted this way and that by it's odd rituals and rigors. Why Roman is referring to is instead a deficiency of whiteness, a lack of requisite sameness. This deficiency cannot be overcome. The fact is, no matter how hard he tries or how much he learns or how many skills he masters, he will always be provisional in the eyes of these people, no matter how they might be fond of him or gentle with him.

As Mae followed her, she had to remind herself that Annie had not always been a senior executive at a company like the Circle. There was a time, only four years ago, when Annie was a college student who wore men’s flannel housepants to class, to dinner, on casual dates. Annie was what one of her boyfriends, and there were many, always monogamous, always decent, called a doofus. But she could afford to be. She came from money, generations of money, and was very cute, dimpled and long-lashed, with hair so blond it could only be real. She was known by all as effervescent, seemed incapable of letting anything bother her for more than a few moments. But she was also a doofus. She was gangly, and used her hands wildly, dangerously, when she spoke, and was given to bizarre conversational tangents and strange obsessions—caves, amateur perfumery, doo-wop music. She was friendly with every one of her exes, with every hookup, with every professor (she knew them all personally and sent them gifts). She had been involved in, or ran, most or all of the clubs and causes in college, and yet she’d found time to be committed to her coursework—to everything, really—while also, at any party, being the most likely to embarrass herself to loosen everyone up, the last to leave. The one rational explanation for all this would have been that she did not sleep, but this was not the case. She slept decadently, eight to ten hours a day, could sleep anywhere—on a three-minute car ride, in the filthy booth of an off-campus diner, on anyone’s couch, at any time. Mae

In the case of EAP research, questions about learning transfer have been a primary concern because they relate in significant ways to arguments concerning the extent to which EAP courses prepare multilingual writers for coursework in their disciplines

By the end of the fight,” he was saying, “I saw enough to recognize she had some natural talent with the sword. It was the way she moved. It was raw and instinctual, but I saw promise. You must understand that most of the students who come to me are there mostly because it is part of their coursework, or a clan tradition to receive weapons training. They hone traditional skills it is unlikely they will ever use. Minstrel students are more musician than warrior, but weapons training is required for them. The Guardians believe they should be prepared for the world they wander in, and I quite agree. But it is rare to find a student with actual interest and talent.” Stevic stared out the window. The courtyard had fallen into shadow and silence, empty of students. Even the pigeons seemed to have fled the grounds, giving it a gloomy and abandoned feel. “I had hoped Karigan would find a talent for something, but I never expected the sword.” “Ah, but the sword is just a beginning. I had heard about her from other instructors. Complaints, mind you, except from her riding instructor, Master Deleon. Del said she excelled at riding. When I saw Karigan put Timas Mirwell on the ground, I thought maybe I could get her to work for something else and the sword would be just a beginning, that it would inspire her to seek out whatever it was she wanted to do with her life.” Stevic turned his gaze to the arms master. “I am fortunate my daughter had such an instructor.” Rendle grinned. “She was fortunate to have such a father.” Stevic raised a brow. “I once asked her what she wanted to do with her life,” Rendle said. “She told me, something adventurous. She wanted to be a merchant like her father. It is not many children who choose to follow their parents’ footsteps.” Stevic stilled, letting it sink in. Then he slowly shook his head and turned back to the window and the shadows. He felt buffeted by a variety of emotions: elation, fear, sadness, desperation. Where was she? “She never told me.” His voice was taut.

For all students, a network of career exploration opportunities, sponsors, and mentors is a critical accompaniment to coursework.

Follow Your Passion” Is Terrible Advice “I think it misconstrues the nature of finding a satisfying career and satisfying job, where the biggest predictor of job satisfaction is mentally engaging work. It’s the nature of the job itself. It’s not got that much to do with you. . . . It’s whether the job provides a lot of variety, gives you good feedback, allows you to exercise autonomy, contributes to the wider world—Is it actually meaningful? Is it making the world better?—and also, whether it allows you to exercise a skill that you’ve developed.” * Most gifted books for life improvement and general effectiveness Mindfulness by Mark Williams and Danny Penman. This book is a friendly and accessible introduction to mindfulness meditation, and includes an 8-week guided meditation course. Will completed this course, and it had a significant impact on his life. The Power of Persuasion by Robert Levine. The ability to be convincing, sell ideas, and persuade other people is a meta-skill that transfers to many areas of your life. This book didn’t become that popular, but it’s the best book on persuasion that Will has found. It’s much more in-depth than other options in the genre. * Advice to your 20-year-old self? “One is emphasizing that you have 80,000 working hours in the course of your life. It’s incredibly important to work out how best to spend them, and what you’re doing at the moment—20-year-old Will—is just kind of drifting and thinking. [You’re] not spending very much time thinking about this kind of macro optimization. You might be thinking about ‘How can I do my coursework as well as possible?’ and micro optimization, but not really thinking about ‘What are actually my ultimate goals in life, and how can I optimize toward them?’ “An analogy I use is, if you’re going out for dinner, it’s going to take you a couple of hours. You spend 5 minutes working out where to go for dinner. It seems reasonable to spend 5% of your time on how to spend the remaining 95%. If you did that with your career, that would be 4,000 hours, or 2 working years. And actually, I think that’s a pretty legitimate thing to do—spending that length of time trying to work out how should you be spending the rest of your life.

It had been a long day, and the thing he wanted to know would take ten years of coursework to grasp. But a child’s question was the start of all things.

There’s a reason “dissertation” shares so many letters with “desert.” Both are lonely, boring places where dreams go to die. (Sorry, Arizona. You know I’m right. Turquoise jewelry can only do so much.) The first part of a doctoral program isn’t as isolating. There are more people involved in the coursework for the degree. You have professors, classmates, and a support network that moves you along. But once you’re finished with that part of your degree, you head out into the wasteland of your dissertation. Those can drag on for years and years because you’re the only one pulling yourself toward the finish line. How do you know it’s done? How do you stay motivated? How do you make it a priority when the rest of life gets loud?

All of these models and others have been heavily criticized. In 2009, a panel commissioned by the Association for Psychological Sciences published a report that outlined a research design to properly study the effect of learning styles, and it asserted that this methodology was almost entirely absent from learning styles studies. Of the few studies utilizing this research design, all but one feature negative findings. They also doubted the value of the significant cost of attempting to identify the precise learning style of every student over other interventions such as individual tutors. They concluded that “at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number.” Then,

Most of us were required to take three or four years of coursework in high school, starting with algebra and working up the chain: geometry, algebra 2, trigonometry, precalculus, calculus. Lockhart writes, “If I had to design a mechanism for the express purpose of destroying a child’s natural curiosity and love of pattern-making, I couldn’t possibly do as good a job as is currently being done—I simply wouldn’t have the imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.

online company Degreed, for example, you’ll see ways to input your own learning from hundreds of different platforms like Khan Academy, Coursera, and Udacity, as well as from books, TED talks, articles, and university coursework and degrees. Degreed’s motto is “A million ways to learn—one place to discover, track, and measure all of it.

campaign. But there was a nervous, unformed quality about him, as if he were a student who’d done the coursework and was eager to impress the teacher but deep down lacked either the aptitude or the passion to master the subject. As it was getting late, I noticed Singh fighting off sleep, lifting his glass every so often to wake himself up with a sip of water. I signaled to Michelle that it was time to say our goodbyes. The prime minister and his wife walked us to our car. In the dim light, he looked frail, older than his seventy-eight years, and as we drove off I wondered what would happen when he left office. Would the baton be successfully passed to Rahul, fulfilling the destiny laid out by his mother and preserving the Congress Party’s dominance over the divisive nationalism touted by the BJP?

March 28th COWARDICE AS A DESIGN PROBLEM “Life without a design is erratic. As soon as one is in place, principles become necessary. I think you’ll concede that nothing is more shameful than uncertain and wavering conduct, and beating a cowardly retreat. This will happen in all our affairs unless we remove the faults that seize and detain our spirits, preventing them from pushing forward and making an all-out effort.” —SENECA, MORAL LETTERS, 95.46 The opposing team comes out strong, establishes an early lead, and you never had time to recover. You walk into a business meeting, are caught off guard, and the whole thing goes poorly. A delicate conversation escalates into a shouting match. You switched majors halfway through college and had to start your coursework over and graduate late. Sound familiar? It’s the chaos that ensues from not having a plan. Not because plans are perfect, but because people without plans—like a line of infantrymen without a strong leader—are much more likely to get overwhelmed and fall apart. The Super Bowl–winning coach Bill Walsh used to avoid this risk by scripting the beginning of his games. “If you want to sleep at night before the game,” he said in a lecture on game planning, “have your first 25 plays established in your own mind the night before that. You can walk into the stadium and you can start the game without that stress factor.” You’ll also be able to ignore a couple of early points or a surprise from your opponent. It’s irrelevant to you—you already have your marching orders. Don’t try to make it up on the fly. Have a plan.

During a belated New Year’s cleaning, I come across my grad-school coursework on the Austrian psychiatrist Viktor Frankl. Scanning my notes, I begin to remember his story. Frankl was born in 1905, and as a boy, he became intensely interested in psychology. By high school, he began an active correspondence with Freud. He went on to study medicine and lecture on the intersection of psychology and philosophy, or what he called logotherapy, from the Greek word logos, or “meaning.” Whereas Freud believed that people are driven to seek pleasure and avoid pain (his famous pleasure principle), Frankl maintained that people’s primary drive isn’t toward pleasure but toward finding meaning in their lives. He was in his thirties when World War II broke out, putting him, a Jew, in jeopardy. Offered immigration to the United States, he turned it down so as not to abandon his parents, and a year later, the Nazis forced Frankl and his wife to have her pregnancy terminated. In a matter of months, he and other family members were deported to concentration camps, and when Frankl was finally freed, three years later, he learned that the Nazis had killed his wife, his brother, and both of his parents. Freedom under these circumstances might have led to despair. After all, the hope of what awaited Frankl and his fellow prisoners upon their release was now gone—the people they cared about were dead, their families and friends wiped out. But Frankl wrote what became an extraordinary treatise on resilience and spiritual salvation, known in English as Man’s Search for Meaning. In it, he shares his theory of logotherapy as it relates not just to the horrors of concentration camps but also to more mundane struggles. He wrote, “Everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances.” Indeed, Frankl remarried, had a daughter, published prolifically, and spoke around the world until his death at age ninety-two. Rereading these notes, I thought of my conversations with Wendell. Scribbled in my grad-school spiral were the words Reacting vs. responding = reflexive vs. chosen. We can choose our response, Frankl was saying, even under the specter of death. The same was true of John’s loss of his mother and son, Julie’s illness, Rita’s regrettable past, and Charlotte’s upbringing. I couldn’t think of a single patient to whom Frankl’s ideas didn’t apply, whether it was about extreme trauma or an interaction with a difficult family member. More than sixty years later, Wendell was saying I could choose too—that the jail cell was open on both sides. I particularly liked this line from Frankl’s book: “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

One day when her coursework was nearly completed, the department chairman called her into his office. She had gotten nearly all As. He pointed to her sole A-minus and told her, “This confirms that women don’t do well in laboratory work.