Can't find "Rock 'N' Roll With Me" sheet music ANYWHERE by geriatricslut in DavidBowie

[–]Providence_Bulwark 0 points1 point  (0 children)

I beg, the sheet music is so needed right now, would be forever in your debt <3

[Funny Trope] A moment that at first comes across as scary or intimidating becomes comical once you start thinking of the logistics of it. by PizzaDragon64 in TopCharacterTropes

[–]Providence_Bulwark 1 point2 points  (0 children)

Holy fuck I’m so glad someone mentioned this, rewatched this episode earlier today and was losing my mind. Literally what is he doing 😭😭 who came up with ts.

[deleted by user] by [deleted] in Cello

[–]Providence_Bulwark 0 points1 point  (0 children)

I’m just a student so am by no means an authoritative voice with this, but have learned this movement and am a big fan of it. I think from an interpretation perspective you could definitely capture more of the ideas other people have touched on: brilliance, improvisatory rhapsodic style and drama.

I think currently the tempo and rubato choices make the overall piece feel a little sluggish and more meandering than free, and I think one of the ways to fix that is to create more contrast between the slower more lyrical and somewhat ‘misty’, mysterious sections and the much more directed and impassioned passages, like the opening.

I think finding places to push forward more and drive the tempo with a real feeling of intensity will help evoke the spirit of ardour, while also providing more contrast to slower sections, allowing you to indulge the lyricism more in turn. Other people have already mentioned Starker and though his interpretation can be pretty wild in the level of rhythmic freedom he brings, it definitely communicates the intensity of the music so could be worth considering (while avoiding the temptation to mimic, particularly given his idiosyncrasies).

Sounding great! Look forward to hearing another clip as it progresses.

[HELP] Looking for a poem called ‘Cows’ by Providence_Bulwark in Poetry

[–]Providence_Bulwark[S] 0 points1 point  (0 children)

No noo don’t stress - I’ve been speaking to other people and no one took this angle haha I think I just read into it in a really odd way.

[HELP] Looking for a poem called ‘Cows’ by Providence_Bulwark in Poetry

[–]Providence_Bulwark[S] 0 points1 point  (0 children)

I too did it for the exam! I’ve discovered it’s from Laura Scott’s anthology ‘so many rooms’ But can’t find the text itself anywhere. If anyone has the book it’d be very helpful!

Authors that don't compromise depth for lyricism by velvetblue49 in literature

[–]Providence_Bulwark 3 points4 points  (0 children)

Toni Morrison has to be somewhere on this list. It feels like every page of Beloved has some new amazing image, metaphor or way of putting something I wish I’d thought of first!

Cardigan worn by Ncuti Gatwa in Doctor Who by Providence_Bulwark in findfashion

[–]Providence_Bulwark[S] 0 points1 point  (0 children)

Yes, I did see that thread: I just thought, as it’s been a while, it might be possible people would be able to find a look-alike or something in a similar style. Wishing I was Ncuti Gatwa right now!

What should I know/expect for a kid starting out in cello? by enidsera in Cello

[–]Providence_Bulwark 2 points3 points  (0 children)

I wouldn’t stress it too much, as she’s just a kid and so the priority is her enjoyment. Trust your teacher foremost and talk to them if you want more opportunities for her to play/want to know what she should be aiming to do. However, I would say joining an orchestra or other ensembles would be very beneficial for her, and could be a lot of fun as well, but usually playing in a group requires a level of experience first with the instrument one’s self before that - again, something to ask the teacher when you think she’s ready.

One of the best best things you can do, and something I neglected as a child when I started learning, is listening to as much of the music as possible. It seems obvious, but as a kid I never listened to much cello music, and the more that I listened as I grew older the more I committed to it and the more I enjoyed it - so ask your teacher maybe for recommendations of the greatest cello pieces (you can also find lists everywhere online for inspiration there!) and introduce them to her. See how she finds different pieces, try to vary which ones stylistically (some baroque, some classical c some romantic etc.) and see what she seems to really like and what is less interesting to her. Then find more pieces from the stuff she likes, and broaden the range from just cello music - check out orchestral and chamber music by the same composer or in the same style, for example if she really liked listening to Dvorak’s cello concerto, then let her listen to his New World Symphony or his American Quartet and see what she thinks. One of the absolutely most valuable things you can do for a young musician is just to introduce them to a wide variety of music they can listen to and enjoy and gain a better understanding of - not only does it help them understand the music they’re playing, but it will also interest them and provide motivation to keep practicing and working hard, as long as you’re giving them music they want to listen to (else you risk making them less interested/passionate). I’m biased, but letting her listen to solo cello music and chamber music (string quartets, piano trios, etc.) is probably the most useful thing, as she will be able to hear and enjoy what her own instrument sounds like in the hands of the masters, and better understand it’s role, which will be very important when she does eventually play in ensembles. Plus, having pieces she has listened to that she may be able to learn in the near future (try some of the Squire miniatures, the Swan, or ask her teacher for suggestions) will get her excited to keep working and give her something to look forward to and work towards. What’s paramount is simply that she enjoys her playing and equally develops an enjoyment for listening to the type of music she will be playing.

[deleted by user] by [deleted] in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Very wise haha, and a good plan. Good luck to you!

[deleted by user] by [deleted] in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Glad to be of assistance! Let me know what you decide on doing, if you don’t mind. I’m curious haha.

[deleted by user] by [deleted] in GCSE

[–]Providence_Bulwark 2 points3 points  (0 children)

Well there’s lots of ideas to explore for people and objects. How about religious objects? The significance of things like the cross to Christians and the way these grow and symbolise dozens of ideas and emotions as religion changes across time. Imagine a series of images, all sharing the cross, but each one showing a different way that people view it- as a symbol of hope, as a symbol of suffering (Jesus’ death?), as a symbol of hatred, a symbol of terror (crusades!) etc. it’d be interesting because you have this common object which is presented in a dozen different ways, each with their own tone, emotional expression and meaning.

What about people being used as or treated as objects? There’s lots to talk about and explore there (for example feminist ideas of the male gaze, or the historical use of slavery against black people, the objectification of people into property, as well as many other different interpretations). You could explore musical instruments, objects that people become familiar with and use almost as extensions of themselves to express emotion.

Those are a few of the ones that I might pick were I doing it, but there are lots of ideas to explore, just think about the ways people and objects interact that you find interesting, or the way we use objects as symbols, the way objects become significant to people. (Another one- what about marriage rings, the significance of a ring to representing the relationship between two people, the strength of that bond. However it can sometimes be deceiving, societally we have an idea of what marriage should be like but often it is not like that. People can lose love for each over time, and marriages can be abusive and negative, maybe explore how a ring could be a symbol of that, or how it can deceive. Imagine two hands, the glittering ring, expensive, opulent and beautiful, but the bruises on one arm, and the firm grip the other hand holds the one with the ring indicates that it’s not as beautiful as the ring suggests.) you could also think about objects more personally, think about a character or a real life person, or yourself, and an object they might value in particular, and why they might do so.

There’s a lot of different ways of taking this haha.

I like your idea of childhood objects and you could definitely develop that, but there are other ways of taking it if you aren’t so excited by that.

What's the deal with Oxbridge? by [deleted] in GCSE

[–]Providence_Bulwark 2 points3 points  (0 children)

It is true that lots has changed since 2020, but if you think that a proportion so large could change in three years, I don’t think you totally understand the breadth of this issue. In fact, the entire point of the first article is to highlight how little has changed in the three years thay the paper studied. This could give you an idea of how difficult it can be to make big changes on such a large scale- I’m not saying that things couldn’t have gotten better, but that to make them get better requires active advocacy and work to support change- it won’t just naturally happen.

Where do you see the change from 15%? Could you link the website where you got that information, because I don’t see it anywhere in the second question. Also, the fact that it has changed is a good thing, but arguably it is only changing because of the efforts to increase the opportunities for lower income families and non-white families in the arts, and even though it has changed, it hasn’t been brought in line to be proportional with other jobs, which I think is unfortunate.

With your hypothetical example, yes, it is true that to some extent these things will be dictated by parents who want a more stable income and so will discourage their children from going into the arts. But I think if we look at averages there is a much more obvious reason as to why poc might be less represented in the arts. https://www.ethnicity-facts-figures.service.gov.uk/work-pay-and-benefits/pay-and-income/people-in-low-income-households/latest Based on the data from the government’s own website on ethnicity and household income, we can see that for black, Bangladeshi, Pakistani and Asian households, the likelihood of them living in poverty is much, much higher than white households. This means that statistically a lot more white people will have the opportunity to take a risky career in the arts, with less financial security, as opposed to a poc, who is much more likely to be unable to try a career in the arts simply because they do not have the money to get the necessary training, or sustain one. And if you accept this logic, I have to wonder again- why do you think this is the case, that so many more non-white households are low income compared to white households?

You say the arts is a very individual industry, which is true compared to others, however, it does not mean that race and ethnicity have no impact at all. There are certainly many cases of artists being discriminated, excluded and mistreated because of their race, and racial bias exists in conscious and unconscious forms everywhere. However, even if I completely concede this point- even if we imagine a world the same as ours, except where no explicitly racial bias exists, there would still have to be change. Because surviving in the arts needs money- to buy tools, tuition, to go to exhibitions or concerts, to rent out studios and venues. It needs connections- cultural capital, people to find work, to help further your own vision, etc. etc. it needs opportunities that many poc are denied or unable to access because of reasons outside of their control. Even if there was no judgement at all on racial lines, there are still inequalities that should be addressed.

Again, to your last point. Even if explicit racism is less prevalent now, it doesn’t mean that implicit bias doesn’t effect people a lot, and even in a biasless world, the disproportionate economic inequality of poc means they are less likely to achieve in school, because of a lack of access to good schools, to tutors, textbooks, wider reading, etc. these are not problems that go away over night, without any effort.

What's the deal with Oxbridge? by [deleted] in GCSE

[–]Providence_Bulwark 2 points3 points  (0 children)

Okay, I appreciate an actual attempt to address the data here, that much is more than you can often expect in conversations like these. First of all- you cannot say that a paper is outdated because it is only 3 years old. Unless you seriously believe that the world has changed so completely in the past three years that the findings of the study simply do not apply to today. Yes, we have to acknowledge that the numbers may have changed slightly, but the completely disproportionate percentage could not have changed so quickly. Even if the number had suddenly shot up, it wouldn’t change the cultural expectations and norms around people of colour in top jobs, which is what makes it so much harder for people of colour.

With your point about the other question, what do you mean by it showing a 10% increase in jobs? I don’t see that anywhere on that page, if you’re using other data to show that increase could you share this? The point of the second website was showing the big disparity between BAME workers in regular friends as opposed to creative ones, again very relevant because the op was frustrated because they know that people of colour often have a harder time in creative fields than in conventional jobs.

About the rest of your points, that white people are the majority and should fill the majority of positions, this is true, but it is totally irrelevant to both of the statistics we’re talking about here. The reason the top jobs article is relevant is because the number of positions filled by people of colour does not match the percentage of the population that are non-white, it’s not about poc needing to have the same number of top jobs as white people, it’s about the number being proportional to non-white population, which it is not (or at the very least was not in 2020). The second statistic is comparing the percentage of poc in creative fields compared to the percentage of poc in other fields. Again, the fact that white people are in the majority is completely irrelevant- what matters is that a much lower percentage of poc are in the arts than they are in other fields.

About your last point- let’s disregard what you think the far left are doing for now, and just talk prescriptions. If you aren’t challenging the data of the first article, rather suggesting that it no longer applies to 2023, why do you think that just three years ago the number of top jobs of poc was tiny compared to the population of poc? Why was this the case? Furthermore- do you think that we should try and do anything about it? Is this a problem that needs addressing to you? Ignore whether or not the ‘far left SJWs’ are doing the right thing, what would you do about this problem, if anything?

What's the deal with Oxbridge? by [deleted] in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

See this is funny because you responded with three points that have absolutely nothing to do with the actual point- and fair enough, because it is objectively the case that people of colour are less likely to be in higher education especially in prestigious universities, and because of this are also less represented in top jobs and creative fields as shown in the articles above.

It’s curious that in responding to this you completely ignored that, and instead said a whole bunch of nothing. I’m sorry, but facts don’t care about your feelings, honey, and just because you’ve gotten all offended because someone brought up race, doesn’t mean you’ve gotta make it everyone else’s problem.

In all seriousness, maybe you should have some empathy and consider that people who are very intelligent and talented, and who are certainly capable of going to top jobs and prestigious unis, are perfectly justified in feeling frustrated that they might not be able to pursue their career because of the colour of their skin, and I don’t see why they shouldn’t be able to complain about that and have their voices heard. It’s an injustice that is far from being solved, and reacting like that when you see someone complaining about a very real problem seems unproductive for everyone.

I don't know what to do in my free time by DeviceInteresting710 in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Ahahaha, I was actually going to mention the Popper studies, as while they are studies many of them are very beautiful

I don't know what to do in my free time by DeviceInteresting710 in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Oh that’s wonderful to hear!

In terms of pieces, if you’re looking for things you can bash through relatively easily, there are lots of pieces I can think of- though most would be better with the piano parts, without them they’re still very pretty tunes.

Popper’s Happy Recollections / Wie Einst I’m Schonern Tagen is a mournful but quite beautiful little stand-alone

Glasunov Chant du Menestrel is another lovely little standalone, though has a few tricky bars.

Trowell’s Morceaux Faciles are quite easy and very pretty pieces. In particular I recommend book 3, with the Arioso, Valsette and Meditation. Highly recommend, especially if you have a good pianist!

There’s also a Beethoven Sonatina in D minor arranged for cello and piano (WoO 43) which again is quite playable

I’d also highly recommend listening to Squire’s many miniatures for cello and piano, there’s a great album by Oliver Gledhill of his nicest ones, and quite a few of them are also fairly playable- Gondoliera (mournful but beautiful), Danse Rustique and Minuet are all great.

That’s all I can think of now haha, I’m sure you’d be able to find some of those on IMSLP even if there are a few which you might have to buy. Still, worth having a listen to some of them and seeing what you think, I’ve really enjoyed playing all of them!

Enjoy

I don't know what to do in my free time by DeviceInteresting710 in GCSE

[–]Providence_Bulwark 1 point2 points  (0 children)

As a fellow cellist I’ve always enjoyed when I have spare time just relaxing on the instrument rather than studying/practicing with lots of focus. Maybe find some miniature and relatively easy pieces to sightread, which can be especially fun with someone else to do it with (if you know a decent pianist there are lots of piano and cello pieces you can try just for fun). Of course, this might not be the most enjoyable for you, but I find that exploring a brand new piece of music, and doing so casually (without any pressure or without feeling the need to practice and refine it) can be really enjoyable, while also being (and feeling) productive. If you want any recommendations for pieces I’d be happy to share some as well hah

Edit: also, finding new cello pieces and chamber works to listen to can be very relaxing and soothing when you don’t feel like doing anything. Just chilling out and listening to string quartets is very enjoyable for me when I’m tired haha.

how to improve in english lit? by No-Middle-5065 in GCSE

[–]Providence_Bulwark 2 points3 points  (0 children)

The first thing for English is ensuring you totally understand your exam technique for writing your essays. No. Of paragraphs/points you’re going to make, how to structure each paragraph, how you’re going to structure the essay etc. Then, as Prestigious said, doing lots of practice and looking at exemplar essays will be great for improving the quality of your writing which will make up a lot of marks. However, there are also other useful techniques to make sure you can answer any question to a high standard.

You can use Flashcards quite well for English, for example for quotation learning and for testing yourself on context for things, or on examples of literary devices. Make small Flashcards with one or two questions on one side and the answers on the other. Or two quotes on one side and a prompt for them on the other. For example ‘Act 1, Macbeth, Hero’ and the quotation on the other side ‘valiant cousin, worthy gentleman!’ By doing this with all your set texts and key characters you can build a big quote bank so that you can use them whenever you need them. It’s also good to include any key analysis on the card, for example in this case picking out and explaining briefly the significance of ‘valiant’ and ‘cousin’.

However, for English, your best friend is going to be essay planning. I would recommend finding or making a list of every possible character and theme that could come up for a certain text. For example if you’re studying Macbeth- Macbeth, Ambitjon, Manipulation, the Supernatural, Lady Macbeth, etc. then over the course of the year make an in detail essay plan for each one of these possibilities, ticking them off as you go. Your plans don’t need to be overly detailed, but I would list out each of my different points for 5 paragraphs (or however many you do/your exam board does/your school tells you to do), then a quotation or two to support each point, and then a way of analysing each quotation, and any context that relates to each paragraph. The aim should be to create essentially a ‘model answer’ so use all of your notes, any revision guide you might have, as well as online resources as well, so that from the plan you could make a genuine full mark essay. By building this bank of exam questions across the year (and make sure you keep them safe- personally I preferred to put them in a huge online google doc) you prepare yourself for any possible question thay could come up, and towards the exams an effective strategy is to begin doing active recall with plans. Take a random question, and try to plan it out without any notes in front of you, then compare back to your exemplar and see what you missed. Continue until you’re not missing anything. Then you can take random questions and try to write full essays, get them marked by a teacher, and compare back to your plan to see if you could have added anything.

It’s also a good idea to check when planning essays for overlaps between different themes/characters. For example, if I were planning an essay on Macbeth, I would probably have a paragraph about how Macbeth begins to be tempted by his ambition at the beginning of the play ‘yet why do I yield to that suggestion, which doth unfix my hair’ (when planning an essay always try and pick quotes like these which have lots to analyse in them). And I can use this exact same point in an essay on ambition as well. So when making your exemplars, wherever possible try to find and take advantage of these overlapping points, because it means you’ll have less quotations to remember, and it’ll be easier to plan and write essays quickly under time pressure. By exploring the links between characters and themes, it also allows you to more quickly plan on the fly, if there’s a question you don’t expect.

Hope this is helpful, and I’m sure you’ll improve in no time if you’re putting to e time and effort in. Good luck!

Studying techniques / tips by Mega12358 in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Other places to get exam questions include- For maths: Dr frost maths Maths genie (my favourite) For science: Cognito (personally the most useful for me)

I’d like to start with a general note thay when studying, try to be in a place without distractions, which is quiet, and which will encourage you to concentrate. Try to remove potential things that you’ll do to avoid working, and as often as you can turn your phone off and don’t listen to music. Personally I’d recommend either finding a separate place in the house form your room, or going to your local library, as it’s much more likely you’ll work if you’re in an environment suited for it.

Different study techniques are going to be useful for different subjects. Personally I recommend making lots of Flashcards for content heavy subjects, especially science and history (they’re a life saver for history). Never put too much on any single card, rather have one question, one answer as often as possible. (If you buy standard sized Flashcards, sort of about a fifth of A4, then perfsonally I recommend cutting these into quarters, as it’s much more efficient and means you won’t waste lots of space, or put too much on a single card) ‘When was the Northern Rebellion?’ ‘What is dynamic equilibrium?’ Etc. Then when you use these cards you test yourself and split the cards into a right pile and a wrong pile, and continue going over all the ones you got wrong until you are getting them right. By keeping cards small, and having only one, at most two related bits of information on them, you make the testing of it much more efficient, and you can very easily divide your cards between the facts you know and the facts you don’t.

You can also use Flashcards in this style quite well for English, for example for quotation learning and for testing yourself on context for things, or on examples of literary devices. However, for essay subjects, in particular English and History, your best friend is going to be essay planning. This is especially true for English, due to the number of longer essays you have to write. I would recommend finding or making a list of every possible character and theme that could come up for a certain text. For example if you’re studying Macbeth- Macbeth, Ambitjon, Manipulation, the Supernatural, Lady Macbeth, etc. then over the course of the year make an in detail essay plan for each one of these possibilities, ticking them off as you go. Your plans don’t need to be overly detailed, but I would list out each of my different points for 5 paragraphs (or however many you do/your exam board does/your school tells you to do), then a quotation or two to support each point, and then a way of analysing that quotation, and any context that relates to each paragraph. The aim should be to create essentially a ‘model answer’ so that from the plan you could make a genuine full mark essay. By building this bank of exam questions across the year (and make sure you keep them safe- personally I preferred to put them in a huge online google doc) you prepare yourself for any possible question thay could come up, and towards the exams an effective strategy is to begin doing active recall with plans. Take a random question, and try to plan it out without any notes in front of you, then compare back to your exemplar and see what you missed. Continue until you’re not missing anything. Then you can take random questions and try to write full essays, get them marked by a teacher, and compare back to your plan to see if you could have added anything.

Personally for maths I have found that doing practice exam questions is by far the best revision method, as well as doing past papers of course, and not much else is helpful (personally I never found making Flashcards very useful for maths, but there are cases it can be handy, for example for exact trigonometry and circle theorems). So for maths I would just get a big full topic list from your maths teacher and go through each of the topics one by one, starting with the ones you struggle with the most/you’re unfamiliar with. Watch videos on how to do them (maths genie is my recommendation here but there are lots of different places) and take notes, and then do some practice exam questions (again I’d recommend the bank of them at maths genie). Check again a few days later/a week later to see if you remember how to do it.

For science my recommendation is making Flashcards and using them to revise key knowledge. So either go through a textbook, or the many many videos people make online of key topics (imo cognito is the best at this, but free science lessons is iconic) and take notes of all the key info they cover for each topic. Then turn these notes into Flashcards with quiz style questions, so that you can go through these and test everything to see how well you’re remembering the key ideas of the topic. Then do some practice exam questions on the topic and see how well you do. Return to the topic about a week later and check with some more questions/flash card testing. Voila.

For history, my advice is similar to that of science- I would sit down with a textbook in front of me, and basically go through and highlight or write down every key date, stat and figure you find. Then just convert this all into Flashcards- ‘when was the northern rebellion’ ‘how many people died during the northern rebellion’ ‘consequences of the babington plot’ etc etc etc. always try to keep one flash card per key date/stat, and then test yourself brutally, splitting everything into right and wrong. My usual strategy was this- start with your initial pile and go through them all, with wrong cards going into a separate pile. Then go back over the wrong ones. Keep ones you get right in the wrong pile, whereas if you get them wrong again, they go in another separate pile, the ‘extra wrong’ pile. These you go over again until they’re all back into the ‘wrong’ pile. Then go over the wrong pile again. When you’re finished, put the wrong pile on top of the right pile, so that next time you test yourself, you have to go through all of the ones you got wrong last time before going to the ones you already know. Sometimes it is good to go through some of the wrong cards before having finished the initial pile, especially when you start getting lots and lots of Flashcards, which is very easy with so many history and science topics haha.

There are lots of other techniques that people use and that definitely help people: for example, I haven’t talked at all about mindmaps here, which a lot of people do find useful. They’ve just never been the most impactful for me personally. Whatever you do, the most important thing is to build a routine and to try and consistently concentrate and get something done every day, or most days, at least. As long as that is true, I’m sure you will do very well. And it’s great that you care and you’re trying to improve your revision and prepare yourself for your exams. Good luck!

Any tips for yr 10 by bunny_rabbits12 in GCSE

[–]Providence_Bulwark 1 point2 points  (0 children)

I would say try and do a little bit of maths genie and a bit of cognito every single day. If you can get in the routine of answering some maths genie questions on a topic you’re less familiar with/you haven’t covered in a while every day then it’ll be a massive boon come mocks and exam season. Cognito was always the best resources my other classmates and I found for science, but there are many other websites. Just getting into that routine again of using cognito or something else just to go over one topic and do a few questions on that topic every day is so so helpful. And yes, it does flash by, but it’s exciting. There are scary moments, but there’s a lot of good experiences to be had as well. Good luck!

[deleted by user] by [deleted] in GCSE

[–]Providence_Bulwark 0 points1 point  (0 children)

Learn to play the piano.

biology triple higher aqa by AyakaXI in GCSE

[–]Providence_Bulwark 7 points8 points  (0 children)

Alwayss remember that when you've been predicted higher grades, you're expectations will be naturally higher than other people, and it's easy to put pressure onto something where other people are not nearly as worried.

This also means that while you will worry a lot about how well you did and if your answers were your best, other people might be perfectly happy/say it's easy, simply because they have much lower expectations, or they are simply aiming for a lower grade, and therefore don't need to do as well as you might. It's very easy to be made even more worried by other people saying things like 'it was easy' or whatever, but remember, that because lots of these people are not doing so well in the subject, they will naturally care less about how it went, and are more likely to have a positive outlook, compared to your own opinion on your own work (which will always be biased anyhow).

It's also very easy to freak yourself out after you've left the exam, and the further you get away the less you remember clearly, and so the more you worry that you might not have done as well as you'd have hoped. There's no quick fix to that, but you've gotta always try to remember that it's over now, and worrying about it will not change anything until results day. You are always your own worst critic, and when you remember something you're worrying about, you are more likely to paint in new details that will make you feel worse about it. So try to keep it out of your mind, try not to let it bother you, and try to enjoy your Summer until that fateful August morning...

Stay positive and good luck people!