Favourite Student Quotes

Minerva McGonagall was not immune to a secret amusement at the antics of rule-breakers. Nevertheless, she frequently questioned Dumbledore’s policy of allowing Harry to run extreme risks, and bend many school rules, during his adolescence, often showing herself to be more protective of Harry than the then Headmaster. Harry had a claim on Minerva’s affections, not only because he was the son of two of her all-time favourite students, but because he, like herself, had suffered serious bereavements. Although she neither spoiled nor favoured Harry when he was her student, she revealed the depth of her trust in him during the Battle of Hogwarts, at which time she supported him unequivocally even though she had never been fully in his or Dumbledore’s confidence.

My refusal to remove the book from the library was backed by a majority of the Board of Governors. I wrote back to Mr Malfoy, explaining my decision: So-called pure-blood families maintain their alleged purity by disowning, banishing or lying about Muggles or Muggle-borns on their family trees. They then attempt to foist their hypocrisy upon the rest of us by asking us to ban works dealing with the truths they deny. There is not a witch or wizard in existence whose blood has not mingled with that of Muggles, and I should therefore consider it both illogical and immoral to remove works dealing with the subject from our students' store of knowledge.(4) This exchange marked the beginning of Mr Malfoy's long campaign to have me removed from my post as Headmaster of Hogwarts, and of mine to have him removed from his position as Lord Voldemort's Favourite Death Eater. (4)My response prompted several further letters from Mr Malfoy, but as they consisted mainly of opprobrious remarks on my sanity, parentage and hygiene, their relevance to this commentary is remote.

Rumours about Finnish beer prices are a little exaggerated, and there’s a big social drinking scene that’s great to take part in, particularly in student-filled Turku. Finns lose that famous reserve after a tuoppi (half-litre glass) or three of beer and are keen to chat to visitors; it’s a great way to meet locals. Finland's cities are full of original and offbeat bars and you’ll soon find a favourite Suomi tipple, whether Finnish ciders, microbrewed beers, sweet-and-sour combinations, or unusual shots such as salty liquorice vodka or cloudberry liqueur.

In this Choose Your Own Story book, you make the decisions, and you get to go to Wendigo’s Academy for young witches and wizards. If you have always dreamed of receiving an invitation for a mysterious school of witchcraft and wizardry, this book is your dream come true. Your decisions will influence the house that you are sorted into and the friends you make. If you’re smart enough and brave enough, you can save the school, and maybe the world. Or maybe you’ll decide to join the other side and rise to power in the shadow of evil. Or forget all that serious stuff and prove your skills on a broom. The important thing is that in this book, it’s all up to you. There are 53 endings to choose from and hundreds of stories to tell! Wendigo’s Wizarding Academy is the premiere school of wizardry in North America. Nestled in the Rocky Mountains, the crooked, old castle is only accessible by airship. The ancient school has three houses named after the mythological creatures that live in and around the castle: the free-spirited Satyrs, the loving Unicorns, and the prodigious Jackalopes. It’s magic-soaked halls are full of adventure and treasures to find. Students can always be seen on the fields outside, playing Zithur, the school’s favourite game. To play it, one needs three teams, a full set of broomsticks, a winged toad, four flying ferrets and one mysterious golden box, called the Zithur. READ IT NOW! Get a free Choose Your Own Story book by signing up here! To get the latest news about when my next book comes out, free stories, and

Sometimes I feel compelled to do something, but I can only guess later why it needed to done, and I question whether I am drawing connections where none really exist. Other times I see an event – in a dream or in a flash of “knowing” – and I feel compelled to work toward changing the outcome (if it’s a negative event) or ensuring it (when the event is positive). At the times I am able to work toward changing or ensuring the predicted event, sometimes this seems to make a difference, and sometimes it doesn’t seem to matter. Finally, and most often, throughout my life I have known mundane information before I should have known it. For example, one of my favourite games in school was to guess what numbers my math teacher would use to demonstrate a concept, or to guess the words on a vocabulary test before the test was given. I noticed I was not correct all the time, but I was correct enough to keep playing the game. Perhaps partially because of the usefulness of this mundane skill, I was an outstanding student, getting straight As and graduating from college with highest honours in neuroscience and a minor in computer science. I was a modest drinker even in college, but I found I could ace tests when I was hungover after a night of indulgence. Sometimes I think I even did better the less I paid attention to the test and the more I felt sick or spacey. It was like my unconscious mind could take over and put the correct information onto the page without interruption from my overly analytical conscious mind. At graduate school in neuroscience, I focused on trying to understand human experience by studying how the brain processes pain and stress. I wanted to know the answer to the question: what’s going on inside people’s heads when we suffer? Later, as I finished my PhD in psychoacoustics, which is all about the psychology of sound, I became fascinated with timing. How do we figure out the order of sounds, even when some sounds take longer to process than others? How can drummers learn to decode time differences of 1/1,000 of a second, when most people just can’t hear those kinds of subtle time differences? At this point, I was using my premonitions as just one of the tools in my day-to-day toolkit, but I wasn’t thinking about them scientifically. At least not consciously. Sure, every so often I’d dream of the slides that would be used by one of my professors the next day in class. Or I’d realize that the data I was recording in my experiments followed the curve of an equation I’d dreamed about a year before. But I thought that was just my quirky way of doing things – it was just my good student’s intuition and it didn’t have anything to do with my research interests or my life’s work. What was my life’s work again?

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

Klawe, a computer scientist and mathematician, was appointed president of Harvey Mudd College in California. At the time, only 10 per cent of the college’s computer science majors were women. The department devised a plan, aimed at luring in female students and making sure they actually enjoyed their computer science initiation, in the hopes of converting them to majors. A course previously entitled ‘Introduction to programming in Java’ was renamed ‘Creative approaches to problem solving in science and engineering using Python’.* The professors further divided the class into groups – Gold for those with no coding experience and Black, for those with some coding experience.* They also implemented Operation Eliminate the Macho Effect, in which males who showed off in class were taken aside and told to desist. Almost overnight, Harvey Mudd’s introductory computer science course went from being the most despised required course to the absolute favourite.

The Church and learning had formed the main channels through which Scotland's links with Europe - in both directions - had run. In 1560 or 1638 as much as in 1450, students went abroad to pursue a second degree: in the fifteenth and early sixteenth centuries, their most usual destinations were the universities of Louvain and Cologne; Paris was the favourite resort of promising Scots scholars for the two generations either side of the Reformation of 1560; by the 1580s the Calvinist University of Heidelberg and the Huguenot academies had taken over from Beza's Geneva; and by 1625 Leiden in the Netherlands had become a Mecca for the two rising professions, the ministry and the law.

MAYBE IT WOULD be a good idea to rearrange the flat a bit,’ said Mum. ‘I’ve been thinking. You and Kendall might like your own den, more of a play space. So how about us turning the bedroom into your room. It’s purple too, your favourite colour.’ ‘Lilac isn’t purple.’ ‘It’s light purple, Miss Picky. Anyway, I was thinking of getting a little portable telly for you two. You’d like that, wouldn’t you? Then the living room could be more – well, my room.’ ‘And you want to put a socking great bed in it for you and Jake,’ I said coldly. ‘No I don’t! Well. I was thinking about one of them sofa beds. Then if Jake should want to stay over . . .’ ‘Why can’t he stay in his own place?’ ‘He hasn’t exactly got his own place,’ said Mum. ‘He’s staying with a friend at the moment.’ ‘Why can’t he get his own place, then?’ I said. ‘Because he hasn’t got any money. He’s a student.’ ‘They give them rooms in the university, don’t they?’ ‘Only the first year. For God’s sake, Lola Rose, give it a rest. He’s coming to live with us and that’s that. I don’t see why you’ve got such a problem with it. We’re in love, can’t you see?’ ‘He doesn’t love you. He’s just shacking up with us because he hasn’t got anywhere else. And you spend a fortune on him. Our fortune.’ Mum slapped me straight across the face. Kendall was watching. He cried. I didn’t cry. I stared Mum out. ‘You only slapped me because you know it’s true.’ ‘I slapped you because you’re a spoilt little cow,’ Mum snapped. ‘What’s the matter with you, Lola Rose? You can’t be jealous, can you?