Final Exam Quotes

Student: Dr. Einstein, Aren't these the same questions as last year's [physics] final exam? Dr. Einstein: Yes; But this year the answers are different.

I was thinking about how people seem to read the bible a lot more as they get older, and then it dawned on me—they’re cramming for their final exam.

Lots of my dying patients say they grow in bounds and leaps, and finish all the unfinished business. But assisting a suicide is cheating them of these lessons, like taking a student out of school before final exams. That's not love, it's projecting your own unfinished business

Finally, I said that I couldn’t see how anyone could be educated by this self-propagating system in which people pass exams, and teach others to pass exams, but nobody knows anything.

In the final exam in the Chaucer course we were asked why he used certain verbal devices, certain adjectives, why he had certain characters behave in certain ways. And I wrote, 'I don't think Chaucer had any idea why he did any of these things. That isn't the way people write.' I believe this as strongly now as I did then. Most of what is best in writing isn't done deliberately.

I’ve begun to have those stupid dreams. You know the ones where you show up for the final exam and haven’t cracked a book all semester?

Tan absurdo hablar porque sí, oírse hablar y saber que nunca se tiene demasiada razón. Ésa es otra, quizá la peor de nuestras cobardías. Los que valemos algo aquí no estamos ya seguros de nada. Hay que ser un animal para tener convicciones.

The heart is a classroom, the soul is a teacher, the mind is a student, and life is the exam. The world is a university, the universe is our professor, wisdom is our homework, and love is our final exam. Life is an academy, God is the instructor, character is the assignment, and virtue is the exam.

Sometimes being a good friend is about saying no, about trying to do what’s best for your friend regardless of what they say.

Final exams,huh? It seems pointless to think about real life again.” “I find test taking relaxing,” she said. “I’m not surprised. You probably study.

On our last mission - our "final exam" - we were airlifted to a remote region, and we parachuted directly into a hostile enclave. We had to subdue the enemy using hand-to-hand tactics like tae kwon do and pugil sticks, cut their hair in styles appropriate to their particular face shapes, and give them perms.

All my life I had believed — at first unwittingly, then explicitly — that I had to earn affection and love by being interesting, and so I had frantically tried to become really fucking interesting. Once I hit the right relationship, I planned to hurl my interestingness at it, like a final exam I’d spent my whole life studying for. This was it.

What no school prepares you for is the fact that when you finally get to enter the adult world you’re just one of seven billion primates swinging from the trees, hurling your excrement at each other and fighting over the same tiny pot of job vacancies. Instead school teaches you everything that you don’t need to know, hands over your exam results and tells you to fuck off into the jungle to fend for yourself. No more handouts; no more free passes. Get out there and make a miracle happen. Or die.

Feet away, Professor Dema stood, carrying a large gunlike weapon with both her hands and a snarl on her lips. This was not the way final exams were supposed to go.

We can now give you a biological reason why cramming doesn’t work,” says Dr. Tully. The best way to prepare for a final exam is to mentally review the material periodically during the day, until the material becomes part of your long-term memory. This may also explain why emotionally charged memories are so vivid and can last for decades. The CREB repressor gene is like a filter, cleaning out useless information. But if a memory is associated with a strong emotion, it can either remove the CREB repressor gene or increase levels of the CREB activator gene.

Why is it that there was always a unit on history, math, science and god knows what other useless, totally forgettable information you taught those seventh graders year after year, but never any unit on death? No exercises, no workbooks, no final exams on the only subject that matters?

Exams make the students tired and exam-duties make the teachers exhausted. So, there should be an official vacation for at least 15 days after the end of mid-term & final exams in private universities so that the students and teachers can relax and freshen themselves up!

Think back to when you were a student. Someone likely told you to get a good night’s sleep and to eat a healthy breakfast before a test or final exam. The theory is, you need to be fresh to perform well. However, while getting sound sleep the night before a test is a good idea, it is too late to help you on the test. The real benefit comes from getting good sleep as you learn throughout the year, so the information can be encoded in your memory each night. If you file everything away properly as you go along, this knowledge will be there for you when you need it most.

Education derives from the verb educe, which means “to draw forth from within.” The original teaching method of Socrates has been largely displaced by professorial deference to received scholarly authority. By and large, our students are taught how to take exams but not to think, write, or find their own path.

To realize the value of 1 week, ask an editor of a weekly newspaper. To realize the value of 10 years, ask a newly divorced couple. To realize the value of 4 years, ask a graduate. To realize the value of 1 year, ask a student who has failed their final exam. To realize the value of 9 months, ask a mother who has given birth to a stillborn. To realize the value of 1 mont, ask a mother who has given birth prematurely. To realize the value of 1 minute, ask a person who missed the train, bus or plane. To realize the value of 1 second, ask a person who has survived an accident. To realize the value of freedom ask a person who's in prison. To realize the value of success, ask a person who has failed. To realize the value of a friend, relative, family member or partner, LOSE ONE." Time waits for no-one, treasure every split-second.

one of those nightmares where it’s the final exam for a course

The person that passes a test today would never pass that same test four weeks later. Final exams are really final!

This is no country for old men, she recites to herself. One of the poems she memorized, though it wasn’t on the final exam. Change that to old women.

It was a generation growing in its disillusionment about the deepening recession and the backroom handshakes and greedy deals for private little pots of gold that created the largest financial meltdown since the Great Depression. As heirs to the throne, we all knew, of course, how bad the economy was, and our dreams, the ones we were told were all right to dream, were teetering gradually toward disintegration. However, on that night, everyone seemed physically at ease and exempt from life’s worries with final exams over and bar class a distant dream with a week before the first lecture, and as I looked around at the jubilant faces and loud voices, if you listened carefully enough you could almost hear the culmination of three years in the breath of the night gasp in an exultant sigh as if to say, “Law school was over at last!

Perhaps paranoid,” Chiron suggested. “Then again, Poseidon has tried to unseat Zeus before. I believe that was question thirty-eight on your final exam.…” He looked at me as if he actually expected me to remember question thirty-eight.

In the past, my brain could only compute perfection or failure—nothing in between. So words like competent, acceptable, satisfactory, and good enough fell into the failure category. Even above average meant failure if I received an 88 out of 100 percent on an exam, I felt that I failed. The fact is most things in life are not absolutes and have components of both good and bad. I used to think in absolute terms a lot: all, every, or never. I would all of the food (that is, binge), and then I would restrict every meal and to never eat again. This type of thinking extended outside of the food arena as well: I had to get all of the answers right on a test; I had to be in every extracurricular activity […] The ‘if it’s not perfect, I quit’ approach to life is a treacherous way to live. […] I hadn’t established a baseline of competence: What gets the job done? What is good enough? Finding good enough takes trial and error. For those of us who are perfectionists, the error part of trial and error can stop us dead in our tracks. We would rather keep chasing perfection than risk possibly making a mistake. I was able to change my behavior only when the pain of perfectionism became greater than the pain of making an error. […] Today good enough means that I’m okay just the way I am. I play my position in the world. I catch the ball when it is thrown my way. I don’t always have to make the crowd go wild or get a standing ovation. It’s good enough to just catch the ball or even to do my best to catch it. Good enough means that I finally enjoy playing the game.

To be fair, I do feel a bit like I’m studying for an exam—except it’s somehow more stressful than any final I’ve taken, because it feels like I missed the lecture where I was supposed to learn how to have a crush without letting it consume me body and soul.

If you have a goal to pass a class in university, you have, at least hopefully, objective and well-defined steps by which you can achieve that goal – write an essay, go to class, pass an exam. If you don’t have a final goal, you cannot organize your activities.

Therefore, reincarnation is an experience of the Ego, co-created by its ignorance, by not realizing that what reincarnates in the universe is God (Love) through his Sons, in an infinite multidimensional experience! (If you understand this, you already passed the final exam

Anyway, academic rock-bottom was hit when in the final exams of Class 9 I fared abysmally and actually gave in my trigonometry paper empty, with an inscription that I hoped would amuse the examiner: ‘If you know the answers, why ask me? And if you don’t, how do you expect me to?

Vos me dirás que aquí hay grandes poetas, y es cierto. Yo he dicho que la poesía no es un mérito humano, sino una fatalidad que se padece. Aquí hay un buen montón de hombres atacados de poesía, mientras que te invito a que me recuentes los creadores activos, es decir, los inteligentes.

frustration at myself in the mirror. Damn my hair—it just won’t behave, and damn Katherine Kavanagh for being ill and subjecting me to this ordeal. I should be studying for my final exams, which are next week, yet here I am trying to brush my hair into submission. I must not sleep with it wet. I must not sleep with it wet. Reciting this mantra several times, I attempt, once more, to bring it under control with the brush. I roll my eyes in exasperation and gaze at the pale, brown-haired girl with blue eyes too big for her face staring back at me, and give up. My only option is to restrain my wayward

What I mean is, a professor is the only person on earth with the power to put a veritable frame around life— not the whole thing, God no— simply a fragment of it, a small wedge. He organizes the unorganizable. Nimbly partitions it into modern and postmodern, renaissance, baroque, primitivism, imperialism and so on. Splice that up with Research Papers, Vacation, Midterms. All that order— simply divine. The symmetry of a semester course. Consider the words themselves: the seminar, the tutorial, the advanced whatever workshop accessible only to seniors, to graduate fellows, to doctoral candidates, the practicum— what a marvelous word: practicum! You think me crazy. Consider a Kandinsky. Utterly muddled, put a frame around it, voilà — looks rather quaint above the fireplace. And so it is with the curriculum. That celestial, sweet set of instructions, culminating in the scary wonder of the Final Exam. And what is the Final Exam? A test of one’s deepest understanding of giant concepts.

There is an insatiable, demanding quality to the misogynist's love; no matter how much you give, or give up, it is never enough. He is never convinced that you care about him as much as he cares about you. He will constantly invent new tests of your devotion. It's very much like having a final exam every week for a course you can never pass.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board).

Squatting over it, I pulled it open. My clothes were neatly folded at the top. Robb hadn’t stolen anything.

We say release, and radiance, and roses,” We say release, and radiance, and roses, and echo upon everything that's known; and yet, behind the world our names enclose is the nameless: our true archetype and home. The sun seems male, and earth is like a woman, the field is humble, and the forest proud; but over everything we say, inhuman, moves the forever-undetermined god. We grow up; but the world remains a child. Star and flower, in silence, watch us go. And sometimes we appear to be the final exam they must succeed on. And they do.

I try unsuccessfully to suppress a smile. “So what does the color blue say about you?” He studies all the parts of my face—mouth, nose, ears, chin—as if he’s memorizing it for an exam. Then his eyes return to mine. “It says I never had a favorite color until I met this girl in a coffee shop with eyes so blue, they’re almost purple, like the absolute final moments before sunrise. This girl stayed on my mind. When I saw things like a cluster of irises or a peacock at the zoo, I would think of her and say to myself, that is my favorite color.

There are a few classes every male has to take, and then there are some they can choose. Cooking and childcare, for example, are mandatory. A husband must know how to make a good meal for his wife and, with any luck, his children. A class about pairing beverages with food, however, is optional. The males train in both schools until they’re about twenty, then they take their final exams and earn their grades.” She

New York, New York. The Big Apple. The City That Never Sleeps. Spider-Man's hometown. I assume it's a pretty cool place to visit, when you're not stuck in a fleabag motel for three days cramming for finals week in the psychopath exams.

Casi no queda nada; sí, el amor vergonzoso entrando en los buzones para llorar, o andando solo por las esquinas (pero lo ven igual) guardando sus objetos dulces, sus fotos y leontinas y pañuelitos guardándolos en la región de la vergüenza, la zona de bolsillo donde una pequeña noche murmura entre pelusas y monedas.

... fearing the worst is worse than knowing the worst. So you eventually start wanting the worst possible thing to happen—finding your wife in bed with another man, or watching the worm finally come into the light. Until the worst happens, it always might happen. When it actually does happen? Now, at least, you know.

You may ask whether I have changed my own educational practice and assessment. I have. There are no “final” exams at the end of the semester in my classes. Instead, I split my courses up into thirds so that students only have to study a handful of lectures at a time. Furthermore, none of the exams are cumulative. It’s a tried-and-true effect in the psychology of memory, described as mass versus spaced learning. As with a fine-dining experience, it is far more preferable to separate the educational meal into smaller courses, with breaks in between to allow for digestion, rather than attempt to cram all of those informational calories down in one go. In

I SCOWL WITH frustration at myself in the mirror. Damn my hair—it just won’t behave, and damn Katherine Kavanagh for being ill and subjecting me to this ordeal. I should be studying for my final exams, which are next week, yet here I am trying to brush my hair into submission. I must not sleep with it wet. I must not sleep with it wet. Reciting this mantra several times, I attempt, once more, to bring it under control with the brush. I roll my eyes in exasperation and gaze at the pale, brown-haired girl with blue eyes too big for her face staring back at me, and give up. My only option is to restrain my wayward hair in a ponytail and hope that I look semi-presentable.

But why do people need other planets?” “All living things strive for maximum expansion in space.” “This is the level of thinking of bacteria!” Dick exclaimed passionately. “People should behave like intelligent beings. This world is given to us as a testing ground. Even if you are right, if we finally fail the exam and self-destruct, then so be it. Even if there is a planet with ideal conditions for people, we have no right to capture it. Because everything will happen again. If we have destroyed one world, we will destroy the other. Or, at best, we will exchange one prison for another. Our salvation is in love, in cooperation, in reasonable self-restraint, and not in thoughtless expansion in space.

Kate is my roommate, and she has chosen today of all days to succumb to the flu. Therefore, she cannot attend the interview she’d arranged to do, with some mega-industrialist tycoon I’ve never heard of, for the student newspaper. So I have been volunteered. I have final exams to cram for and one essay to finish, and I’m supposed to be working this afternoon, but no—today I have to drive 165 miles to downtown Seattle in order to meet the enigmatic CEO of Grey Enterprises Holdings, Inc. As an exceptional entrepreneur and major benefactor of our university, his time is extraordinarily precious—much more precious than mine—but he has granted Kate an interview. A real coup, she tells me. Damn her extracurricular activities.

For example, if a college student fails a midterm exam, she might view herself as less capable and view the class as more difficult, making her more worried and less confident about doing well on the final. While some students might knuckle down and work harder as a result, others might become so intimidated they begin to question whether they can pass the class at all.

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

What would a final exam look like in a course organized around a complex problem that must be considered in the light of several disciplines? Students would be asked to write an extended take-home essay about "what it means to be an American."-- and they would know from the first day of class that this was the final exam question. The second part of the final exam would require students to present and defend their papers in a public exhibition where parents would observe and ask questions. The Students’ oral and written work would be assessed on their ability to display a range of evidence to make their points. They would have to meet a performance standard to get a Merit Badge in American Studies.” -- this is the essence of the digital portfolio. (page 139)

At a certain period of his life (usually, grievous to say, a successful period), a man may suddenly feel it Within His Power to confess that he cheated on his final exams at college, he may even choose to reveal that between the ages of twenty-two and twenty-four he was sexually impotent, but these gallant confessions in themselves are no guarantee that we’ll find out whether he once got piqued at his pet hamster and stepped on its head. I’m sorry to go on about this, but it seems to me I have a legitimate worry here. I’m writing about the only person I’ve ever known whom, on my own terms, I considered really large, and the only person of any considerable dimensions I’ve ever known who never gave me a moment’s suspicion that he kept, on the sky, a whole closetful of naughty, tiresome little vanities.

Come to think of it, I do know one preacher who tried something like that - from the pulpit of a cathedral in a major city, no less. I do not remember what the subject of her sermon was, only the response to it. She must have suggested that the Christian way was one among many ways to God (a wave and not the ocean), because afterward a man came up to her and said, 'If God isn't partial to Christianity, then what am I doing here?' I wish ordinary Christians took exams, so I could put that question on the final. As natural as it may be to want to play on the winning team, the wish to secure divine favoritism strikes me as the worst possible reason to practice any religion. If the man who asked that question could not think of a dozen better reasons to be a Christian than that, indeed, was he doing there?

You ever choked? You know what I mean, fumbled at the goal line, stuck your foot in your mouth when you were trying to ask that girl on a date, had a brain freeze on the final exam you were totally prepared for, lipped out a three-foot putt to win the golf tournament, or been paralyzed by the feeling of “Oh my god life can’t get any better, do I really deserve this?” I have. What happens when we get that feeling? We clench up, get short of breath, self-conscious. We have an out-of-body experience where we observe ourselves in the third person, no longer present, now not doing well what we are there to do. We become voyeurs of our moment because we let it become bigger than us, and in doing so, we just became less involved in it and more impressed with it. Why does this happen? It happens because when we mentally give a person, place, or point in time more credit than ourselves, we then create a fictitious ceiling, a restriction, over the expectations we have of our own performance in that moment. We get tense, we focus on the outcome instead of the activity, and we miss the doing of the deed. We either think the world depends on the result, or it’s too good to be true. But it doesn’t, and it isn’t, and it’s not our right to believe it does or is. Don’t create imaginary constraints. A leading role, a blue ribbon, a winning score, a great

What was critical to my father was that we not "go into government". His father and mother had both worked in the Treasury Department; and to him, "going into government" meant getting "hooked" on the salary and job security, and spending the rest of one's life in predictable, routinized labor that stunted the mind and sapped the spirit. My father would tell us of accountant friends who had passed their C.P.A. exam, then gone to work for the generous starting salaries offered by the I.R.S. While he was struggling in his mid-twenties, they were bragging about the cash they were taking home. Now, he said, he rarely saw them. Now, they had a defeated look; now, they were taking orders from some bureaucrat, and would be taking orders for the rest of their lives. He admired the disposition to roll the dice and risk everything that his Jewish friends and clients, Benny Ouresman, the Chevrolet dealer, and Harry Viner and his son Melvin, who had made a fortune with Sunshine Laundry, had exhibited. "They didn't have a damn dime when they started," Pop would tell us, emphatically. "They went to friends, borrowed money, started a business, went broke, went back to their friends, borrowed again, went broke again. Finally, they made it. They built something of their own. Now they work for themselves, and everybody else works for them. Be your own man!" That was the attitude we should adopt.

It’s a red letter day, too: the new set of science textbooks has finally arrived. This may not seem much to you but I feel like bringing in champagne to celebrate or asking the Head for a half day’s holiday. In the past, we have shared one dirty, dog-eared textbook between two or even three children and it’s a book which doesn’t even cover the right topics for our syllabus. These new ones are written by the people who set the exam, so they must cover the relevant stuff. The Head of Department arrives carrying the books and hands them out to the kids, handling them with great reverence. ‘These books are brand new,’ he intones solemnly, placing one neatly on my desk. ‘They must be treated with great respect and care so that others may use them in the future.

So, are you going to tell her?” Mark asked. He was, and still is, a persistent person. Good question, I thought as I stared blankly into space. Am I going to march up to Martina Elizabeth and tell her that I love her? I pondered the question carefully as though it was part of some unscheduled final exam. Instead of answers, however, all I could come up with was a series of dilemmas. I noticed that Mark was still staring at me with a quizzical look on his face. “What?” I yelped. “You haven’t answered my question, man,” I looked down, inhaled deeply, looked up and exhaled very slowly. “I, uh, don’t know.” I turned my gaze to my lunch tray, the other tables, and the clock on the wall. Anything to avoid my best friend’s inquisitive gaze. “I’ll take that as a resounding ‘no,’” Mark said. “I didn’t say that.” “No,” Mark said, “but it’s what you meant to say.” “I – I can’t tell her. Not now.” “Why the fuck not?” Mark asked, his voice rising in pitch and volume. A group of student journalists from The Serpent’s Tale – Alan Goode, Francisco Vargas, Juan Calderon and Roger Lawrence – looked at us with bemused expressions from one of the neighboring tables. Mark noticed, cleared his throat and lowered his voice to a half-whisper. “Why don’t you tell her, you dumbass?” “I can’t,” I repeated, shaking my head emphatically. “What are you so afraid of?” Another good question. “Nothing…everything,” I replied. “What, pray tell, do you mean?” Mark asked. “Are you more afraid that she doesn’t like you, or that she does?

He still has the same nightmares, ten years on. After Police College, exams, shift after shift, late nights, all his work at the station that's garnered so much praise from everyone but his dad, even more late nights, so much work that he's come to hate not working, unsteady walks home at dawn to the piles of bills in the hall and an empty bed, sleeping pills, alcohol. On nights when everything has been completely unbearable he's gone out running, mile after mile through darkness and cold and silence, his feet drumming against the pavement faster and faster, but never with the intention of getting anywhere, of accomplishing anything. Some men run like hunters, but he ran like their prey. Drained with exhaustion he would finally stagger home, then head off to work and start all over again. Sometimes a few whiskies were enough to get him to sleep, and on good mornings ice-cold showers were enough to wake him up, and in between he did whatever he could to take the edge off the hypersensitivity of his skin, stifle the tears when he felt them in his chest, long before they reached his throat and eyes. But all the while: still those same nightmares.

Grades can also be profoundly unfair, especially for students who are unable to keep up, because the level of the exams usually increases from week to week. Let’s take the analogy of video games. When you discover a new game, you initially have no idea how to progress effectively. Above all, you don’t want to be constantly reminded of how bad you are! That’s why video game designers start with extremely easy levels, where you are almost sure to win. Very gradually, the difficulty increases and, with it, the risk of failure and frustration—but programmers know how to mitigate this by mixing the easy with the difficult, and by leaving you free to retry the same level as many times as you need. You see your score steadily increase . . . and finally, the joyous day comes when you successfully pass the final level, where you were stuck for so long. Now compare this with the report cards of “bad” students: they start the year off with a bad grade, and instead of motivating them by letting them take the same test again until they pass, the teacher gives them a new exercise every week, almost always beyond their abilities. Week after week, their “score” hovers around zero. In the video game market, such a design would be a complete disaster. All too often, schools use grades as punishments.

Scientists have found that there are two important genes, the CREB activator (which stimulates the formation of new connections between neurons) and the CREB repressor (which suppresses the formation of new memories). Dr. Jerry Yin and Timothy Tully of Cold Spring Harbor have been doing interesting experiments with fruit flies. Normally it takes ten trials for them to learn a certain task (e.g., detecting an odor, avoiding a shock). Fruit flies with an extra CREB repressor gene could not form lasting memories at all, but the real surprise came when they tested fruit flies with an extra CREB activator gene. They learned the task in just one session. “This implies these flies have a photographic memory,” says Dr. Tully. He said they are just like students “who could read a chapter of a book once, see it in their mind, and tell you that the answer is in paragraph three of page two seventy-four.” This effect is not just restricted to fruit flies. Dr. Alcino Silva, also at Cold Spring Harbor, has been experimenting with mice. He found that mice with a defect in their CREB activator gene were virtually incapable of forming long-term memories. They were amnesiac mice. But even these forgetful mice could learn a bit if they had short lessons with rest in between. Scientists theorize that we have a fixed amount of CREB activator in the brain that can limit the amount we can learn in any specific time. If we try to cram before a test, it means that we quickly exhaust the amount of CREB activators, and hence we cannot learn any more—at least until we take a break to replenish the CREB activators. “We can now give you a biological reason why cramming doesn’t work,” says Dr. Tully. The best way to prepare for a final exam is to mentally review the material periodically during the day, until the material becomes part of your long-term memory. This may also explain why emotionally charged memories are so vivid and can last for decades. The CREB repressor gene is like a filter, cleaning out useless information. But if a memory is associated with a strong emotion, it can either remove the CREB repressor gene or increase levels of the CREB activator gene. In the future, we can expect more breakthroughs in understanding the genetic basis of memory. Not just one but a sophisticated combination of genes is probably required to shape the enormous capabilities of the brain. These genes, in turn, have counterparts in the human genome, so it is a distinct possibility that we can also enhance our memory and mental skills genetically. However, don’t think that you will be able to get a brain boost anytime soon. Many hurdles still remain. First, it is not clear if these results apply to humans.

A story best told at speed. After finals, more exams, then the call to the bar, pupillage, a lucky invitation to prestigious chambers, some early success defending hopeless cases—how sensible it had seemed, to delay a child until her early thirties. And when those years came, they brought complex worthwhile cases, more success. Jack was also hesitant, arguing for holding back another year or two. Mid-thirties then, when he was teaching in Pittsburgh and she worked a fourteen-hour day, drifting deeper into family law as the idea of her own family receded, despite the visits of nephews and nieces. In the following years, the first rumors that she might be elected precociously to the bench and required to be on circuit. But the call didn’t come, not yet. And in her forties, there sprang up anxieties about elderly gravids and autism. Soon after, more young visitors to Gray’s Inn Square, noisy demanding great-nephews, great-nieces, reminded her how hard it would be to squeeze an infant into her kind of life. Then rueful thoughts of adoption, some tentative inquiries—and throughout the accelerating years that followed, occasional agonies of doubt, firm late-night decisions concerning surrogate mothers undone in the early-morning rush to work. And when at last, at nine thirty one morning at the Royal Courts of Justice, she was sworn in by the Lord Chief Justice and took her oath of allegiance and her Judicial Oath before two hundred of her bewigged colleagues, and she stood proudly before them in her robes, the subject of a witty speech, she knew the game was up; she belonged to the law as some women had once been brides of Christ.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

If they’re forced into a challenge they don’t feel prepared for, they may even engage in what psychologists call “self-handicapping”: deliberately doing things that will hamper their performance in order to give themselves an excuse for not doing well. Self-handicapping can be fairly spectacular: in one study, men deliberately chose performance-inhibiting drugs when facing a task they didn’t expect to do well on.7 “Instead of studying,” writes the psychologist Edward Hirt, “a student goes to a movie the night before an exam. If he performs poorly, he can attribute his failure to a lack of studying rather than to a lack of ability or intelligence. On the other hand, if he does well on the exam, he may conclude that he has exceptional ability, because he was able to perform well without studying.”8 Writers who don’t produce copy—or leave it so long that they couldn’t possibly produce something good—are giving themselves the perfect excuse for not succeeding. “Work finally begins,” says Alain de Botton, “when the fear of doing nothing exceeds the fear of doing it badly.” For people with an extremely fixed mind-set, that tipping point quite often never happens. They fear nothing so much as finding out that they never had what it takes.

Ever notice how the abbreviation for Testament is Test? I noticed this when I woke up and saw the tabs on my bible. You know that's true in lots of ways. The Old Test. tells about people like Moses, Job and more being tested. In the New Test You have people like Paul, and even Jesus. We as Christians are to study for our Tests in our lives. Most of all we need to study for our final Exam.

Look, if you’re going to insist that I’ve taught you something, I guess I should give you a final exam.” “Really?” “One question.” “Sure.” “Go look at an electron microscope photograph of an atom, okay? Don’t just glance at it. It is very important that you examine it very closely. Think about what it means.” “Okay.” “And then answer this question. Does it make your heart flutter?” “Does it make my heart flutter?” “Yes or no. It’s a yes or no question. No equations allowed.” “All right, I’ll let you know.” “Don’t be dense. I don’t need to know. You need to know. This exam is self-graded. And it’s not the answer that counts, it’s what you do with the information.” We locked eyes. His younger face flashed in my mind. The energetic, smiling bongo drum player I had seen pictured in the front of his book, The Feynman Lectures on Physics. A question popped from my lips.

Some of the professors were great scholars, but dry as bone. I had no personal contact with any of them, except for the woman teacher, who led our seminar and was my thesis adviser. Since I had no exams, the contact with the teachers was non-existent. All were lecture classes, with great numbers of students - candidates for masters and ph.d. degrees. The seminar group had some cohesion, as we were all preparing for the same final exam and also presented topics for class discussion. Of the dozen participants in the seminar, about half were Jewish. After the Second World War, all those returned from the service were entitled to free education, under a new G.I. bill of rights. The soldiers of yesterday became the students of most colleges and universities, including the Ivy League schools. That law opened widely the doors of academic institutions to students of all social and religious backgrounds.

Once a student has completed the final draft of the thesis to the full satisfaction of the members of his/her Supervisory Committee, the Chair of the student’s department can ‘sign-off’ on the thesis by nominating the student for Final Oral Exam.

would try to compensate for my abysmal performance in the anatomy finals by having a go at a very prestigious university prize—the Theodore Williams Scholarship in Human Anatomy. The exam had already started, but I lurched in, drunkenly bold, sat down at a vacant desk, and looked at the exam paper. There were seven questions

Aoun wrote of the search for 'that good physician who would say, 'I understand that this illness is happening to you, but we will face it together.

One marketing professional confessed to me after conducting her first buyer interview, “This is almost like cheating; like getting the exam paper weeks before the final. Instead of trying to guess what matters, I now know not only what the customer wants—I realize how she goes about it.

I flew back to the States in December of 1992 with conflicting emotions. I was excited to see my family and friends. But I was sad to be away from Steve. Part of the problem was that the process didn’t seem to make any sense. First I had to show up in the States and prove I was actually present, or I would never be allowed to immigrate back to Australia. And, oh yeah, the person to whom I had to prove my presence was not, at the moment, present herself. Checks for processing fees went missing, as did passport photos, certain signed documents. I had to obtain another set of medical exams, blood work, tuberculosis tests, and police record checks--and in response, I got lots of “maybe’s” and “come back tomorrow’s.” It would have been funny, in a surreal sort of way, if I had not been missing Steve so much. This was when we should have still been in our honeymoon days, not torn apart. A month stretched into six weeks. Steve and I tried keeping our love alive through long-distance calls, but I realized that Steve informing me over the phone that “our largest reticulated python died” or “the lace monitors are laying eggs” was no substitute for being with him. It was frustrating. There was no point in sitting still and waiting, so I went back to work with the flagging business. When my visa finally came, it had been nearly two months, and it felt like Christmas morning. That night we had a good-bye party at the restaurant my sister owned, and my whole family came. Some brought homemade cookies, others brought presents, and we had a celebration. Although I knew I would miss everyone, I was ready to go home. Home didn’t mean Oregon to me anymore. It meant, simply, by Steve’s side. When I arrived back at the zoo, we fell in love all over again. Steve and I were inseparable. Our nights were filled with celebrating our reunion. The days were filled with running the zoo together, full speed ahead. Crowds were coming in bigger than ever before. We enjoyed yet another record-breaking day for attendance. Rehab animals poured in too: joey kangaroos, a lizard with two broken legs, an eagle knocked out by poison. My heart was full. It felt good to be back at work. I had missed my animal friends--the kangaroos, cassowaries, and crocodiles.

So what does the color blue say about you?” He studies all the parts of my face—mouth, nose, ears, chin—as if he’s memorizing it for an exam. Then his eyes return to mine. “It says I never had a favorite color until I met this girl in a coffee shop with eyes so blue, they’re almost purple, like the absolute final moments before sunrise. This girl stayed on my mind. When I saw things like a cluster of irises or a peacock at the zoo, I would think of her and say to myself, that is my favorite color.

May, there I was, knee deep in weeds—including some hay fever–inducing goldenrod

AUNT IBBY’S GINGER PANCAKES WITH LEMON SAUCE

TABITHA TRUMBULL’S GRAPE-NUTS PUDDING

LEE’S BREAD DIPPING SAUCE ½ teaspoon crushed red pepper 1 teaspoon ground black pepper 1 teaspoon dried oregano 1 teaspoon dried rosemary 1 teaspoon dried basil 1 teaspoon dried parsley 1 teaspoon garlic powder ½ teaspoon salt ¼ cup really good quality extra-virgin olive oil Mix all the ingredients except the olive oil. Put in a shallow pan or bowl. Pour olive oil over the spices. Serve with Italian or French bread. (You can add more oil if needed.)

ginger pancakes with orange sauce.

taller than my wheelchair-bound teacher, holding something that looked suspiciously like an archer’s bow. I opened the nearest door and slipped inside. A few seconds later I heard a slow clop-clop-clop, like muffled wood blocks, then a sound like an animal snuffling right outside my door. A large, dark shape paused in front of the glass, then moved on. A bead of sweat trickled down my neck. Somewhere in the hallway, Mr. Brunner spoke. “Nothing,” he murmured. “My nerves haven’t been right since the winter solstice.” “Mine neither,” Grover said. “But I could have sworn…” “Go back to the dorm,” Mr. Brunner told him. “You’ve got a long day of exams tomorrow.” “Don’t remind me.” The lights went out in Mr. Brunner’s office. I waited in the dark for what seemed like forever. Finally, I slipped out into the hallway and made my way back up to the dorm. Grover was lying on his bed, studying his Latin exam notes like he’d been there all night. “Hey,” he said, bleary-eyed. “You going to be ready for this test?” I didn’t answer. “You look awful.” He frowned. “Is everything okay?” “Just…tired.” I turned so he couldn’t read my expression, and started getting ready for bed. I didn’t understand what I’d heard downstairs. I wanted to believe I’d imagined the whole thing. But one thing was clear: Grover and Mr. Brunner were talking about me behind my back. They thought I was in some kind of danger. The next afternoon, as I was leaving the three-hour Latin exam, my eyes swimming with all the Greek and Roman names I’d misspelled, Mr. Brunner called me back inside. For a moment, I was worried he’d found out about my eavesdropping the night before, but that didn’t seem to be the problem. “Percy,” he said. “Don’t be discouraged about leaving Yancy. It’s…it’s for the best.” His tone was kind, but the words still embarrassed me. Even though he was speaking quietly, the other kids finishing the test could hear. Nancy Bobofit smirked at me and made sarcastic little kissing motions with her lips. I mumbled, “Okay, sir.” “I mean…” Mr. Brunner wheeled his chair back and forth, like he wasn’t sure what to say. “This isn’t the right place for you. It was only a matter of time.” My eyes stung. Here was my favorite teacher, in front of the class, telling me I couldn’t handle it.

Whom are we protecting if not the children of Newtown, brutalized beyond recognition by an assault rifle, whose parents could not convince an NRA-fearing Republican Congress to pass a single piece of gun reform legislation? Whom are we protecting if not fifteen-year-old Hadiya Pendleton, shot and killed after taking her final exams? What the hell are we doing? And was it always this bad? Was the world always on fire and I hadn’t been looking up?

Quit worrying! Final exams don't hold a lot of meaning in one's life." "Well said! That's our Ichigo! Let's share the pain of being morons!!!

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.

If I’d been allowed, even once, to say, “Hey, I’m having kind of a shitty day,” I think I would have been fine. If my dad had been there to give me that look like, “These people are crazy,” I would have been able to handle anything. But admitting that I was lost and overwhelmed felt so ungrateful. Imagine if during final exams, everyone in your life was saying, “Finals are here! This is the best your life is ever going to get!” On top of being exhausted and grumpy, you’d feel guilty about your own, very human emotions. (And probably in crisis because Dear god, what if this IS the best life ever gets?!) This is why we talk about our feelings!

When you hear a Spanish cook describe a paella or a cake, you realize she’s using a much richer repertoire of adjectives than what one of us would use to characterize a book or an important experience.

Clifford” is an important psychedelic researcher, group leader, and writer. He is currently writing a book of personal essays. Student days at the University of California at San Diego were a whirlwind blending of 1960s’ issues with the academic pressure necessary to enter postgraduate training of some sort. My personal choices were between psychology and medicine. My introduction to psychedelics had convinced me of their value. I was taking a biology course to prepare for medical school, and we were studying the development of the chick embryo. After the first meeting of the one-quarter-long course, I realized that in order to stay alert, a tiny dose of LSD could be useful. With that in mind, I licked a small, but very potent, tablet emblazoned with the peace sign before every class. This produced a barely noticeable brightening of colors and created a generalized fascination with the course and my professor, who was otherwise uninteresting to me. Unfortunately, when finals came around, my health disintegrated and I missed the final exam. The next day I called my professor and begged for mercy. She said, “No problem, come to my lab.” “When shall we schedule this?” She suggested immediately. With some dismay, I agreed that I would meet her within an hour. I reached into the freezer and licked the almost exhausted fragment of the tablet I had used for class. I decided that there was so little left I might as well swallow it all. At

El orador estuvo muy bien. No dijo nada y lo vivaron. Era perfecto. Nosotros, los que deberíamos decir algo, aquí estamos como ves hablándonos bajito por miedo a que nos muelan a palos. El orador encaja mucho mejor que nosotros.

¿Qué es la tragedia? Una inmensa, atronadora puteada contra Zeus.

Sighing, she shifted restlessly in her seat. Her eyes felt gritty and hot, and her muscles ached with fatigue. She glanced down at her carry-on canvas bag, filled with final exams she needed to mark before she returned to her position as history teacher at Stirling Academy for Girls on Manhattan’s rarefied Upper East Side. She couldn’t face the exams yet and so she looked away, stabbing the button to power up the little screen installed in the back of the seat in front of her. Endless entertainment was what she needed.

The importance of day-to-day coaching comes to mind when I think of my favorite college teacher. He was always getting into trouble with the dean and other faculty members because on the first day of class he would hand out the final examination. The rest of the faculty would say, ‘What are you doing?’ He’d say, ‘I thought we were supposed to teach these students.’ They’d say, ‘You are, but don’t give them the questions for the final exam.’ He’d say, ‘Not only am I going to give them the questions for the final exam, but what do you think I’m going to teach them all semester?’” “He

One of the biggest surprises my students always had in their exams, which made some angry and others, few, very happy, was to realize I always allow multiple correct answers, and also saw as correct many answers that I didn't predict to receive. The reason I do this, is because life works in the same way. If I do as other teachers, and only allow one correct answer, then students will never really have a chance at understanding how life works. Because it's never about the answer, it’s all about the intention in the answer, and that intention puts the teacher in a completely different position, with which most aren't comfortable. That’s why I was never surprised to hear from students, including in their final year of college, that they had never met any other teacher like me in their entire life. They also knew that they very likely never will. But very few among these students are brave enough to look at the portals to higher dimensions of conscience that open before their eyes, either they’re confronting them from one perspective or another. And I wonder if any of these students will one day present the same opportunities they got from me to others. These portals represent amazing opportunities for the ones with the courage to see them and cross them. But only a very powerful person possesses the power to open one for others. And if you think that person is what it seems, you will neglect the magician hiding behind the illusion of the teacher in front of you. You see, I was never teaching, I was always creating magic in the classroom. The ones looking for the teaching, got confused, the ones looking at the lecturer were hypnotized by the illusion, and those that really saw what was happening, were uplifted. Among thousands of them, one or two have acquired the skills to be magicians themselves. They are now performing the same kind of magic they learned from me wherever they go.

EVERYONE SEEMS TO HAVE this terrifying dream where you are suddenly about to take the final exam in a class you haven’t attended all semester.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board). Traditional educational methods often feature a real lack of surprises, a lack of projection, a lack of pleasures, a lack of community, and a bad interest curve.

Simply including one test (retrieval practice) in a class yields a large improvement in final exam scores, and gains continue to increase as the frequency of classroom testing increases. Testing

Marriage is like an exam - it has all types of 'Means' - fair and unfair and you pass or fail or even reappear but many a times you earn many 'degrees' of pleasure, pain or mental torture and finally you pass into the other world to be reborn and admitted back to 'PLAY SCHOOL' Why marry at all.

Once back in Castine, I knew that I had to get serious. I was lucky that studying came easy for me. Perhaps in a way I should have seen it as a curse, since I could grasp what was required of me without too much effort. Although I had to study, I still always had time to fool around. During the final weeks I pored over my books, but on weekends when my classmates continued to study, I hitchhiked to Portland. Ann knew that graduation was near and mentioned that she wanted to go to New York, where we could remain closer to each other after graduation. It sounded good, but I reminded her that I would be going to sea and that it could be with almost any shipping company, and for extended periods of time. I had no idea where in the world I would be going and to me it didn’t really matter. We decided that after taking my Coast Guard Exams, we would take a bus to New York City and she could stay in a room at the YWCA near Journal Square.

Although you set your goal of getting a B, when your first exam score, worth 30% of your final grade is returned, you have received a D. It is now one week after you have learned about the D grade. What do you do?19 Hope made all the difference. The response by students with high levels of hope was to work harder and think of a range of things they might try that could bolster their final grade. Students with moderate levels of hope thought of several ways they might up their grade, but had far less determination to pursue them. And, understandably, students with low levels of hope gave up on both counts, demoralized. The question is not just theoretical, however. When C. R. Snyder, the University of Kansas psychologist who did this study, compared the actual academic achievement of freshman students high and low on hope, he discovered that hope was a better predictor of their first-semester grades than were their scores on the SAT, a test supposedly able to predict how students will fare in college (and highly correlated with IQ). Again, given roughly the same range of intellectual abilities, emotional aptitudes make the critical difference. Snyder's explanation: "Students with high hope set themselves higher goals and know how to work hard to attain them. When you compare students of equivalent intellectual aptitude on their academic achievements, what sets them apart is hope."20

To realize the value of one year, ask a student who has failed his final exam

Break the music into small, easy pieces. It is far better to learn a small section of music well than to learn the whole piece poorly. For example, take the first phrase and practice it according to the Principles given below. Learn that much well. You'll have a sense of satisfaction. Learning the entire piece badly will only leave you frustrated. Once the first phrase is done, do the next and so on. Do not worry that the whole piece may not get done before the lesson date. Remember, the lesson is NOT a final exam only a progress check. 2. Practice hands separately, then together. Begin any diffiuclt tune by working with each hand separately. When each hand has become fairly competent at playing its part, try playing slowly with hands together. SLOWLY! There are errors that will only appear once you try to play two-handed. Just as slow practice helps us overcome difficulties in each hand, it will fix these two-handed problems as well. This point, hands separately then together, and the next regarding slow practice are "sure cures for what ails you." 3. Practice slowly at first to gain accuracy, and then speed up a little at a time. This is another point of obvious common sense which most students don't heed. Since we can hear the music in our minds at full speed, our impatience leads us to repeat a section of music over and over and over at this speed with little improvement. Simply slow it down, whether playing hands separately or both together, learn to play well at that speed, and then increase the speed GRADUALLY while you maintain complete accuracy. Curb your impatience and make the hands slow down so that the mistakes disappear.

Other states also reoriented their telling of regional and national history. In Maharashtra, in the rewriting of history textbooks, a drastic cut was made in the book for class 7: the chapter on the Mughal Empire under Akbar was cut down to three lines.78 Uttar Pradesh simply deleted the Mughal Empire from some of its history textbooks,79 while the University of Delhi drastically reduced the study of this period in its history curriculum.80 In the syllabus of Nagpur University, a chapter that discussed the roles of the RSS, the Hindu Mahasabha, and the Muslim League in the making of communalism has been replaced by another one titled “Rashtriya Swayamsevak Sangh (RSS) Role in Nation Building.”81 Alongside official examinations in Uttar Pradesh, the Sangh Parivar organized a test of general culture open to all schools in the state. According to the brochure designed to help students prepare for this test, which Amit Shah released in Lucknow in August 2017, India was a Hindu Rashtra, and Swami Vivekananda had defended Hindutva in Chicago in 1893.82 In Karnataka, after canceling Tipu Sultan Jayanti, the festival that the state used to organize to celebrate the birth of this eighteenth-century Muslim ruler, the BJP government also dropped the chapter dealing with this historical figure from the class 7 textbook in 2019.83 This decision was made in the context of the COVID-19 pandemic that had led the government of India to ask all states to reduce syllabi for students in classes 1 through 10 by 30 percent, in light of the learning challenges brought about by the lockdown.84 The decision of the Karnataka government, in fact, fit in with a larger picture. Under cover of the pandemic, the Central Board of Secondary Education (CBSE), India’s largest education board, decided that all over India “government-run schools no longer have to teach chapters on democratic rights, secularism, federalism, and citizenship, among other topics.”85 To foster assimilation of knowledge that amounted to propaganda, final exams have increasingly focused on the heroic deeds of Hindu icons and reforms initiated by the Modi government, even on the person of the prime minister.

Thomas Edison described himself as being “not at the head of my class, but the foot.” Einstein graduated fourth in his class of five physicists in 1900.54 Steve Jobs had a high school GPA of 2.65; Jack Ma, the founder of Alibaba (the Chinese equivalent of Amazon), took the gaokao (the Chinese national educational exam) and scored 19 out of 120 on a math section on his second try;55 and Beethoven had trouble adding figures and never learned to multiply or divide. Walt Disney was a below-average student and often fell asleep in class.56 Finally, Picasso could not remember the sequence of the letters in the alphabet and saw symbolic numbers as literal representations: a 2 as the wing of a bird or a 0 as a body.57

It's your preparation and mindset that will determine the final outcome. I wish you all the best, even though I don't believe in the existence of luck.

Yuletide Unburdening by Stewart Stafford Fading embers of the final Christmas test, No more the frantic angst of dawn, Now it is poised last-minute checks, And then the flushing of responsibility. A fortnight of relaxation and merriment, Awaits the temporarily-exonerated inmate, Though it means entering the bruising storm, Bartered freedom a passenger and guide home. Cross the draughty, great hall, and finish line, Whispered submission of completed exam papers, And the old year's prescribed work is done, Then outside, leaving others to their stress.

With these issues in mind, Dan has a unique way of tying exams into the learning process. After attending a workshop run by the Nobel Prize winner Carl Wieman, he was converted to the idea of two-stage exams. The first stage of the exam is the same as any other. The second stage brings the students together in groups of four, and gives them all a subset of the questions they just answered in the first stage. The students are encouraged to discuss their answers in their groups, and they all submit a second version. Groups who manage to improve upon the students’ individual scores get a small boost in the final outcome.