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Thanks for A2ANow I am eligible to answer this question as i have prepared at home for 6 months prior to NEET. So home can prove to be a boon for you if you are in the right direction. So listing out some points for you which might help!!Sit on a table and chair- This is very important for you…i know at times it may get tiring or you”ll just feel like ur bed is calling you sooo badly and those pillows just screaming for you but NOO… just remember if you go there you lose!!! Initially I also used to sit on my bed while studying no matter how much I was pushed but once I got determined with my chair the changes were very promising trust me. (If u dont have a table n chair just sit on the floor with crossed legs.)Isolation from family members- Yet very important point. Do not sit in the room where any kind of human being exists. Just tell them to stay away from you till NEET and shut the door of your room. Get out for breakfast lunch dinner sleeping and for some break and refreshments… NOT while you are studying!!! Your siblings or cousins might tell you ok we'll just sit here while you study but just tell them to get out no pity on them!!😌Online class- This is not important for study point of view but discipline point of you. If you follow any particular coaching you will get a particular direction. And I would suggest join any classes irrespective of their popularity. I had joined Neetprep question bank and test series for mere 700 rupees(which was refunded later on) along with my Allen tests. Classes and tests help you in completing your syllabus and gives you proper time management. But please be very punctual…if you skip any portion of the test or dont revise what was taught in your online class, all of it starts getting piled up, after which it will affect your upcoming tests too. After an extreme point you may land up in a situation where you will completely ignore ur class and test pattern and end up saying ‘now I will study in my own way thats better'. But trust me that won’t help you and make things worse!!!Pomodoro app- This proved to be a very useful app during my self study days. I would recommend it to all the aspirants who are into self study now. With this you'll get another level of confidence. Here you will get the feeling of achievement as soon as one work session ends and the 15 mints break will give you another level of happiness and positive energy inculcates in you which is most important for any student. If you are able to follow this nothing can stop you!! You will enjoy studies for sure. And most importantly with this you dont need to make any time table which I know is never followed…so telling to make any time table is useless.Turn internet off- Please turn your data off when you are with your books. It should be turned on ONLY when you are attending class, asking doubts, giving tests, or in your break sessions. Our brain is our biggest enemy while studying…it gives you all kind of ideas to run away from those questions and textbooks. As soon as you'll get a notification Boom!! you are no longer with your books. One message …to one youtube video …to one call …you wont realise when your one message kills hours of your study.Fix sleeping hours- This should be done for sure. Take 5–8 hours of sleep according to your will but that should be fixed. Like one for noon rest for night hours and late night or early morning should be decided according to your preference.Offline tests- Studying online is fine but you can never ace it without offline tests because that's the pattern of your NEET exam!! Use OMRs, printout of question sets and sit for straight 3 hours with locked rooms!! Solve all your previous years with printout of OMRs and time boundations for sure. Make it regular either weekly or twice a week and as the exam approaches near increase the frequency.Short notes- This is necessary for your quick revision in your exam times. If you succeed in making these short notes properly for each chapter, they are going to do wonders in your tests and with frequent revision they will stay in your permanent memory. The method to make this is..you should be thorough with your chapter and must have read atleast 2–3 times…so now when u sit with the chapter you know which points are most volatile and important for you and points where you usually dont pay attention to just jot them down. You dont have to write all the things from top to bottom.Deal with your mood swings- Extremely important!!! When one stays all the time with their books inside a four walled room…all kind of thoughts come in our mind. Confusion, fear, insecurity, anger, loneliness, lack of confidence, crying… this is normal for a NEET aspirant… but remember this carbon has to undergo extreme heat and pressure beneath the layers of lithos to gain that lusture like a diamond!!! So whenever any negativity comes to you try giving yourself some care… go out , talk to your family members, do things you like and once you get normal get back with the same enthusiasm!!! If you can… do try meditation daily for mental peace!!These OMR and short notes for each subject as a reference!!!!Soo just few months left for NEET… give your best honest hardwork never goes in vain!!!😊👍EDIT: attached some more pics as previous ones are not so clear!!Try to keep one chapter in just one sheet…revising will get very easy!!

John Lennon, characteristically, didn’t know exactly what he wanted in musical terms, but he knew the effect that he wanted. He described it to the others as ‘a sound building from nothing to the end of the world.’Lennon’s ignorance of music theory and his habit of describing what he wanted in terms of the effect that it would create was actually a good thing, because it inspired the others, mainly McCartney and George Martin, to use their own imagination to come up with solutions.McCartney loved ‘A Day in the Life’ and was keen to make it as memorable as possible. He had been hanging out in the London avant-garde music scene and had witnessed improvised music performances by groups such as AMM, which could be quite cacophonous. He suggested hiring a symphony orchestra and getting them to improvise a huge noise. Lennon liked this idea.Martin, however, had to think about the budget, and he wasn’t pleased at the idea of the expense of hiring a full orchestra. He also knew that orchestral musicians weren’t necessarily natural improvisers, and that whatever they were going to do had to be controlled in some way: it was no good just getting them to bash away at random because the resulting sound wouldn’t build the way Lennon wanted it to.The structural problem that the wall of sound was supposed to solve was, initially, to get the song from the end of Lennon’s verse (in G major) to McCartney’s song fragment (in E major).Martin realised that the required massiveness could be obtained by hiring a relatively small orchestra (forty-two musicians) and recording them several times, then superimposing the recordings on each other.He then suggested that, rather than just have the orchestra freak out at random, the musicians should work their way up from playing the lowest notes on their instruments very quietly, to playing the highest notes on their instruments that were in an E major triad (E, G#, B) as loudly as possible. This meant that the wall of sound would seem to have a shape: it would emerge from the background as a faint rumble but would finally climax on an audible chord.This was agreed, and Martin duly scored this for each instrument as a rising glissando—a glide from one pitch to another. (Exactly how harpist John Marson was supposed to achieve a glissando, I have no idea, but the fact remains that he was on the session.) He also instructed the musicians to make sure that they were not synchronised with each other, which would have sounded like a huge, single, rising note; it would only work if they were resisting the influence to play as a unit and instead moved up towards E major at their own pace, with the stipulation that they had to arrive at the end point within 24 bars:What I did there was to write ... the lowest possible note for each of the instruments in the orchestra. At the end of the twenty-four bars, I wrote the highest note ... near a chord of E major. Then I put a squiggly line right through the twenty-four bars, with reference points to tell them roughly what note they should have reached during each bar ... Of course, they all looked at me as though I were completely mad.In order to cover the entry of the wall of sound, Martin also picked up on Lennon’s slow semitonal wavering note on the line ‘I’d love to tu-u-u-u-u-u-urn you-ou-ou-ou-ou-ou-ou o-o-o-o-o-onnnn…’ and scored this for the strings, adding an extra, disturbing edge to the track, where it seems to blend into the rising sound of the orchestra.The resulting sound was recorded four times, filling all the tracks of a separate four-track tape machine, then carefully synchronised so that they all ended at the same point, then bounced down on to one track of the master.

In 2015, I served on an ad-hoc committee examining grading practices at Dartmouth. We examined data on grades over time, and there was no doubt that grade inflation is real. To cite one statistic: in 1974, the median grade at Dartmouth (i.e., over all grades given in all undergraduate courses) was B; in 2014 (and continuing today), A-. And not just barely A-, but about 60% of grades at Dartmouth are A or A-. (We don’t have the grade of A+.) We found that grades had increased across all divisions of Arts & Sciences, so it wasn’t like we could blame just the Humanities division. We concluded that at least one of the following must be true:We are giving our students higher grades than many of them deserve.-OR-Our courses are so non-rigorous that the majority of students can achieve excellent mastery with little effort.The basis of our proposal was simple. The Dartmouth catalog (known locally as “the ORC”) describes in detail what the grades A, B, C, D, and E mean. (At Dartmouth, E is the failing grade rather than F.) We suggested that the faculty should grade according to the descriptions in the ORC. We recommended a few other changes as well, but that was the main takeaway.In the 2016–2017 academic year, I chaired the Committee on Instruction, which is the faculty committee that oversees the undergraduate curriculum. We devised new descriptions for the grades, specifically A, A-, B+, B, B-, C (all flavors), D (we don’t have D+ or D-), and E. The new text made it through a few committees, but it hit a brick wall when the Committee of Chairs (the chairs of all the undergraduate departments and programs) reviewed it.One afternoon, several of the members of our ad-hoc committee visited the president during his faculty office hours. We asked whether he supported our findings. He was noncommittal, but certainly expressed no enthusiasm. He even suggested that perhaps we should just set a median grade of B, then pointing out he had come from the University of Michigan, where enough students took, say, calculus that you knew in advance what grade distribution you’d see. My own feeling is that setting a median in advance is tantamount to deciding on the outcome before the course happens. It would be like going to a baseball game and having the home-plate umpire announce before the game, “There will be 11 strikeouts today.”We remain in a cycle of grade inflation. At the rate we’re going, we won’t need to bother with grades by 2060 or so, because the average GPA will be 4.0. When everyone gets an A, you need zero bits to represent grades.I have tried a couple of different grading practices. One worked well (IMHO), and one did not. The one that did not was when I taught undergraduate algorithms in 2016. I called it “choose your own grade.” The idea was that the homework assignments were divided into A questions, B questions, C questions, and D questions. Each student would choose the grade they wanted and answer the questions at that level and one level below. For example, a student going for a B would answer the B and C questions. The grade a student received depended on how they did on the various questions. For example, a student going for an A could get any of the following grades: A, A-, B+, B, B-, or E. Why the big jump from B- to E? Because if you think you’re an A student, but you’re not even a B- student, then you failed. Moreover, the course was algorithms. You have to prove that your answers are correct. You can’t just guess. There were a couple of other factors that came into play. One was that if a student got less than 60% on a problem, then they got 0 for that problem. Again, you should know whether you got it right; if you just throw an answer against the wall and see if it sticks, you should get 0 points. The other was that I had trouble incorporating exam scores with this homework system. I couldn’t give several A questions, etc., on exams, so they were just straightforward take-home exams with one question from each of several topics. (Actually, my algorithms take-home exams aren’t completely straightforward. I sold hints for points.)The grading scheme that I believe did work was one I used in the introductory CS course the last few times I taught it. Instead of the final grade being based on a linear combination of programming assignments and exams, it was based on a logical combination. For example, to get an A or A- in the course, a student had to get at least 92% in the programming assignments AND at least 90% on the exams. I published all the exact cutoffs for every possible grade on day 1. The students knew exactly what they had to do for each grade. Why the logical combination? I taught the introductory CS course a total of 25 times. After a while, I saw that we had students who got good grades despite doing poorly on exams, because their programming grades propped them up. Students can get a lot of help on programming assignments: their computer tells them their syntax errors and whether their program works; the TAs and I can help; and they can get help from their friends, tutors, and the internet. There’s a lot of noise mixed in with that signal. Exams were where I got to see what the students know, without help. I gave them every opportunity to do well, including publishing a review page, holding a review session (in addition to those conducted by TAs), and allowing them to bring a crib sheet (a.k.a. cheat sheet). I designed the grade cutoffs with a target median of B, based on historical data that I had. But that was just the target; once I published grade cutoffs on day 1, they stood. I did not set a median in advance. Each time I used this system, the class median was either B+ or B. Even though I had a target of B, I was pleased when the median turned out to be B+, because I had challenged the students and they were up to the challenge.Now that I am no longer teaching at Dartmouth, I have zero control over grades. I am not holding my breath waiting for my faculty colleagues to do something about grade inflation.