I.
A Word to the Wise:
College
is freedom – to move at your own pace without a whole lot of
restrictions, to develop new and different personal relationships, to try new
experiences, to seek new meaning and maturity.
Great!
But
the protective atmosphere of high school is gone.
No one will be leading you by the hand.
The library door is open, but no one will require that you go there.
If you need help from a professor, you’ll have to make the first move.
Nobody will force you to sit down and write that term paper, or to study
for that exam. You are your own
boss! Learning how to make your own decisions is one of the most exciting things
about college life!!
But
there can be heavy penalties for foolish mistakes!
Some of your friends won’t make it through college because they’ll
get carried away with the freedom and forget the responsibility
side of that coin. They may never
learn how to learn! As a father, grandfather, and long time college professor,
it hurts to see that happen to bright young people with the world at their
doorstep. More than ever before,
you need that diploma!
So
I wrote this little guidebook to coping with the academic side of your life.
It pulls together everything I’ve learned from working with college
students for years and years. Try
some of these ideas, and your chances of earning that diploma will be vastly
improved. After all, isn’t that
what you really want?
II.
Your Inner Self and
the Academic World:
You,
yourself, can be your own worst enemy when it comes to coping with the academic
world. You can get bored, you
can worry yourself into a frazzle, you can forget about a scheduled test
until you waltz into class, you can become pretty disorganized.
So, let’s see how you can control you a little more
effectively.
A.
Have a Goal:
You’re here for some reasons that are important to you.
To learn, to earn a diploma, to prepare for a career, to please your
family, to build pride in yourself -
whatever. You can succeed best by
keeping those goals clearly in front of you.
TAKE OFF THE BACK COVER OF THIS GUIDE, WRITE YOUR REASONS FOR BEING HERE
ON IT, AND HANG IT ON A WALL WHERE YOU’LL SEE IT EVERY DAY.
(Then, if you don’t study, you’ll at least feel guilty about it!
Guilt can be a great little motivator!)
B.
Get Yourself Together:
One
of the main reasons that students fail is simply
that
they can’t seem to get organized. You’ll
have to learn to budget your time, at least in certain areas. FILL OUT THE WEEKLY SCHEDULE ON THE LAST PAGE OF THIS
BOOKLET. CONSIDER THE INSTRUCTIONS
PRINTED ON IT CAREFULLY – AND BE REALISTIC! THEN MAKE A HABIT
OF FOLLOWING YOUR OWN SCHEDULE.
C. Involve Yourself:
The student who doesn’t get involved in out-of-class
activities
on campus often loses interest in college itself.
Sure, it’s easy to get too
involved in everything that’s out there to do.
In this case, a “happy medium” is the thing.
JOIN SOME GROUP OR ACTIVITY ON CAMPUS.
YOU’LL
CARE MORE.
D. Don’t Panic:
Some
anxiety is good for you, it keeps you on your toes.
Too
much
anxiety, though, and you “black out” in tests or fake yourself out of
studying in order to stay calm. There
are some special ways to help yourself deal
with test anxiety (see Section VI), but here’s a way to relax at other times
when
you find yourself becoming too tense:
LIE
DOWN SOMEWHERE QUIET.
FEEL
THE TENSION IN YOUR BODY. EVEN WHEN
YOU THINK YOU’RE RELAXED, THERE ARE MANY MUSCLES THAT
ARE TIGHT AND TENSE.
TENSE
THE MUSCLES IN YOUR FOREHEAD. HOLD IT FOR A FULL TWENTY SECONDS….THEN
SLOWLY LET IT
GO.
FEEL
THE RELAXATION COME TO YOUR FOREHEAD.
NOW,
TENSE YOUR FACIAL MUSCLES. HOLD IT FOR TWENTY SECONDS…..THEN
SLOWLY LET IT
GO.
FEEL
THE RELAXATION COME TO YOUR FOREHEAD.
FOLLOW
THIS SAME PROCEDURE DOWN THROUGH YOUR
BODY – NECK, SHOULDERS, ARMS, HANDS, CHEST,
STOMACH, THIGHS, LEGS, FEET.
When
you have finished, lie there quietly for several minutes.
You’ll know what it feels like to be relaxed again!
E.
Remember Not to Forget:
If
you study but don’t remember, you’ve gone
through
a useless exercise. Here’s how to
build a better memory:
INTEND TO REMEMBER:
Pay close attention to
what you’re doing, or hearing, or reading. If you really make an
effort to remember,
you’ll do a much better job of it.
UNDERSTAND
WHAT YOU STUDY. You remember only
information that has meaning. Nobody can
recall nonsense words very long.
If you don’t understand something that you’re pretty sure you are
going to have to remember,
get
someone to explain it to you. Put
it into your own words.
Relate
it to your own life, if possible.
SAY
IT OUT LOUD. Most of the time we
use only one sense – sight – when we’re studying.
Say
what you are trying to remember. Say
it right out loud. By saying
it out loud you’re using speech and
hearing also.
It helps.
WRITE
IT DOWN. When you write it down you
involve yet another one of your senses – touch.
Don’t
underline. (That only teaches you to
draw straight lines.)
REVIEW AND REPEAT.
Repetition
strengthens memory. If you review
the things you’re trying to remember – review them once a day for
five days, if possible – you’ll remember.
Try it.
DEVELOP
A CATCH PHRASE. If the material
you’re trying to recall is lengthy, with several parts to it, develop a “catch phrase” that is
easy to remember and that will give you cues for the more complex
material. For example, let’s say that you have to memorize the
names of five psychologists and link them to their theories.
So you list them:
Freud -
Psychoanalytic
Horney
-
Anxiety
Allport
- Trait
Murray
- Needs
Fromm -
Existential
The first letter of each psychologist’s name and each theory,
arranged in order, are:
FP
HA AT MN FE.
Now you make up a short sentence that you
will remember:
“Fine people have active and
tense
minds, nice for example.”
Simply remember this weird sentence to cue your memory!
F.
Listen With Your Mind:
It’s
not enough to listen with your ears alone.
You have to listen with your mind, too.
In order to listen so that you will recall what was said, you’ve got to
REACT! Make your mind come up with
examples from your own life to illustrate the points that the professor is
making. That kind of association
helps a lot. TAKE NOTES.
Simply writing down the important things your
professor says will improve both your memory and your listening skills. And don’t doodle! It will distract you.
G.
Other You-type Hangups:
There are a few other
traps that we create all by
ourselves
and should watch out for:
THIRD WEEK SLUMP:
The excitement of the first couple of weeks is
over, and you’re likely to experience a “let down” feeling.
Watch for it and fight it off.
When
you overcome it, you’ve won a major
battle on the way to good grades in college.
MONEY:
So, you have to live within a pretty tight budget.
Well, do it!
If you don’t, you’ll soon have worries that will
really
interfere with your studies.
AUTOMOBILE:
Got one? Then it will be
easy to become a “campus cabbie”.
Be tough.
You’ve got to stick with the academic scene,
or you’ll soon be toolin’ down the road to nowhere, man!
LONELINESS:
Four walls crowding in on you, isolation, homesickness.
Fully 75 per cent of the nation’s freshmen say they have been lonely, and 40 per cent of those say “extremely lonely”,
during their first year at college.
Fight
it – quickly – because it can draw your mind away from your goals.
The
only way to fight this one is to build new relationships with the people around you!
Take the initiative, meet new people, attend social events, talk to students
who sit next to you in class.
It’s
not easy, but it keeps loneliness
from covering you like a blanket.
And
if you have other hangups that are causing you problems with life and study, seek
out someone who you can talk with about them - confidentially.
A
friendly
professor, maybe, or a counselor in the NGCSU Community Counseling Center right
on campus. John Donne said, “No
man is an island.” Dr.
Hagebak said, “Neither is a woman. Whoever you are, link up with someone who
can help.”
III.
RELATING TO YOUR
PROFESSOR:
Professors
come in all shapes, sizes and types.
You’ve
got to adapt to each one. That
means that you have to become an expert in “human relations” – but not
a collector of “brownie points”. Keeping
that balance is something of a fine art, but relating to your professor is quite
a bit like relating to any other human being.
(Yes, they are human!)
Here
are a few basic principles:
A.
Go to Class:
Everyone
needs to feel that what they do is important.
By missing
class you seem to be saying that this professor’s shared expertise is
not very valuable. That’s poor
human relations. Oh, the professor
said that you
didn’t need to come to class? Don’t
you believe it! One more thing:
reviewing
your friend’s lecture notes doesn’t hold a candle to being there, hearing it
with your own ears (And your
friend may be a dunce!).
B.
Evaluate the Professor Yourself:
Don’t always rely on the judgments of
others.
Don’t let rumors influence you.
C.
Train Your Professor:
We all like to be understood, to have people agree
with
us, to seem interested in what we have to say.
Building on those human needs,
it can be kind of fun to train your professor to spend most of the class period
speaking in your direction. You can
do this with “operant conditioning”.
Just
nod your head and smile whenever the professor glances
in
your direction. You’ll find that
just a few “training sessions” are needed to cause
the professor to be speaking at your side of the room (maybe even directly to you)
75 per cent of the time!
And
you’ll become more interested!
D.
Sit Near the Front:
Classrooms are somehow like churches.
Everyone
wants
to sit in the back pew! To some
people, that implies a subtle form of rejection.
You can give your professor the idea that you’re interested in the class
by sitting nearer the front of the room.
And
sit in the same place whenever possible.
It
helps the professor get to know who you are.
E.
Get to Know the Professor Before You Have Problems:
Everyone
likes to feel
that people care for their opinions.
So
strike up a conversation before class, for example, as a means of getting
acquainted. If you seek out the
professor only because of low grades or some other class-related problem, you
risk giving out a negative impression.
And
make sure that the professor knows who you are – your name and something about
your life. When the grade could go
either way, knowing you as a person might just help!
F.
Respond in Class:
Most
professors appreciate a good comment or question in class.
It gives them a chance to respond, makes them feel that you’re really
interested, and may even cause them to
“breathe a sigh of relief” when they are working hard for class discussion.
Sometimes it’s good to plan a question
or
comment for class the night before. Don’t
overdo it – but do it!
G.
Meet Deadlines:
If
your professor has to deal with your paper in some
special way because it’s late, you
will have created a poor impression.
It’s
a nuisance for the professor, and a chance at a lower grade for
you!
H.
Have a Reason for Taking the Course:
Even
if the course is required, you should
develop a solid reason for being there.
Your
professor may ask you, and
you’ll make a lousy impression if you can’t come up with a reason.
That reason
you develop could help your own attitude about the course, too.
IV.
DR. HAGEBAK’S “SURE CURE” METHOD OF NOTE TAKING:
If your method of taking notes works for you, fine.
If not, you may want to try this “sure cure” strategy.
BUY A PACKAGE OF 100 3” BY 5” NOTE CARDS.
WRITE
ON ONE SIDE OF THE CARD THE IMPORTANT POINT THE PROFESSOR IS MAKING.
THEN WRITE A “CUE WORD” ON THE OTHER
SIDE.
DO THE SAME THING WHEN YOU ARE STUDYING THE TEXTBOOK.
USE ONLY ONE CONCEPT PER CARD.
FOR EXAMPLE:
Lady Godiva - A legendary Saxon lady, rode
through the streets of
Coventry wearing only her hair, in
order to shame her husband into reducing the people’s
taxes.
Front
– Cue Word Back – Fact or Concept
REVIEW ALL OF YOUR THE NOTE CARDS EACH CLASS DAY – ONCE.
SEVERAL DAYS BEFORE AN EXAMINATION, REVIEW THE NOTE
CARDS IN THE FOLLOWING MANNER:
a.
Look at the “cue word” and recall the information on the other side.
b.
Shuffle the cards (no test ever asks questions in the order that you
memorized
the facts).
c.
Look at the “facts” side and recall the “cue word”.
(You’re actually
learning
the material backward and forward!)
d.
Place those cards that you remember well in one pile, those you need
to
work more on in another pile.
e.
Repeat a, b, and c with the cards you needed to work on. (Why waste
your
time going over material you know?)
f.
Keep this up until all of your cards are in the “remembered” pile.
Now
you
have the course down pat, and you know it!
This method sounds like a lot of work, but it
actually saves you time and effort in the long run, gives you
flexibility, and increases your confidence.
It’s particularly effective when you are expected to know names (who
did what in history) and definitions of terms. THIS ONE SIMPLE APPROACH TO
STUDYING HAS DONE MORE TO RAISE GRADE POINT AVERAGES FOR INDIVIDUAL STUDENTS
THAN HAS ANY OTHER TECHNIQUE KNOWN TO DR. HAGEBAK.
V.
A “LAUNDRY LIST” OF
ADDITIONAL STUDY HINTS:
A.
Review Daily:
If
you can take a few minutes to review your notes after each class your
memory will improve
significantly.
B.
Study at the Same Time Each Day:
Studying
is a habit. By having a routine,
you ordinarily won’t slip up and put it off until it’s too late.
C.
Have a Place Where You Can Go:
Whenever
you have serious studying to do, you have this place to go to.
It should be a place where there are few distractions completing for
attention in your mind. And don’t make it too comfy! You’ve got to stay awake!
D.
Have Everything You Need There:
A
lot of time is wasted, and your own
concentration
is broken, whenever you have to get up to find a dictionary,
paper,
note cards, and so on. Have
everything handy. Plan in advance.
E.
Plan for Break-Time:
If
you study more than 50 minutes at a time your effectiveness is sure to decline.
Take a 10 or 12 minute break every hour.
F.
Reinforce
Yourself:
If you have really concentrated,
really
studied – then
reward
yourself by allowing yourself to do something that you really enjoy.
But
if you have not really concentrated, really studied – then negatively
reinforce that sort of thing by denying yourself that special treat.
Punishing
yourself
is usually better than earning a low course grade, which is a
form of punishment, too!
G.
Define Terms: You
cannot remember what you don’t understand.
If you don’t
know the meaning of a word, take the time to look it up.
Write it down and
say it out loud as you write. Use
it in a sentence that you make up. Now
the
word is yours, and you’ll remember it when you run into it again.
H.
Talk It Over:
Sometimes
it’s helpful to find a bright classmate to talk the concepts over with for a few minutes.
That “sets” the concepts in your mind.
First
read it, then talk it over, then review it.
It works!
I.
Don’t
Cram for Exams:
It’s done all the time, but the best advice is
don’t! If you study and review each day, you’ll remember more, be less exhausted
during
the exam, and a whole lot less tense.
J.
Study,
Sleep:
We forget, in part, because associations we make
sometimes interfere with one another.
Usually (and certainly before an exam) you’re better off if you study
– then sleep, and avoid any activities which would
interfere
with your ability to retain the information you studied.
VI.
HOW TO
COPE WITH TESTS
Some General Tips:
PREPARE - BUT SLEEP, TOO. You’ll need an alert mind, not a hazy one.
GET THERE EARLY. You’ll be even more anxious if you’re rushed. And bring an extra pen or pencil with you.
STAY “COOL”. You can’t answer any question properly unless you interpret it properly.
Slow down. Read each question once, then again. Read even the easy ones twice. Carelessness causes forest fires…..and failures.
ORGANIZE YOUR TIME.
Quickly skim the entire exam, and then pace
yourself for answering the questions.
No prize is given to the first person who
finishes the exam.
DON’T CHEAT. The “Honor Code” at NGCSU means exactly what it says. Cheating just isn’t worth it.
ANSWER EVERY QUESTION…..UNLESS THERE IS A PENALTY FOR GUESSING! Write something. Select some response. You might get lucky!
Often only one or two points can make a difference in the test grade.
DON’T DAYDREAM DURING EXAMS. Daydreaming is a form of escape. You can’t
really escape, so all you’re
doing is wasting time. Promise
yourself a solid hour of daydreaming time later –
after
the test.
LEARN WHY YOU MADE MISTAKES.
It’s easy to get disgusted and toss
exams you’ve had trouble with.
Don’t! Learn the right
answers. Learn what
you did wrong.
Learn from bad things that happen – that’s the only way to make
something good out of them.
A.
Coping With Test Anxiety (What to Do if You Clutch Up):
Test
anxiety is common – almost everyone suffers with it at one time or another.
It can cause you to “blank out”, even on answers that you know.
(That’s your brain’s way of protecting you from anxiety. Not too effective in this case, is it?) You look around the room and everyone else looks so darned
smart!
You hurriedly skim your notes and realize how many facts you don’t know!
Tension rises! Can you beat
it? Sure. Here’s how:
STUDY
FOR THE TEST BEFOREHAND. And get a
good night’s sleep.
REVIEW
YOUR MATERIAL UNTIL ABOUT A HALF-HOUR BEFORE THE TEST.
Then stop. Get a coke or a
cup of coffee, but stay quiet. Don’t
let too much outside stuff interfere.
Just
unwind a bit. You may want to do
the relaxation exercise outlined on page 2 of this guide.
ON
YOUR WAY TO THE EXAM, TAKE THREE OR FOUR DEEP BREATHS OF FRESH OUTSIDE
AIR. That puts more oxygen in the
blood, more stimulation in the brain.
GET
A DRINK OF WATER. Now your body is
as ready as possible.
GET
THERE A FEW MINUTES EARLY. Three or
four minutes should do it. And sit
in your usual place.
DON’T
REVIEW YOUR NOTES. All
that does is scare you - you see
how much you think you don’t know.
DON’T
TALK WITH YOUR NEIGHBORS. That
just interferes with the learning you have done.
CLOSE
YOUR EYES AND PICTURE IN YOUR MIND THE MOST WONDERFUL THING THAT HAPPENED TO YOU
IN THE PAST FEW WEEKS. Recall the
people, the place, what was said, what was done, everything you can
recall – in detail. Picture it as
clearly as you can. Let your mind
go with it. Do this until the test
is handed out.
TAKE
THE TEST. No sweat.
This does work.
It
may take a test or two before you really become good at it, but “practice
makes perfect”!
B.
How to Take Essay Exams:
MEMORIZE AT LEAST THREE QUOTATIONS THAT PERTAIN
GENERALLY TO THE SUBJECT MATTER. Memorize
who said them, when they were said, and where you found them.
Don’t take them from the textbook – anyone can do that.
Get library references.
If
they are general enough, you can work at least one of them into almost any essay
question. Your professor will be
impressed because you’ve obviously done some outside reading.
READ ALL THE QUESTIONS RAPIDLY – JOTTING DOWN ANY
IDEAS OR FACTS THAT OCCUR TO YOU. This
gives you an overview of the whole exam, and more ideas will begin to flow.
ESTIMATE THE TIME YOU CAN DEVOTE TO EACH QUESTION.
And keep track of your time.
ANSWER THE EASIEST QUESTION FIRST.
This should help cut down on test anxiety.
THINK IN TERMS OF A BRIEF, LOGICAL OUTLINE – with
an introduction, a body, and a conclusion, for each question.
UNDERSTAND WHAT THE PROFESSOR IS ASKING.
Words like “illustrate”, “compare”,
“explain”, “identify”, and “trace” call for different kinds
of responses.
WRITE NEATLY.
Evaluating essay exams is a pretty subjective business.
The professor is more likely to give a better grade to the neat paper
than to the scribbled one.
DON’T LEAVE ANY QUESTION UNANSWERED.
You may get partial credit even for a poor answer, especially if everyone
else had trouble with it too. No
credit at all can be given when no answer has been attempted.
GIVE FACTUAL DETAILS WHENEVER POSSIBLE.
It’s impressive – and gives the impression that you know the
subject matter thoroughly.
RECHECK FOR ERRORS.
C.
How to Take Objective Exams:
SKIM THE TEST QUICKLY – to get an idea of length,
types of questions, and time you’ll have to allow for each section.
ANSWER ALL QUESTIONS IN ORDER – NO SKIPPING
AROUND. If you doubt your answer,
put a small mark in the margin and return to it later.
READ EACH ITEM ONCE, CAREFULLY, THEN ANSWER ON THE
BASIS OF YOUR FIRST IMPRESSION. Then
reread the question. Does your
original answer still seem best?
Don’t
change your answer only because of a doubt.
Change it only if you find a clear indication that it’s wrong.
Your
subconscious may have “remembered” the right
answer. Your first “guess” is
much more likely to be correct than is your second
or third “guess”!
DON’T LINGER TOO LONG ON ANY ONE QUESTION.
Move on.
REREAD ALL QUESTIONS CONTAINING NEGATIVE
WORDING, SUCH AS “NOT” OR “LEAST”.
Be particularly careful with questions containing double negatives.
(Example: “No one can
never know true happiness.”) They can be extremely tricky!
BE ALERT FOR SEVERAL IDEAS OR CONCEPTS IN ONE
TRUE-FALSE QUESTION. All parts must
be true or the statement is false.
BE ALERT FOR WORDS LIKE “ALL”, “NEVER”, AND
“ALWAYS” IN TRUE-FALSE QUESTIONS. Most
of the time, these statements are false.
If
you must guess, guess “false”.
BE ALERT FOR WORDS LIKE “SOME”, “USUALLY”,
“SELDOM”, AND “MANY” IN TRUE-FALSE QUESTIONS.
Most of the time, such statements are true. If you must
guess,
guess “true”.
ON MULTIPLE CHOICE TESTS YOU CAN USUALLY ELIMINATE
ONE OR TWO OBVIOUSLY WRONG ANSWERS. That
cuts down on your chances for error.
BE ALERT FOR GRAMMATICAL INCONSISTENCIES BETWEEN
THE QUESTION STEM AND ANSWER CHOICES ON MULTIPLE CHOICE QUESTIONS.
A choice is almost always wrong if it and the stem don’t make a
correctly worded sentence. For example:
“America was discovered:
a.
by the Vikings in the year 1000.
b.
Christopher Columbus. (Wrong.
Not a good sentence.)
c.
in the year 1776.
d.
by Swedish immigrants looking for warmth.
ON MATCHING
EXERCISES, WORK ONLY WITH ONE COLUMN AT A TIME.
By a process of elimination you should be able to improve your chances of
being correct on those items you must guess at.
VII.
HOW TO WRITE A GOOD TERM PAPER:
A.
Organize.
Organization
is the key to a good term paper.
Never
begin writing without a good outline or plan.
It’s easier to change an outline than it is to change a term paper once
it’s almost completed. Arrange
your ideas in a logical sequence – with an introduction, a body, and a
conclusion.
B. Never
turn in a term paper done in pencil or pen.
Typed papers, with every word spelled correctly, make much better
impressions. Since grading term
papers is highly subjective, you want to make the best impression you possibly
can!
C.
Complete It on Time!
If you turn in your paper late, the professor has to give it
“special handling”. It’s a
nuisance to the professor, and a potential problem
for you!
D.
Choose an Interesting Topic.
If
the professor lets you choose, choose a“goodie”
– some topic that really interests you.
Unless
your interest is high, you won’t be motivated.
Unless you’re motivated, you’ve had it!
E.
Length Often Helps.
You’ve
been told that “quality counts more than length”.
Most of the time, though, quality and length gets
the best grade. So use a cover
sheet, prepare a Table of Contents (a really impressive thing to do), and a back cover sheet.
F.
A Cover Helps. You
can purchase clear plastic covers in any bookstore.
The use of a cover gives your term paper a “professional” look.
G.
Insert “Extras”.
Very few professors can resist a paper than includes photos, or drawings, tables and charts, even pressed flowers (botany class only).
The extras indicate that you’ve really put something into this effort.
I. Footnote All References.
If
you copy from some source and don’t footnote, you’re
cheating. The professor often
recalls the location of the work that you have
“stolen”. And….a lot of
footnotes make it appear as though you’ve done a lot of
work. (You have!)
VII.
A PARTING THOUGHT:
There
are basically only five things that you really must work on in order to
make the grade at North Georgia College and State University – or at any
college or university!
GOAL:
Keep it clearly before you, and you’ll be less likely to “goof
off”.
ORGANIZATION:
It’s up to you. Nobody is
telling you that you must.
ATTENDANCE:
Going to class does make a difference.
DEADLINES:
Don’t become a nuisance to the professor.
CONCENTRATION:
Unless you concentrate, the time you spend in study
is wasted time. You could
use the extra time for more enjoyable things!
The concepts
contained in this little guide should help you build a better
grade-point-average. There are some
“tricks of the trade”, but mostly it’s a matter of building the right
habits. You can do it! Good
luck!
DAILY SCHEDULE – POST BY YOUR DESK
Sunday
Monday Tuesday
Wednesday Thursday
Friday Saturday
7:00
8:00
9:00
10:00
11:00
Noon
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
11:00
12:00
Sleep
First, mark off all classes, meals, work and
other already-scheduled time. Then
give yourself at least half of Saturday and Sunday for relaxation.
Now schedule your study time (it’s best to study the material the same
day you have the class, and to study for each course at about the same time each
day). Remember to take a 10 or 12
minute break each hour as a reward.
MY
GOALS…..THE REASONS THAT I’M HITTING THE BOOKS HERE AT NORTH GEORGIA COLLEGE
AND STATE UNIVERSITY…..ARE: