page 4
Of Interest...
April 23, 2003
Brevard College Graduation Schedule Resent
-schedule provided by Judy Jones,
Beam Administration-
Friday, May 9
3:45 pm Graduates and Faculty
assemble for Divisional Hooding Cer
emonies, Porter Center
4:00 pm Divisional Hooding Cer
emonies; Candidates for Graduation,
Faculty, Staff and Guests; Porter Cen
ter for the Performing .\rts
4:30 pm Candidates for Gradua
tion, Faculty, and Staff .\ssemble for
Baccalaureate Service; Campus Lawn,
Front of Green and Taylor Halls
-Rain Site: First United Methodist
Church, Fellowship Hall-
4:45 pm Procession of Candi
dates for Graduation, Faculty, and
Staff; Campus Lawn to First United
Methodist Church
5:00 pm Baccalaureate Service;
Candidates for Graduation, Faculty,
Staff, and Guests; First United Meth
odist Church
6:00 pm-Campus Picnic; Graduates,
Faculty, Staff and Guests; Campus
Lawn in front of Taylor and Green
Halls
-Rain site: Myers Dining Hall-
Saturday, May 10
8:45 am Class Photo of Candi
dates for Graduation; J.A. Jones Li
brary, Front Steps
-Rain site: Porter Center for the
Performing ^\rts. Pavilion Staircase-
9:00 am Candidates for Gradua
tion, Faculty, and Staff Assemble for
Commencement Ceremony; Front
steps of Dunham Music Center
-Rain site: Porter Center for the
Performing .\rts. Rehearsal Hall- -continued from page 3-
9:30 am ^Pre-Graduation Concert
by the Brevard College Symphonic
Winds; Academic Quadrangle
9:45 am-
-Procession of Candi
dates for Graduation, Faculty, and
Staff; Dunham Ivlusic Center to Aca
demic Quadrangle
-Commencement Cer-
10:00 am-
emony; Academic Quadrangle in
front of Beam Administration Build
ing
-Rain site: Porter Center for the
Performing Arts
Reception; Graduates, Faculty, Staff,
and Guests; Campus Lawn in front
of Taylor and Green Halls
-Rain site: Porter Center for the
Performing ^\rts-
Studying for Exams
can be incorporated into your notes
-by Cortney Chatman, section editor- by placing them in the left-hand mar
gin beside the ideas or information
The immediate goal of studying is they summarize. You can then study
to help you remember. If exams the material by covering you notes and
make you tense, try to relax! Your using the cues to help you recall as
success on tests is gready affected by much as you can. To improve recall,
your study techniques. this procedure is repeated until you
Research shows that learning takes are able to recall each idea completely
place most effectively when informa- A good variation of this technique
tion is processed in small chunks is to write the summary word or
spread out over time. So, when you phrase on one side of a note card and
are studying, review ideas a few at a place the information you want to
time, many times. recall on the other side. Study cards
Try a ‘silent review.’ .\lternately offer two important advantages. First,
read the information you want to the work involved in making the cards
learn and then quiz yourself until you helps you begin to learn. Second,
can recall it without referring back to study cards allow you to physically
your notes. One easy way to improve separate and focus on one piece at a
upon sdent review is to increase die time, which can be important for
number of senses involved in the some learners,
learning process. Recitation, or re- There are two techniques which
peating information aloud, increases can be of aid when you must learn
recall through stimulating the hearing long lists of information. The first is
sense as well as the visual sense, called ‘chunking’ and refers to break-
Transforming ideas into diagrams or mg the list up into related groups of
maps IS another way to increase sen- information. To chunk effectively,
sory input. In addition to the extra make sure that each group contains
thought involved in developing a dia- only those items which have some-
gram, recall of that information will thing in common. When you cannot
often be increased simply because of chunk information or you need to
the newly created visual structure. recall a list on a specific order, you
Many students also find that the niight want to you a word or sentence
motor activity involved in the act of mnemonic. A memorable word can
writing out information they wish to often be created by using the fist let-
leam help them to remember it bet- ters of the terms you have to know,
ter. A technique that often accompa- The word HOMES^ for example, can
nies silent review or recitation is the help you remember the first letters of
use of cues. A cue is usually a word, each of the great lakes: Huron,
or question selected because of its Ontario, Michigan, Erie, Superior!
ability to trigger the recall of specific VCliere a word cannot be made, the
information you want to learn. Cues first letters might be used as a the first
letters of words in a sentence. For
example, if you needed to remember
the order of the first night planets of
out solar system you might develop
this sentence using the first letter of
each planet as you move from the sun
outward: My Very Earthly Mother
Just Served Us Nine Pizzas: Mercury,
Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune, and Pluto.
^\nother helpful method of prepar
ing for exams is to predict test ques
tions. The special advantage of this
study method is that it requires you
to consider what you are learning
from your instructor’s point of view.
In fact, the actual success of your pre
dictions is not nearly so important as
the processing you must do to develop
the questions.
In courses where you can expect
computations on the exam, it is im
portant that you prepare through
practice. You can do this by rework
ing and homework problems that you
missed, by working additional prob
lems that were not originally assigned,
or by working problems on old ex
ams. Tests involving computations
usually adhere to a strict time limit, so
you should emphasize speed as well
as accuracy when you practice.
*\n often overlooked source of aid
in preparing for exams is the clues
provided by your instructor. Instruc
tors are frequendy more helpftil in
pointing out what will be emphasized
than they are given credit for. If you
are serious about your studies, you
should ahvays be willing to take the
initiative to find out as much as pos
sible about the exam. At worst, your
instructor will only decline to answer
Study -continued on page 5-
shave and a haircut are limited in their
effect to conceal pain, anguish, fatigue,
emotions. Eyes will remain blackened,
bruised, sunken with bags, wrinkled,
etc. after a snip of hair follicles. Flesh
tells a man’s journey, be it his hands
or eyelids. Roll around the North
Carolina you’ve toiled, but have the
foresight and dignity not to beat the
onlookers with your shovel.
Pipes Burst in
South Village
-by Heather Ochse, section editor-
With one of the newer buildings
built on Brevard College campus you
wouldn’t expect a pipe burst to occur
this soon. Last semester, the South
Village experienced its first disaster.
In Building 2, water poured from the
ceiling and onto the floor as cold
weather caused the pipes to freeze and
break.
“Not enough insulatioh and poor
construction from the contractor,”
says Reid Plemmends, is the main
cause of this disaster. “We caught it
soon enough before anymore dam
age took place.”
The only major damage was the wet
carpeted floors that surrounded some
of the common place and into one
student’s room. “Considering only the
room of the one student was affected
this was a relief,” says Plemmends.
The Maintenance staff and house
keeping staff of Brevard College, plus
the Fire Department arrived on call.
The aftermath consisted of one stu
dent leaving until the room was avail
able again after mopping up the wa
ter, shampooing the carpet and vacu
uming the mess. Fans were used to
dry the area faster. Better insulation
around the Village was also put in to
make sure it did not happen again.
Could this happen again? Maybe.
But one would hope that the students
would not have to worry about it.
-Reid Plemmons, photo by Kristy
Mayfield-