Examination Results in Mathematics and English Essay Example for Free

Examination Results in Mathematics and English Essay INTRODUCTION Every student is required to take exam to determine if he really understands the particular subject and to measure his capability to remember certain things. Teachers use these examinations to find out the number of students who paid attention during class discussions. These are also essential to cope with the requirements of the school, so the students will think of any way or strategy to pass it. They will try to use some techniques that will help them to restore their knowledge; remember certain information and important details that might be asked in the examination. The factors that could affect a student’s performance in the said examination are still unknown. The factors may vary according to the student’s likes or the subject. The researcher wanted to pursue this topic because she wanted to find out the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy. BACKGROUND OF THE STUDY Passing the examination is not a requirement, it is a choice made through a decision. It is a student’s fault if he failed the exam. No one else is responsible for that except him, because the time he should have spent for preparing was wasted by doing nothing. CONCEPTUAL FRAMEWORK Figure 1 illustrates the independent variables: Time spent for reviewing, Test Anxiety, and Difficulty of the subject to be tested, and Study habits of the students; and the dependent variable: Examination results in Mathematics and English. The concept of the study is presented in the paradigm below: Independent Variables Dependent Variables * Time spent for reviewing * Test Anxiety * Difficulty of the subject to be tested * Study habits Examination results in Mathematics and English Figure 1.1 Research Paradigm of the Study STATEMENT OF THE PROBLEM Factors that Affect the Examination Results in Mathematics and English of selected High School Students from Mt. Moriah Christian Academy. What are the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy? HYPOTHESIS 1. There is no significant relationship between the time spent for reviewing and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 2. There is no significant relationship between the test anxiety and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 3. There is no significant relationship between the difficulty of the subject to be tested and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 4. There is no significant relationship between the study habits and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. SIGNIFICANCE OF THE STUDY Many people could benefit from this research. They are the students, teachers and even the school. The students will benefit from this research because they will know the importance of reviewing, and learn some useful tips that might help them pass the exam. The teachers will also benefit because they will know some things that they could apply in their teachings, and some advices that might help in preparing their students. And the school will have well-prepared and smart pupils for the real world, and great teachers that could mold a student into something better. SCOPE AND LIMITATIONS OF THE STUDY The research was conceived on the High School Department of Mt. Moriah Christian Academy. It focuses on the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy. DEFINITION OF TERMS Cram To force, press, or squeeze into an insufficient space; stuff. English A course or individual class in the study of English language, literature, or composition. Examination A process prescribed or assigned for testing qualification; as, the examination of a student, or of a candidate for admission to the bar or the ministry. High School A secondary school that usually includes 1st year to 4th year. Mathematics The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. Review To go over and examine critically or deliberately. Study Habits Buying out a dedicated scheduled and un-interrupted time to apply ones self to the task of learning. Without it, one does not grow and becomes self-limiting in life. Test anxiety Is the uneasiness, apprehension, or nervousness felt by students who had a fear of failing an exam.

A Selection from Perpetual Masquerade: Marriage,Sexuality and Suicide in Madame Bovary :: Research Papers

A Selection from Perpetual Masquerade: Marriage,Sexuality and Suicide in Madame Bovary Introduction: the Heroine’s Dilemma The essence of the happenings of ordinary contemporary life seemed to Flaubert to consist not in tempestuous actions and passions, not in demonic men and forces, but in the prolonged chronic state whose surface movement is mere empty bustle, while underneath it there is another movement, almost imperceptible but universal and unceasing, so that the political, economic, and social subsoil appears comparatively stable and at the same time intolerably charged with tension.1 The high incidence of suicide among women who people nineteenth-century fiction and drama, as illustrated in Flaubert’s Madame Bovary and Ibsen’s Hedda Gabler, among others, often is viewed as the heroine’s quick and relatively easy way of escaping from her problems and from the complexities of life. The shock of suicide, especially as it is presented in Madame Bovary, brings to the fore the seriousness writers like Flaubert and Ibsen attached to the power society wields in molding a woman’s life and character into the model it deems appropriate. Their fictions show how dire the consequences may become should a woman’s needs lie dormant or fail to be fully realized. Among the needs that go unfulfilled in the women of these literary works are their sexual ones, which is why so many of these novels and plays center on sexual awakening and on the dissatisfactions of marriages of a conventional kind. The amount of research done and material written on this topic speaks to its significance when considering the issue of sexuality both for the characters in the aforementioned novels and for women in general. In This Sex Which is Not One, for instance, Luce Irigaray says that â€Å"Woman derives pleasure from what is so near that she cannot have it nor have herself. She herself enters into a ceaseless exchange of herself with the other without any possibility of identifying either† (31). Indeed, as we can see in these literary works, the oft overlooked (or merely misunderstood) subject of female sexuality, if even granted its own status, remains a threat to male control in such androcentric societies. Particularly prominent in the discussion of the place of and entitlements for female sexuality is Flaubert’s protagonist. Emma, because of her resistance to women’s pre-mandated roles and because she eventually succumbs to suicide, stands as a fitting example of a culpable character for those readers alarmed by the willful or independent woman. In this analysis, sexual and personal latitude, Emma’s case certainly suggests, breeds destruction of what most nineteenth-century bourgeois considered the core of existence: strict adherence to the social and moral codes maintaining a proper and

Hamlet is a self-obsessed Essay

Throughout the course of the play, the character of Hamlet undergoes major upheaval, so a transition in his psyche is to be expected. One interpretation behind the reason for this transition is the one stated in the title (i. e. that he is a â€Å"self-obsessed, miserable typical teenager†); another may be that he is simply the victim of exceptional circumstances (namely his father’s death and his mother’s marriage to his uncle) – either way, it is clear that Hamlet is acting under severe emotional stress during the play. That Hamlet is a very obsessive young man is easy enough to tell – the list of things he obsesses about is extensive: the afterlife, his father’s murder, his new misogynistic feelings, suicide and general worldly dissatisfaction, to list the main bulk of his obsessions. Some of his soliloquies (which are the passages where Shakespeare allows Hamlet to reveal his complete emotions to the audience) are testament to this obsession, especially concerning suicide (â€Å"O that this too too solid flesh would melt†, â€Å"To be or not to be†). This self-obsession may be thought of as somewhat surprising when it is noted that Hamlet is meant to be heir to the Dane throne, as it portrays Hamlet as someone in a role of great social responsibility who only has the scope to think about his personal problems. Hamlet is by now old enough to attend university (although his age is unspecified), showing that he has reached an age where he can think independently and fully comprehend his duty to society, adding to the sense that he is being selfish in that he does not think of the well-being of his country, despite the numerous references to problems in Denmark (â€Å"Something is rotten in the state of Denmark†). It is this personal fixation and irresponsibility on Hamlet’s part that ends up bringing the ultimately Danish monarchy into ruin, with Fortinbras of Norway ascending to the throne. The claim that Hamlet is also miserable is also a valid one: the audience usually finds Hamlet in a highly melancholic state of mind (whether it is mere sullen impetuousness or full-blown suicidal depression). Hamlet seems dissatisfied with everything: his family, his nation, the world, his very existence. Part of the reason for this depressed nature is Hamlet’s tendency to philosophise and contemplate complex aspects of existence, such as the afterlife, which contrasts with the straight-forward â€Å"action† men that surround him, and is more typical of the modern moody teenager. For all of these reasons, it can be argued that Hamlet is indeed a â€Å"self-obsessed, miserable typical teenager†. However, a different interpretation of Hamlet is that he is the victim of exceptionally harrowing circumstances. His age is indeterminate, although the reader is sure that he is a young man. Already with the weight of an entire nation on his shoulders, his father dies, only for his mother to wed with â€Å"wicked speed† to his father’s brother: such a combination in such a short space of time for one as young as Hamlet is bound to have a detrimental effect on his outlook. Add to this the plainly insensitive handling of this shocking series of events by Claudius which serves only to exacerbate Hamlet’s sorrow and confusion (â€Å"but to persever/ In obstinate condolement is a course/ Of impious stubbornness, ’tis unmanly grief,†) and it becomes evident that Hamlet cannot be compared to a moody teenager, because the events that usually make teenagers stroppy cannot be compared in any way to the mental anguish that Hamlet is probably suffering. Such a comparison would be callous and thoughtless. Hamlet’s apparent descent into a self-crafted madness is indicative of the huge pressure placed upon him by the ghost of his father, who seems only interested in revenge rather than helping his son (â€Å"Remember me. â€Å"). This emphasises the feeling that Hamlet is alone, with no-one truly understanding his situation (with the possible exception of Horatio). Teenagers nowadays have a vast array of methods in which they can seek help (i. e. relatives, hotlines, the police), again stressing the vast chasm between the situation of a moody teenager and the agonising plight which Hamlet finds himself in. The sheer exceptional scale of tragedy that occurs during the play and the profound effect they have on Hamlet are enough to ensure that he should not be compared to a moody teenager: to do so would be highly inconsiderate. Hence the interpretation that Hamlet is â€Å"self-obsessed† is a highly unfair one, as the world he knew previously has been shattered, and the one he finds himself in now is so intolerable to him that he ponders suicide, meaning that the affairs of Denmark do not find such a high priority in his mind because his personal life is in disarray. Even through the catastrophes in the play, as Hamlet lies on the ground dying, he names Fortinbras as the next ruler of Denmark – this shows that, after he has resolved all of his issues, he starts to once again think of his nation, even as he is dying; the claim that he is miserable is a fair one, but he is justifiably miserable. He is not miserable because his parents will not let him attend a party: he is miserable because his father is dead and his mother has begun an incestuous relationship with his uncle. This is a legitimate reason for misery, and so Hamlet should be treated with a fitting level of compassion – at least certainly not compared to typical teenagers. It is for the reasons above that the statement â€Å"Hamlet is a self-obsessed, miserable typical teenager† does not resonate well with the reader: the very fact that he is able to be sullen and even jocular initially (â€Å"A little more than kin, and less than kind. † â€Å"Not so much, my lord, I am too much in the son. â€Å") is a testament to his strong personality – his true feelings are revealed in the following soliloquy. The character of Hamlet is far more complex than a comparatively simple teenager; the circumstances far more tragic; the pressure upon him far greater.

Impulse - Force Over Time

Force applied over time creates an impulse, a change in momentum. Impulse is defined in classical mechanics as a force multiplied by the amount of time it acts over. In calculus terms, the impulse can be calculated as the integral of force with respect to time.  The symbol for impulse is J or Imp.   Force is a vector quantity (the direction matters) and impulse is also a vector in the same direction. When an impulse is applied to an object, it has a vector change in its linear momentum. Impulse is the product of the average net force acting on an object and its duration.  J  Ã‚  F̅Δt Alternately, impulse can be calculated as the difference in momentum between two given instances.  Impulse change in momentum force x time. Units of Impulse The SI unit of impulse is the same as for momentum, the Newton second N*s or kg*m/s. The two terms are equal. English engineering units for impulse are pound-second (lbf*s) and slug-foot per second (slug*ft/s). The Impulse-Momentum Theorem This theorem is logically equivalent to Newtons second law of motion: force equals mass times acceleration, also known as the force law. The change in momentum of an object equals the impulse applied to it.  J  Ã‚  ÃŽâ€ p. This theorem can be applied to a constant mass or to a changing mass. It is relevant especially to rockets, where the mass of the rocket changes as fuel is expended to produce the thrust. Impulse of Force The product of average force and the time in which it is exerted is the impulse of force. It is equal to the change of momentum of an object that isnt changing mass. This is a useful concept when you are studying impact forces. If you increase the time over which the change of force happens, the impact force also decreases. This is used in mechanical design for safety, and it is useful in sports applications as well. You want to reduce the impact force for a car hitting guardrail, for example, by designing the guardrail to collapse as well as designing parts of the car to crumple on impact. This lengthens the time of the impact and therefore the force. If you want a ball to be propelled further, you want to shorten the time of impact with a racket or bat, raising the impact force. Meanwhile, a boxer knows to lean away from a punch so it takes longer in landing, reducing the impact. Specific Impulse Specific impulse is a measure of the efficiency of rockets and jet engines. It is the total impulse that is produced by a unit of propellant as it is consumed. If a rocket has a higher specific impulse, it needs less propellant to gain altitude, distance, and speed. It is the equivalent of the thrust divided by the propellant flow rate. If the propellant weight is used (in Newton or pound), specific impulse is measured in seconds. This is often how rocket engine performance is reported by manufacturers.