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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-