Qualifying Exam Quotes

Julie crossed her arms. “I’m serious. Flat Finn can’t possibly go to school with her, right?” “He already went to Brandeis so, no, he doesn’t need to repeat seventh grade. Although they did make him take a bunch of tests in order to qualify out. He barely passed the oral exams, though, because the instructors found him withholding and tight-lipped. It’s a terribly biased system, but at least he passed and won’t have to suffer through the school’s annual reenactment of the first Thanksgiving. He has a pilgrim phobia.” “Funny. Really, what’s the deal with Flat Finn?” “After an unfortunate incident involving Wile E. Coyote and an anvil, Three Dimensional Finn had to change his name.

We constantly analyze and summarize each other. We compare people to our standards—spoken or unspoken—to see how they measure up. Then we accept them or reject them; we praise them or criticize them; we revere them or ridicule them. We all secretly administer exams in the university of our own opinions.

He arranged the ceremony for two o'clock in the afternoon a week before she was to leave. The exam had gone well and she was almost certain that she would qualify. Because other couples to be married came with family and friends, their ceremony seemed brisk and over quickly and caused much curiosity among those waiting because they had come alone. On their journey to Coney Island on the train that afternoon Tony raised the question for the first time of when they might marry in church and live together. 'I have money saved,' he said, 'so we could get an apartment and then move to the house when it's ready.' 'I don't mind,' she said. 'I wish we were going home together now.' He touched her hand. 'So do I,' he said. 'And the ring looks great on your finger.' She looked down at the ring. 'I'd better remember to take it off before Mrs Kehoe sees it.' The ocean was rough and grey and the wind blew white billowing clouds quickly across the sky. They moved slowly along the boardwalk and down the pier, where they stood watching the fishermen. As they walked back and sat eating hot dogs at Nathan's, Eilis spotted someone at the next table checking out her wedding ring. She smiled at herself. 'Will we ever tell our children that we did this?' she asked.

They tried to befriend the second-year cohort, too, a group of five white boys who lived just across the way on Merton Street. But this went south immediately when one of them, Philip Wright, told Robin at a faculty dinner that the first-year cohort was largely international only because of departmental politics. ‘The board of undergraduate studies is always fighting over whether to prioritize European languages, or other . . . more exotic languages. Chakravarti and Lovell have been making a stink about diversifying the student body for years. They didn’t like that my cohort are all Classicists. I assume they were overcorrecting with you.’ Robin tried to be polite. ‘I’m not sure why that’s such a bad thing.’ ‘Well, it’s not a bad thing per se, but it does mean spots taken away from equally qualified candidates who passed the entrance exams.’ ‘I didn’t take any entrance exams,’ said Robin. ‘Precisely.’ Philip sniffed, and did not say another word to Robin for the entire evening.

Besides, it’s not as big a deal as people make it out to be. You just have to be prepared to answer any question on any of the four hundred books you’ve read so far in graduate school. And if you get it wrong, they kick you out,” she said. He fixed her with a look of barely contained awe while she stirred the salad around her plate with the tines of her fork. She smiled at him. Part of learning to be a professor was learning to behave in a professorial way. Thomas could not be permitted to see how afraid she was. The oral qualifying exam is usually a turning point—a moment when the professoriate welcomes you as a colleague rather than as an apprentice. More infamously, the exam can also be the scene of spectacular intellectual carnage, as the unprepared student—conscious but powerless—witnesses her own professional vivisection. Either way, she will be forced to face her inadequacies. Connie was a careful, precise young woman, not given to leaving anything to chance. As she pushed the half-eaten salad across the table away from the worshipful Thomas, she told herself that she was as prepared as it was possible to be. In her mind ranged whole shelvesful of books, annotated and bookmarked, and as she set aside her luncheon fork she roamed through the shelves of her acquired knowledge, quizzing herself. Where are the economics books? Here. And the books on costume and material culture? One shelf over, on the left. A shadow of doubt crossed her face. But what if she was not prepared enough? The first wave of nausea contorted her stomach, and her face grew paler. Every year, it happened to someone. For years she had heard the whispers about students who had cracked, run sobbing from the examination room, their academic careers over before they had even begun. There were really only two ways that this could go. Her performance today could, in theory, raise her significantly in departmental regard. Today, if she handled herself correctly, she would be one step closer to becoming a professor. Or she would look in the shelves

When the bullhorn signaled that he'd met the qualifying time,he struggled to gather his wits,waiting until Devil was right alongside the gate before he freed his hand,cutting himself loose. He flew through the air and over the corral fence,landing in the dirt at Marilee Trainor's feet. "My God! Don't move." She was beside him in the blink of an eye,kneeling in the dirt,probing for broken bones. Wyatt lay perfectly still,enjoying the feel of those clever, practiced hands moving over him.When she moved from his legs to his torso and arms,he opened his eyes to narrow slits and watched her from beneath lowered lids. She was the perfect combination of beauty and brains.He could see the wheels turning as she did a thorough exam.Even her brow,furrowed in concentration,couldn't mar that flawless complexion. Her eyes, the color of the palest milk chocolate, were narrowed in thought.Strands of red hair dipped over one cheek, giving her a sultry look. Satisfied that nothing was broken, she sat back on her heels,feeling a moment of giddy relief. That was when she realized that he was staring. She waved a hand before his eyes. "How many fingers can you see?" "Four fingers and a thumb. Or should I say four beautiful,long,slender fingers and one perfect thumb,connected to one perfect arm of one perfectly gorgeous female? And,I'm happy to add,there's no ring on the third finger of that hand." She caught the smug little grin on his lips. Her tone hardened. "I get it. A showboat.I should have known.I don't have time to waste on some silver-tongued actor." "Why,thank you.I had no idea you'd examined my tongue.Mind if I examine yours?" She started to stand,but his hand shot out,catching her by the wrist. "Sorry.That was really cheesy, but I couldn't resist teasing you." His tone altered,deepened,just enough to have her glancing over to see if he was still teasing. He met her look. "Are you always this serious?" Despite his apology,she wasn't about to let him off the hook,or change her mind about him.

Education in Italy is paid for by the state. All children must attend school between the ages of six and 14. Most go to local state schools, although there are some private schools where parents pay for their children’s education. Children leave primary school at the age of 11, taking an exam before entering middle school. At 14, it is possible to leave school altogether, but most pupils take another exam to qualify for further education. According to their skills and interests they might choose to continue with academic studies at a liceo (grammar school), or they may prefer technical studies, taking an arts course at an academy, or training to become a teacher. Pupils in further education can take an exam which, if they pass, entitles them to a place at a university. There are some government grants for university students, although most of them pay about 200,000 lire ($160) each year in fees. In recent years, the Italian government has made a great effort to improve standards of education and to make sure that everyone learns to read and write. However, the northern, more industrial part of the country still has better equipped schools than the less populated south.

When something goes wrong, such as failing an exam to qualify as a doctor, a person may seem to be despairing over something that has been lost. But on closer inspection, according to Kierkegaard, it becomes obvious that the man is not really despairing of the thing (failing an exam) but of himself. The self that failed to achieve a goal has become intolerable. The man wanted to become a different self (a doctor), but he is now stuck with a failed self and in despair.

The diseases determine one's retirement from the earth; consequently, that may qualify the certificate of that. One, who fails in it, indeed, enjoys its life longer. It is the only exam that within its failure benefits.

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As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.

However, little evidence exists to suggest that doctoral programs support the development of doctoral students as teachers, let alone as interculturally aware teachers. Teaching development is not integrated in program requirements. We are not aware of doctoral-level qualifying exams that evaluate one’s capacity to teach in addition to theory, content, and research capabilities. Even when teaching assistantships are available for funding and accruing experience, they rarely occur in the context of a programmatic approach to using that assistantship/practice to develop graduate students as educators, to generate reflection toward future and ongoing development.

I see. So, you need to rush back to take an exam that doesn’t matter so you can qualify to give a talk that is not relevant. Is that about right?

I see. So, you need to rush back to take an exam that doesn’t matter so you can qualify to give a talk that is not relevant. Is that about right?

One cannot earn a degree, only with a study without an exam; similarly, to fall in love may not fragrance true love if one fails to carry on that, in every season and situation. Indeed, then that qualifies love.

This regular commute from the GRE prep course to the weight room eventually jarred me into clarity: The teacher was not making us stronger. She was giving us form and technique so we’d know precisely how to carry the weight of the test. It revealed the bait and switch at the heart of standardized tests—the exact thing that made them unfair: She was teaching test-taking form for standardized exams that purportedly measured intellectual strength. My classmates and I would get higher scores—two hundred points, as promised—than poorer students, who might be equivalent in intellectual strength but did not have the resources or, in some cases, even the awareness to acquire better form through high-priced prep courses. Because of the way the human mind works—the so-called “attribution effect,” which drives us to take personal credit for any success—those of us who prepped for the test would score higher and then walk into better opportunities thinking it was all about us: that we were better and smarter than the rest and we even had inarguable, quantifiable proof. Look at our scores! Admissions counselors and professors would assume we were better qualified and admit us to their graduate schools (while also boosting their institutional rankings). And because we’re talking about featureless, objective numbers, no one would ever think that racism could have played a role.

The fact that the policemen didn’t know their stuff didn’t really surprise me. Not long before, I had asked three different Rome traffic policemen, or vigili, how old a child had to be before being able to ride in the front passenger seat of a car and had gotten three totally different answers. Not so hard to understand, I guess for two reasons. First, if you get your job through pull and not merit then you don’t really need to get good grades on a qualifying exam and, second, if Parliament changes the law every few years it is understandably difficult to keep up.