Semester End Quotes

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.

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.

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

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

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.

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.

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.

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

But she does get irritated when her college sends around the memo at the end of the semester about how to recognize a suicidal student. She wants to send it back marked up in black letters. How about you look in their eyes?

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

While you can't hold on to everything forever, you're a fool if you sell back your college books at semester's end: have you learned nothing of this life?

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.

In class, Laura almost always stares into her lap, where she hides her phone. She thinks if the phone is in her lap she has effectively concealed it. She has no idea how obvious and transparent this maneuver is. Samuel has not asked her to stop checking her phone in class, mostly so he can savage her grade at the end of the semester when he doles out “participation points.

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.

You know”—she continues as I stab the wedge—“you’re growing up with every privilege in the world, Alice, and it would behoove you to understand that shouldn’t be taken for granted. Your grades at the end of this semester are important, not just for college but to show me and your father that you’re trying. We discussed it, and certain privileges will be taken from you if you don’t pull your GPA up to an acceptable level.

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.

At Liberty, I’ve met hundreds of people whose lives have been made better and more virtuous by their faith. But I’ve also seen a process whereby some reasonable, humble believers are taught to put their religious goals above everything else. This is how you get gentle Christian kids condemning strangers to hell in Daytona Beach, and it’s how you end up with a group of Liberty students sitting around a prayer room talking about the ideological crops that can be reaped from a national tragedy.

At the end of the day, the two sides of this culture war still have glaring differences, and those differences are likely to continue to define the relationship between the evangelical community and America at large for decades to come. Humans have always quarreled over their beliefs, and I suppose they always will. But judging from my post-Liberty experience, this particular religious conflict isn’t built around a hundred-foot brick wall. If anything, it’s built around a flimsy piece of cardboard, held in place on both sides by paranoia and lack of exposure. It’s there, no doubt, but it’s hardly forbidding. And more important, it’s hardly soundproof. Religious conflict might be a basic human instinct, but I have faith, now more than ever before, that we can subvert that instinct for long enough to listen to each other.

...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.

Smoke-ccss-b85b07: Tell me about a time when you did something evil. ABlum: oh gee well sometimes i work too hard is that evil? Smoke-ccssb85b07: Sarcasm ignored. ABlum: ok um when i started college, my brother raph pressured me to join the ut austin chapter of his fraternity and i joined, only to discover that fraternities are the stupidest forms of social organization ever invented so, live and learn but at the end of the fall semester, one of my frat brothers offered to pay me to write his final history paper and i did it but i didn't want to get caught, so i read his earlier papers and put a lot of work into imitating his shitty writing which made the paper a d+ at best so he failed the class and i wouldn't give the money back so they made up an honor code violation and kicked me out of the frat and at the time i remember thinking "this has worked out surprisingly well" so, i don't know what you consider "evil" but i'm sure you can find it somewhere in there

in my name to train young women for global leadership. Wellesley’s twelfth and thirteenth presidents, Diana Chapman Walsh and Kim Bottomly, embraced the idea and, over several years, helped put the pieces together. In January 2010, I traveled to Massachusetts for the inaugural session. The Albright Institute was founded on the belief that a student doesn’t have to major in international relations to have a global mind-set. By giving young women the chance to work in partnership with peers from a variety of disciplines and countries, we encourage them to see differences of perspective as a strength and even as a tool to help solve complex problems. To that end, we provide an intense course of study over a three-week period between the fall and spring semesters, complemented by summer internships. Of the hundreds of Wellesley juniors and seniors who apply annually, forty are selected. In the first two weeks of each session, we offer classes run by professors, former government officials, nonprofit leaders, and businesspeople. During the final seven days, the fellows work in teams to analyze and make recommendations regarding a thorny international problem. At the end, they present their findings, which we pick apart and discuss.

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.

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.

Sometimes we think we are not capable of doing certain things. I hear comments from my students such as, “My brain isn’t wired to do math,” or “I am not good at math.” It is true that there are people who are better at math than you, but that does not mean you can’t do it. This just means you need to put in more effort than others do. Focusing on our weaknesses may hinder our progress. We may think that we must be born with certain skills and abilities; they must be in our genes. This is not the case. Do you think Nephi could build a ship? Could the brother of Jared have caused light to come into dark barges? Do you think Noah could have built an ark that would hold two of every animal species on the earth? Do you think Moses had the power to part a sea? Actually, no. None of these men had the power to do any of these things. However, they all had something in common. They all knew how to tap into the power of someone who could—the Savior’s power. It is so important that we learn how to tap into that power. The Atonement literally means “at-one-ment,” or becoming one with God. The Savior gave us the power to become gods. He enabled us so we would be able to perform miracles through Him. But we must understand that this kind of power is not free. There is only one thing that the Savior, through His Atonement, gave us for free and that is the power to overcome death. Everything else that He offers must come “after all we can do.” [2] For example, Jesus Christ promises us eternal life, but only after we have faith in Him, obey His commandments, and endure to the end. Similarly, He gives us power to move mountains, but only after doing all we can and having trust in Him. The power to change our lives, change the world, and perform miracles is within each of us. However, we need to have enough humility to realize that, in the end, we are not the ones performing the miracles—He is. Occasionally, I have a student who does not do their homework, rarely comes to class, and then comes at the end of the semester and asks, “Sister Qumsiyeh, is there anything I can do to pass? Do you offer any extra credit?” I know some of you are smiling right now because you know you have done this to your teachers. This is what I wish I could say to the student who asks that question: “You need to invent a time machine and go back and do what you should have done this semester. You failed because you did not try your best. It is too late.” Do we all really hope to stand before the Savior at the Judgement Day and expect Him to save us without us doing our part? Do we really expect Him to allow us into the celestial kingdom and to just save us? No, that is not how the Atonement works. It does not work without us having tried our best. Of course, our best may not be enough. In fact, it hardly ever is. But if we do our best and have faith in Him, He magnifies our efforts. The brother of Jared could not make the 16 stones shine, but he spent hours preparing them and then humbly took them to the Lord and basically said, “Here is my small effort; magnify it.” This the Lord did. [3] Elder David A. Bednar said, “The power of the Atonement makes repentance possible and quells the despair caused by sin; it also strengthens us to see, do, and become good in ways that we could never recognize or accomplish with our limited mortal capacity.

In a bid to save money and increase their flexibility in a changing economy, colleges are hiring fewer full-time faculty and more and more adjuncts. Adjuncts, hired semester by semester, depend on positive student evaluations at the end of the term to get their contracts renewed. One way to ensure a good evaluation is to be an easy grader.

In the fall, Mayer went to Stanford and began taking premed classes. She planned to become a doctor. But by the end of her freshman year, she was sick of it. I’m just doing flash cards, she thought. This is easy. Too easy. It’s just a lot of memorization. Mayer wanted to find a major that would train her to think critically and become a great problem-solver. She also wanted to study how people think, how they reason, how they express themselves. She had a nagging voice in her head saying, It’s not what Zune knows, but how Zune thinks. Mayer began to answer the voice in her head—and find a course of study that helped her learn how to think—when she took an introductory computer science class: CS105. During the semester, she entered a classwide design contest for extra credit. Calling on the same part of her brain that made her such an excellent pompom choreographer, Mayer made a screen saver featuring exploding fireworks. In a class of three hundred, Mayer came in second.

was the end of the spring semester. Leah had never been a fan of staying at Lawrence Hall, the all-girls dormitory on campus, but she had promised her mom she would the year before. It was evening and the Illinois University at Cahokia Falls (IUCF) campus was buzzing with students celebrating the end of the school year and the end of finals. Leah, on the other hand, didn’t have

I had that end-of-the-semester feeling, the kind that inspires you to pull three all-nighters in a row if that’s what it takes to just be finished,

Grades may be useful for communicating where students are in relation to each other, and it is fine to give them at the end of a semester or term, but if they are given more frequently than that, they will reduce the achievement of many.

Dick Allwright (1988) reports on a student in a class who said little or nothing during the course of a semester, but who scored highest in the end-of-course speaking test, leading Allwright to conclude that, for some learners, at least, language acquisition is ‘a spectator sport’.

As the saying goes, "It's not who you know, but who knows you." How does that relate to getting a job? Lets look at 2 cases where "who knows you" resulted in landing the best job. Keep in mind: The great thing is that you can start right where you are right now! Case 1 In my first teaching job in Mexico in the early 1980's, we were half way through the semester, when the director called me into his office to tell me he had taken a job in Silicon Valley, California. What he said next floored me. "I'd like you to apply for my job." How could I apply to be the director of an English school when it was my first teaching job, all the teachers had more teaching experience than I did, and many of them had doctorate degrees. I only had a bachelors degree. "Don't worry," he said. "People like you, and I think you have what it takes to be a good director." The director knew me, or at least got to know me from teachers' meetings, seeing me teach, and noticing how I interacted with people. Case 2 Fast forward 3 years. After Mexico, I moved to Reno, Nevada, to work on my Master's degree in Teaching English as a Second Language. I applied for a teaching job at the community college, and half-way into the semester, a teacher had to leave and I got the job. I impressed the director enough that she asked me to be the Testing and Placement Coordinator the next year. At the end of that year, I wrote a final report about the testing and placement program. It so impressed the college administration that when a sister university was looking for a graduate student to head up a new language assessment program for new foreign graduate teaching assistants and International faculty, I got recommended. What Does This Mean? From these two examples, you can see that when people see what you can do, you have a greater chance of being seen and being known. When people see what you are capable of doing, there is less risk in hiring you. Why? Because they've seen you be successful before. Chances are you'll be successful with them, too. But, if people don't know you and haven't seen what you can do, there is much greater risk in hiring you. In fact, you may not even be on their radar screen. Get On Their Radar Screens To get on the radar screens for the best jobs, do the best job you can where you work right now. Don't wait for the job announcement to appear in the newspaper. Don't wait for something else to happen. Right now, invest all of you and your unique talents into what you're doing. Impress people with what you can do! Do that, and see the jobs you'll get!

At the end of the semester, they compared the students' final grades in the course with the mind-set attitudes they had expressed on the first day of the semester The result: “The more malleable students believed negotiating ability to be on the first day of class, the higher their final course grade 15 weeks later” (p. 61). The students who saw negotiating skills as something capable of improvement actually did improve their negotiating skills more substantively than those who believed them to be stable. Their attitude toward learning, at least in part, expanded or limited their actual learning.

Thing is, I’ve decided what I’m going to do next. I have to go back to the university, of course. Next semester, I’m cutting back my schedule. I need more freedom. I’m going to transition out, sneak up on retirement. I’m going to get myself one of these!” he exclaimed, smacking the steering wheel. “Mary’s sons are married and have children—they’re great kids, superior stepsons. One lives in Texas, one in Florida. I’m going to put my house on the market and retire by the end of school, just in time to begin traveling. I’m going to see this country one state at a time, and I’m going to drop in on those boys. They both have amazing wives. One has three children, one has two—and even though I’m a stepfather, they call me Papa instead of Grandpa. I’m going to visit them occasionally while I’m traveling, then move on to other sights, then check back in. What do you think of that idea?” Her smile was alive. “It sounds wonderful. You’ll enjoy that. Maybe I’ll even see you now and then in Virgin River.” “Or, you could come along,” he said. “You have all those military boys all over the place. We could check on them, as well. And believe me, once a couple of them get married and have children, the others fall in line. I’ve seen it a million times. As soon as I get an offer on the house—which is a good house and should bring a nice price even in a depressed economy—I’m going to start shopping for a quality RV. I’ve been looking at pictures online. Maureen, you have no idea how high tech these things have become! They now come with expandable sides, two people showers, freezers, big screens in the living room and bedroom, Whirlpool tubs—you name it! How’d you like to have a hot tub on wheels, Maureen?” She looked over at him. He was so excited by his idea, he was actually a little flushed, and she found herself hoping it wasn’t high blood pressure. If the moment ever presented itself, she’d ask about that. But after all his rambling about his future RV, all she could say was, “Come along?” “A perfect solution for both of us,” he said. “We’d have time together, we’d have fun together. We’d see the families, travel…” “George, that’s outrageous. We’ve had a few lunches—” “And we’ll have a few more! We’ll also e-mail, talk on the phone, get together occasionally—in Virgin River, but also in Phoenix and Seattle. We’ll spend the next six months figuring out if we fit as well as it seems we do.” “Long distance? Occasional visits?” she asked doubtfully. “It’ll give you time to look over my accounts to be sure you’re not getting conned out of your retirement.” He laughed at his own joke, slapping his knee. “Of course, with five brawny, overprotective sons you’re relatively safe from a dangerous guy like me.” He glanced at her and his expression was playful. “We’re not young, Maureen. We should be sure we’re attracted to each other and that we get along, but we shouldn’t waste a lot of time. Every day is precious.

The internal conflict kept Jonah paralyzed in place. That is, until Pup walked over to him and rested his head on Jonah’s lap. Amber eyes looked up at him with the same loving, devoted gaze that had met him earlier that morning, except this time those eyes were in a different face. Everything that had been holding Jonah back was dismissed with that recognition. This was his Zev, the man who meant everything to him. Okay, so what he’d just witnessed with his own eyes didn’t make sense, but, hey, neither did physics at the beginning of the semester freshman year, and by the end, Jonah had earned an A. So he’d just need to learn about this in the same way, ask questions, study… whatever there was to study. Jonah was a good student; learning had never been an issue for him. Jonah took in a deep breath. Yes, this was all about learning something new. It’d be fine.

I was now at the end of my rope. There was no way for me to move forward. I had been able to patch through the first semester, but there was no way for me to continue patching. I needed a miracle to be able to go to school during the second semester. I could not envision how this was going to happen.

Over the course of many years of teaching, I have noticed that there typically seems to be a rash of deaths among students’ relatives at the end of the semester. It happens mostly

of Business.*11 They’ve completed their humor audits (just as you will—read on!), and now they’re ready to start paying attention to the nuances of humor in their lives—where they see it in the world, what they find funny, who brings it out in them, and how they most naturally express it. Over the course of the semester, our students experience a profound shift. What begins as a sobering, often (very) unfunny first class (remember: “On Tuesday, I did not laugh once. Not once. Who knew a class about humor could be so depressing?”) ends with students reporting significantly more joy and more laughter in their lives. This shift is about more than their becoming funnier: They become more generous with their laughter. They notice opportunities for humor that would otherwise pass them by. The mindset of looking for reasons to be delighted becomes a habit. In a very real way, they learned how to move a little more fluidly, how to exercise with better form, and play their favorite (amateur) sport with better results—just as you will. When you walk around on the precipice of a smile, you’ll be surprised how many things you encounter that push you over the edge. So, repeat after us: “I promise to laugh more. Even on Tuesday.” THE HUMOR AUDIT*12 WHAT DOES HUMOR LOOK LIKE IN MY LIFE? This exercise is intended to spark self-awareness about various aspects of your unique sense of humor, so you can more

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.

Back to School As surreal as being a grown adult in high school was, it was also brief: in only one semester I had completed enough credits to obtain my diploma. From there I went directly to the “Adult Entry Program” at my local university and enrolled. I would spend one semester in remedial classes to catch up on missing prerequisites and then college would begin in earnest. One might imagine that by now I would have learned that being a good student takes significant effort, but I continued to coast my first semester, missing classes, and skipping homework. Then, one time after missing a few days in a row, I returned to discover the professor handing back a midterm exam –– one that I had not written! Apparently, I had skipped class that day. Although it would not lead to me failing the class (and as a remedial class it would not affect my overall grade,) it did require a “mercy pass” on the part of the instructor to get me through. The approach I’d been following all along simply wasn’t working. I had the right goals now but evidently I still lacked the right approach. As I think it might be for many people, the fundamental shift in how I went about things came with the realization that I was not going to school because I had to. No one was making me go. I was there of my own accord, for my own purposes and reasons. This understanding completely transformed the way I went about school; from that point forward, I treated it as something I wanted for myself, and I worked accordingly. By the end of my next semester, I was on the academic Dean’s List, and I would graduate with Great Distinction from the Honors program four years later.

This, she thought, was the sadness of teachers. Each semester is a contained little life - a relationship that begins, peaks, but always ends. They cycle in, cycle out, but you stay in one place. The teacher grows older, but the students never age. They are perpetually eighteen, twenty-one, lives always just on the cusp of beginning. You watch them walk off into the world, knowing you helped them become what they're becoming. You suffer the same ending again and again.

Rather than lambaste the students for these practices, I pointed a scolding finger directly at the faculty, myself included. I suggested that if we, as teachers, strive to accomplish just that purpose—to teach—then end-loading exams in the final days of the semester was an asinine decision. It forced a behaviour in our students—short sleeping or pulling all-nighters leading up to the exam—that was in direct opposition to the goals of nurturing young scholarly minds. I argued that logic, backed by scientific fact, must prevail, and that it was long past the time for us to rethink our evaluation methods, their contra-educational impact, and the unhealthy behaviour it coerced from our students.

try experimenting with the DIY (do it yourself) report card. At the beginning of a semester, ask students to list their top learning goals. Then, at the end of the semester, ask them to create their own report card along with a one- or two-paragraph review of their progress. Where did they succeed? Where did they fall short? What more do they need to learn? Once students have completed their DIY report cards, show them the teacher’s report card, and let the comparison of the two be the start of a conversation on how they are doing on their path toward mastery.

And this fact, the quickly coming end of the semester, has lately been filling her with dread. Because she loves the clarity that school brings: the single-minded purpose, the obvious expectations, how everyone knows you’re a good person if you study hard and score well on exams. The rest of your life, however, is not judged in this manner.

It’s a perspective on story that may also shed light on why you and I and everyone else spend a couple of hours each day concocting tales that we rarely remember and more rarely share. By day I mean night, and the tales are those we produce during REM sleep. Well over a century since Freud’s The Interpretation of Dreams, there is still no consensus on why we dream. I read Freud’s book for a junior-year high school class called Hygiene (yes, that’s really what it was called), a somewhat bizarre requirement taught by the school’s gym teachers and sports coaches that focused on first aid and common standards of cleanliness. Lacking material to fill an entire semester, the class was padded by mandatory student presentations on topics deemed loosely relevant. I chose sleep and dreams and probably took it all too seriously, reading Freud and spending after-school hours combing through research literature. The wow moment for me, and for the class too, was the work of Michel Jouvet, who in the late 1950s explored the dream world of cats.32 By impairing part of the cat brain (the locus coeruleus, if you like that sort of thing), Jouvet removed a neural block that ordinarily prevents dream thoughts from stimulating bodily action, resulting in sleeping cats who crouched and arched and hissed and pawed, presumably reacting to imaginary predators and prey. If you didn’t know the animals were asleep, you might think they were practicing a feline kata. More recently, studies on rats using more refined neurological probes have shown that their brain patterns when dreaming so closely match those recorded when awake and learning a new maze that researchers can track the progress of the dreaming rat mind as it retraces its earlier steps.33 When cats and rats dream it surely seems they’re rehearsing behaviors relevant to survival. Our common ancestor with cats and rodents lived some seventy or eighty million years ago, so extrapolating a speculative conclusion across species separated by tens of thousands of millennia comes with ample warning labels. But one can imagine that our language-infused minds may produce dreams for a similar purpose: to provide cognitive and emotional workouts that enhance knowledge and exercise intuition—nocturnal sessions on the flight simulator of story. Perhaps that is why in a typical life span we each spend a solid seven years with eyes closed, body mostly paralyzed, consuming our self-authored tales.34 Intrinsically, though, storytelling is not a solitary medium. Storytelling is our most powerful means for inhabiting other minds. And as a deeply social species, the ability to momentarily move into the mind of another may have been essential to our survival and our dominance. This offers a related design rationale for coding story into the human behavioral repertoire—for identifying, that is, the adaptive utility of our storytelling instinct.

On paper, Cruz’s first semester at MSD was a great success. Although she knew it wasn’t true, with only one disciplinary incident officially recorded, Bone could not write anything to the contrary on his IEP update at the end of the year. She did not return to MSD the next school year. She moved out of Broward County altogether.

Andy put the note in his pocket. “Much to think about,” he said out loud. This was a thing that one of their TAs had liked to say at the end of every class, back in undergrad. There’d been a certain intonation, and it had cracked Hannah and Andy up all semester. They’d said it to each other all the time. It had been the working title of Hannah’s dissertation.

There are a hundred thousand species of love, separately invented, each more ingenious than the last, and every one of them keeps making things. OLIVIA VANDERGRIFF SNOW IS THIGH-HIGH and the going slow. She plunges through drifts like a pack animal, Olivia Vandergriff, back to the boardinghouse on the edge of campus. Her last session ever of Linear Regression and Time Series Models has finally ended. The carillon on the quad peals five, but this close to the solstice, blackness closes around Olivia like midnight. Breath crusts her upper lip. She sucks it back in, and ice crystals coat her pharynx. The cold drives a metal filament up her nose. She could die out here, for real, five blocks from home. The novelty thrills her. December of senior year. The semester so close to over. She might stumble now, fall face-first, and still roll across the finish line. What’s left? A short-answer exam on survival analysis. Final paper in Intermediate Macroeconomics. Hundred and ten slide IDs in Masterpieces of World Art, her blow-off elective. Ten

Also during their honeymoon, Jane shared with him a gift from her favorite professor at Swarthmore, Henry Goddard, chair of the English Department. For every student, Goddard wrote a phrase from literature on a slip of paper, put it inside a walnut shell, and presented it at the end of the semester. For Jane, he had selected a sentence from Dostoyevsky: “One sacred memory from childhood is perhaps the best education.” Kurt referred to it for years as inspiration and solace.

I met Chris at the Student Union. We both used to study there between our 9:30 and 11:30 classes. I had seen him on campus before. He was always wearing this yellow sweatshirt and giant headphones. The kind of headphones that say, “I may not take my clothes seriously. I may not have brushed or even washed my hair today. But I pronounce the word ‘music’ with a capital ‘M.’ Like God.” So I had noticed him before. He had Eddie Vedder hair. Ginger brown, tangly. He was too thin (much thinner than he is now), and there were permanent smudges under his eyes. Like he was too cool to eat or sleep. I thought he was dreamy. I called him Headphone Boy. I couldn’t believe my luck when I realized we studied in the Union at the same time. Well, I studied. He would pull a paperback out of his pocket and read. Never a textbook. Sometimes, he’d just sit there with his eyes closed, listening to music, his legs all jangly and loose. He gave me impure thoughts. (...) There we were. In the Student Union. He always sat in the corner. And I always sat one row across from him, three seats down. I took to leaving my 9:30 class early so I could primp and be in my spot looking casual by the time he sauntered in. He never looked at me – or anyone else, to my relief – and he never took off his headphones. I used to fantasize about what song he might be listening to… and whether it would be the first dance at our wedding… and whether we’d go with traditional wedding photography or black and white… Probably black and white, magazine style. There’d be lots of slightly out-of-focus, candid shots of us embracing with a romantic, faraway look in our eyes. Of course, Headphone Boy already had a faraway look in his eyes, which my friend Lynn attributed to “breakfast with Mary Jane.” This started in September. Sometime in October, one of his friends walked by and called him “Chris.” (A name, at last. “Say it loud and there’s music playing. Say it soft and it’s almost like praying.”) One Tuesday night in November, I saw him at the library. I spent the next four Tuesday nights there, hoping it was a pattern. It wasn’t. Sometimes I’d allow myself to follow him to his 11:30 class in Andrews Hall, and then I’d have to run across campus to make it to my class in the Temple Building. By the end of the semester, I was long past the point of starting a natural, casual conversation with him. I stopped trying to make eye contact. I even started dating a Sig Ep I met in my sociology class. But I couldn’t give up my 10:30 date with Headphone Boy. I figured, after Christmas break, our schedules would change, and that would be that. I’d wait until then to move on. All my hope was lost. And then… the week before finals, I showed up at the Union at my usual time and found Chris sitting in my seat. His headphones were around his neck, and he watched me walk toward him. At least, I thought he was watching me. He had never looked at me before, never, and the idea made my skin burn. Before I could solve the problem of where to sit, he was talking to me. He said, “Hey.” And I said, “Hi.” And he said, “Look…” His eyes were green. He kind of squinted when he talked. “I’ve got a 10:30 class next semester, so… we should probably make other arrangements.” I was struck numb. I said, “Are you mocking me?” “No,” he said, “I’m asking you out.” “Then, I’m saying yes.” “Good..,” he said, “we could have dinner. You could still sit across from me. It would be just like a Tuesday morning. But with breadsticks.” “Now you’re mocking me.” “Yes.” He was still smiling. “Now I am.” And that was that. We went out that weekend. And the next weekend. And the next. It was wildly romantic.

You said you were a quitter last semester — letting your grades drop, partying. I think you were trying to prove that if you screwed up, everyone else would be okay. In the end, the only person who suffered was you, and you called it having fun.

You’re teaching nursing?” he asked, surprised. She nodded. “I’ve been doing that for the past year or so. Turns out I like it.” “My new sister-in-law, Shelby—she’s a student there, in nursing. Cutest thing you’ll ever see. Best thing that ever happened to Luke. Any chance you know her?” “What year is she in?” Franci asked. “First year. She got married in her first semester because Paddy and Colin were done with their deployments—she waited for all the Riordans to be available. She’s way younger than Luke and is just starting college.” Franci tilted her head and smiled, thinking how sweet it was that cranky, womanizing old Luke ended up with a sweet young girl who was determined to get an education. “I’m pretty sure I haven’t met Luke’s wife. Most of the freshmen are stuck in liberal-arts courses the first year. I teach one medical-surgical course and one that boils down to charting ER patients. I’m just one of many instructors. Mostly, I teach juniors and seniors. I share an office on campus with another nursing instructor and I only teach a couple of days a week. Except for meetings, of which there are too many.” “You never did go for the meetings,” he said with a smile. “I’ll have to tell Shelby to introduce herself. You’ll love her. You’ll—” “One thing at a time, all right?” Franci asked patiently.

Jimmy’s goal since childhood, he explained to Siegel, had been to join the cast of Saturday Night Live. He was endearing. After a two-hour call, Siegel offered to represent him. She had one question, however. “Why don’t you stay and graduate?” Jimmy was a semester shy of a degree. Siegel suggested that they get started in the summer, so he’d have a bachelor’s degree to fall back on, just in case. “No, no,” Jimmy insisted. “I need to get on Saturday Night Live, and you’re going to make it happen, because you know Adam Sandler! I don’t want to do anything else.” Siegel knew this was a long shot—and a long-term endeavor—especially for an out-of-town kid with zero acting credits. But for some reason, she couldn’t turn him down; she had never met someone as focused and passionate about a single dream as this grinning bumpkin from the tiny town of Saugerties, New York. And though his skills were rough, given some time in the industry, she thought he might just make it. “OK, let’s do this,” she said. So, in January 1996 Jimmy quit college and moved to Los Angeles. For six months, Siegel booked him gigs on small, local stand-up comedy stages. Then, without warning, SNL put a call out for auditions; three cast members would be leaving the show. Having worked with one of the departing actors, David Spade, Siegel pulled a few strings and arranged a Hail Mary for the young Jimmy Fallon: an audition at The Comic Strip. SO HERE HE WAS. Fresh-faced, sweating in his light shirt, holding his Troll doll. In front of Lorne Michaels and a phalanx of Hollywood shakers. When Jimmy ended his three-minute bit, the audience clapped politely. True to his reputation, Michaels didn’t laugh. Not once. Jimmy went home and awaited word. Finally, the results came: SNL had invited Tracy Morgan, Ana Gasteyer, and Chris Kattan, each of whom had hustled in the comedy scene for years, to join the cast. Jimmy—the newbie whose well-connected manager had finagled an invite—was crushed. “Was he completely raw? A hundred percent,” Siegel says. But, the SNL people said, “Let’s keep an eye on him.

The computer makes the work more efficient—it eliminates or reduces the extraneous tasks, like flipping through books or blotting out typos with Wite-Out—but what it leaves is still arduous. It’s the irreducible mental work computers can’t do. Instead of being liberated to play baseball, Danny and Co. are up late into the night programming. At the end of the semester, Miss Arnold reveals that they have won special homework awards—light compensation for so many evenings lost. The Luddites who smashed laborsaving machines two centuries ago don’t look so crazy now. The kids would have been better off if they had never learned to code.

At the end of the semester, I’m going to resign from George Mason and go into clinica practice. In Rockville, so we’ll both be close to work.” “Clinical practice? Even after what you told me about that guy who hanged himself? And--uh--the way our hypnosis session ended?” “Oh Lord, thank you for reminding me about that. Trainer told me why it happened. Well, he didn’t know the importance of what he was saying.” “What do you mean?” “When he had me spread-eagled on that bed, he bragged that you weren’t breathing after the guy hit you on the head in his office. His medic had to revive you.” He swore under his breath. “Lucky for me he wanted information.” She moved closer and hugged him tightly. “Lucky for me, too.

Ariely’s book clearly gives empirical verification for what you and I know happens all the time. Here is a tiny example I hope you cannot relate to: Ariely says, “Over the course of many years of teaching, I have noticed that there typically seems to be a rash of deaths among students’ relatives at the end of the semester. It happens mostly in the week before final exams and before papers are due.” Guess which relative most often dies? Grandma. I am not making this stuff up. Mike Adams, a professor at Eastern Connecticut State University, has done research on this. He has shown that grandmothers are ten times more likely to die before a midterm and nineteen times more likely to die before a final exam. Worse, grandmothers of students who are not doing well in class are at even higher risk. Students who are failing are fifty times more likely to lose Grandma than nonfailing students. It turns out that the greatest predictor of mortality among senior citizens in our day ends up being their grandchildren’s GPAs. The moral of all this is, if you are a grandparent, do not let your grandchild go to college. It’ll kill you, especially if he or she is intellectually challenged.

What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I

that her best friend, Gabe Poirier, is a bad idea. He’s a walking, talking cliché. The Adonis quarterback with the bulging biceps and harem of fangirls trailing behind him on campus like a stench you can’t get rid of. Sadly, that’s also the reason she can’t stay away from him. Well, that and the fact that they’re roommates. Jolie is already straddling the line between friendship and more when Sage comes to her with an offer she cannot refuse: be his fake girlfriend and live for free for the rest of the semester. She tells herself that she can handle it. He’s just the boy she saved ten years

We will be taking a long sabbatical from Cambridge, both of us. Wendell does not believe he will return, and why would he? The scholarly life was for him merely the means to an end, the end being finding a way back to his home. But I know that I will, if only from time to time. Perhaps a semester here, a semester there. A tenured scholar has a great deal of freedom, after all, and once the article I have written on my journey into the Silva Lupi (much redacted and condensed, of course) appears in next month's issue of Modern Dryadology, Cambridge will be all the more eager to retain me. Rose, who acted as co-author, and actually deigned to allow my name to appear first in the publication, is certain it will send the scholarly community into a tizzy. And also--- I will have my mapbook to publish.

This is true in my own case, at any rate — plus also the “uncomfortable” part. I teach college English part-time. Mostly Lit, not Composition. 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 emerges (as it does, every term) that 95 percent of these intelligent upscale college students have never been taught, e.g., what a clause is or why a misplaced 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.

By the end of that semester of free therapy, I was very tired of talking about myself. I was tired of myself. Each week I dutifully showed up, because I was supposed to, and relitigated whatever I had talked about the previous week. Replaying the details of that night demystified it, at least in terms of my involvement. More accurately, noninvolvement, because how could it have ended any differently? That was just the historian trying to wedge himself into a story that was not his. Talking so much did nothing to lessen the fact that I missed you, and that I could now periodize different eras of that feeling. I miss missing you circa Oct 98, I wrote in my journal. I miss not watching my back, I miss going out for dinner at night, I miss your balcony and cultivating minor league tobacco habits. I missed that feeling of having once known exactly what to say. That feeling of writing a series of perfect sentences. In a sense, I was still, years later, stepping down from the podium at the funeral home, shuffling slowly back to my seat in the pews between Anthony and Sean. But this was exactly why Derrida resisted the eulogy form. It’s always about “me” rather than “we,” the speaker burnishing his emotional credentials rather than offering a true account of the deceased.