Semester End Quotes

I’m seventeen years old, my name is Juan García Madero, and I’m in my first semester of law school. I wanted to study literature, not law, but my uncle insisted, and in the end I gave in. I’m an orphan, and someday I’ll be a lawyer. That’s what I told my aunt and uncle, and then I shut myself in my room and cried all night.

After finals and winter break...after I'm back to full strength, we'll go get Preston. Whether Mom and Abby and Joe and Townsend like it or not, we'll go get him. And then...' I trailed off. 'And then we'll finish this. Next semester, this thing ends.

When you're reaching the end of the semester and you just wanna die. Coffin Making 101 is literally killing me. -Karen Quan and Jarod Kintz

Sometimes when the year grinds to its end and the new term begins I feel I'm living the life of a fruit fly - the endless ephemeral cycle, each new semester a "fresh start" that leads to the same moribund conclusions.

If all histories have a period known as The Golden Age, somewhere between The Beginning and The End, I suppose those Sundays during Fall Semester at Hannah's were just that, or, to quote one of Dad's treasured characters of cinema, the illustrious Norma Desmond as she recalled the lost era of silent film: "We didn't need dialogue. We had faces.

By the end of the semester the world felt big, and it was hard to imagine returning to the mountain, to a kitchen, or even to a piano in the room next to the kitchen. This caused a kind of crisis in me. My love of music, and my desire to study it, had been compatible with my idea of what a woman is. My love of history and politics and world affairs was not. And yet they called to me.

Then write a report about it. Due by the end of the semester. Don’t come to me bitching about it during office hours, because I will call security to escort you out.

Those who were frequently tested reached the end of the semester on top of the material and did not need to cram for exams. How

I decided that I was going to fewer student parties after I ripped part of the sleeve out of my black dress helping a freshman climb a fence. By the end of the first semester, what I wanted to do most in the world was invite a few of my husband’s students over for tea and drop them down the well.

This sudden sharpening of our attention doesn’t just apply to pioneering artworks. It can be seen in an ordinary high school classroom. In a recent study, psychologists Connor Diemand-Yauman, Daniel M. Oppenheimer, and Erikka Vaughan teamed up with teachers, getting them to reformat the teaching handouts they used. Half their classes, chosen at random, got the original materials. The other half got the same documents, reformatted into one of three challenging fonts: the dense , the florid , or the zesty . These are, on the face of it, absurd and distracting fonts. But the fonts didn’t derail the students. They prompted them to pay attention, to slow down, and to think about what they were reading. Students who had been taught using the ugly fonts ended up scoring higher on their end-of-semester exams.21 Most of us don’t have

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

By the end of the first semester, what I wanted to do most in the world was invite a few of my husband’s students over for tea and drop them down the well.

Our work and educational institutions reinforce this preference for later over now throughout our lives. In school we focus on the ends — passing the semester, making the grade, or otherwise getting it all behind us — rather than the present-moment experience of actually learning. As employees, we want the work to be over as soon as it begins. Work culture is driven by quotas, billable hours, budgets, and Gantt charts — bottom lines of any sort. The value is always somewhere ahead of you, rather than here right now, in the room with you. We’re perpetually looking ahead to a payday or a weekend or some other kind of finish line. Virtually every day of our lives, we’re trained to lean towards something we don’t have, which essentially trains us to be dissatisfied with where we already are.

The same might be said of an exceptional friend. If you’re lucky, you might end up with at least a few melded into your life, people who become stalwart and unshakable, the friends who accept you without judgment, show up for the hard stuff, and give you joy—not just for a semester, or for the two years you live in the same city, but over the course of many years. Barnacles are not showy, either, which I see as also true of the best friendships. They need no witnesses. They are not trying to accomplish something that can be measured or cashed in upon; the substance mostly happens behind the scenes.

But I am so pathologically obsessed with usage that every semester the same thing happens: once I've had to read my students' first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it merges (as it does, every term) that 95 percent of those intelligent upscale college students have never been taught, e.g., what a clause is or why a misplace 'only' can make a sentence confusing or why you don't just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there's foam on my chin. I can't seem to help it. The truth is that I'm not even an especially good or dedicated teacher; I don't have this kind of fervor in class about anything else, and I know it's not a very productive fervor, nor a healthy one – it's got elements of fanaticism and rage to it, plus a snobbishness that I know I'd be mortified to display about anything else.

It caused my opposition to any ideologies—Marxist, Fascist, National Socialist, what you will—because they were incompatible with science in the rational sense of critical analysis. I again refer back to Max Weber as the great thinker who brought that problem to my attention; and I still maintain today that nobody who is an ideologist can be a competent social scientist." It is extremely difficult to engage in a critical discussion of National Socialist ideas, as I found out when I gave my semester course on “Hitler and the Germans” in 1964 in Munich, because in National Socialist and related documents we are still further below the level on which rational argument is possible than in the case of Hegel and Marx. In order to deal with rhetoric of this type, one must first develop a philosophy of language, going into the problems of symbolization on the basis of the philosophers’ experience of humanity and of the perversion of such symbols on the vulgarian level by people who are utterly unable to read a philosopher’s work. A person on this level—which I characterize as the vulgarian and, so far as it becomes socially relevant, as the ochlocratic level—again, is not admissible to the position of a partner in discussion but can only be an object of scientific research. Because of this attitude I have been called every conceivable name by partisans of this or that ideology. I have in my files documents labeling me a Communist, a Fascist, a National Socialist, an old liberal, a new liberal, a Jew, a Catholic, a Protestant, a Platonist, a neo-Augustinian, a Thomist, and of course a Hegelian—not to forget that I was supposedly strongly influenced by Huey Long. This list I consider of some importance, because the various characterizations of course always name the pet bête noire of the respective critic and give, therefore, a very good picture of the intellectual destruction and corruption that characterize the contemporary academic world. Understandably, I have never answered such criticisms; critics of this type can become objects of inquiry, but they cannot be partners in a discussion. Anybody with an informed and reflective mind who lives in the twentieth century since the end of the First World War, as I did, finds himself hemmed in, if not oppressed, from all sides by a flood of ideological language—meaning thereby language symbols that pretend to be concepts but in fact are unanalyzed topoi or topics. Moreover, anybody who is exposed to this dominant climate of opinion has to cope with the problem that language is a social phenomenon. He cannot deal with the users of ideological language as partners in a discussion, but he has to make them the object of investigation. There is no community of language with the representatives of the dominant ideologies.

All last fall in Workshop, they’d side-eye each other if he praised my stories. Because surely they’d seen me leave class with him, walked past us chatting together in the hall, observed us exchanging books and vinyl. Caught us sitting together in cafés or in the basement of the Irish pub, having a drink, another drink, one more for the road, why not? They’d noticed him walk over and talk to me at department functions, sit beside me at readings. Then, in the winter semester, they might have observed how quite suddenly all of this stopped—that he no longer sat next to me at readings or talked to me at parties or met me off campus. And then, of course, in spring, on the night of the end-of-year party, they definitely observed me drunk in the passenger seat of his Subaru.

When we reflect on our daily lives, we might look back at a day that was very stressful and think, “Well, that wasn’t my favorite day this week.” When you’re in the middle of one of those days, you might long for a day with less stress in it. But if you put a wider lens on your life and subtract every day that you have experienced as stressful, you won’t find yourself with an ideal life. Instead, you’ll find yourself also subtracting the experiences that have helped you grow, the challenges you are most proud of, and the relationships that define you. You may have spared yourself some discomfort, but you will also have robbed yourself of some meaning. And yet, it’s not at all uncommon to wish for a life without stress. While this is a natural desire, pursuing it comes at a heavy cost. In fact, many of the negative outcomes we associate with stress may actually be the consequence of trying to avoid it. Psychologists have found that trying to avoid stress leads to a significantly reduced sense of well-being, life satisfaction, and happiness. Avoiding stress can also be isolating. In a study of students at Doshisha University in Japan, the goal to avoid stress predicted a drop, over time, in their sense of connection and belonging. Having such a goal can even exhaust you. For example, researchers at the University of Zurich asked students about their goals, then tracked them for one month. Across two typically stressful periods—end-of-semester exams and the winter holidays—those with the strongest desire to avoid stress were the most likely to report declines in concentration, physical energy, and self-control. One particularly impressive study conducted through the U.S. Department of Veterans Affairs, in Palo Alto, California, followed more than one thousand adults for ten years. At the beginning of the study, researchers asked the participants about how they dealt with stress. Those who reported trying to avoid stress were more likely to become depressed over the following decade. They also experienced increasing conflict at work and at home, and more negative outcomes, such as being fired or getting divorced. Importantly, avoiding stress predicted the increase in depression, conflict, and negative events above and beyond any symptoms or difficulties reported at the beginning of the study. Wherever a participant started in life, the tendency to avoid stress made things worse over the next decade. Psychologists call this vicious cycle stress generation. It’s the ironic consequence of trying to avoid stress: You end up creating more sources of stress while depleting the resources that should be supporting you. As the stress piles up, you become increasingly overwhelmed and isolated, and therefore even more likely to rely on avoidant coping strategies, like trying to steer clear of stressful situations or to escape your feelings with self-destructive distractions. The more firmly committed you are to avoiding stress, the more likely you are to find yourself in this downward spiral. As psychologists Richard Ryan, Veronika Huta, and Edward Deci write in The Exploration of Happiness, “The more directly one aims to maximize pleasure and avoid pain, the more likely one is to produce instead a life bereft of depth, meaning, and community.

...my vocabulary was now down to nine words....For the record, here is my entire vocabulary of manageable words: fuck, shit, piss, cunt, goddamn, motherfucker, asshole, peepee, and poopoo. A quick analysis will show some redundancy here. I had at my disposal eight nouns, which stood for six things; five of the eight nouns could double as verbs. I retained one indisputable noun and a single adjective which also could be used as a a verb or expletive. My new language universe was comprised of four monosyllables, three compound words, and two baby-talk repetitions. My arena of literal expression offered four avenues to the topic of elimination, two references to human anatomy, one request for divine imprecation, one standard description of or request for coitus, and a coital variation which was no longer an option for me since my mother was deceased.

ON THE FIRST day of class, Jerry Uelsmann, a professor at the University of Florida, divided his film photography students into two groups. Everyone on the left side of the classroom, he explained, would be in the “quantity” group. They would be graded solely on the amount of work they produced. On the final day of class, he would tally the number of photos submitted by each student. One hundred photos would rate an A, ninety photos a B, eighty photos a C, and so on. Meanwhile, everyone on the right side of the room would be in the “quality” group. They would be graded only on the excellence of their work. They would only need to produce one photo during the semester, but to get an A, it had to be a nearly perfect image. At the end of the term, he was surprised to find that all the best photos were produced by the quantity group. During the semester, these students were busy taking photos, experimenting with composition and lighting, testing out various methods in the darkroom, and learning from their mistakes. In the process of creating hundreds of photos, they honed their skills. Meanwhile, the quality group sat around speculating about perfection. In the end, they had little to show for their efforts other than unverified theories and one mediocre photo.