Well, and the test questions are, frankly, many of them badly written. Some are written with an intent to deceive (introducing extraneous factors), which is one things, but others are just impenetrable, making a situation that is clear on the field confusing to the reader. I stayed after to get some things explained (these turned out to be the questions that turned on issues of "you will never do this, but in theory you could") and spent most of the time helping other students who had missed a lot of question I had gotten right understand what the correct answer was. Some of the cases were simple misunderstanding (I was gobsmacked by the one fellow who asked the instructor after all the testing was over "So, look, *how* do you decide whether to give a direct or indirect free kick?"!!!!) but a lot of them were cases where the student knew the right answer, but the way the question was worded had caused them to put a different answer. That, to me is the definition of a bad test.

Grade 8: No, I've always been Grade 8--I don't really aspire to more than that, at least not now.

Good for you for passing your exam! And the fact that you've centered *any* games is a credit---it's like being a program manager, it's an honour that I dream not of! ;-)