Inspirational quotes with examinations.
In examinations the foolish ask questions that the wise cannot answer.
What really annoys me are the ones who write to say, I am doing your book for my final examinations and could you please tell me what the meaning of it is. I find it just so staggering--that you're supposed to explain the meaning of your book to some total stranger! If I knew what the meanings of my books were, I wouldn't have bothered to write them.
We must be careful not to discourage our twelve-year-olds by making them waste the best years of their lives preparing for examinations.
There are times when I long to sweep away half the things I am expected to learn; for the overtaxed mind cannot enjoy the treasure it has secured at the greatest cost. ... When one reads hurriedly and nervously, having in mind written tests and examinations, one's brain becomes encumbered with a lot of bric-a-brac for which there seems to be little use. At the present time my mind is so full of heterogeneous matter that I almost despair of ever being able to put it in order. Whenever I enter the region of my mind I feel like the proverbial bull in the china shop. A thousand odds and ends of knowledge come crashing about my head like hailstones, and when I try to escape them, theme goblins and college nixies of all sorts pursue me, until I wish – oh, may I be forgiven the wicked wish! – that I might smash the idols I came to worship.
Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think-- or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?
Let them learn at school whatever they learn to pass the examinations, but at home let the education that you provide be the kind that widens their perceptions and takes away the germs of prejudices that infect them while they are out in the world.
But what is the point of education at all? Is it merely to cultivate the capacity of memory, passing examinations and getting a job and all the rest, or is education something entirely different? Something more!
Julia's unhappy relationship with the Inland Revenue was due to her omission, during four years of modestly successful practice at the Bar, to pay any income tax. The truth is, I think, that she did not, in her heart of hearts, really believe in income tax. It was a subject which she had studied for examinations and on which she had thereafter advised a number of clients: she naturally did not suppose, in these circumstances, that it had anything to do with real life.
At Childerstown High School and at college he had never led his class nor taken prizes; but, without being aware that he did, he really blamed this on his failure to work hard, or any harder than he needed to. . . . What he did not know, what Paul Bonbright, among others, showed him, was that those abilities of his that got him, without distinction but also without much exertion, through all previous lessons and examinations, were not first rate abilities handicapped by laziness, but second rate, by no degree of effort or assiduity to be made the equal of abilities like Bonbright's.
And once upon a time I wondered: Is writing epic fantasy not somehow a betrayal? Did I not somehow do a disservice to my own reality by paying so much attention to the power fantasies of disenchanted white men?But. Epic fantasy is not merely what Tolkien made it.This genre is rooted in the epic — and the truth is that there are plenty of epics out there which feature people like me. Sundiata’s badass mother. Dihya, warrior queen of the Amazighs. The Rain Queens. The Mino Warriors. Hatshepsut’s reign. Everything Harriet Tubman ever did. And more, so much more, just within the African components of my heritage. I haven’t even begun to explore the non-African stuff. So given all these myths, all these examinations of the possible… how can I not imagine more? How can I not envision an epic set somewhere other than medieval England, about someone other than an awkward white boy? How can I not use every building-block of my history and heritage and imagination when I make shit up?And how dare I disrespect that history, profane all my ancestors’ suffering and struggles, by giving up the freedom to imagine that they’ve won for me.
There was no conflict between science and religion ever. The conflicts were actually between two different systems of human understanding – one was science, which was based on rigorous observations and examinations, and the other was fundamentalism, that’s based on undisputed belief on the scriptures.
My usual instruction to students when they are preparing to write their examinations is "think before you answer the questions". I am convinced that some multiple choice answers could be so close that you might not know the very one that answers the question correctly! Such is life. To choose your suitable dreams, you must think well!
Thank God with endless when puts you in the crisis because will tests you many examinations one of them is to identify your enemies and allies
What are the purposes of examinations anyhow? Are they to increase our educational attainment? Or are they instruments used to bring suffering and humiliation and deep hurt to a person who is trying so hard to succeed?
Failure gave me an inner security that I had never attained by passing examinations.
You are only as authentic as the substance you have inside you. Having others take your examinations or doing your assignments and projects is to reduce the level of authenticity of your qualification as well as your personal brand. Master your chosen area of study to the highest level and demonstrate that you have full knowledge as a specialist. Let the depth of your knowledge make you sought after and respected. Define yourself and be authentic.
Seek to develop your skill and talent to a level of relevance. Create a platform to shine and make sure you are bringing a difference to the areas that require your expertise. A pastor who does not teach or pray for people, a football player always playing pool, a body builder who doesn’t eat but sleeps all day, a student who studies only towards examinations, a politician without a cause and a business without a customer service culture all have one thing in common – sooner or later they will all become irrelevant. Never miss the chance to practice the call of your mission, even if you are not getting paid for it.
Burnout at its deepest level is not the result of some train wreck of examinations, long call shifts, or poor clinical evaluations. It is the sum total of hundreds and thousands of tiny betrayals of purpose, each one so minute that it hardly attracts notice. When a great ship steams across the ocean, even tiny ripples can accumulate over time, precipitating a dramatic shift in course. There are many Tertius Lydgates, male and female, inhabiting the lecture halls, laboratories, and clinics of today’s medical schools. Like latter-day Lydgates, many of them eventually find themselves expressing amazement and disgust at how far they have veered from their primary purpose.
I am alive to a usual objection to what is clearly part of my programme for the metier of poetry. The objection is that the doctrine requires a ridiculous amount of erudition (pedantry), a claim which can be rejected by appeal to the lives of poets in any pantheon. It will even be affirmed that much learning deadens or perverts poetic sensibility. While, however, we persist in believing that a poet ought to know as much as will not encroach upon his necessary receptivity and necessary laziness, it is not desirable to confine knowledge to whatever can be put into a useful shape for examinations, drawing rooms, or the still more pretentious modes of publicity. Some can absorb knowledge, the more tardy must sweat for it. Shakespeare acquired more essential history from Plutarch than most men could from the whole British Museum. What is to be insisted upon is that the poet must develop this consciousness throughout his career. What happens is a continual surrender of himself as he is at the moment to something which is more valuable. The progress of an artist is a continual self-sacrifice, a continual extinction of personality.
Classifying depression as an illness serves the psychiatric community and pharmaceutical corporations well; it also soothes the frightened, guilty, indifferent, busy, sadistic, and unschooled. To understand depression as a call for life-changes is not profitable. Stagnation is not a medical term. The 17.5 million Americans diagnosed as suffering a major depression in 1997 were mostly damned. (Psychobiological examinations confuse cause and symptom.) Deficient serotonergic functioning, ventral prefrontal cerebral cortex, dis-inhibition of impulsive-aggressive behavior, blah blah blah: the medical lexicon boils emotion from human being. Go take a drug, the doctor says. Pain is a biochemical phenomenon. Erase all memory.
Failure gave me an inner security that I had never attained by passing examinations. Failure taught me things about myself that I could have learned no other way. I discovered that I had a strong will, and more discipline than I had suspected; I also found out that I had friends whose value was truly above the price of rubies.
And they had no idea that they and many others were automatically pronounced deadly dull solely on that account. Only by the young of course, but then, they would have thought indulgently, young people knew nothing about life. Poor dears, they were always worrying about examinations, or their sex life, or buying some extraordinary clothes, or doing some extraordinary things to their hair to make them more noticeable.
One had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect on me that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.
I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would have willingly displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not do well in examinations
It was examinations (in school) that drove my wits away, as all emergencies do. Being expected to measure up was paralysing. It was never that Mother wanted me to beat my classmates in grades, what she wanted was for me to have my answers right. It was unclouded perfection I was up against.
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