I do not fully understand exactly what you are asking so I will restate what I believe you are asking and then I will answer it. What was the best excuse that a student ever gave for having failed to do something? I would have to say that I was most entertained by a student's response to "Why are you late for school?" The student said, "I awoke in time this morning but there was a mouse sitting on the edge of my bed. I looked at him and he looked back. The mouse said to me, 'Go back to sleep' and what could I do? He had a gun." The following has worked a few times too when students refuse to talk. That is, I know that one of the assembled students was the culprit for some activity. When they will not talk, I interview them one at a time while the others are kept away from each other. Then when they are assembled before me again, I say, "Thank you gentlemen. I know who did it so you others are free to return to class." All but one arises and leaves. This works more times than not. For years I have given assignments via email and I have collected assignments via email. Nothing has ever gotten lost this way and things are timestamped. I do not have to make photocopies and even students who are not present the day that the assignment is announced in class, get the assignment in a timely manner. One young lady told me, "I turned it in but you must have lost it." "Okay," I said, "Open your sent folder and show me that you sent it." She replied by saying, "I delete my sent folder to keep from clogging up my email." I told her that I understood and that she could show me an empty sent folder to prove that she was telling the truth. She said, "I lied." How long this teacher have been probably working in school? - many years - one day - not enough information - one week
many years

Aage Llievang tried explaining to his mother, but she shook her head. "Now, Aage. Really. Your own car? A car? What would the other co-op members think?" "Mom, this is a classic! 1952 MG-TD. It's even--" "British Racing green... yes, Aage. I know. Your father knows. Your grandmother knows. We all know about the car." "But Mom, look." He waved his Handy at her. The MG glowed on its small screen. "There's one up for auction on carsforsale.com and I'm too young to bid. You've got to help me." "Aage!" She put her hands on her hips and shook her head. "Your age is not the problem. You can't even afford it." "I'd pay you back." How could he explain his fascination with the Vehicular Age to her? The seductive sheen, the rumble, the combustive power of automobiles called to him like a siren at sea. He coveted the sense of possibility inherent in the turn of a key. And the MG-TD held a place high in his list of hope. British Racing Green, wood dashboard and a four-stroke engine. He had only seen one MG-TD, when he'd gone on holiday with his folks to the U.K. They had been walking down the street in downtown London. Most of the traffic had been pedestrian or cyclist. The occasional fuel-cell car glided by like a ghostly leftover from the Vehicular Age. Double-decker biodiesel buses roared past regularly, trailing the odor of fish and chips after them. And then it came down the street toward them. A car that purred as its rounded lines soaked up the sun with a green so deep it was almost black. It pulled into the valet parking of a grand hotel and two people got out. Aage barely noticed them. He stared inside the car, where chrome and brass gleamed against a burled wood dashboard. The doors of the car shut with the heavy thunk of real metal. A valet pulled the car out of the parking circle and Aage never saw it again. Who pulled the MG-TD out of the parking circle? - not enough information - Aage's mom - Aage - A valet
A valet

Q: As academic work is becoming arguably more precarious and competitive, shorter contracts are becoming the norm, and the number of people completing PhDs in the UK is increasing, the risks associated with researching academia are high. This post discusses and explores my experiences of being a PhD student researching women's lived experiences of research evaluation in the UK, and my thoughts on and experiences of interviewing very senior and esteemed academics as a junior researcher. My PhD study explored research evaluation in the form of the Research Excellence Framework (REF) a weighty force in UK academia the outcomes of which, I argue, hold the potential to alter the course of an academic career considerably, as well as playing a role in the type of work that some academics do, particularly given the REF impact agenda. There is currently an international trend towards research evaluation with programmes such as the Excellence in Research for Australia (ERA), the Performance-Based Research fund in New Zealand (PBRF), and equivalents in countries including Denmark, Switzerland and the Netherlands. What is clear is that there is not enough qualitative, exploratory research into the effects of research evaluation on academic careers, especially for women, and so my PhD study was born. My findings suggest that research evaluation in the UK actively contributes to the continuance of gender inequality regimes in the academy, and that the ability to negotiate managerial control and be politically savvy is increasingly important in the academic world. Before embarking on my PhD, I was acutely aware of the sensitivity of my research, as well as my own positionality with regards to my participants. Reflection is and was an important element in the research process for me, as it allowed me to reflect on the effects of the self on the research process and, ultimately, also on the data, as well as the various power dynamics discernible during interviews for my study. I was continually taken aback by participants'... Which country does the author probably like the best? - Uzbekistan. - not enough information - Uganda. - Uruguay.
A: not enough information

(Question)
I was a student nurse at the time. I was assisting in the delivery of an infant. My specific task was to work with the rather over-excited father-to-be. He was an absolute delight to work withvery solicitous of his wife all throughout, very cooperative with the staff, and very appreciative of the help we were giving the mother-to-be. The background was that after 7 years of marriage, and 2 tragic miscarriages, THIS pregnancy had come to full term, and the childdeliberately they did NOT want to know the genderwas healthy, and both "mom" and "dad" were excited about the upcoming birth. The child finally emerged, the MD held up the child, and "dad" blurted out "It's a girl!! You wanted a girl!!! Oh my God, she's beautiful!!" Then he buried his face on his wife's shoulder and was sobbing for pure joy. The MD quickly put him to workhe was to cut the umbilical cord. "I'm not going to hurt her, am I??" MD assured him no, he wouldn't. He made the cut, and came immediately over to the wife"Honeyare you all right?? I didn't hurt you??"" While the his daughter was being bathed and checked out by the APGAR nurse, he excited called out the various observationsshe as healthy..she was pinking upshe was so beautiful "I can't believe it." When the nurse returned the little girl to "mom", the three of them cuddled together, tears just pouring from his eyesand we in the birthing suite were all getting teary-eyed ourselves. That was 30 years ago, and I still get tears just thinking about what I consider the most beautiful moment of my life, one that I was lucky to share with these two wonderful people. The nurse probably believes that: - not enough information - the parents will take good care of the baby - the parents don't like the baby - the parents will neglect the baby
(Answer)
the parents will take good care of the baby