بھولتا ہی نہیں وہ خواب مجھے
وہ ملا جس میں بے نقاب مجھے
کرچیاں اتنی ہو گئیں دل کی
رکھنا مشکل ہے یہ حساب مجھے
میرا دشمن نصیب ہے میرا
ہونے دے گا نہ کامیاب مجھے
اشک بہتے ہیں، تارے گنتا ہوں
دے گیا ہجر کا نصاب مجھے
جو گزرتے ہیں تیرے بن تائب
لمحے لگتے ہیں وہ عذاب مجھے
The study investigated the relationship of the multiple intelligences of the Bachelor of Secondary Education students and their teachers in their major subjects. Four hundred eighty-five (485) BSED students and twenty-two (22) teachers in their respective major subjects participated. The result demonstrates statistically significant in the multiple intelligences of the Bachelors of Secondary Education Major in Technology and Livelihood Education and Music, Arts, Physical Education and Health and their teachers in their respective major subjects. However, result also demonstrates no significance in the multiple intelligences of the Bachelors of Secondary Education Major in Filipino, English, and Mathematics and their teachers in their respective major subjects. The study shows that the dominant intelligences of the BSED students and their teachers in their major subjects are the interpersonal, intrapersonal, and their suited intelligences for their major subjects. The result evidently showed that the BSED students and their major teachers are people and self smart. This only shows that as a teacher, one should know how to socialize appropriately with others and have a deeper understanding with themselves. It also showed that the teachers are really smarter than their students in their major field of specialization. Educators must also consider the multiple intelligences of their students to fully develop their learning capabilities.
In well-planed experimental work,situation may arise where some observations are lost or destroyed or unavailable due certain reasons that arc beyond the control of the experimenter. Unavailability of the observations destroys the orthogonality and the balance of the design and also affects the inference. The purpose of this study is to assess the consequences of missing any combination of m observations (three in our case) of factorial, axial and centre points. The intensity of the consequences depends upon the size and type of the design. Generally smaller designs are more affected by the missing observations. We emphasized on various types of Central Composite Designs (CCDs) which includes Cuboidal, Spherical, Orthogonal, Rotatable, Minimum Variance, Box and Draper Outlier Robust Designs with an intention to introduce CCDs robust to in missing observations. It is observed that different relations occur between different combinations of three missing observations of factorial, axial and centre points and the determinant of the reduced information matrix{X''Xr), the main contributor in the definition of the loss of missing observation. This loss also depends the distance of the axial point from the center ol''the experiment (a), number of factors ( k ) and the position of the missing point. A complete sensitivity analysis is conducted by comparing the losses against all possible combinations of missing observations for a variety of a and k values, 1 .0 < a < 3.0; 2 < k < 0. These losses fall in predetermined groups of combinations producing same losses with a predictable frequency. I''or each configuration designs robust to one, two and three missing observations arc developed under the mininiaxloss criterion and are termed as minimaxlossl . minimaxloss2 and minimaxloss3 respectively. The minimaxloss3 design for each k value are compared w-ith other CCD counterparts. If the loss of missing in observations approaches one, the design breaks down. To avoid this breakdown and as a precautionary measure certain influential points in the design are additionally replicated when there are higher chances of loosing them. The replication of factorial or axial points depends on the values of a and k. It not only refrain the design from breaking down but helps in improving the efficiency of the design by reducing the loss.