1. | A student who does not meet the Progression and Award Requirements at the first attempt should be reassessed in the failed module(s) unless they: |
a) | Are eligible for the award of the intended qualification, or | |
b) | Are eligible for Condonement ( ), or | |
c) | Have failed an Additional/ Extra-Mural Study Abroad or Placement Year (see paragraph 7 below), or | |
d) | Have been awarded a qualification, or | |
e) | Have failed to meet specific, essential Professional, Statutory or Regulatory Body requirements as approved by UCL Education Committee or its nominee and recorded in the Portico Progression and Award Rules Tool, or | |
f) | Have been excluded from UCL on the grounds of academic insufficiency, or | |
g) | Have been excluded from UCL as a result of academic or personal misconduct. |
2. | Where a student fails up to and including 60 taught credits in any one academic session reassessment must take the form of a . |
3. | Where a student fails more than 60 taught credits in any one academic session, reassessment should take the form of a . Where a is considered to be impossible, the Board of Examiners may offer the student the opportunity to take the failed assessments as |
4. | Where a student requires Deferred Assessment and Reassessment, the volume of credits for the Deferred Assessment should not be taken into consideration in determining whether a student is required to Resit or Repeat. |
5. | Where a student fails a Dissertation/ Research Project, reassessment should take the form of a unless the Board of Examiners agrees that, in its academic judgement, the extent of failure is such that additional supervision is needed to retrieve that failure. Such students may be required to the Dissertation/ Research Project with tuition and fees. |
6. | A student who fails an Additional/ Extra-Mural Study Abroad or Placement Year must not be reassessed but may be permitted to transfer to an equivalent programme without a Study Abroad or Placement requirement. |
7. | A student must not be reassessed in a Passed or Condoned module. |
8. | A student must not be permitted to make corrections to a piece of work after the submission deadline or examination date. If work is to be submitted for publication, a student must only be permitted to make corrections once the Board of Examiners has made a decision about Progression and Award. |
9. | Reassessment must be completed within the next two academic sessions (e.g. if the student first enrols on the module in 2020-21 they must complete the assessment by the end of 2022-23). Where a module is substituted, students have two academic sessions from when they first enrol on the substituted module. |
10. | This period of two academic sessions may be extended at the discretion of UCL Education Services on behalf of the Vice-Provost (Education & Student Experience). Applications must be made via the Faculty Tutor. |
1. | A student who does not meet the Progression and Award Requirements at the second attempt must leave the programme, and must not be permitted to re-enrol on a failed programme or module. |
2. | A student may be eligible for one of the following, depending on their programme of study: |
a) | The award of a qualification with a different field of study, or | |
b) | Transfer to an alternative programme, or | |
c) | An Interim Qualification ( ). |
1. | A is a second attempt at an assessment without any additional tuition and with marks capped at the Pass Mark (see ). |
2. | Resits should be scheduled as follows: |
Late Summer Assessment Period.
Late Summer Assessment Period or within three months of the first attempt.
Within three months of the first attempt.
By 31 January of the following academic session.
By 30 April of the following academic session. | |
3. | Departments/ Divisions running Resits and Deferrals outside of the Late Summer Assessment Period must: |
a) | Ensure that students have an adequate amount of time in which to revise or complete the work, and | |
b) | Manage the assessment including the operation of unseen written examinations (students cannot be timetabled into the main UCL LSA Examination Timetable), and | |
c) | Ensure that there are no timetabling clashes, especially for students external to the Teaching Department/ Division, and | |
d) | Ensure that marks are entered by the deadlines published by Student and Registry Services each year so that students can formally progress to any subsequent years of study, and | |
e) | Ensure that the award of a student’s degree is not delayed unreasonably, and | |
f) | Ensure that all students registered on the module are aware of the reassessment dates as early as possible. |
4. | Progressing students should not enrol on the next year of study until the Resit has been completed. |
a) | Exceptionally, a student may be permitted to Provisionally Progress and Resit the module in tandem with the next year of study in a maximum of 30 credits. See for further details. |
5. | Resitting students must only be reassessed in the failed module . |
6. | Where a student passes a Resit, the module mark(s) must be capped at the Pass Mark ( ). |
7. | Where a student fails a Resit, the higher mark from the two attempts will be recorded for the affected Component(s). |
8. | Resitting students should not attend any additional lectures, seminars or other teaching activities. They may be offered, but are not automatically entitled to, additional tutorials or supervision. |
9. | There must be no fee for Resitting an assessment. |
10. | Resitting students should have access to UCL’s facilities such as the library and other learning resources, although there may be limited availability of some resources during UCL vacation periods. |
11. | Resitting students must be entitled to the Reasonable Adjustments provisions for students with disabilities and other long-term medical or mental health conditions. |
12. | Students should undertake a Resit before they commence a Study Abroad Year or Placement Year. |
13. | Resitting students must be reassessed under the syllabus in place at the first attempt. |
14. | Resitting students should be reassessed by the same Method used at the first attempt (e.g. essay, exam, practical etc.). Where a Resit by the same Method of assessment is difficult or impossible, a Board of Examiners may, , set a different Method of reassessment. The alternative Method must: |
a) | Allow students to demonstrate achievement of the learning outcomes to the same extent as the original assessment, and | |
b) | Be approved by the External Examiner, preferably at the point of Programme and/ or Module Approval. |
15. | The Board of Examiners must determine whether Resitting students will be reassessed in the same Task (e.g. the same essay question) or whether a new Task will be set (e.g. a new essay question or new exam paper). Any new assessment Task must: |
a) | Allow students to demonstrate achievement of the learning outcomes to the same extent as the original Task, and | |
b) | Be approved by the External Examiner, preferably at the same time as the original Task/ paper. |
16. | Resitting students cannot substitute a failed module with an alternative module because the Resit includes no teaching. |
1. | A is a second attempt at an assessment in the following academic session with tuition and fees and with marks capped at the Pass Mark (see ). |
2. | A student who is required to Repeat must re-enrol on the failed modules in the following academic session. |
3. | Progressing students should not enrol on the next year of study until the Repeat has been completed. |
a) | Exceptionally, a student may be permitted to and Repeat the module in tandem with the next year of study in a maximum of 30 credits. See for further details. |
4. | Repeating students must be reassessed in of the failed module(s). |
5. | Where a student Passes a Repeat, the module mark(s) must be capped at the Pass Mark ( ). |
6. | Where a student fails a Repeat, the marks from the Repeat attempt will be recorded. |
7. | Repeating students must re-enrol on the affected module(s), attend all teaching activities and be entitled to the standard tuition and supervision provisions on the module(s). |
8. | The fees for Repeating students must be charged pro-rata to the credit value of the module(s) concerned. |
9. | Repeating students must have full access to UCL’s facilities such as the library and other learning resources. |
10. | Repeating students must be entitled to the Reasonable Adjustments provisions for students with disabilities and other long-term medical or mental health conditions. |
11. | Repeating students must meet to be eligible for their Repeat attempt. |
12. | The components and/ or syllabus of the affected module(s) may be different if the programme or module has changed between years of study. Repeating students must be reassessed in the components and syllabus of the new year. |
13. | , a Repeating student may apply to substitute up to 30 credits of modules with one or more alternative modules in any one academic session, up to a maximum of 60 credits across the whole programme. |
14. | If a programme has changed between years of study, or a module will not be running, the Departmental Tutor may permit a student to substitute more than 30 credits per year, or more than 60 credits across the programme, with one or more alternative modules. |
15. | The substitute module(s) must satisfy the programme requirements in terms of credit-weighting and academic level. Students must not take modules from a subsequent year of study in advance. |
16. | The substitute module(s) must be treated as a second attempt and marks must be capped at the Pass Mark ( ). |
17. | All approved substitutions must be notified to Student Records by the Department. |
9.6.1 ba (hons) english.
1. | A student who fails to meet the Progression and Award Requirements is subject to the standard UCL regulations detailed above, with the following implementation: |
a) | Where a student fails one examination in the first year of the programme, reassessment should take the form of a Resit. | |
b) | Where a student fails two or more examinations in the first year of the programme, reassessment should take the form of a Repeat. Where a Repeat is considered to be impossible, the Board of Examiners may offer the student the opportunity to take the failed assessments as Resits. | |
c) | The fees for Repeating Year 1 students must be charged pro-rata to the proportion of the teaching load represented by the repeat: |
i. | Two papers: 66% of the fee. | ||
ii. | Three papers: 100% of the fee. |
1. | A student who fails to meet the Progression and Award Requirements is subject to the standard UCL regulations detailed above, with the following exceptions: |
a) | A student who fails the final assessment of Studio Work at the end of Year 4 should Resit at the end of the following academic session. Exceptionally, the Board of Examiners may determine that the extent of failure is such that the student must Repeat the Studio Work, with tuition and fees, in the following academic session. |
a) | A student who fails the final assessment of Studio Work at the end of Year 3 should Resit at the end of the following academic session. Exceptionally, the Board of Examiners may determine that the extent of failure is such that the student must Repeat the Studio Work, with tuition and fees, in the following academic session. |
a) | Pass results in individual components of the MBBS assessment are carried forward to in-year resit sittings. In years 4, 5 and 6, because of the clinical nature of these years, students who fail one or more components have the option of deferring their second attempt and repeating the full programme of study including all in-course requirements for the year, with tuition and fees, and retaking both components | |
b) | Students must qualify within 9 years of commencing the programme or, for UK graduate entrants with exemption from the iBSc requirement, within 8 years of commencing the programme. |
a) | A student who fails the final assessment of Studio Work at the end of Year 2 should Resit at the end of the following academic session. Exceptionally, the Board of Examiners may determine that the extent of failure is such that the student must Repeat the Studio Work, with tuition and fees, in the following academic session. |
Advice for students.
Further information and advice for students about assessment is available on the Examinations & Awards webpages .
A guide to changes to the regulations are available from the Recent Changes page.
Rachael gunn earned a zero in breakdancing at the paris 2024 olympic games., aleksandra wrona, published aug. 13, 2024.
About this rating
Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: a B-girl's Experience of B-boying," did cover the topic of breakdancing. However ...
... Gunn earned her Ph.D. in cultural studies. Moreover, a "PhD in breakdancing" does not exist as an academic discipline.
On Aug. 10, 2024, a rumor spread on social media that Rachael Gunn (also known as "Raygun"), an Australian breakdancer who competed in the 2024 Paris Olympics, had a Ph.D. in breakdancing. "This australian breakdancer has a PhD in breakdancing and dance culture and was a ballroom dancer before taking up breaking. I don't even know what to say," one X post on the topic read .
"Australian Olympic breakdancer Rachael Gunn has a PhD in breakdancing and dance culture," one X user wrote , while another asked, "Who did we send? Raygun, a 36-year-old full-time lecturer at Sydney's Macquarie University, completed a PhD in breaking culture and is a lecturer in media, creative arts, literature and language," another X user wrote .
The claim also spread on other social media platforms, such as Reddit and Instagram .
"Is she the best break dancer? No. But I have so much respect for going on an international stage to do something you love even if you're not very skilled at it," one Instagram user commented , adding that, "And, I'm pretty sure she's using this as a research endeavor and will be writing about all our reactions to her performance. Can't wait to read it!"
In short, Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: A B-girl's Experience of B-boying," indeed focused on the topic of breakdancing. However, Gunn earned her Ph.D. in cultural studies, not in breakdancing. Furthermore, it's important to note that a "PhD in breakdancing" does not exist as an academic discipline.
Since Gunn's research focused on the breakdancing community, but her degree is actually in the broader field of cultural studies, we have rated this claim as a "Mixture" of truths.
Gunn "secured Australia's first ever Olympic spot in the B-Girl competition at Paris 2024 by winning the QMS Oceania Championships in Sydney, NSW, Australia," the Olympics official website informed .
Gunn earned a zero in breakdancing at the Paris 2024 Olympic Games and clips of her routine went viral on social media, with numerous users creating memes or mocking dancer's moves. "As well as criticising her attire, social media users mocked the Australian's routine as she bounced around on stage like a kangaroo and stood on her head at times," BBC article on the topic read .
The website of the Macquarie University informed Gunn "is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking" and holds a Ph.D. in cultural studies, as well as a bachelor of arts degree (Hons) in contemporary music:
Rachael Gunn is an interdisciplinary and practice-based researcher interested in the cultural politics of breaking. She holds a PhD in Cultural Studies (2017) and a BA (Hons) in Contemporary Music (2009) from Macquarie University. Her work draws on cultural theory, dance studies, popular music studies, media, and ethnography. Rachael is a practising breaker and goes by the name of 'Raygun'. She was the Australian Breaking Association top ranked bgirl in 2020 and 2021, and represented Australia at the World Breaking Championships in Paris in 2021, in Seoul in 2022, and in Leuven (Belgium) in 2023. She won the Oceania Breaking Championships in 2023.
Gunn's biography further revealed that she is a member of the Macquarie University Performance and Expertise Reasearch Centre, and has a range of teaching experience at undergraduate and postgraduate levels "across the areas of media, creative industries, music, dance, cultural studies, and work-integrated learning."
Moreover, it informed her research interests included, "Breaking, street dance, and hip-hop culture; youth cultures/scenes; constructions of the dancing body; politics of gender and gender performance; ethnography; the methodological dynamics between theory and practice."
Gunn earned her Ph.D. from the Department of Media, Music, Communications, and Cultural Studies within the Faculty of Arts at Macquarie University. Below, you can find the abstract of her paper, shared by the official website of Macquarie University:
This thesis critically interrogates how masculinist practices of breakdancing offers a site for the transgression of gendered norms. Drawing on my own experiences as a female within the male-dominated breakdancing scene in Sydney, first as a spectator, then as an active crew member, this thesis questions why so few female participants engage in this creative space, and how breakdancing might be the space to displace and deterritorialise gender. I use analytic autoetthnography and interviews with scene members in collaboration with theoretical frameworks offered by Deleuze and Guttari, Butler, Bourdieu and other feminist and post-structuralist philosophers, to critically examine how the capacities of bodies are constituted and shaped in Sydney's breakdancing scene, and to also locate the potentiality for moments of transgression. In other words, I conceptualize the breaking body as not a 'body' constituted through regulations and assumptions, but as an assemblage open to new rhizomatic connections. Breaking is a space that embraces difference, whereby the rituals of the dance not only augment its capacity to deterritorialize the body, but also facilitate new possibilities for performativities beyond the confines of dominant modes of thought and normative gender construction. Consequently, this thesis attempts to contribute to what I perceive as a significant gap in scholarship on hip-hop, breakdancing, and autoethnographic explorations of Deleuze-Guattarian theory.
In a response to online criticism of her Olympics performance, Gunn wrote on her Instagram profile: "Don't be afraid to be different, go out there and represent yourself, you never know where that's gonna take you":
We have recently investigated other 2024 Paris Olympics' -related rumors, such as:
Gunn, Rachael Louise. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.
---. Deterritorializing Gender in Sydney's Breakdancing Scene: A B-Girl's Experience of B-Boying. 2022. Macquarie University, thesis. figshare.mq.edu.au, https://doi.org/10.25949/19433291.v1.
Ibrahim, Nur. "Lifeguards Are Present at Olympic Swimming Competitions?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/lifeguards-paris-olympics-swimming/.
"Olympic Breaking: Criticism of Viral Breakdancer Rachael Gunn - Raygun - Condemned by Australia Team." BBC Sport, 10 Aug. 2024, https://www.bbc.com/sport/olympics/articles/c2dgxp5n3rlo.
ORCID. https://orcid.org/0000-0002-1069-4021. Accessed 12 Aug. 2024.
Paris 2024. https://olympics.com/en/paris-2024/athlete/-raygun_1940107. Accessed 12 Aug. 2024.
Saunders, Grant Leigh, and Rachael Gunn. "Australia." Global Hip Hop Studies, vol. 3, no. 1–2, Dec. 2023, pp. 23–32. Macquarie University, https://doi.org/10.1386/ghhs_00060_1.
Wazer, Caroline. "2024 Paris Olympics Are 'Lowest-Rated' Games in Modern History?" Snopes, 1 Aug. 2024, https://www.snopes.com//fact-check/paris-olympics-lowest-rated-games/.
---. "Hobby Lobby Pulled $50M in Ads from 2024 Paris Olympics?" Snopes, 8 Aug. 2024, https://www.snopes.com//fact-check/olympics-hobby-lobby-ads/.
Aleksandra Wrona is a reporting fellow for Snopes, based in the Warsaw, Poland, area.
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In Judi Agustin’s freshman year at Mankato West High School, her teacher instructed her to wear a yellow star.
It was part of a Holocaust curriculum at the school, located in a remote area of Minnesota with barely any Jews. For a week, freshmen were asked to wear the yellow stars, which were reminiscent of the ones the Nazis made the Jews wear. Seniors played the part of the Gestapo, charged with persecuting the “Jews.”
Unlike everyone else in her class in the 2001-2002 school year, Agustin was Jewish. The experience “was incredibly hurtful and offensive and scary,” she recalled on Tuesday. Her father complained to the district, and wrote a letter to the local paper decrying the lesson.
In response, she recalled, a teacher intervened. That teacher, according to her recollection: current vice presidential nominee Tim Walz.
“When Tim Walz found out about it, he squashed it real quick, and as far as I understand they never did it again,” Agustin told the Jewish Telegraphic Agency. “So he was an advocate for my experience, as one of four Jewish kids in the entire school district. And I always felt like he had our back.”
A progressive favorite in Minnesota, where he is now governor, Walz is also heralded for his background as a public school educator. Lesser known is the fact that, while teaching in rural, largely white Midwestern school districts, Walz developed a particular interest in Holocaust and genocide education.
Walz is on the campaign trail this week with Vice President Kamala Harris, his running mate, and did not immediately respond to a request for comment. JTA could not independently verify that he was the teacher who stopped the Mankato West lesson.
But it’s clear that how to teach the Holocaust well has occupied Walz for decades. In 1993, while teaching in Nebraska, he was part of an inaugural conference of U.S. educators convened by the soon-to-open U.S. Holocaust Memorial Museum in Washington, D.C. Eight years later, after moving to Minnesota, he wrote a thesis arguing for changes in Holocaust education. And as governor, he backed a push to mandate teaching about the Holocaust in Minnesota schools.
Through it all, Walz modeled and argued for careful instruction that treated the Holocaust as one of multiple genocides worth understanding.
“Schools are teaching about the Jewish Holocaust, but the way it is traditionally being taught is not leading to increased knowledge of the causes of genocide in all parts of the world,” Walz wrote in his thesis, submitted in 2001.
The thesis was the culmination of Walz’s master’s degree focused on Holocaust and genocide education at Minnesota State University, Mankato, which he earned while teaching at Mankato West. His 27-page thesis, which JTA obtained, is titled “Improving Human Rights and Genocide Studies in the American High School Classroom.”
In it, Walz argues that the lessons of the “Jewish Holocaust” should be taught “in the greater context of human rights abuses,” rather than as a unique historical anomaly or as part of a larger unit on World War II. “To exclude other acts of genocide severely limited students’ ability to synthesize the lessons of the Holocaust and the ability to apply them elsewhere,” he wrote.
He then took a position that he noted was “controversial” among Holocaust scholars: that the Holocaust should not be taught as unique, but used to help students identify “clear patterns” with other historical genocides like the Armenian and Rwandan genocides.
Walz was describing, in effect, his own approach to teaching the Holocaust that he implemented in Alliance, Nebraska, years earlier. In the state’s remote northwest region, Walz asked his global geography class to study the common factors that linked the Holocaust to other historical genocides , including economic strife, totalitarian ideology and colonialism. The year was 1993. At year’s end, Walz and his class correctly predicted that Rwanda was most at risk of sliding into genocide.
“The Holocaust is taught too often purely as a historical event, an anomaly, a moment in time,” Walz Told the New York Times in 2008, reflecting on those Alliance lessons. “That relieves us of responsibility. Obviously, the mastermind was sociopathic, but on the scale for it to happen, there had to be a lot of people in the country who chose to go down that path.”
In his thesis, he noted that he intended to bring this curriculum to the Mankato school district as a “sample unit.” But another kind of lesson was unfolding there at the same time.
For years at Mankato West, high school students had been engaged in a peculiar lesson that was, all the same, not unusual for its time: In an effort to teach students who had never met a Jewish person what it might have been like to live under the Nazis, teachers had them role play.
For a week, freshmen wore the yellow stars, and seniors playing the Gestapo were given permission to torment them.
Such lessons had been going on since at least the 1990s, recalled Leah Solo, a Jewish student who graduated from Mankato West in 1998. For Solo, these lessons weren’t so bad.
“People knew I was Jewish, people knew to be sensitive around me,” Solo told JTA. Her teacher, who was not Walz and whom she liked, “was doing his best to try to teach a really hard subject to folks who had no idea. Most of these kids had never met a Jew before.” In her senior year she was given the choice of whether she wanted to play a Nazi or another kind of role, and chose the latter.
Things were different by the time Agustin took the class several years later. By then, the Holocaust role-playing wasn’t just limited to the confines of the classroom.
“They could come up to you in the lunchroom,” recalled Anne Heintz, a fellow student at the time. Local students whispered about the lesson before they got to high school, she said.
One senior, in Agustin’s recollection, got violent and started shoving the “Jewish” freshmen into lockers.
Outraged, her father wrote a letter to the local newspaper, and some parents complained to the school district. Agustin left the high school after her sophomore year. None of this happened in Walz’s classroom, according to the students, and Heintz recalled that the lessons had ended by the time she graduated in 2004.
“I’m not sure what his involvement was. I know it just ended,” Heintz, who is not Jewish, told JTA. “He was teaching at the time it ended.”
JTA could not verify whether Walz knew about the lessons, which had been going on for years, before they were stopped. A spokesperson for the high school told JTA they “don’t have any information” on the details of the lessons, but noted, “When Governor Walz was at Mankato West High School he was primarily a Global Geography Teacher and Football Coach. Subjects such as the Holocaust were taught in history courses.”
Agustin’s father, Stewart Ross, told JTA that he did not recall Walz being involved. Neither did Bob Ihrig, one of the teachers who taught the lesson as part of a World War II unit. He said it continued in a limited, classroom-only version until his retirement in 2014.
Ross, Ihrig and all three Mankato West High students spoke highly of Walz as a teacher and community leader, though only one, Heintz, actually had him in the classroom.
“What I remember most is, he always made all the subjects that we talked about super engaging,” she said. “It always seemed like he was able to make a subject really exciting for folks and really engage everyone in class. And I think that is part of how he speaks now that he’s on a national stage as well.”
Solo, who had Walz’s wife Gwen for a different class, took a student trip led by the couple to China, where Tim Walz taught for a year early in his career. She recalled how, in 2004, Walz stood up for her when she was working with John Kerry’s presidential campaign and security for a George W. Bush rally tried to boot them from the premises.
“When security also tried to kick him out, he was like, ‘I am a former Teacher of the Year who just returned from being deployed. I don’t think you want to kick me out,’” Solo recalled, describing an incident that made local news at the time. “And then after the rally, he came and signed up to volunteer with the Kerry campaign, because he did not appreciate that.”
Volunteering with Kerry’s campaign led directly to Walz’s entrance into politics . Solo would go on to work for Walz’s congressional campaigns.
Walz stuck with teaching as he began his political career; when he was elected to represent Mankato in 2006, he was the only active educator in Congress.
Last year, as Minnesota’s governor, Walz returned to Holocaust education, and supported and signed a law requiring the state’s middle and high schools to teach about the Holocaust. The law, initiated and championed by the Jewish Community Relations Council of Minnesota and the Dakotas, also encourages schools to teach about other genocides. A working group for the curriculum hit snags earlier this summer when a pro-Palestinian activist was removed from the committee amid debates on whether Israel’s conduct in Gaza constitutes genocide.
The mandate is still anticipated to go into effect in the 2025-2026 school year. “This is going to work out, this is going to be good, because the governor and his staff are highly attuned to the concerns and sensitivities of the Jewish community,” Ethan Roberts, the JCRC’s deputy executive director, told JTA.
Speaking at a JCRC event in June, Walz said he had been “privileged and proud” to have participated in the U.S. Holocaust Memorial Museum training early in his career. But he said more needed to be done, and he emphasized that the curriculum chosen to accomplish the requirement would determine its success.
“We need to do better on Holocaust education. We need to do better on ethnic studies,” he told the crowd. “And I tell you this as a teacher and as governor, too, we don’t need test scores or anything to tell us that we’re failing.”
It was the kind of message that former Mankato West students said they came to expect from him.
“He is what you hope a great teacher is,” said Solo, “which is someone who’s not only teaching, but also learning at all times.”
With additional reporting by Jackie Hajdenberg.
Correction and updates (Aug. 8): This story has been corrected to remove a reference to Tim Walz as department chair. It has also been updated to reflect additional sources about Holocaust instruction at Mankato West High School.
Recommended from jta.
CrowdStrike's president himself just collected an award for the "most epic fail" following the company's mass IT outage.
The cybersecurity firm's president, Michael Sentonas, said he wanted to receive the award in person because the company aimed to own its mistake.
"I want every CrowdStriker who comes to work to see it," Sentonas said while collecting the trophy. "Because, you know, our goal is to protect people, and we got this wrong and I want to make sure that everybody understands these things can't happen."
The award was presented on Saturday night at the Pwnie Awards , an annual award ceremony for cybersecurity professionals.
The ignominious accolade follows an outage last month in which CrowdStrike disrupted businesses globally after a defect in a software update from the cybersecurity firm caused many thousands of Microsoft computer systems to shut down.
Sentonas' short speech elicited applause and laughter from the audience, and communications experts told Business Insider that accepting the award graciously was the right move.
One crisis-communications expert said that showing up in person helped the company signal that it's still committed to transparency and accountability.
"Sentonas' decision to accept the award in person is perceptually a PR win and a master class in crisis management ," Jeremy Foo, the CEO of the public-relations firm Elliot & Co., said.
"What could have potentially been remembered as a PR nightmare is now trending for the right narrative," he said.
The award shows "that even tech giants are not immune to missteps, and treating them with humility and integrity, and just the right touch of humor, can earn brand love," he added.
Related stories
CrowdStrike accepting the @PwnieAwards for “most epic fail” at @defcon . Class act. pic.twitter.com/e7IgYosHAE — Dominic White 👾 (@singe) August 10, 2024
Admitting a mistake is usually the first step in addressing a crisis. This acknowledgment should authentically convey contrition to those affected by your actions, Nathan Miller, a Los Angeles communications strategist, said.
The humor of the moment also served as an opportunity to illustrate how seriously CrowdStrike was taking its mistake, Miller said.
While the award ceremony may temporarily repair the company's image, customers will pay attention to what CrowdStrike does in the long term.
"Customers and partners who form CrowdStrike's core stakeholders will want to see that the outage is taken seriously," Foo said. "The key here is consistency."
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To cut a long story short, recently my life has gone to shit. My mental health is at the lowest it has been and everything is just going wrong for my. Due to this, I have been able to do little for my dissertation. If push comes to shove I guess I could submit something however it would be well under the word count and absolutely rubbish. I've tried reaching out for help from my university, gp etc. but so far have got little back. I've applied for an extension however I really doubt that I'll hear back in time.
Does anyone know what will happen if I fail my dissertation or any advice they could give me. Dissertation is due next week and right now I see little chance of me finishing it. Thank you to anyone who reads this.
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COMMENTS
@jrh My program uses the thesis as mostly a learning experience for the most part. They didn't expect for me to have made 0 methodological mistakes, but my committee pointed them out and discussed them with me. That being said, there are people who have failed during the proposal if their project is especially unoriginal and basic.
Aug 27, 2014 at 9:45. 4. I agree with scaaahu here. If your work is not good enough for a dissertation, you cannot present something that is not good enough. So, an extension is the only thing you can do. - Alexandros. Aug 27, 2014 at 10:14. 11. Next time, ask for help much sooner.
The majority of failed Ph.D. dissertations are sloppily presented. They contain typos, grammatical mistakes, referencing errors and inconsistencies in presentation. Looking at some committee reports randomly, I note the following comments: "The thesis is poorly written.". "That previous section is long, badly written and lacks structure.".
The three most common reasons include: Did not show up to defend the thesis (AKA: Lose on walkover) Doesn't know the material of the thesis (AKA: Didn't write it) Unable to hold a discussion about the thesis (AKA: hid in a corner) Note that unlike a PhD thesis the professor does not have lot of skin in the game.
If you fail your undergraduate dissertation, you can still graduate as long as you have enough credits, although this may be with an ordinary degree. However, if you fail your master's dissertation or PhD thesis resubmission, you will not be allowed to graduate. The topic of failure is quite daunting for most students.
When it comes to Ph.D., the dissertation failure rate is about 40% to 50% which increases the thoughts of what happens if you fail dissertation. Some don't even make it to their final defense and are rejected over their proposal presentation. And gets in the list of fail dissertation UK professors manage.
If you fail your dissertation project, your institution will give you another chance to redo the work and re-submit it based on an agreed date. However, you institution will cap the marks for a resubmitted dissertation at a pass level. Notably, it's highly unlikely for students to fail their dissertations straight outright.
Lorie Owens, or PhDiva (@Dissertating) as she is commonly known in academic Twitter circles, paints a vivid picture of how she failed at her first dissertation defense. This narrative originally…
Thesis Examination Failures. If one or both of the examiners give the thesis an outcome of 'not passed' on the examination report, a Master's student will not graduate and a Doctoral candidate will not proceed to the oral defence. However, the student has the option to revise and resubmit a failed thesis. When the examiner's report is ...
Second, remind yourself - of what you said "I failed a MASTERS THESIS". You are a champ. Stuff happens, that's life. But you have to fail sometime, and reflecting on where you can improve might help you focus, and nail it the next time around, and keep the momentum going.
Have failed to meet specific, essential Professional, Statutory or Regulatory Body requirements as approved by UCL Education Committee or its nominee and recorded in the Portico Progression and Award Rules Tool, or ... Masters Dissertations/ Research Projects: January-start programmes: By 30 April of the following academic session. 3 ...
Once they reach 2 failures, they are kicked out of the program. If you fail your oral defense, that's one failure. Typically students are given a list of revisions, elements to fix/redo, etc. They can then take it again the next semester. If you fail it twice, you are out.
Walz's military record has been under scrutiny after a series of claims made by veterans and leading Republicans.
What's True. Gunn's Ph.D. thesis, titled "Deterritorializing Gender in Sydney's Breakdancing Scene: a B-girl's Experience of B-boying," did cover the topic of breakdancing.
The thesis was the culmination of Walz's master's degree focused on Holocaust and genocide education at Minnesota State University, Mankato, which he earned while teaching at Mankato West. His ...
Several years later, when he was studying for his master's degree in experiential education at Minnesota State University, Mankato, Mr. Walz wrote his thesis on Holocaust education, the Jewish ...
Breaking made its debut as an Olympic sport Friday, and among the competitors was Dr. Rachael Gunn, also known as B-girl Raygun, a 36-year-old professor from Sydney, Australia, who stood out in ...
I am constantly worried about what if i fail. What will happen. Should I have to go back to India without completing my Master's. Update 28.09.2020: Thanks a lot. I have passed my Thesis as well as my masters with satisfactory Noten(Grade). Over all 2.5 Noten for my Master Degree and 2.5(average of Report and Presentation) .
Normally the your advicer and the examinator should never allow you to submit if you're not going to make it. The case above was a one time thing and everyone involved was to blame. In reality, failed grad students are reflected by the number of drop outs. Around 50% never make it in Sweden.
CrowdStrike's president just accepted an award for "most epic fail" after a mass IT outage. The outage, caused by a defective software update, disrupted thousands of Microsoft systems. Experts ...
Roy Hodgson's tenure (2010) seemed doomed as soon as he failed to mention any Liverpool legends after being asked for his biggest coaching influences (a Londoner, he named Don Howe, the former ...
She failed to register a point in her battles against USA's Logistx, France's Syssy and Lithuania's Nicka, losing 18-0 on each occasion. ... while her PhD thesis focused on the intersection ...
Duncan2012. 19. You need to read the academic regulations of the university to see whether you think you have grounds for a complaint, appeal or some other action. There would be a lot to factor in and there's no way any of us here on TSR will be able to give constructive advice without knowing the whole story.
and did my dissertation in 5 days, about 5 hours/day. That doesn't add up. You might pass, you might not - it depends upon your actual ability. If you were doing a Masters in time management you would have failed straight away, however depending on your course and how good you are at it - you could pass.
Resubmit - this thesis does not pass, but contains sufficient material to convince the examiners you are capable of passing. You are giving leave to rewrite and resubmit the thesis. May involve new experiments - often 1 year time limit. Fail (either with or without a Master of Philosophy degree).
Khimki. Khimki is a mid-sized city in North Moscow Oblast, adjacent to Moscow, with a prominent historical role in the Soviet aerospace industry, some very large upscale shopping malls, and fast-growing residential districts for Muscovite commuters. Photo: Alexander0807, Public domain. Ukraine is facing shortages in its brave fight to survive.
speak to your student union/association for advice. speak to student services urgently. It's very possible your institution will either a) allow you a significant extension (and you don't need to hear back before the deadline to be able to make use of that) and/or b) offer you a resit opportunity for the dissertation.
Airport information about UUMV - Vatulino [Vatulino Airport], MOS, RU
But this is way before the actual PhD defence. If to ask differently, how many PhD students do not get they degree at the end, this really depends a lot on the traditions inside the institution. However in all places I have seen this was below 20 % or about. The first post doctoral position is also seldom a problem.
Khimki is a city located in Moscow Oblast, Russia, which is situated about 23 kilometers northwest of Moscow. It is one of the most significant industrial centers in the region and has a population of approximately 253,000 inhabitants as of 2021. The city is connected to Moscow by the Moscow-St. Petersburg highway and the Moscow Central Circle ...