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Page 21 text:
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S H D E OF G R Academics Gannon Students Put On A Class Act A number of thoughts enter one's mind upon hearing the term academ- ics. Exams, craming, grade- point average and all- nighters are some, just to name a few. The funny thing is that a common bond exists between these words. For example, a stu- dent is not able to blowoff exams. So, if not properly prepared, which more than likely is the case, this student must stay up all night, cramming for the test in order to re- ceive a respectable grade. A second portion of a college schedule that is a must to attend is lab. Al- though these classes only meet once or twice a week, a student can spend any- where from 3 - 20 hours a week in lab depending on which one he is taking. Labs are also quite time consuming in that they re- quire too much outside work (reports, calculations, etc.) for the measly one credit that the student re- Mark Sullivan searches through the card catalog in hopes of find- ing a suitable reference for his research project. ceives (some labs are worth two credits). On the other hand, most students do not feel com- pelled to attend class lec- ture unless a rumor exists that some type of bonus is rewarded to those stu- dents who show up for class on a regular basis. It's no secret that when stu- dents schedule, they do not choose courses by th« amount of knowledge they will gain; they choose them according to the number of oral reports or papers that are required, the time the class meets (almost every- one hates 8:00 classes) and, most importantly, how easy a teacher is said to be. Let's face it, even if class attendance is low, students are still learning. A person learns more about life by interacting with in- dividuals from different backgrounds than he does sitting in a psychology- class that only fulfills a so- cial science requirement. The computer lab is referred to a home away from home for Joe Brichner as he puts the finishing touches on his program.
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Page 22 text:
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Throughout fifteen weeks each semester, the students of Gannon U. must suffer through class- es and struggle to survive from break to break. At the conclusion of these fifteen weeks, it is now time to face perhaps the most diffi- cult week of any of the pre- vious ones- Finals Week. It is quite hard to understand the pressures of finals without having previously experienced it. Freshmen This Chemistry II student checks all heakers and flasks before lab check-out. Study groups are always a popular idea for helping to prepare for fi- nal exams. Final Exams A Test of Preparation! come into G.U. with the possibility of one or maybe two cumulative finals in their four years of high school. Yet, these are noth- ing to compare with college finals. Many students find it quite difficult to prepare for final exams. The most obvious method of study is a complete review of all topics studied throughout the semester, with an in- tensive review of the most recently studied items. Of course there are always the students who blow-off the entire semester, study- ing only the night before tests and cramming the en- tire weekend before final exams. In the end, these students d o find that they get out just as much as they put into the class. For nearly all students will agree that studying for a cumulative exam entails a cumulative learning. Stu- dents must stay abrest of their studies throughout the entire semester. A de- tailed learning will pay off for the hard workers at the end of that sixteenth week. So, students BEWARE . . . In mid-October when you are tempted by the Sunday afternoon football games or in early April when spring fever starts to set in, stay close to the grindstone and work hard, lest your grades will leave you feeling gray.
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