Continuous MITNews Service CambridgeCamrbridgeSince 1881 Massachusetts

Volume 97, Numb~er 64 ~~~~~~~~~~~~~~~Volume 97, Number 64 Wednesday. February 1. 1978

; 1978 The Tech

Three magicians (plus ofnelovel! assistant) da/zled andmynstified a Kresge audience,ith numerous tricks, :nd

sleigh t-of-hand.

p6The vomecn's arstv-fcnc.1tingte:nm split two meets la.st'weekend aainst SMtI,' and

-I)J rlthuth.

------ pl2EXCERPTS

After much debate inWashington tamong itouseand Senate conferees,Congress is putting thefinishing touches on the newenrtergy bill. The compromiselegislation will have far-reaching effects on theAmerican way of life. ac-cording to reliable Congres-sional sources , ho are ':sitinn

here during the holida recess.The hill would do the fol-

Iow inng:()lt/[ist ro//in~ frit tif,;1

I his is one of severilmicasuire- , intended to reducethe gacsoline COnIsulmlption11 of

wheelcd s hicle-. The louse-Senate co:nfrence commimtccconsidered outlasting .ail fric-tion until it Wda poiutted outthat; -,Lsc h1 111ioC ould makestopping rather dit'lcult.

R('quirt, mit/w~~,~rl

[nrtma i'rx a [iltltt'id

I.ocal scr icc sialton it,,wi

be rcqulred to provide low,-interest loan,, to :.dit idul.s,desiring to have their hloodstre,lm, I ;ieatbrl/ci ed, this pr;-sentine frostbite d; .,rite 'intcr;and heat prostration during,sulmllller ionllth,. wilthlout nccdfor heat or air coniditionI ne Ilnhonmes aind places. of w~ork. \Ilinfant, born flter Jul,. 1. jNi)will be required to hc so

eatheri/ed ;at birth. [!hi is,considered a temporat n icas-ure until a cold-blooded hu-n-tan can be deetloppcd inderprogr,mn, il t) be spono,rcd h\the Nattional Science I 'tindIJ-

tion.

I'm'kjle ttJI !a x~pcred'it !,, sh'c,-or c, .er hour bcs ond

eieht that an -adult \.'ca calrner,loeps. he will rccci'e credit ,nlh is I'ederal 1income t.:. It heta,. credit will be a graduatedore. being greater for lightscepers and less for hctas,ntos. "Sleep is darkness.- an

! mninistration s.pokes1ma-n cx-plancd. "and darkness, keep,the lhttll, out."

tdmiit the OPE{'

I hi, moie wtill tmnciiedatcl,rducCC OUr dependence on oIr-cien oil and makei the tinltedSlt.ies enet r -independent.

-- l w .\ c,' Ytrk 1inwCa

BUexposure suesB' Jordana Hollander by the BU administration. -As ex-

The: staff of the BL ex.po.sure amples of the alleged harassmenthas filed suit against Boston Posner pointed out that close totUniveril.', President and the S6(XJ of allocated funds have!1oard o' FrustCes.L charging them ben Frozen by the university andwith ,.ioli:ini the students' con- that the paper's facuilty advisor.,titutuionil Ind contractual rights Professor of Political SciencehN attempting to exercise prior I toward Zinn .was asked to reviewre,, ic over the publication. the paper prior to publication and

The Civil I.iberties Union of prevent the printing of "objec-Nll a lrssachultt volunteer at- tionable" material.torne, Michael Po,,ner filed the Teri Taylor, a staff rnerber ofcomplaint in Suffolk Count. the ' P"'urc,,and one of the plain-the ('x?,mtre and one of the plain-Superior Court Monday morning tiffl' in the Suit. a,,, mIor(e rehe-l;Or 11he tuldelnt group. the suit erillt I her condemnation of thenamed Ires ident John Silber. Bt nidmmni,,tration. She accused it)cmui kiF Student Life Johan V. ' of cn,,Fpir in to repress the\tiad-,,ln. an d the Board of capu, paper,, and cited preclousI rutc, is tihe defendant-s. .t ,t of harasment such as the

l'o-lneCr stted ihat the suit roseout of i' e treatml ent of' the paper

-4-..-45~l F 71,1771 ---

/?( \ co . radio station NV BUR-I ,. tihe 19'6-77 'Yearbook. andthe Student Union.

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4.

'' "3° : - , ' i, rc;s.-(:;' ) ',:i,) ousi arei s,-eded Ft'.<,'~ ." ~: ~ b..t s ' ' ,.r C c

.. aerte in r r,.

Four Bakerites v o crintlx Stese Kirsch

\ lcol o i or conipulllLitICr

. cn;;,. :.:rt,,r' front Baker Ilousexx o~n et }I tOrt hel-.t StUdCentI'ro,2r.l imitti. (,ntc-,t held t.ist

',.i to i d,: ". ,it l (n,.-ellae: rt'..4 techote In.stitute (Rt)1). B',f}ii',:lli ir- t i tn a field of flt'reea us,. Ith i. rip hecainle 1a seeded

tn trr in : the Sco.ind N.Itioral AS-- ,',:i.tilat l o Lor ( ou ut Ir iL

\c i1tnr I \ i) Studen t'ro-r.itning., C'hamtllpionshilp tohc held in CO:n11LUICttoll '.xith the

,;"S \( N \I ( olluter Scienllce

( ,ottcreitee in I )eiroi: onf Job.and .-4

\he I cdcromnI 'M() orcan nthte -roupn oI I orrx I)e Mar ( art Sa,ftIIrd 'X(). and I)D' J .l '! .t l eC .IsLt I,;koJ

wxe . ,!lantcd to he it it. .tlld uwceCnt afong." i)tYrn.r o , a

Bc,teUc il ol one iII tIhe group hacar. thco each shelled out Si5rent , car to ee to RPI1 in 1'rNeu York

l'he object of tie Ceon tCes i-

,ol0.- four computer programing problems as, fat as, po-Si

administrationTailor said that if the unl er-

,its continued ;%ith its presentnegative attitude to%,ardcriticism, it would be "commit-ti ng educational suicide." She ad-ded that for a "meaningfuleducation." free exchange ofideas was; essential.

According to Tay.lor. the ex-povure turned to legal action onlyafter tring a-ll other avenues.i:ven "petition signatures,. the ap-proal of the student .Allocation:dxisor; Board. acti%,e corn-munit. support. and the supportI the BU' C'hapter of the

.\nlerican .\sxociation of i.niver-,t\ IPrtife.-or', .\AlV-P)" hax e

lfe:icd t) alter administration ac-io's,. she noted.

I he BtC Chapter of the AA UP

had p.-ed a r-esolut ion n eari\D)eccmhcr condemnn;n, th.: id-nliflstrtIn', \ c'r efor-ts to contro:

the campu, nlcd:a hb intitutOnU .f,iculh ,t dc l,,or rceponsishie irre ie o,:g material prgior itophicat ion It po,:nttd ,,ut th,.:thCe :.tiOtn t,,i'en a,.:nt th. c'.-piwtrt- ,as, part of a pattern o,reprc,,sion of free frcfrei,;n : ido crnticts.,i of the a: mtn strjal onor Silbcr

/mn! ',!d hc 'clt: th..t the uit'I'iLnm w,.as an hi,,torc occasio'bceine the irt df , rect ca :ic:ac n,,t a urlicrI.lt% . -. t a

defendn :heI ,tUdcnr' ;:r-

anliedniCIet riht,. n tfn..::

vdinin .tr t'" , il'ie;t~c . 'qltu >.bcr' s,,ct:, ;n. "p'tatO .: ntwe,,- tha.t '." : e ,:o; :: "l,-

hII I '- i h ,t, c,2t:-

J I [tlBjIl,1 r' '1"aC ',:ee 'ri'a

t.ator-lhip' 'I'. ,:t'r hI t..: Cw~Itni ls ".t';'i..,' !:crc ,i! [c.;,:r;

,tr.eet. ': .:', n e c: '.r:

ant thin t ; : ..t,,! th ... ,pWll-a"rcpc l i'toe .-i¼Jc" !q sai rIa"-:..'et nodk the spe. th.;. ncuh:F ii:;s

ex 1tcep cm , _Al~,. .,t i t .;te

,,c,.-, -t -L: -'.'c i o: c :'e

2.3 -,.,''x.! IO~RI R\\ \11 lq !:u . .. ..r ~i~iI,.', ;

ro:'i " .)rc CI' ct o ech, tht:l/cd tit`

[1.?-[.vr[o ,'thc."c Onic,-t..:P LJl~ ( )'' i, v:' .- C Fier i},', j)

%¢ 'calrli rceci',Cs one "prol~eicm [) }i' i~ 0-,2F~,.i'.. 'w.:.: F,~rt:.:r',

al '"ii~;ate" fOr Ccti. mi uteC that I (te I R \\ 'r ,::'s ',,re ;'eIj. if e·.t i; It ' *' : : tc

U--t Ihe: tctol with' the lowetvC ,codre PdI ',-!..r heenl cD P,:'.cl , tO. ,.is. Ihc tca:s arc. atlotcd onk .': iut cr :r ir:n'vc: {

d a~ "{) lcoi p,,J, tcr ruLn x h it p1a-Is ; e' [ rcd to pr a ',-Fri ,t;;! cito al'd arc ,i',cn a fScil a,:t\ o r- i tw co1urse reuuire ,:

0%. w roll ,l) ca w r ..iipLitC r,.C:cC\1ti I.l-tr,,\cirdi~ne to~ [)e\lar. the 1)o,:'ite th:,, apparent n.an-

to group was, well prepared tor the dicap. 1)'D r.,:no'a the firtI- cl, n tst "B! atcitlx. we "spent on;lle pnCr",sOl t.,: turn in t -O.rrect ,so u -ble i _ht , ,tudstii. ;or it \o11C oi uL, Please lurn iupage3;

lAP '78 in retrospecti, Richard Cohen

SaItirdt,.'x pcrformance if theJ'lost,,0 Rcpcrotirn BIltlet Co(rn-

pa,~ns, highl:,.zhted a It-,t of o.er 530(\i a.ct,'ites toffered Ithis

I r, traduajc studcnt,. l ark( ittJfie and Ilarie BrantinC'.h.c.timc up wth the idea oft ha.mngthe [allet ( oqni'an pcrform it\II I \.lti other Ltudents, rlid

miUltlI. .iaccording to %IanrN

: ticrflinc. editor ft' the /.. P(,tiu/'. supported the dcia Jndworkcd hard tir the suc:cess ofthepcrltfrni. inc c.

\Vii).] , t I, J \N" 1 I llUt0 pop-ular ,tis itic"s w.s C o lick rantd

I \N' I ginecrine Chadllenge, hich was a ,contet requir:ng that

I SSkttld takC aili pound hockof ic., placed In bh -. to ticl

Ihe icex be-,11 tb t !i el ,it 9at l oi!n\!inda~ Ian 23 a~nd dis.ppearedatt 5 3nam on -rida',. Jan. 2- Fhe:Xnncr of tlhe contest was,, i redNirllm- ho nmadc the luck> gutt,,5..14,mIi. lic wkas arnong S peo-pjlc v ho tried to predict the c\,ct.liount oi tilme.

The Chincee CookAIM Ciubh. aL-cording to Jai.te Sauer. I \ P o)ft'ic,N11 aager. w,'as, , o popular inprcs itofix e ar that its' recistr.ttiot\xa, IL'1f hbeore the fir,,t I ./ (;uif'

,ais ceen tent out Saucr notcdthat cooking clubs and film,

tenrtded to be v eli-attended ic-ai tI e, Fhe \cxican c: oo king

lub hac.ded hb. \like Melendc/.t pert,,son gess the n111tount of timllic Pca [ itr; 1, pa 1' ]

Ice Block Contest Results

T T

INSIDE

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anarinq contest

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The largest selectionof hard aluminumMEASURING TOOLSin the country!

MITon February 14, 1978

To find out about IBM and let usfind out about you, sign up for aninterview at the Placement Office orwrite to: W.A. Dickert, CorporateCollege Relations Manager,IBM Corporation,99 Church StreetWhite Plains, NY 10601.

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i

I_B~ PAGE 2 THE TECH WEDNESDAY. FEBRUARY 1. ,978

Menmbers of the Russian House team listen Intently asColleae Bovw! (Photo by Douglas Birdweli)

hours of videotapes of one oftheir member's high school Col-lege Bow1, as ,ell as studyingsome irivia books.

The questions. however, w-erenot trivia questions. The)- testedthe contestants' generalknomiledge of a uwide diversity oftopics. ranging from literature to

gcographN and from religion toph~ sics.

The event's emcee, Ed Dia-mniond, a senior lecturer inPolitical Science. added a touchof humor to the tension of thecon test.

Except for a minor problemwith the scoring, the proceedingran smoothly under thejudging ofProfessor ,'e sle.~ Harris. SeniorProfessor Alvin Ifibel. and Mar-'Rowe.

By George Cannand Richmond Cohen

In the second MIT CollegeBowl held a week ago Tuesdaynight. Russian HIouse' soundlydefeated, C .osCnctl/-t 235 to 85.Pr¢, ious£ AK-u1Pssia i:I -ouse hadconvincing itd.fiated C hitdren ofDarknes. 335 to-80, in the semi-final.

The contest awas held before alarte 'audien'ce in KresgeAuditorium and was teleised onMIT\. The College Bowl Com-pa ny. *% ho had provided the ques-tion, for the General ElectricCoompan, sponsored television£ olete Bowl. furnished the ques-ulm., for IlT's miniature replicaAf the ,aime. 1:or the first time. thetioel. which is sponsored b. theN IT ihbrarics. waus open to allmenmber,, ot the MIT comma-unit,.

Thc conte.t begzan three weeksa,_,o % hern the individual membersoi each team. took a preliminaoex.rm. Out of the 64 teams v, hotook the c\x!m. the four teamsw ho corpnpled the highest scores.Ru,,sian 11ouqe. Cognoscenti (atet: InI o f I ns itute errplo\ees. threeof ~I' hor n ~cre fromni the PersonnelOficeL. Baker Croatoan. andC hildren of D)arkness %tAomemher, of the N11T debate teamand their cotaches). ent on to the,emi-tfina,1,. Russian House hadthe h~2he.,t score in theprelirmlnri cxr.\,. totalling, 3965out of' a pots'ible 6720 points.lcrom captain Brian Clouse '80had the highest indi.idual xcore.rece, vng 125 point. out of 1680.

-fter their victor~. themembers WIf Russian H}ouserevealed that the\ had preparedfor the contest bx ,.atching main,

And we can offer outstandingcareer opportunities tothosemajoring in Mathematics, Science,Marketing, Engineering orComputer Science.

We will be interviewing at

STRAIGHT EDGES/T-SQUARES

METRIC RULES/L-SQUARES

CENTERING RULES

TRIANGLESiCURVE STICKS

INKING RULESand many others...

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Russians win College Bowl

IBM NEDOPLEISTA

PEOP1

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Voarld Large trade deficit reported - The largest rrade deficit Mn thehistory· of the United States was reported by the CommerceDepartment. The deficit in 1977 was $26.7 billion. more thanfour times the deficit incurred in 1976. Most of the debt %%asc~aused bv the nation's great dependence upon foreign oil.

N ationCarter seeks ban - In a Mfonday press conference· President;Carter aLsked the Soviet U~nion to agree on a treao, \kjth the LSSwhich wouuld restrict satellites from carr~ine nuclerir matecrial.Thfis request apparently stems from the crashing oli Rus-sizinuicleair -satellite over (fanada- lost \,\eek.

Criminal law reformed - The United Szates Senaite. in a-12-15Vote. passed massive legislation to consoidate and o~rerhaul the

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po, ,1 ,!wis)~' these abilities·. it[L'ast tile ~:Onje,,wntf , frorr. KVI,

Ithilme,,.~ reegtrdless d, hwA~ he'normalk(I\ uses thcrn.-

The contest, onz of the majore~-cnt,\ of Saturdai~'s RPI-ACM1Comrzputer Fa~ir, u kas jointly spon-"Orrzd b, A.CNI Hnd U.:psilozn Pi

f hc \,II f ·!] ',com il,)- fa,-C :t~,Ljo't ~Lc Coit 'ci tr !T i,. ! :,lnr

It k c c a re~rt cri te red ~ : i retri thc nat:ional contestl. ~ke juu,

haver to Jet there,"

Cowoninuedfiom~ page I~

tion to, the prohterm he had c~hosento solve %khich. according, toDeMlar. w-as co~nsidered to be onetof the hatrdest. 13'Eramo alsoliturned in a sirlution before anNother M1IT tearn member.

The NIFFI` tealm Mimrred t(, a

quick- start b,. finishing ihree ofthe four prokerns i n under 2.

hours. Duec to a misinterpretationoot'` the· left probllem h% cone of theteaini niembers.r\ the problcl Aasnot soll~ed untill fouLr hours intothe content Ilihlugh other teatmshad sol,~rcd all fur prohlcms bNthlat timec. the MI~lT Learn hadLr~aincd cnc)Ugh o~f a iaeld fro m the

first three probletms to giv\e them a

2 X, problem-ininute edgt~de overr

their neurestt competitors, a team(no~m Wo~rcester Po~echnic In-

stitutt I t\VVI). A tezA from RPeIfinished third. almost t\,.

problem-hours after the MITr

leam.~ Both WPIP and RPI had

entered'c t,-c, tearns I n thec contest

arnd haid had their own contests to

selecte their tearns.

Lederman~ n f'ound out aboutr the

co~ntcllt from a notice in ain ACNL

nt·\tslettcr. There is an ACi 1 stu-

detnt :Centefr heret: it Is essennal)%l

the Student Infiorn-ation Process-

in-L, Boatrd (SIPB). Howe~ver, no

onet front that g~roup could be en-

needc into tnterinrc the contest.

"We a ;ll felt it \kas a ;stupid con-

tes~t." explained D ian Hlalbert '78,

SIPB chairnian- I lie noted that

FORTRA's. and e tnco~urages a

"qluick aind Orort. solution to the

quick tIid dtiri)" olutfon to the

Problern'. ;lil the people: he kno%%s

uhkho are good~ programmersr~

.. lAOuILl not wan~tt to be involved in

tha~t kind tit` thinL,. Th~it's not the

,tk o F) I s h o u Id -,~rik I

Keith Smiith, ediltor of Random~

1((4 the - s_~I tudentn chapter~

newsletter a ~t RPLI disaL,.rees, -Ath

tf~ilf~t'rrP estt Ie Ill I

"\~tl~s~t ~w-e hth e ;biit: t

-vlt^ , ~cl-strucc:u ured :Izd

&,-uncni~d prgr~tn. A the

;',pfoiC %%hol h,ive entered thtz e ;)n-

pstionI.. a nartionall computer

�L;11T �aok Or� ·3 �rS:inC: 'FSFtnji�"-� '7 �·r·r:e�-,c·��-:� '?�$ ,-!'r"·c� r·.r- .-̀ · :\P -- r' Cij· 7 .�.C :t`� 1-�' '7" · ' '':'

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'WEDNESDAY, FEBRU;ARY 1. 1978 THE TECH S --G $1~

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It takes a lot of confidence to comefresh out of school and begin telling ushow to do things.

On the ot her hand. it takes an un-usual company to provide the kind ofenv ronnment where that can happen, butthat is exactly the environment you'll findat Scott Paper,

We constantly search for peoplewho have the ability lo respond lo chal-lenge and think for themselves, thosewith the initialwve and desire to seek at-ternalives. the skill and courage to con-vince others that there are better waysand who aren't afraid to express theirideas.

At Scott. we admire an aggressive

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MIT's new prioritiesmust be remexamined

By William LasserM IT has reached a crucial moment in its history, a time whca- the

basic values and goals which its educational policy espouses must bereconsidered and revised if the institution is to continue to play an im-portant role in American society

During the past year, I have commented in this space on severalseemingly unrelated issues facing the Institute, and The Tech hasreported on a multitude of news stories which do not seem to be tiedtogether. Yet at the base of all the controversies during 1977 at M IT isthe question of this university's ~iaison d~&re as an academic institution.

We endured two scandals of significance, the thursday and Grogo in-cidents: we faced and still face difficult questions of academic policy:we saw the beginning of what will eventually be a "new college" withinthe School of Humanities and the effective end of the experimentalWriting Program.

All of these stories reveal an institution unsure of its guiding princi-ples. The administration responses to thethursday and Grogo situations showedthat MIT is undecided as to whether ornot to promote freedom of expression. Atthe same time, the Institut6 is unwilling toestablish procedures beyond the horriblyunsatisfactorN Committee on Disciplineto deal with violations of personalprivacy and of the standards of the corn-munity, which have never been satisfac-torily defined.

The events surrounding the School ofHumanities reveal that the role of suchsubjects in a technologically-oriented curriculum has not been clearlydefined. nor has any attempt been made to answer the large scale ques-tons. The role of technology in our society has undeniably changed in

the past few decades. Yet MIT has changed its curriculum onlypiecemeal and haphazardly, ignoring the basic issue: as engineers andscientists continue to assume roles formerly reserved to those whoseeducation was concentrated in the humanities, does M IT have aresponsibility to supply a higher level of non-technical education to itsstudents?

The Writing Program story. stripped of all innuendo and personalmudslinging, reduces to the same question. All of those concernedagreed that MIT graduates should have the ability to write well. still,after the smoke has cleared, there is no widespread program to imple-ment this basic policy. Instead, we have a new course in "sciencewriting" which. while it serves an important purpose, is not, as somehave asserted. an indication that MIT is pursuing the goal of teachingscientists to write.

After the riots and demonstrations of the late 1960's, the Institutecreated the Commission on MIT Education which analyzed andreported on several aspects of campus life. The Commission's work hasbeen largely lost in the balm of the seventies, yet the questions it addres-sed are as important today as they were then. The establishment of theCommission was at least an attempt to deal with the larger issues in-volved in an MIT education, although in the end its recommendationswere largely ignored. Perhaps the time has come for a new Commissionon Education, operating under more serene conditions and with the as-surance that its conclusions will be respected and its suggestionsimplemented.

Some have likened MIT to a vocational school which prepares itsstudents to ply a certain trade. That, while distasteful. is in many waysa correct analysis. For past generations of MIT graduates. success inthe engineering and science professions required only the expertiseMIT was able to impart. But no more. MIT must commit itself toeducating men and women who will be able to deal with the complextechnological problems of our society.

This requires a new educational credo. in 1644. John Miltoncharacterized a "complete and generous Education" as one which "fitsa man to perform justly, skillfully and magnanimously ail the offices,.both private and public. of peace and war." In 1978 and tor the future.that education must include technological skills - that is why MIT isin a perfect position to provide it. But the other skills such an e ducadmnmust supply are obtainable only through humanities and extracur-ricular activities. and through she free exchange of ideas and values.The establishment of an environment conducive to such activitN mustbe the goal of MIT as it looks towards the future.( This is the last coluwm of the "here and -ow- serie.% o/ If ifflain l.a. s cr.

."olwte 97 Editor-in-Chief I

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arms proliferation.After the first atomic bombs

vhere dropped on Nagasaki andHiroshima, the US entered theCold W\ar %kith Russia andproceeded to produce ahydrogen-fusion bomb, almostone hundred times as powerful as

the A-Bomb. In the 1950's the USdiversified its nuclear arsenal andalso ompiled a vast nuclearstock pile.

According to' Herbert York.writing in Race to Oblivion (1970),by 1960 the United States had"the energy equivalent of someten thousand World War I1's"amassed in its nuclear arms cache.

Since it Is safe to assume thateven if the 1960's did not producea larger number of missiles. the

Mark J. Munkacsy '78 - ChairmanWilliam Lasser '78 - Editor-in-Chief

Rebecca L. Waring '79 - Managing EditorWilliam H. H-arper'79-Business Manager

Volume 97, Number 64_W ednesday. February 1. 19-78

SPORTS DEPARTMENTSports Editors: Tom Curtis '80, Gary Engelson '80. Staff: HelenMiyasaki '78. H, G. Weed '78. Jeannette M. Wing '78. Charles Cox'79, Audrey Greenhill '79. Gregg Stave '79, Al Albin '81. Bob Crane'81. Bob Host '81. Michael Taviss '81.

ARTS DEPA RTMENTArts Editors: Kathy Hardis '78, Drew Blakeman '80. Staff: JimWalker '78. Mark Childs '81. Judith Frankel '81. Steven Lazar '81.David McCall '81. Dennis McGrafi '81. Leigh J. Passman '81. BilRathbone '81 A l Sanders '81 David G Shaw '81. Daniel Togasak '81

Third Class postage paid at Boston. MA. Non-Profit Ofg Permit No 59720The Tech is pubhlshed twice a week durin g the academic year (except duringMIT vacations). daly during September Orientation. and once during the tastweek of July Please send all correspondence to P.O. Box 2S. MIT Branch.Cam bridge, MA 02139 Offices at Room W20-483. 84 MassachusettsAvenue, Cambridge. MA Telephone: (617) 253-1541 tSSN 0148 9607Advertising. subseitption, and typesettng rates available orn request

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BU car fes psition

Bv [Bob WassermanLast weck a Soviet military

.,itellite equipped with a nuclearreactor fell out of orbit andlainded some, here in Northern(Canada. The nuclear materialrelea-sed upon the -satellite's crashcould .ei-h. as much as onehundredpounds. andhat' s more.

arms expertsheIl ee th atthere are twent% more US or Rus-silan nuclear satellites in space. allof' which must come down even-tua;l,..

The Strategic Arms LimitationYalks (SALT) 11 between the USand the USSR resume this year.and a possible ComprehensiveFcst Ban Treaty on all nucleartest~ mnight be signed b., GreatBritain. the lS. and the USSR.Beflore these events take place.perharps %e %hould examine thethtrt-.xcar histor3 of nuclear-

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old ones were not simply dis-mantled and thrown away.therefore most of these bombs arestill here today.

Not getting into all the horriblepossibilities of a nuclear usar, onehas to wonder at this ridiculousfigure of the Pentagon's to s.What's worse. this seemingly in-vincible arsenal didn't prevent theUS from entering two wars since1945, and even losing one. After

the Vietnam debacle and all theanti-war demonstrations. it mighthave seemed logical to believethat the military would be com-pletely ignored for a while, butthis was not the case. PresidentCarter has increased defensespending in his budget for the1979 fiscal year. arid this amountaccounts for more than twenty-fine percent of the total nationalbudget.

Nor are nuclear weapons thesole possession of the super-powers. the US and Russia. SouthAfrica is well on its way todeveloping a nuclear bomb.despite international dissent.Even such a global power asPakistan has "the bomb."presumably for defense against itsneighbor India, which also hasnuclear capacities. The militaryprowess of these two countriescreates one of the most frighten-ing sights in the world, for as In-dia and Pakistan have large, ex-

ensive nuclear facilities, theyalso have high illiteracy and wide-spread famine.

While the rest of the world iscontent with missiles, the US haslooked into the possibility of ane'A weapon, the Neutron Bomb,which otnly kills people and doesnot destroy property. While thecontroversial decision bv Presi-dent Carter for further study ofthis weapon took place only last.ear. this idea is not a new one.Back in 1961 Freeman Dysonw rote in the Bulletin of the AtomicScienti.st.v: "neutron bombs, likehydrogen bombs, will in the longrun onl, complicate our lives. in-crease our insecurity, and pos-sibl 5 facilitate our exter-minatgon.

To help understand the reason-tng behind the neutron bombdecision and the nuclear armsbuild-up in the United States. oneon i. has to realize the priorities ofthe US mnilitary establishment. Atpresent research is going on todevelop a high-energy laser formilitary use. }towever, it is doubt-ful that this weapon will be usedon people, according to a Pen-tagon official. He explained "Ithink it would be the type ofxeapon you would use on a highvalue target."

! suppose it would be too muchto expect for an ICBM missile tosuddenly blow up the Pentagon.so in that case I can only hope

-that itorld leaders and militaryofficials realize the seriousness ofthe war gameis they are playing.

To the editor.'In recent weeks. ' Osur -ncews-

paper ha.~ carried stories aboutthe controvers> surrounding thedenial )f funding to the e.xposure..t publlzteaon ,ritien by Bostont 'c.Crsjtt, students and others.,,hu h hax been denlied Unl, erslt?5 Unsndg dtll it arees lto conform,~th t nit~ crrSI 5 potic'.. i would, Kc .,) of tr a brief explanation ofthc [ nli~rstt's i policy %ith'Lr.'.rd t, puhblCations:

BtoToln U.nl rer-swt is fullN comn-,. .::tcd t, the c tinc tpt. of a fr ee and,n'ct tcrcd prL:,,. If. hot %ei er. aPdqulC. ' tin sI to he H na ncedd bIi; i<:CrtX fund., the L ni',ersm,}l,,- ,: rc,,p-t~ll ,,~lblll to) en-ure that,: -,,: :rca ,I bl'hc)u, mater,-al that

.... Lld he h.ar:i nful t) thcr, arid,.,,:ill( :C [l ;t) ~.{,;11A.5t']l*? itti.a~tto)i7

;I;, , rc >t,,li. it has, beeni ' c, :;. ot j pll c- '.~nce 1969. d ur-

,z fdi: . t raln;,tral on of 1Ptrest-i:; \rland (_hrmst-Janer. that theI l ' .' -,~t 1 x~.1! not be resp-n -,i blei!,r .t-ci nt rubll cati on5 '*hl ch.'rc.~c -,uch .i, pot ent ial. t hese- hr.lrli.itn, m1Ust h e in depen-,' ; h l1 /)(1i' Free Pr e~.s. apufll c.~;:)n tof Bo)-,ton Universivt ..::Jdcrlt,. 1 ., independent L- ;

separately incorporated entity.The exposure has sought to

become a publication of aregistered student organization ofBoston University and has soughtUniversity funding. Such studentpublications are required to havea facuitb or stiff advisor. One ofthe responsibilities of the advisor,, to ensure that no material

thitch the ad\.isor believeshlhia,u , * .1ll be published. The ex-,n}u\re has refused io meet this re-quireiecnt for Universit,. funding.

The issue is not then whetherthe c'kpo,,re shall be publishedhut x,.hether it shall be subsidizedhx B3oston Uni,.ersity. The e.x-pimire cannot choose to he in-dLependent of the Universit, and.,t the same time receive a subsidytromn it. As an independentpNIhCalior it w%,ill. like the Dailyvf'ruc Prt'~v. ha'e the ability toprnnt Ahatever it likes and to bedistributed on campus. Bostont.'niversit,.s dedication to a freepress ensures this.

Johan \. MadsonD)ean uf /.S'tudenl Life

[30, Utoli)ier.sii)Jan. 30. 1978

ler,,onnel to keep the InstituteOpen in spite of these %&arningsand the airecady poor road andpark ing conditions from previous.'torms during the ,eek. By eight

o'clock that morning radio andFV rcporta advised people to stay

X Plea se turn it page 5I

/ ~ Iih' celiitr.'()n t-rsda~. Jan. 20. the worst

onlne -,torm in over 1) 0 s ears hitB,,,to.n In the early hours of themo,rnmrl. forecasts indicated the,c>. crl t~ of' tile Lt)rin. pred ictingLip tt) Is rnchc,, of ,itow and high,.inds. \ A decrIan u .ns made by

_~ PAGE 4 THE TECH WEDNESDAY. FEBRUARY 1. 1978

US wields nuclear axe

Snow storm opening

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Ihe 7tech welcomes Lettersto the Editor. which should betyped and triple-spaced. Un-signed letters ,iIl not be pub-lished. An autuhor's name willbc withheld on request.

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Kidnappers demald more IAP

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mel hN illrdnight hf kiti lat day ofI .\ P:1. !\P1' iiul hce extended thirixtllUre d;t. -,

2. T-he letter "-" must be strickenfromll the l tphabel.3. \l I,,tlitutc courcs mtu. t bet.uLLght ri .he furlong tone f)ort-

4. ..\tlI c1;aC. 11U, hi tdLaght in

( ()BOL.. \ ,IxclCnth %eck drop date.6 re. ,ident \ le..lc-r UllUMt c.tl ;1

utnci~ .,t L.obhdetl.L. I ghtl mu.,t ohcre the _5 miph

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\\t: ;:1i .f' _'.; , rcph? in lFeth

MIT unfair toemployeesduring snow

( , ,ntttl{w i/rjtt,m} pcz~¢' 4.mr T lafitts O wil r , ge, .n4r~

*t, dclr,,l{Sl to 1 'Cs idll ",'npell and

.tClonck there *. -,noJ doubt aof tiecrulhlngt c^ffct, o' the storm ontran,,portation and the extremell!tlha/artrou- drivinge conditions. -\tmrlid-morrini (;novernr l)ukakismadc an appeal tfor people to sta,hunme or e) honme i' thev wetre inthe cit. MItT choste tto ignor:these unuslul circumsta;ncesS andkept the Insqitute: open untiil 12ntoo)n.

Mliraculousl. no one x a.sscriousl. injured. hut ve feel thatMIT unneccessaril\ endangeredtthie li ofs *. its emiployee s bh itsdecision.

No%% xxc find that the hiu.cekl |and hourli eniploces %%ho ,ereeither unable to come3 to work oruere sensible enough to heed the;nun, x arning-, to sta\ home arebcino penalized bN the 1o.. ofVicaXtlon or personal tisMe.

\,e questlon a polio3 *%hich isso inequitabzle and punishes onlythe loest paid employees aIt theInstitute !or a decision which isalrcad\ qucttionahble. Employeesmust rel,, on the Institute to make.tnsibt¢ dcicione on their behalf.We¢ %onder .ho ;\as ressponsiblelr nlmakinie the decision to remaino- pce o Jml i. 2-0 and suggest thatf.: palrticular ,ro'upr t ofcploCC,

I., ,,oing to he penali/cd. the}should ha,.e a rcrrcsentatixe u ho

'ill ma;ke recomnmendations ontheir hehairf.

Susalnnc: FaircloughSandra Kniglht

Ann MucCGibbonJean MNooney

Chip SchrammRuth W'agner

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A 9 ot -y of hfA y ct, wo y ot Il*+

. Xerox Corporatio0Los Angeles area [El Segundol

Will conduct a Pre-interviewseminar on Tuesday,

February 7 1978f at 4p.mi- at

Si Building38-466,., >Jackson Room

Areas of opportunity:t Research. Technology Development Product Design and Engcneerng

Test Engineeriny. Reliabltity Engirneernn. kainufacturinc. ProcessEngir'eering. Industrial Engineerinlg ProcoCtion Planning Control. Qukailty Controt. F;ela Enamneering

t Computer Programming

Backgrounds sought:ME, EE, IE, ChE, Math/Statistics. Physics,Chemistry, Computer Science.

' Product involvement: .Xerox copiers and duplicators of unprecedented variety anc capab;:.'.-i,Telecopter transceivers and -auxilary equipment Xerox cornputer, facsrnm:etransceivers. fast. versatile electronic typng systems comoutr graphcsperipherals and services and a range of other capan:i!ties extenai; r trnrmicrographics to color copying

Openings not always available for every disciplire See your Placement Direc-tor for latest information and interview arrangerments.

Xerox will be on campus to conduct intervierws on February 17, 1978.Interested students should sign-up at the Career P;anr;ng & Placemernt Center

An equal opportunity employer(male/female)

1

Early Music ClassesRegister now. for classes In.

° art. music. arnd dance of Assa· lute makting· harpwschord voicing and maintaining$ plus Instrumental Instructton on

Vso: * clavichordlute * recorder ensernmble

Call Musicat Instrumernts CollectionMuseum of Fine Arts

267-9300 ext.340

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AIR FORCE ENGINEERSA-NDSCIENTISTS AREPROBLEM-SOLVERS

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XEROX

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Classic miagic amazes andatud

I ,,/p,!w Or. rte [-(.v. Ben Jonson'shllou,, comedy, -Will -be presented by.MIT l)rania,hop as its LAP production.Pecrf'ornianco-, are Fri. and Sat.. I-eb. 10aind I 1. and Thu.. f1ri..lanclSat. Feb. 16.i -. dndk !,S. at Spm in Kres'ge'Littie Theaterc,:c) nighft. icket,, are S_.50 (S1 50 onOrnlng, night o)nlx). Par reo,¢rati on,~ callx3-472~1. Ti)ket~ uRlii also be ,old al thedJor and In Lot bb, 10.

(our,,¢ 21 annohnccs a n¢. actinpicLr', fcor the ,pring semester: 21 II6\ctung If l 3-0-6L The prerequisite is 21. I19i xcr\emcmentI Video) \cting Workshop orequlivalent actin,, experience. It I, the se-quel t,) 2I19 I and '.ideo equipment .ill,.,mtinuc it, be u,,cd a.- a critical tool. The

,_L, '0.~111 milCet Mlon. & We'cd.. 3'30-5pm,-ld %%.~[i hc iwl.odht h,. '%;.,mm!.1 Thornton.

[h, ,.,,-~r~r !c;,la he ue,,d to fulfill ai Dram a(. ~p.c':ra~o I-tor further information.

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~L~a PAGE f) THE TECH VEDNESDAY. FEBRUARY 1. 1978

1B) .!-rdana tiol!ander\ cro',od oi (,'(0 ,,,.tehod a talented

dcmn,,t,:thn ,t cia,,,ic ,ta,,e mnauiCal Illu--~,I:f', pcr!i;rmcd h% Itank Lee, D)avid Rich.',tC~C I h) a,, nd their a,,,,,tant C'athy in

I he ....... opened ~ ith prettp. as,-itant( jth% produc;mn~"FThoma,, mut of a slack of;~',r'. ~ ,u., cr1pt ho~~.. '[rhoma,, then ran'h"rt,_'}l ,I -, rc', O~f ci.)rlmnon malui.gC trick-,

'INC, ,,Ir.,,npcarln and changing color.i,;t-,kcr,. th,l arpcr and multiply. do~e~,pilcd ,;at of handk erchief', . and fire,,_rcAtcd ill lop hat,,

1-ce F,'tll,,kcd ~Nth bud joken, and cood::~,a.z, tite hurned and- then rd~,,covered a$") hll1 it, the colnful-,i)n ol his student \iC.-

tlm!I theni pta,,ed miu.,cal cylinders, %ktih.1 _l,,xs and multipling hattle\ of' Scotch.

\n I i(' member ,ka, tlaught h,, Rich'n,}~ to turn d handkerchief in.o a lemonJnd hack awatn. The ;nmitakes intol,.d inthis e,, .,,n \~crc more intero, tlng than thetrainsf'ormation tsclf.

'1-,o of lioudini's most famous escapes.from a straitjacket and Metamorphosis.%cre attempted by Thomas, He emergedrnu,,,ed but triumphant from the jacket.Thoma,, then exchanged places with Cathy,at the time locked in a chest. As the curtaincamhe dovn Cathy was attempting torctca,,e him from the handcuffs.

The three combined efforts to remove a,ct of sv. ords from a box so Cathy couldrcappear on stage. Thomas continued withthe ffluslon of three ropes, a changing pic-ture. t,,,,I¢ paper torn and recombininginto d flowxer and a hat, and an egg trick,~k hcre ht: nearly, covered the head of a stu-den! ~olunteer wvith egg.

A\rter an elaborate card trick bv Lee.l'hona,, performed the famous Zig-Zag il-

IuI,,~on v.here the cute assistant is cut inthree and the middle portion pushed out ofImnc. Tlhe show,* ended with the three magi-cians pulling successively larger bouquetsout of errpty cylinders.

... -. ' ...... 7-_7'~7/.Z U :L..,Magicians David Rich. Hank Lee and Steven Tnor'.as take inetr bows over bouquets ofpaper flowers they had pulled out of empty cylinders The three magictarns gave ank ex-hibition of classical magic to an audience of 400 in Kresge last Maondat night, (Photo byM ark James)

'erry dance i*n exhiiionIIBy Veronica Tomczyk,Leigh J. Passman, and

Daniel TogasakiLidia .. \barca and Ronald Perry of the

Dance Theatre of Harlem electrified apacked house at Kresge Auditorium lastSaturda% night. cimaing a week-long IAPprogram entitled The Ballef. The program,,,ponsorcd bx the MI IT Graduate StudentCouncil. featured the Boston Reperlor,Ballet MMBB. jotned by three guest artistsfronm the Dance Theatre of Harlem (DTH).D)uring the %teek there had been lectures,demonstratin,,, and classes conducted bythe Boston Repertory Baliet. and BalletMastcr Samuel Kurkjian. and BRB teacherLeo (iuerard.

The 1r-,t pirpece. S;oirc e .Mfukicale, had theencrgyv characteristic of classical folkdancc. but licked unit,.. precision, andtg,cod technique. T'he matchins of partnersNsa., poor. but excusable, as only two male

members of the BRB participated in thisperformance. Apparently, not enough timewas spent rehearsing as couples or as agroup for this dance. The partners were notsufficiently conscious of each other, fre-quently losing eve contact. Their poor tim-ing and mismatched styles were too sloppyfor classical ballet.

The second piece was a sweeping con-trast. Pas de deux from Aeon,choreographed by George Balachine (NewYork City Ballet). featured Lydia Abarcaand Ronald Perry. They were fantastic as apair. as well as individually, exhibiting ex-cellent control. The dance was interestingand their flawless technique made it a suc-cess. The audience responded withthundering applause. Critic Walter Terrywrote in 1959, A..Agon has no plot, nospecific emotional coloring, no dramaticincident. It does mirror the rhythms. thedynamics. and the witticisms of the

music.. "The third piece. entitled Cole Porter

Suite, was danced to a collection ofPorter's more popular songs. played byHerman \'eiss and sung by Susan Allen.Choreographed by Kurkjian for thisproduction, the dance poked fun at thesongs. exaggerating their meanings andfeelings. Certain individuals danced well,showing good technique in what shouldhave been a crowd pleaser.

Abarca and Perry returned for Grandpasde deuxv from Le Corsaire. From the mo-ment Perry entered with a tremendous fly-ing leap, the audience was captivated bythe two artists. The four sequencesdepicted a pirate's pursuit of a beautifulyoung girl. Abarca and Perry displayedperfect technique and were repeatedly in-terrupted by spontaneous bursts of ap-plause. The two artists, well aware of their

/ Pleare turn to page 71

Great Performances1978 OPEN REHEARSALS AT SYMPHONY HALL

You can attend the final fun throughs,in an informal atmosphere, of someof the great performances : " " ' "scheduled this season. : . ' : .

For the 20th consecutiveyear, you're invited to enjoyan inside look at the Boston

,~ 'aT/5 ;'.',"' a'y : ze' th-a: give yru t,"lme srr,~.ccunest, lb"g S n'e~, Symphony as it prepares its:,',.',"~~~~~~~ ~ at, ar 50 ' gl ' .s ./u a i!

t .ma d to, v,,ri r sn -~ ,e- ;I f- !,;rconcerts.

-a: _,i: D r S ee;r trilr ~ iastic P30orts from getting squisn,,yF,,., ; - ze'-, 5 a iP:ot ,"ar;~er pen You can also hear an-.....- ::- .by, th..:.

· r Paz g~: , .........- -,-. .... ;. informal discussion led by the':;.- . !c:C i :t.C are iine...u'; - :7 r B.S.O.'S Michael Steinberg,

O~;' ic c,+ .ra-t,-,eCil~ ::=';te.·~n lnre you ~'l! f:,p ;,:::_.,~:.. - ':' G -, '"'0- tant a Itee i:'ss 4 5 minutes before the-,no4 ravi/4 9 i~r~~ :;l~r~ O~r !I-t. C, , ,:". rehearsoj fn pin · ~~ ii :,'t,:,-r.,, ~rle t~'~arh;.7- 'arGonS f·r ,itu to ; 'ez- r

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Po,rt Ch".ester. Ney Yc, rk, 10;-573

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fineline rmarker pens

MIT Studr: Cer:'o:

THE TECH -E I-

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Ballet masterst('i on'rind/ li page 6 i

hold on the audience. concluded with adinamiic finish which brought the entirecroxd to its feet for a standing ovation.

'lhe final piece. Speed Zone. waIs a1modern ldance chorographed by K urkjian.

h..: daiwers. including Keith Saunders ofD)1ll (Nt ho al.so appeared in SoireeA.1hticale) w, ere wcll suited for the st' xI ofthi, piece, and ,e re able to perform theirbes. The lighting was, ver, effective. andpro cided interecilng accompaniment to the

Genesis touSc'& oiud% Out - (jenesis on AtlanticRecords.

Byv )asid Sha's\ hien Peter Gabriel. lead singer for

(Genesis, left the group in 1975. nan)fed.red that (ienesis had come to an unfor-funate end. Hiomxever. the group recoveredquickl. due to the efforts of drummer Phil('Colins. v hose '.oice is ,o close to (jabriel'sthat the ti.o arc virtuallk indistinguishable.The band continued on. releasing twoalbums. w.ith Collins servine the dual roleof lead .ingor drummer. Their latestalbum..StOds O(th. is a live documenta-tion of Genesis' success.

The album. recorded in Paris. featuresthe best of the -group's latest compositionsplus renditions of their earlier classics. Col-lin.' drumnnming duties have been taken overbh two others: ev-Yes-mun Bill Brufors forthe 1976 tour: and for the '77 tour. ChesterThompson. formerly with Weather Reportand Frank Zappa.

Side one opens with SquonL. vuhichbegins rather quietly but rises to an almostchaotic pace as it progresses. In The Carpet('rat'!' (on the Lamb Lie.¥ Dowit miBroadw'av album it is titled The ('arpet('rashlers). Collins delivers a performancethat makes Gabriel's pale in comparison.His singing is equally good in Robbery.. A-stiltdt and lhatterv and Alterglow. Side twoope'ns with txwto songs from the Selling

ignite crowdchoretograpth by throwing colorfulshadol. on Kresgec's ,alls. rhe piecefeatured Jacquelyne CurrD in severalbeau tifutll' performed, solo mo,,ements.

The lt),t)on ReIpertory Billet gave a fine.ho\.. with at , plcedid a ariet, of dances.1he three guest ari ,Ls fromnl the Dance'i hcatrc of I Ilarilm turned in ,apcrb perfor-nmances. 'Fhe Boton Repcrtory Ballct',,attempts at Cl,,isiCl balllet. howNe.cr. ,credisappointing. % hereas their modern danc-ing vja,, ,er. %ell done.

r captured!:'igYahin bh dte Ptinm/ album: !'irth ot Fifthand / htow Wi ln Ihat l~Ac. The first is slight-I1, Licking - I mi,, the long piano introand (Gabricl's flute. The second takes a' hilt to get s-tarted. but the '.~aIt i" ,orth it.Next is Iih Lamb l-it', )Ou on nBroadiatvhich the group perforns at an almostbreakneck pace: this is fkllovwed b,. theclo,,si sectiOin of 1T7;(, Ifu,'i Ilov.

All of side three is taken up bv thegro-ps, tour-de-force Suppe/". RIearti. Col-lins injects a lot more excitement into the%octls while the band cuts ,ome of theorivinal's frills. Both change, make thisrendition of the song more direct and flow -

inc. which is an impro.cmcnct. Side fourshould hc called the drummers' ,idc.hbcaue.,C it fe:.lturcs the tilents of ( ollins.Thompon and Bruford. Bruford lends, hiseffort. to /hc ('filema Sh'(t%. andFhompon contributes it) !nct'e oft aI'ichanm. tlo.'.ever. tlhe best w.as the lastcut. Collins and Fhompson pov,cr througha drum solo that must be listened to \ iththe bas,,s cranked up. then launch into anastoundine higih-energy ,,ersion of L'.%I:muhi. which fittingi? close., the album.

Ha'ting seen (Jenes,, live in 1977. 1 thinkthis, album perfectly recaptures the ecite-ment of the.group's concerts. as ,.ell as be-inm one of the finest li'he albums, to bereleased in recent \.ears.

I ce Ajverage vrAite Par,'li

AWB's soundBN l)rew Blakeman

[he I[c pc forinirnces, of titan. rtoupssOul1d xcr' Ilittle like their LtudIO rccrdrnes

dcI ic t, the mar'els ol' clcctronic,. cffct,lkc ccchltocs and oc'rdubbing )One grourwkh ich hl ie'. necr needed to reI, onnclectrirotc, L'iniinlckr,. for their ,u1ccCss, i, the\',cr,tc \ htte Band. The sound ol A.k B

is '.irttlua.1 t'Le saine , hethicr in concert oron rccords. T heir mu,,ic is highlI amplfied.but :iothinu ckse is done to alter tt ;ntristech r. r- t c r i ti, .

In their conccrt at the Orpheum lastS.aturda'. Jan. 2". A%''BIplaled its particular brandof disco quite w.ell. Theband's, fa,,t-paccd niusickept the capacit' crow"d ontt, 'cect for m-uch of the performance )Of,pcecial note ,t,, the quaity, of the sound.% Inch '.. as t ntl ovcr-amplificd or d;str tcd

-\\B hbascs Its uncluttered sound morteon the -.upCrb percussion work of Stoi'cI crr-onc .tnd in no:.Ial'.e saxophonc in-,,[tr:lncnlt'L, thatn o)1l %OCaS. A\ no1table cx-eption I., UI rA t,, I)o f:aturin [tarnmish

Stuairt on lead %.ocals. Thi, suong has, muchlomnger rino, than the t pical one-line .\\WB'ong, d111d Stuart di-,placed his -:ocdl talentwkell.

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BRATTLE FILMSPRESENTS

Features for the week ofFebruary 1-7

Brattle TheatreTR 6-4226 40 Brattle Strelt

A NEW ENGLAND PRLMIERANDREI ROUBLEV

5 0.i) 9 25

.r 4 4 J04'5~aioz~

LIES MY FATHER TOLD ME7 30 ' NJ-*c 3 , 3

CINSWkos425 Mass.acniu'.tse A'ienu 884 0426

CINEMA It Z' A -¶.! 5 $ +l~~'· CC, 'i-il'

HIS GIRL FRIDAY. 1940640 9b55 4.i ' .' 3 2')

ot!'evied Ru'51'ifH~Cmh k~s(~u ~6~lTHE AWFUl. TRUTH. 1937

500 820

CINEMA 11SHOPAROUND THE CORNER. 1940

600 940vMMi J*t"r .Siwt!S r J Mag; uet S lrvar'

Oi'e u r,4 gtc'E test Amv ap fims vi the 1930 s

Oa ',t~Ih~n

THE MERRY WIDOW. 1934'7 50 Wk,]dlMat4 10

-ti Munce chvai.r ard Jeasette M.,c.vnata2

Time stands stillat our distiler twhere we still amake CueC '(o Gold bi) hand.

For centuries we've woundour clock by hand.

And for centuries we'vemade Cuervo Gold by hand.

At the Cuervo distillery its almost as if time has stood still.Our Blue Magueys are nurtured by han? picked by hand,

and carried to the ovens by hand, as they have been since 1 795.It is this continuing dedication to tradition that makes

Cuervo Gold special Any way you drink it Cuervo Gold will tbring you back to a time when quality ruled the world. ,-

Cuervo. The Gold standard since 1795.

]Makeit all

better.This space donated by The Tech. CUERVO ESPECIAL.V TEQUILA 80 PROOF iMPORTED AND £3C)TTLEE Br BY )1977 HEUBLEiN. iNC HARTFORD. CONN

EVERY WEDNESDAY iS DOLLARDAY AT THE BRAFTLE AND

CENTRAL SQUARE CINEMAS

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_a-r PAGE 8 THE TECH WEDNESDAY. FEBRUARY 1. 1978

MIT ELECTRICALENGINEERS, ' ' ' '

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An environment where your drive to succeed is directed and encouraged by prominent professionals.LINKABIT continues to build its reputation as a pacesetter in communication system research de-velopment, design and implementation. We offer you the opportunity to challenge as well as expandyour abilities at our San Diego facility, ideally located near beaches and the University of California, SanDiego. LINKABIT is characterized by exceptional career growth and personal reward opportunities. Thecontinued rapid growth of our organization has created openings in the following areas:

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ULINKABIT was founded 10 years ago by a group of MIT engineering graduates. Since then, we havegrown to a company of over 250 employees, including a growing number of MIT engineers, as evi-denced by this list of LINKABIT staff members from MIT:

Irwin Jacobs, '59, President Art Ross, '72, Technical StaffAndrew Viterbi, '57, Executive Vice President Larry Jankauski, '76, Technical StaffAndrew Cohen, '58, Vice President, Programs Steve Blake, '77, Techhical StaffJerry Heller, '67, Vice President, Engineering Lindsay Weaver, '77, Technical Staff

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Y1, 1!978 THE'TECH PAGE 9 A-

International chess master Ken Rogoff took on 28 opponentssimultaneously in Lobby 7 last Friday. The result: 23 ,,wins. 2losses and 3 draws. Rogoff, a thtrd year graduate student ineconomics, Is the fifth-ranked chess player in the United States.(Photo by Steven Solnick)

55mph on a bicycle?Editor's note: The Tech received

the folloWing article from Profes-sor of Mechanical EngineeringDavid Wilson. Wilson it on theBoard of Directors of the Inter-national iuwnan Powered VehicleA ssociatiown

In the past decade man hasreached the moon, flown apedal-powered aircraft in a closedI-mile circuit. and climbedMount Everest from every con-ceivable direction. What next?Dr. Allan Abbott, a young M.D.from Dana Point. California anda renowned high-speed bicyclistwho appears twice in the Guin-ness Book of World Records hasnow offered S2500 to anyone whocan break the national 55mphspeed limit in a human-poweredvehicle. Can it be done? Dr. Ab-bott thinks so.

Recently, at the InternationalHuman Powered Speed C' am-pionships at the Ontario MotorSpeedway in California, two slickstreamlined pedal-poweredmachines broke 49 mph for thefirst time in history. Dr. Abbotthimself rode a bicycle of his owndesign at over 48 mph. The fastestvehicle had 4 wheels and waspropelled by hand and footcranks with the rider pedalingfuriously on his stomach.Another was a standard racingtandem bicycle. In all of thefastest machines the riders werecompletely enclosed in light sleekstreamlined plastic shells.

At near 50 mph, wind is almosthurricane force, so streamlining isa must if a human power plant isto be used. To win the AbbottPrize, it may seem easy to increasethe speed only 6 mph over whathas already been done. Howeverwith the present generation ofmachines. at 55 mph the cyclistswauld have to expend 30 to 40percent more energy than theywould at 49 mph. Riders wouldhave to put out about 1.5horsepower to do this. Obviously,

then, to win the prize. manyimprovements must be made.

After breaking two world bicy-cle speed records, Dr. Abbott hasrecently decided to retire from ac-tive competition. In 1972 he rodea specially designed bicyclebehind a race car at over 140 mphon the Bonneville Salt Flats inUtah. The race car completelyshielded the bicycle from the windthus making such incrediblespeeds possible. This record stillstands. In 1976, Dr. Abbott brokethe world unpaced bicycle speedrecord at 47.8 mph for 200 meterswith a-flying start. In this type ofrace, riders are all on their ownwith no towing, motor pacing, orstored mechanical energy of anykind permitted. In 1977. Abbottimproved this speed to 48.84mph. but still faster was RalphTherrio who holds the presentrecord at 49.38 mph.

Dr. Abbott's offer to payanyone $2500 who can break 55mph in an unaided human-powered vehicle, is intended tostimulate competition andtechnological improvement inhuman-powered transportation.The California State HighwayPatrol has promised to issue acomplimentary traffic ticket toanyone who wins.

The rules are simple. Anymachine is legal provided there isno stored energy of any kind.Springs, motors, flywheels, bat-teries, pressure cylinders, etc., areprohibited. The vehicle may haveone or more riders in it, and mustcover 200 meters with a flyingstart in 8.13 seconds or less. Thecourse must be level and windmust be less than 4 mph.Electronic timing must be used.No towing or motor pacing is per-mitted.

For further details on the Ab-bott prize. and how to become theworld's fastest human, contactProfessor David Wilson at N1 IT.

i.

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ringn-aster' of tht,;, carnival.Photo b~y rcrvi Russ courtesyTechniquei

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TEXAS

~ PI PAGE ;0 THETECH 'WEDNESDAY. FEBRUARY l, 1978

of lAP '78that ,, lecture be eiron on"C',:t,~strophe Theory." Soon,d'er%%,.ards. the M1ath Diepartmenntarrangrid for this lecture to bepre,,ented.

\n Iot h er suggestion waspre,,cnted b Eugene Lui, whoAishcd to conduct a class on T'ai('hi, the classical system ofC'hine,,c exercise. According toSauer, Lui ,a.,, sure no one wouldcome1IC. but Instead ,ats % er, happymth the larg!e ;)unber of studentsk ho atttended.

,\ The 'lkq'h survey revealedthat 75 prcent of the un-djcrgr,adu.ttc propul.ition \a,, atM II during, the ,econd ~et'k offl\! \no~ther sur,.ck condIucltedhk the I \P Pcolic\ Committee last\catr indicated that thi,, percen-tdigc i-, i~pical foir that time ofDlO~I1 Ill.

!\P hegiln aS in experimlielnteight \car,, ago. Joel Orlen.Cihairn-man (if the 1AP PlanningCon11ifl1tree, . aid that he believesthat I.AP has become "an integralpart of' the education program atMIT." lie fzeels that the diverseclarnang opportunitie s provide aneducationll'.1 experience that moststudents probaibly ,would neverget the ch-~nce to have.

The TI-57. The super slide-rule that'get you into programming... fast and easy.

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INSTRUMENTS

WEDNESDAY. FEBRUARY 1 1978 THETECH PAGE i 1 _

iispo ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Swimming season now 3-1By Gregg Stave

The MIT Women's Swim Teamwas devastated by Dartmouth'sspeed and depth last Saturday,losing 110-19 at the Alumni Pool.

Against a far superior Dart-mouth squad, MIT could manageonly four second place finishes infifteen events. Only one swimmer,Sheila Konecke '80, came close towinning an event. Konecke's timeof 1:18.2 in the 100 yardbreaststroke was short by lessthan two tenths of a second. Cap-tain Tina Kangas '78 touched outan opponent to finish second inthe 50 yard breaststroke with a38.3 second clocking. The otherbright spots for MIT came in the

100 yard individual medley and inthe 200 yard freestyle. Ruth Har-ris '81 was second in the medleywith a 1:19.1 finish. In thefreestyle event Judy Snodgrass '81also picked up a second placecompleting the eight laps in2:19.6.

Outstanding swims wererecorded by Dartmouth in severalevents. In the 200 yard freestylerelay Nancy Gildan recorded aremarkable 25.5 second split.Later in the meet, four Dart-mouth women swam an 800 yardfreesytle relay as an exhibitionevent. Their 8:31.0 performancequalified for the Nationals.

Prospects for the rest of the

W Fencing is struggling(Continuedfromn page 12)

nent's mistakes to chalk up a winfor the 9-7 victory against SMU.

The loss on Friday was an up-set to MNITs traditional record ofwins against Dartmouth. Pret-tyman took three out of fourbouts. one of them in a convinc-ing 5-1 win against J. Sudikoff

WednesdayMen'> and Women's VarsityFencing vs. Brown ....... 7pm% omen's Varsity Gymnastics att RI .................. 7pmV\;rs tv .sw im mng at-Amherst ............... 7pm\'arsit . Wrestling at Boston Col-lege ....... .......... 7pm

Thursday\'arsitx Squash at Amherst -3pmWomen's Varsity Swimming atSM U ................ 7pm

Friday and SaturdayWomen's Varsity BasketballTournamen tVarsit Skiing JSC/SMC Car-nival at Madonna/MiddleburyVarsitv, Track GBCAA at Har-vard

SaturdayVarsity Basketball atAmherst ... .. 8pmVarsity Fencing at HolyCross ................. ipmWomen's Varsity Fencing URI &RIC at Holy Cross ...... IpmVarsity Gymnastics at CoastGua rd ............... 2pmWomen's Varsity Gymnastics vs.RIC and M aine (Far-mington) .......... p... 2pmVarsity ttockev vs. Bates . . 7pmMen'S and Women's VarsityS%%imnlrmg at Trinity ..... 2pm\'arsit,, Wrestling at Williams2pm

Tuesday'Varsity Basketbill vs.

Nichols ....... 8: I 5pmWomen's Varsity Basketball atWelleslev ........ 7pmdWomen's Varsity Fencing at Har-vard ................ 6pm%Women's Varsity Gymnastics at

Boston State .......... 6pmWomen's Varsit) Swimming at%Wellcslec ............ 6:30ptn\'Varit, Wrestling vs. UConn atW\I'I .... ..... . 6pm

'ednesdayVarsiti tiockey vs. Curry Col-ILve .. ... 7pmlrsit wimig.... .. BU ..... prVarsity Swimming vs. BU . 6pm

who ranked second in last year'sNew England Championships.Shirnaoka beat two of her oppo-nents decisively, one of them in 27seconds. Wing added another vic-tory to give M IT six wins.

The MIT JV team defeatedSMU 14-2. Nancy Robinson '81fenced cautiously to win all threeof her bouts. Savuri Kuo '81 sonthree bouts, two of them 5-0, thefirst of which was won in 24 se-conds. Marian Stein '80 also beatthree members of the SlMUsquad: Amelia Phillips '81X. two:Jean Gregorx '79. two: and[)eni;se Murph, '78. one.

The NI IT , omenr. face 11 moreceams this season so the chances,

of the usual lopsided , inningrecord are still strong. The nexthome meet tis Wednesda'.February I against Broxn at 7:00in the dufpont Fencine Room.

season are not as grim as theseresults might indicate. Individualprogress is being made. MIT isfacing their strongest competitionat the beginning of the season.The team was also handicappedby the absence of a diver and byan injury to freestyler-butterflierKaren Fabricius'80. Even thoughthe record stands at 0-2 in theirsecond year as a varsity teamthere is still a good chance theywill repeat last year's winningseason.

More than half the team spentthe first two weeks of Januarytraining in Melbourne, Florida.Averaging better than 10,000meters per day, the womenworked out twice and occasional-ly three times a day.

Tomorrow the women travel toSouthern Massachusetts Univer-sity. and then go to Connecticuton Saturday to face Trinity.

(Continued from page 12 emann is also happy with the per-formance of the divers. especiallyKen Brady '79 who dove both Iand 3 meter on Saturdav. Thedivers are very inexperienced; twoof them have been diving only aweek. Batterman is optimisticthat his squad will turn in somegood performances as the season

progresses and they gain more ex-perience.

Tonight the team facesAmherst in what Coach Benedicksays is going to be a really toughmeet. He sees the medley relay asthe ke> to the meet. "If we canwin the medley relay we have agood chance at beating them."

SCoe rd_~~~~~~~ .

Men's Swimming 73, WPI 40

Men's Swimming 69. Lowell 43

Basketball 65, Ursinus 9 1Basketbhal! 4, (Cosst (iuard 53

Wo.)men' HBaskethbai 1i. WPI 5i

F-encing l h. Dartmouth 11[-encing 16. StiU I1

W omen's I-encing 6. [)artmouth It)

Idormcon$1

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Women's Fencing 9. SMU 7

Womcn's (Gymnastics 92.15. Yale

12'. I

liockcs 3, Ptimouth Uni)n h)

Squah I. 'A illhams xrestling I 3. %cu York Marinlrmc 41

, rcsthng fI . ( entral Conncectcut '1Track .. Bowdoin 59

all you

can put away!Saturday, Feb. 4

Burton Dining Hall

a scholarship.An Air Force ROTC two-year scholarship pays your tuition andgives you a $100 a month allowance. And it picks up the tab forbooks and lab fees, as well.After college, you'll receive a commission in the Air Force... go onto additional, specialized training ... as you get your start as an AirForce officer. There'll be good pay and responsibility, and lots ofother benefits ... and a great opportunity to serve your country.It all starts right here - in college - in the Air Force ROTC.Look us up ... see what we have to offer, and show us what youcan offer in return.

MIT Freshmen: Contact Capt Orton, 20E-111, 2534475

Air Forle - Gatewato a Great avy of Life

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sets byWilliar

costumes by lisn Fregosi Cecelia Eler - Edwart

Little Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

at 8 PMAll seats $2.50 (exc. opening night, Feb 10 - $1.50)

Reservations: 253-4720

5W L Team6 2 ATS)-B6 2 0.X Orgy5 3 OXB4 3 Dorkatrons4 4 Tong Xue Hut1 5 NRSA 61 8 IIA4b B-

W L6 1 Team6 2 Nodules5 3 Ki 'Bail Hdlrs'

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ient Employment: Earn S 500 cashApri 15 Work as klttle as five hours- week For more information call2-4777 ask for Mr Witt

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,TITUTE FOR RATIONAL LIVINGnrpetent psychotherapy hypnosis: self-hypnosis for habit control=p therapy for Interpersonal skillsand couple counseling. Blue Shield

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hting byDarna

Fencing hopes to imp By Jeanette Wimg

(Jeanette Wing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3. loss to rival -Radcliffe temporarily halted theteam's winning (2-I) record of lastDecember, MIT routed Concord-Carlisle 12-4 on January 11 forthe second time in the team'shistory.

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SMU 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tyman '79 won all three of herbouts with fast and vicious at-

lacks that le:motionless. J-won the. mee-bout, also contwins, scoring 1rron feint-dis-Meredith Boicmeet off with _added anotherround. Julia S.ing more careprevious two btance and wat$

(Please tu

rips vW PI, ULM

One of MIT's swimmers in the 500 yard freestyle during last Saturday's double dual rand WPI.(Photo by Gordon Haff)

By Gordon HaffLast weekend in a double dual

meet, MIT deak WPI and theUniversity of Lowell decisive los-ses with scores of 73-40 and 69-43respectively.

Coach Benedick is happy withthe performance of his team. Hesees a great potential for improve-

-ment in many of his swimmers.He cited the drastic improve-ments of two swimmers, TomVarnev '80 and George Dowd '81in particular as an example ofhow he sees the team will progressin the weeks ahead. Benedicknoted that "at this point in theseason you begin to see the thingsSou work on in practice begin topay off." He added atz.: a. prac-tices the team was no J,,rlng lessdistance work and more trk onspecialty strokes.

Diving Coach Charlie b.tttc:-t Please turn to page z / l

-NEW COUR.

Interracial Relationships inporary American Society:

Attitudes and Social Conse

Topics to be investigated will incluc- Arguments for and against rar

from slavery to the present-The social psychology of institui

Race relations at MIT.- Strategies for solving the problei

Persons interested in taking the cregister for SEM 212 and contact J;:sther John at x3-1526 as soon as

nrollment is limited. The course wc Wed 3-4:30 in Room 20C-016.

ALSO OFFEREEw:: .e Institute Seminars 211

The Role of Education irSEM 211 A combination of field placBoston aid Cambridge school systems a-sions will enable students to develope achildren shouJtl be educated in a demfrom firs-hanc' experience as well ascourse will me.t jointly with SEM 212opportunity for students to integrate thewith a olire theoretical approach.

SEM 2,. ; , eminCr is designed tointensive'. . ing the social effects ofediwcation ~, student and on sociev eekly reau wvill present critical [ssuf

future, facir, American educational

Persons int(. n these serinars sSteve Rauder:' .: r John Terry at x3-5are limited. I cation ;eminars wiThur 3-4:30 in ,; nt 1 20C-( -o.

All three courses *v..J1 be g aded on a pascarry with them 12 /MIT units,.

M.I.T. DramashopBen lonson's

"VOLPONE: OR, THE FOX"directed by .

Joseph D. Everingham

----

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IIW Basketball Standings

_ _L-~~~~~~~~~~~~~~~ I - --I _~~~~~~~~~~~~~~~~~~~~~

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rovet her opponentsanette Wing '78's ninth decidingributing three totallost of her touchesengage attacks.e '78 started theL bout win 5-1 and

win in the nextiimaoka '80, fenc-:fully than in herouts. kept her dis-:hed for her oppo-m to page 1 II

'well

FORD'S CONTINUING SERI1 DLLEGE NEWSPAPER SUPPLEMENTS

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Tactics and Strategies:An Exam Planner

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I By Jeanette Wmng Follov(Jeanetle Wing '79 is a member of women slthe MIT Women's Fencing leawn.) with a cl

Struggling to maintain a winn- 10-6 toing record has never been a record, aproblem for the M IT Women's against SVarsity Fencing Team (4-3) until a winnirthis year. After a 13-3. loss to rival- record.Radcliffe temporarily halted the Saturcteam's winning (2-1) record of last women vDecember. MIT routed Concord- quicker aCarlisle 12-4 on January 11 for team. Cthe second time in the team's tyman '7history. bouts wit

:onomyThe 1978

wing this victory the taclpiit last weekend's meets. moose defeat to Dartmouth wolagain tie the win-loss bot

and a comeback victory winNI U 9-7 to give the team o n

ng edge in the season Me,met

day. SMU's weaker addwere no match for the rouind more aggressive MIT ingaptain Michelle Pret- prei

won all three of her tance and watcheh fast and3 vatc k

. , -VA~~~~~~~~~~~~~~~ -;4-

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ks that lefttionless. JeaFrn the meet'sIt, also contribs, scoring mo~feint-disen

redith Boiceet off with a bed another 'v

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-fer free Bibie l;terature concerningeJr oeiefs 'Write Scriptures. Dept11. PO Box 1257. Merritt Island'rida 32952

'nesharing: RSTS, E on a PDP 11/45RTRAN IV BASIC PLUS-2, and more'iy S4 50, ineractive connect hour, NotJ charge ' MegaDyte free storagei'C charges ,No minimum Limited

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Cambridge, ipietely rebuiltbath Steam nesolid fuel S2]9668

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tch German. Spanish and Italianrer languages also needed Graduatejents Free lance P 0 Box 450.tding. MA 01867. 944-8488

;;TITUTE FOR RATIONAL LIVINGnpetent psychotherapy . hypnosis: self-hypnosis for habit controlzsp therapy for Interpersonal skillsand couple counseling Blue Shield,pted . free interview literature?cted by Martin Grossack. Ph D1 Dartmouth St Boston 536-1756

'"VOLPONE

costum.es b 1 In Fregiosi Cecelia Eller - EdwLittle Theatre, Kresge Auditorium, M.I.T.

Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18at 8 PM

All seats $2.50 (exc. opening night, Feb 10 - $1.50)Reservations: 253-4720

hting byDarna

Persons intt, Steve Raude: .are limited. f'.Thur 3-4:30 in -,,

n these seminars shouk,r John Terry at x3-5126.ication zeminars will rmn. 20C-1 o.

AU three courses : ,.1 be graded on a pass/failcarry with them 12 M11T uaunits,

- ~~~~~~~~~~~~~~~~~~~~~~~~~~I ___________________________________________

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sets byWilliar

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,P$J PAGE 12 THE TECH WEDNESDAY. FEBRUARY 1. 1978

I11

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IABasketball Standings Fencin C)3 S - 4DI r

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oveher opponentsette Wing '78ninth deciding

uting three totalit of her touchesgage attacks.'78 started theout win 5-1 and,in in the nextlaoka '80, fenc-ly than in herts. kept her dis-

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In Pursiof the Elusive "4You don't have to like---or

believe in--the whole college grad-ing system. But we don't have totell you that you'd better getserious about grades anyhow. Ifyou want to enter graduate orprofessional school. you knowthat a high G.P.A. is in order. Andlooking ahead to the tight jobmarket that many college gradsnow face, it's easy enough to seethat grades count there as well.

Tactics and Strategies: An Ex-am Planner isn't like any studyguide you've ever seen. We don'tpretend to offer you definitiveadvice on how to study or how topsyche out your professorsor howto ace an exam. We've put in ouryears on campus, and swe know betterthan to spout words of wisdom that

Art Credits Cover-Joe AcreeJoe Acree---page 3: Steve 81ev-ins-page 17; Wayne Harms-pages 10. 14: Janine Orr-page 19; Mary Revenig-page21; Ken Smith-pages 4, 6

c 1978 13-30 Corporation.All rights reserved. No por-tion of Insider: Ford's Con-tinuing Series of CollegeNewspaper Supplements maybe reproduced in whole or inpart without written consentof 13-30 Corporation. 505Market St., Knoxville. TN37902 (615-637-7621)

Insider is published by 13-30 Corporation for Ford Di-vision of Ford Motor Com-pany Opinions expressed bythe publisher and writers aretheir own and are not to beconstrued as those of FordDivision of Ford Motor Com-pany Likewise, the publisherassumes responsibility for thetechnical accuracy of the ma-terial used throughout thearticles herein Direct anycorrespondence to LauraEshbaugh. Managing Editor

you can never hope to follow andwouldn't even if you could.

What Tactics andc Strategiesoffers is a laid-back look at thetesting scene that may help youbetter put together your gradegame plan--- or offer some helpfulinsights vou haven't before con-sidered --- or at least give you someinteresting reading for an 'fter-noon.

The articles that follows covereverything from uhvy study for-mulas don't work to a creativetest-taking strategy to an un-orthodox introduction to paperwriting. W'e've thrown in a newlook at an old phenomena - cram-ming---and a consoling vies ofsixsuccesses Awho weathered acadenm-ic crises. And. given the intensity

of the grade game for so manystudents, we give special attentionto coping with text anxiety.

Insidcer: Ford's Continuing Seriesof College .Vewspaper Supple-nments is sponsored by Ford Divi-sion of Ford MotorCompany andpublished by 13-30 Corporation(which also produces such famil-iar campus publications as .Vut-shell and The Graduate). Ford'ssponsorship of this publication isan indication of their desire toprovide services to college stu-dents. Please take the timeto let uskno, how you like this supple-ment bv returning the postage-paid card on page 17. And formore information on Ford's prod-uct line, use the card on page 8.

Good reading!

Inside the InsiderMagical Memory Tour .......................The Unending Quest for a Study Formula That Works

by Patricia Wesrfall

A Compendium of Study Aids and Advice .......by Vicki Dennis

How To Play the Test Game-and Win ..........hv Don Eastman

Ins and Outs of Cramming ....................The more you learn, the more you forget. The more you forget, theless vou know. So why study'?

hi Don Akchin

Fear and Trembling at Exam Time ............

How To Write a Paper in 1,000 Easy Words .

...... .4

...... 10

...... 15

....... 17

...... 21

Famous Failures .........................Six Convincing Examples That Grades Aren't Everything

h 1 Lisa Greenberg

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Tnesharing: RSTS/E on a PDP 11 '45RTRAN IV, BASIC PLUS-2 and more'vy S4 5(, interac-tve connect hour NoU c'harge , Megabyte free storage;0 cr-arges No minmrrum Limited

:ounts avatab!e Call CYBERTELi -6444

ident Employment- Earn S 500 cashApril 15 Work as little as five hours' week For more information call2-4777 ask for Mr WM-tt

TECHNICAL TRANSLATORStch German. Spanish and Itailanter languages also needed Graduatedents Free :ance P 0 Box 450.eding. MA 01867. 944-8488.

;-TITUTE FOR RATIONAL LIVINGrmpetent psychotherapy hypnosis: self-hypnosis for habit controlup therapy for interpersonal skillsand couple counseling Blue Shield-pted free interview literature:cted by Martin Grossack. Ph 01 Dartmouth St Boston 536-1756

Cambridge,pietely retbuOath Steamsolid fuel9668

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By Jeanette Wing(Jeanette Wing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a i 3-3. loss to rivalRadcliffe temporarily halted theteam's winning (2-I) record of lastDecember, MIT routed Concord-Carlisle 124 on January 11 forthe second time in the team's

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tyman '79 won all three of her

lacks that imotionless. -won the me-bout, also conwins, scoringon feint-di:Meredith Bo-meet off withadded anotheround. Julia-ing more ca-previous twot:Anp fanA -u-e

Magical Memory iThe

UnendingQuest for a

StudyFormula

That Worksby PATRICIA WESTFALL

Thought. not memorization, is thesoul of learning. Every professor saysthis. What teacher would claim not tobe teaching students to think?

But just try and pass a test bythinking. Every student who hasforgotten the vear Thomas Aquinasdied knows that thinking ability is notwhat gets tested. Memorization--dictaphone style--is the ability inquestion. Thinking won't derive theseven phyla or reveal the eighthwonder of the world. Only memori-zation counts in the crunch. and stu-dents who wish to survive had bettermaster the skill. But how?

-Perhaps the most basic thing thatcan be said about human mernorv.after a century of research. is thatunless detail is placed in a structuralpattern it is rapidly forgotten,' saidJerome Bruner in Process of Educa-lion in 1960. Bruner's concept, theimportance of structure. lies in oneform or another at the root of all how-to-study methods.

In the Beginning...Was SQ3R

The first and most famous of thefoolproof. try-it-you-can't-fail studyformulas was Frank Robinson's SQ3 Rmethod published in 1946. The acro-nym stands for "Survev, Question,Read, Recite. Review." The method.still taught today in a great manycollege how-to-study courses, worksthis way. First, survey the structure ofthe chapter, reading paragraph head-ings and summaries; this helps yourmind get a firm grasp of the wholeassignment before you read.

Next, turn those paragraph head-ings into questions which must beanswered by the text. Then read (thefirst R) to find those answers. Robin-son stresses that reading must be anactive process; you should be search-ing for answers, not just passing youreyes over the type.

Every so often (every other page, infact) you should stop. close the bookand try to recite what you have justread. This is the step that is supposedto fix the information in your mem-ory. Finally, after you have read andrecited the complete assignment, take

a few minutes t-just learned bef-

The Confess_Robinson's

tested formulasionately b -until the studenthe 1960's. Thadstudy formulasprint at a ratemanuals- andbooks. Most ofon SQ3R.

4 INSIDER

directed byJoseph D. Everingham

costumes by Ngln Fregosi Cecelia Eller ' Edwart

Little Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

at 8 PMAll seats $2.50 (exc. opening night, Feb 10 - $1.50)

Reservations: 2534720

hting byDarna

Persons intfSteve Raude, .;are limited. ~f,Thur 3-4:30 in v- ,(

'n these seminars s-r John Terry at x3-5Jcation ,-eminars wi-nl 20C-( ,.

All three courses , ..1 be $g dded on a pas:carry with them 12 fMIT usrits.

I

sets bWillian

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rove:ft her opponents[eanette Wing '78:t's ninth decidingtributing three totalmost of her touches;engage attacks.ic '78 started thea bout win 5-I and:r win in the next;himaoka '80, fenc-efully than in herbouts, kept her dis-

OK4R bv Walter Pauk meaningOverview, Key ideas (find them hemeant). Read. Recall. Reflect andReview waspu blishedin 1962. Nextcame Space & Berg's 1966 PQRST(Preview. Question. Read. Summar-iTe. Test). followed by OARWET in1968X (Oxcr.iew . Ask. Read. Write.Evaluate. Test). The champion entry%,as the 1973 PFANORAMA whichstand, for "Purpose (think about whyyou are reading your text): Adapta-bility (adapt wyoutr re adingspeed tothedifficulty of the material): Need toquestion (an obvious and painfulstretch for the acronym): Overview;Read and relate (that is. relate themain ideas to personal experience):Annotate: Mlemorie; and (if you stillcare at this point) Assess."

Walter Pauk the OK4R. manfinall' called for an end to thisacronym olympics by daring to putinto print whateverybody had knoxvnall along: despite proof that theseformula,,s ork, no ,,ane student c, erbothers to use one. In an articleknckilng PANOR.\MA as silly("you're reading your text becauseyour professor told xou to"). Pauk* rote. "There is,, no quillstion aibout thevalue of conv':rting a title into aqulcstion. buti I can hoinestly sa. that Ihave never met a sinlc student whohas eer ued the technique eventhough he knem about the textbooksvstem incorporating thi, step."

A shocking confession from a manwho has been teaching how-to-studycourses most of his academic career.

Student indifference hardly stifledthe acrolvmpics, how ever. R EA P waaspublished in 1976. REAP was dif-ferent though. REAP looked as if itmieht hae something to do v ith howpeople act ually study.

Undaunted, Our HeroesPress On

How students actually study issomething few researchers have both-ered to study. Flow one Jioultdstudv.'es advice abounds. But (t) study?N\o. In 1976 Robert Sabo publishedasketchy survey (not study) of prac-tices followxed by successful studentson his canmpus. Even that surveyincomplete as it was showed howfar from students the acrolympicshave been.

For example. most of the topstudents preferred studying in cv-cles working hard for three or fourday.s, then goofing off entirely for thenext three or four das. So much forthe "study a little bit each day"platitudes vouchsafed by the formulas.

Students also preferred to work infour- and fi' c-hourstretches. kayoing

the formula emphasis on one-hourstudy sessions. All the formulas stressthe importance of frequent rest breaks,but good students say the breaksinterrupt concentration.

l.ike Pauk. Szabo found no studentusing a formula. He found this meantstudents rarely remembered the mainideas in a text. remembering insteadtrivial details and facts. Yet, noted therueful Szabo. "They manage to ob-tain acceptable grades."

Did Szabo and colleagues considerthis a hint that maybe they,' shouldabandon the quest for a perfectformula? Nev,er. S7abo concluded hisarticle with a ringing crx to press on tonew acronyms. "We must find amethod that reaches students wherethev are." he said.

R Is for ReadR EA P might be the method Szabo

was calling for. Published by two['niversitv of Missouri professors. Itis. first, simpler than all the others.The R stands for read. That's it. NoSurvey. Question. Preview or Over-view. Just sit down and read. That'swhat students do anyway. so for thefirst time in a generation the first stepof a formula makes sense in humanterms.

The next step. E Encode, isequallysimple. Using any method you want.simply close the book and try tophrase what you've read into yourown words. Section by section' Chap-ter by chapter'? Book by book? That'sy(our choice. [he onl, requirement ofthe method is that you activels re-phrase the material immediatel v. Theother two steps. Annotate and Pon-der (upon which the authors elabo-rate at length) are just refinements ofEncode: write down your encoding(for later reieNw?) and then think(think'?) about it. they say.

When one examines REAP. it'snotso different from earlier formulas inthat it calls for an active engagementwith the material to be memorized. Itis different in that it throws away thehoopla and rigid rulesiness of earlierformulas and states the meat of thematter: ,'Suc'ces.S'.'/il studv' require.s talc-ing limre to put thing,g.s In 'Jour owntlwords ittnlechaielv. Repeat. irnmledi-ate/I.

The Forgetting CurveWhy does study require an intmedi-

ate Encoding (or Recalling or Re-citing or Evaluation or Call It What\You Will)'? The answer to that issuggested in some classic early re-search on memorization. such as the1913 nonsense s'Ilables stud, by

Ebbinghaus (ah yes, the one you hadto memorize for Introductory Psych,remember'?). In the Ebbinghaus study,subjects studied a list of nonsensesyllables and then were tested re-peatedly. After 20 minutes they hadforgotten 47 percent almost half.After a day. 62 percent were for-gotten; two days. 69 percent: 31 days.7X percent. The results were clear: thebulk of forgetting takes place withinminutes after study and then tapersoff.

A similar study by Spitzer in 1939which used meaningful material cameup with similar numbers 46 percentof the material was forgotten after aday: 79 percent after 14 days. For-getting is an immediate thing. Bytonight you will have forgotten al-most 50 percent of this article unlessyou try to encode it or put it in yourown words the minute you finish.

Spitzer proved that encodingworksto counter the brain's awesome andinstant forgetting power. In anotherstud` he conducted. some subjectsmerely studied (i.e. read) materialswhile others recited the informationin their own words immediately afterreading it. Seven days afterwards.those who had recited remembered 83percent of what they had read Theothers only remembered 33 percent.This shows that encoding works, butfor the wh` of that working you'llhave to return to Bruner's conceptabout structural patterns. Encodingapparently makes you create memo-rable patterns. It works.

Note-taking, Like Love,Requires You Listen Dearly

Assigned readings are not the onlymaterial vou must commit to mem-orv. You will also be tested onlectures. Studyinglecture ntes isa lotlike studying a text. First *ou read,then you encode. But before `"ou canread or encode you must take notes,and that requires listening.

It is a subtle skill. perhaps becauseit's so human a skill. Professors arenot textbooks; they're humans whodo not organize themsels es into easy-to-grasp chapters and headings andwho often talk rapidly. slowls ormonotonously.

But listeners are fallible. too. The'listen in monotone, racing like adictaphone to capture every word.Most students listen to a lecture as ifevery idea had equal weight. Not so.In an hour-long lecture, there will beat most only six or seven main pointsthat you are expected to remember.

The rest of the information is detaii.colorful anecdotes. relevant tangentsor side dressings of opinion which the

INSIDER 5

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you mav learn more than you everhave before.

MappingSome people are just visually

minded. so transforming a text orlecture into a picture or "map" mightbe the best way for these people tolearn. To draw a map. put down thekey idea first. This becomes the"buried treasure" on your map.Then draw in secondary or support-ing ideas around the buried treasure.Lastly. draw in the critical details.Why this works is that you have tofinci the secondary and supportingideas before vou can draw them. Indoing that you learn them. Mlap-ping. as its author, M. BuckleyHanf, says. "is thinking." And thebest way to learn maping is to do it.

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11 20203

IBy Jeanette Wing

{Jeanette Wing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3. loss to rival-Radcliffe temporarily halted theteam's winning (2-1) record of lastDecember, MIT routed Concord-Carlisle 12-4 on Januarythe second time in the

Il for'team's

professor has included to clarify themain points for you. He hopes theextra information will tease you intogreater awareness of those main points.He would be horrified to realize thatmost of his students rniss those mainpoints and remember the detailsinstead.

You can pick out the main points bylistening for cue phrases. Sometimescues are very simple: "Our topic fortoday is. .."the professor will say. Butother times he will burn his cue inelaborate rhetoric. and you will haveto figure out where the rhetoric endsand the main point begins: "Picturethe day Lincoln arrived at Gettysburgin his dark top hat and cape. hisshoulders stooped." the professorintones. and you wuonder if this lectureis about Gettysburg. Ci-vil War fash-ion. or cunrvature of the spine. Keeplistening. He'll drop a cue eventually.

Cues for related subpoints can beverv brief and are easily missed ifyou're not listening hard. Phrases like"'on the other hand." "anotherwav oflooking at that." "next in impor-tance." "turning nou to." can signal anew point. Sometimes a single word --"however," "therefore." "but" ---ma\xintroduce a point. You have to thinkas you listen. learning to differentiatethe trivial from the important.

Encoding Follows NaturallyOnce listening is mastered, note-

taking becomes absurdlx simple. Allyou have to do is write down the mainpoints. adding just as much detail asyou care to for your own entertain-ment or clarification. Studies havebeen made of different note-takingstyles. and the studies are. frankly.inconclusive. One study comparingfour note-taking styles-a formal

Teaching OthersIt's true. Teachers learn more

from a course than the students. Ifyou try to teach material to someoneelse, you are forced to grasp it in newways. to express it in terms the otherperson can understand. This helpsyou remember. Tests at one univer-sits had a group of students studymaterial using the SQ3R method.Another group also used the SQ3Rmethod but was required to teachthe material to other students. Thestudent teachers did significant-ly better on tests than the controlgroup. The catch in this technique isfinding a "student" who is willing tolearn biology or psychology or eco-nomics from you. But if Sou can talksomeone into being your student,

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tvman '79 won all threw' nf her

outline method. a two-column for-mat. the "Cornell three-column for-mat" and "no special method"--resvealed that none of the methods hadany merit o-ver the others. There wereno differences in student grades at-tributable to note-taking methods.

But a studvy that compared studentswho did not take noteswith thosewhodid. revealed that note-takers alwaysmake better grades. It's not "how" butx"whether" v ou take notes that counts.

Whv? None of the researchers ven-tured any answers. but it may be thatnote-taking is a form of encoding.Lectures make you select what's im-portant (because you don't have timeto get everyihing down). and theymake you put the information downin your own words (because you don'thave time to put it dowun in theprofessor's words). In lecture youbecome an encoder in spite of your-self. You're forced to do there whatyou should dofortexts. Nowondersomany students feel they learn more inlectures. A text ought to be more

Lacks that left imotionless. Jeanezwon the meet's rbout, also contribu-wins, scoring moston feint-diseng:Meredith Boice 'meet off with a bo,added another witround. Julia Shimaing more carefuli-previous two boutst z nrp ·s+ rrnX tt, + ̂

valuable than a leibetter organized. rsive and less likelytext can't force you

Ah, But What (One autumn u

turned to campus.E. B. Greene gavyexams they hadbefore. Even "A"gotten 50 percentsuccessfully memofore. Another pro:ton. found that s:thirds of their aigafter a year.

What's the use?study habits. vo.forget what you'veget through tests.all gone by next t-dictaphone style. sta pointless exercise

In a 1932 bookchology of Stud. -"If the student hasmerit, it lies in beinthan a mere recordisomething, he argability. You aremost of what you lein all this is that soit, or at worst insDpithink.

But what is tfMace could do iressay uwas suggest t-might be i nolved.thinkers have stru-tion. and amonghonest might be Wwho has said that tthe thinking donelargely a private rr

So how is mem-this private skill'?that we can go aliletter the not-v-Aquinas wrote t:"Since you haveshould set about ture of knowledge.you concerning itshould choose towav into the ocearlittle streams; f-ought to be reac?ones. ... Do not htis said. but ratheshould commit to

Victor White. cletter, has written:St. Thomas is.commit what is sa:is not straightw-:intellect to it. HCswallowu eve-'thi.him remember itexamine it, but no

6 INSIDER

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:ture because it'snore comprehen-to mumble. Yet ato encode.

if it?hen students re-t professor named, them the same:aken the springstudents had for-of all they had

rized the term be-essor, E. T. Lay-:udents lost two-ebraic knowledge

Even with the bestw ill eventually

learned. You will.ut what of it if it's:rm? Memorizing,ems to all students

called The Psi'-Cecil Mace wrote,any compensatingg something moreng machine."ThatLed, was thinkingloomed to forgetarn; the only meritmehow because of:e of it, you learn to

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enter, not straight-i. but by way of the,r difficult thingsied by way of easy:ed by whlom a thingr *what is said you3your memory....omrnmenting on this"Note how careful

Irother John is toAd to his rnmemory: hesv to commit hisis not at once to

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I it. Suspension of judgment is one of before we have considered. exam-the first things a learner has to learn: ined. tested, proved."we have to learn how to entertainideas without promptly either affirm-ing them or denying them. Hereagain St. Thomas Died in 1274it is a matter of that difficult business Memorization may seem moreof restraining the mind's own native worthwhile to you if you perceive it.impetuosity, the natural desire of the like Victor White does. as a tool ofreason to be unreasonable. We want dispassion. Memorization is not com-to jump to conclusions before we have mitment. It's just a way to hold ontoreached them; to take sides. make a thoughts as you sift through some-stand, vehemently affirm or deny times frightening new ideas looking

No Time for CalculationChemical engineering senior DevonClausing does everything she can tosave time when studying for her classesat University of Cincinnati.

The president of one engineeringclub and active in two others, Clausing is forced to usewhat little study time she has very efficiently in order tomaintain her 3.7 grade average.

"My freshman year I did all my homework every night."she said. "As I got more involved in activities, I didn't havetime to do all of it. That's when I started finding short-cuts."

Most of an engineer's study time is spent workingproblems, she said. To save time, Clausing sets up theequations to solve the problems and makes sure sheunderstands them, but she stops short of doing the actualcalculations.

For non-engineering courses. Clausing will read as-signed material before a class only if she expects theteacher to call on her for an answer. Otherwise, she prefersto read the material as time permits after the professor haslectured on it.

Clausing keeps books for non-engineering classes in thebathroom "by the john," and is"ableto keep up pretty wellthat way."

Ready, Set, WriteFor most students, writing papers atthe last minute is a final act of despera-tion. For Katherine Donnelly, Univer-sity of Chicago sophomore, it's justgood strategy-one that produces "A"

work.When Donnelly has a paper to write, she reads over the

relevant material two or three times and thinks deeplyabout her topic. Then she waits.

The night before the paper is due, Donnelly arranges hernotes and books on an isolated library desk and sits downto write. The words pour out quickly and steadily. racingagainst the clock. When the frenzy subsides, Donnellyproofreads the paper she's created and tosses it into afolder, to be turned in the next day.

The California native says the best papers she's writtenhave been produced in a last-minute flurry of activity.

One epiceffort-a comparison ofthe themes of freedomand authority in King Lear, Kant, Paradise Lost, TheFederalist Papers and Plato-was written in a fast fourhours.

The last-minute papers almost always earn "A's," saysDonnelly. Papers she writes over a long time period come

for the ones vou will come to live by.Remember that --even if you can'tremember when St. Thomas died.Meanwhile. you can be sure re-searchers will press on. looking for amemoriuing formula you can livewith. A

Patricia Westfall, a contributing edi-tor for Insider. spends snowed-inIowa winters searching for the ulti-mate in studiy methods.

out sounding stilted and usually receive "B's." "When I'munder pressure to do it and I'm tired, I just say exactly whatI want to say and get it over with," she says. "You don'thave time to overthink."

Although her last-minute method has proven itself overand over again, Donnelly -a very conscientious student --has reservations about using it:

"I don't always trust it. Something inside me says,'Don't leave it until the last minute.'

Booking ItRoberta Rusch. a senior at St. John'sCollege, won't have any tests this year,but she often spends six hours a davstudying in the library -for the fun ofit.

This self-motivation is typical of students at the smallschool in Annapolis, Maryland. The demanding St.John's curriculum emphasizes traditional liberal arts,such as grammar, logic and rhetoric. The reading listincludes most of the "great books" of Western tradition.

There are no tests at St. John's. but grades based onpapers. homework and class participation are recorded oneach student's transcript. More important than grades.however, is the "don rag"--an annual oral evaluation ofeach student's progress.

Without the threat of impending exams, St. John'sstudents must discipline themselves to study regularly.says Rusch.

"You've got to form habits. Once you're intothe habit ofregular study. it becomes a part of you." She adds,"il thinkbasically people here like to study. We're interested in thebooks."

In the SwimYale University senior Dan Ortiz findsthat swimming every day helps himstudy better.

"Keeping in shape and having thatA '. Imental relaxation is good." he said. "It

gives my mind an hour or so to rest."If I don't swim I start feeling heavy and fatigued. I begin

fading out around 10 o'clock."Ortiz, an English majorwhose grades earned him entry

into Phi Beta Kappa honorary society, tries to break hisstudy time into two- or three-hour blocks. Hesays he can'tconcentrate much longer than that. He also enjoyschanges of scenery when he studies.

For writing, which he finds difficult, Ortiz holes upin"arather sterile engineering library." He doesn't know manyengineers, so he's not distracted by friends interrupting.

Id c(,rtact( apt :iings

il '-as ., and

INSIDER 7

To Each His Own Study Method: Four Scholars Describe Theirs

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Fencing hopes to imprBy Jeanette Wing Following this victory the tacks that left h-(Jeanette Wing '79 is a member of women split last weekend's meets, motionless. Jeanetthe MIT Women's Fencing team.) with a close defeat to Dartmouth won the meet's nStruggling to maintain a winn- 10-6 to again tie the win-loss bout, alsocontributing record has never been a record, and a comeback victory wins, scoring most ,problem for the MIT Women's against SMU 9-7 to give the team on feint-disengaVarsity Fencing Team (4-3) until a winning edge in the season Meredith Boice '7;this year. After a 13-3. loss to rival record. meet off with a bouRadcliffe temporarily halted the Saturday, SMU's weaker added another winteam's winning (2-l)record oflast women were no match for the round. Julia Shima-December, MIT routed Concord- quicker and more aggressive MIT ing more carefullyCarlisle 12-4 on January I I for team. Captain Michelle Pret- previous two bouts,the second time in the team's tyman '79 won all three nf her r .

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TECHNICAL TRANSLATORStch. German Spanish and Italianter languages also needed Graduate.ents Free lance P O Box 450.3ding. MA 01867. 944-8488.

;,TITUTE FOR RATIONAL LIVING·npetent psychotherapy - hypnosis

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costumes by 1,in Fregosi Cecelia Eller - EdwarcLittle Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

.... at 8 PMAll seats $2.50 (exc. opening night, Feb 10 - $1.50)

Reservations: 253-4720

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I A Compendium of Study Aids & Adviceby VICKI DENNIS

Grades are not necessarily synonymous with intelligence. Often the best students are the ones whohave learned the tricks of the trade. Here are six study tips that could make the difference for you.

Usethe NecessaryTools

Any tradesman needsspecial tools, and thecollege student is no dif-ferent. The first tool is a

, .° . ' ..

Get Acquainted with the LibraryDon't wait till you have a big project to learn how to use the library. For starters, find out

how the card catalog works. It consists of small wooden drawers full of alphabetical listingsof all the library's holdings-arranged by author. title and subject headings. In the upperleft-hand corner of each card, you'll find the "call number," which tells you the location ofthe book in the library. You should also become familiar with the reference room whereencyclopedias and other general reference materials are located, including The Reader'sGuide to Periodical Literature, a multivolumed listing of magazine articles grouped by

:ed indexes on subjects such

AT FORDTHE BETTER I KEEP COMING.For information on your choice of cars, pickups

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Learn from Your MidtermsIf you're alert, what you learn from a

midterm can help you through the rest ofthe term and the final. For instance, themidterm lets you know what kinds ofquestions-and answers-the instruc-tor prefers. Armed with this informa-tion, you can more easily isolate whatyou should learn for the final. Inaddition, a midterm lets you double-check your own study habits and note-taking skills. If you missed importantpoints or found your notes impossible tocomprehend, you can fine-tune yourstudy technique or note-taking for therest of the course. Finally, the mid-term can tell you a lot about your test-taking skills. Did you run out of time?Were you calm or frantic? Wereyou ableto organize your thoughts? Analyzeyourstrong and weak points and work toimprove your test performance beforethe final.

I perioos.

mine Your BestTime

'ou a day person, ready to;tudying as soon as yourom bed? Or do vou findIdle of the night the bestr intense learning? Keep aiart of your reactions toFor a week or so. Recordou wake up and how youimpy, full of pep?). During. write down the times when1 tense and when you feelwhen vou are running at

,ergy: and when you start toSoon you'll see a pattern

)ing. You can then planay around your ups and(known as biorhythms).

imple. plan study times forou are most alert and don't)n doing any heavy mental

during your very low

I Check Out These Self-Help Study Guides* Study Tips: How To Study Effectively and Get Better Grades. William

H. Armstrong. (Woodburv, New York: Barron's Educational Series, Inc.,1975) S2.25. A guide to organizing your study time.

* Surviving the Undergraduate Jungle: The Student's Guide to GoodGrades. Kathv Crafts and Brenda Hauther. (New York: Grove Press, 1976)S3.95. Teaches freshmen the art of collegiate self-defense.

* Htow To Succeed in College: A Student Guidebook. Joshua R. Gerowand R. Douglas Lying. (New York: Charles Scribner's Sons. 1975) $4.95. Acollection of advice and suggestions compiled by two college counselorsafter years of listening to students' complaints and problems.

* Good Memor -- Successful Student .'A Guide To Remembering WhatYou Learn. Harry Lorayne. (New York: Stein and Day, 1976) $1.95.Written by a well-known expert in memory techniques.

* How To Take Tests. Jason Millman and Walter Pauk. (New York:McGraw-Hill, 1969) $2.95. Written by two nationally known authorities ontests and test-taking.

* 30 Ways To Improve Your Grades. Harry Shaw. (New York: McGraw-Hill, 1969) $3.95. All the way from "Uncovering Your Attitudes" to"Improve Your Test-Taking Methods."

Vicki Dennis collected study tips (and index cards) during graduate school.

INSIDER 9

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'' charges No minl-mum Limited;ou-rts available Call CYBERTEL1 -6444

'dent Employment: Earn S 500 cashApril 15 Work as uittle as five hours

week For more information call2-4-777. ask for Mr Witt.

TECHNICAL TRANSLATORStch. German, Spanish and Italian:er languages also needed Graduaterents Free lance P 0 Box 450.ading, MA 01867. 944-8488.

i;7TTUTE FOR RATIONAL LIVING-nripetent psychotherapy hypnosis

self-hypnosis for habit controlup therapy for interpersonal skillsand couple counseling Blue Shield

-=pted free interview literature?cted by Martin Grossack. Ph Dl Dartmrnouth St Boston 536-1756

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By Jeanette Wing(Jeanette Wing '79 is a mrember ofthe AMIT Women's Fencing team.)

Struggling to maintain a winn.ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis Year. After a 13-3 loss to rival-Radcliffe temporarily halted theteam's winning (2-1 ) record of lastDecember, MIT routed Concord-Carlisle 12-4 on January 11 forthe second time in the team'sh.;,- t .-.,

the TestGame--and Winby DON EASTMAN

In his keynote address to thedelegates at the annual meeting of theAmerican Council of Education lastsummer. Ernest Boyer, the U.S.Com-missioner of Education. related howhis five-vear-old son had becometestwise.

The boy had been attending kinder-ganrten less than a week when, insteadof saying his nightly prayers, helaunched into a recitation of thealphabet. "1 realized the educationalimplications of this recitation," saidBoyer, 'and was filled with fatherlypride at my son's accomplishment."

Embarrassed by his father's praisefor learning the alphabet in less than aweek in kindergarten, the boy con-fessed, "1 actually learned it onSesame Street. but my teacher thinksshe taught it to me."

"Ah, then I was doubly proud,"said Boyer. "for he had not onlylearned the alphabet, but he hadlearned the system as well."

Like most educators, Boyer under-stands that American education con-sists of two distinct parts: there islearning. and there is the game oflearning.

No one is quite sure whethertestingand grading, which occupy a re-markable portion of time and energyin the American educational system,measure learning-or simply theability of students to make grades andpass tests. It is clear, however, thatstudents who know how to play thegame of education-that is, whoknow how to take tests and makegood grades-quickly achieve a fa-vored status in our society. The testwise

"UVULPONE- 0JosephLP ·L 10 INSIM

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Followwomen splwith a clos10-6 to arecord, an,against SMa winningrecord.

Saturdawomen wequicker andteam. Captyman '79

R to imprcing this victory the tacks that left heit last weekend's meets, motionless. Jeanettse defeat to Dartmouth won the meet's nigain tie the win-loss bout, also contributid a comeback victory wins, scoring most o[U 9-7 to give the team on feint-disenga-

edge in the season Meredith Boice '78meet off with a bout

ay, SM U's weaker added another win,re no match for the round. Julia Shimaod more aggressive MIT ing more carefullyptain Michelle Pret- previous two bouts,won all three of her tanre and ,-,.i.k-.A

student knows and uses the rules ofthe game; whether he is actuallylearned or not. he is the declaredwinner in the educational sweep-stakes.

The first matter to consider, and tocome to terms with, is the quiteobvious fact that formal education is

American educationconsists of twodistinct parts:

there is learning, andthere is the game

of learning.

not a monolithic, unified, univocalexperience, but a series of coursestaught by individuals. The act oftaking a course is quite similar. forgood historical and psychologicalreasons, to a brief apprenticeship.What one is asked to do in taking acourse is to see the particular subjectmatter through the eyes oftheinstruc-tor. You may have, or may develop,additional perspectives as well, butwhat the course is about, and whatyou will be graded on. is your abilityto see the subject matter from theinstructor's perspective.

Once this notion is understood. wecan forget all those silly argumentsabout how five different Englishteachers will grade the same theme infive different ways, which is supposedto be an argument against the validityof testing and grading. Of course theyare all different: nobody knows what

the truth is. All aEnglish teachers (eteachers). has to gois, a single, limited, of what the truth like grades and test--individual matter.

Obviously. the ec-particularly highepends upon the sgoodly number of,ticeships. Each apvides a different pefrom a different arthe student is luckindustrious, is wha-called the ability tand see it whole."

The first rule of tis: Identify the pinstructor. What and the key approaaccording to Profething you can to -spective: look upfraternity house; cthe University Ce-dents who have -before and grill the-instructor for cop"just for practicestructor repeatedlypossible about whobe given and what -

will be covered. Yo--attend class from t-up organizational

Having determi-as possible the kincgiven, you are reaNumber Two: Mcswers in advance. -

ER

costun.ros by,Willi'am Fregosi CecelaEer - EdwarCecelia Eller Little Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

at 8 PMAll seats $2.50 (exc. opening night, Feb 10 -$1.50)

Reservations: 253-4720

hting byDarna

Persons inteSteve Rauder:' .;are limited. ;.Thur 3-4:30 in e, .'*

n these seminars should cAl'r John Terry at x3-5126. (p, -Jcation -eminars will m, -Tii 20C-4 J.

All three courses v,.I be gt aded on a pass/fail '-as.carry with them 12 MIT units.

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[ucational svstem,r education, de-,tudent having ahese brief appren-prenticeship pro-rspective-a viewigle. The result, ify and reasonably:Matthew Arnold

o "see life steady,

we test game. then,erspective of theIre the key issuesches to the subjectssor X? Do every-liscover that per-

old tests at the~nsult test files in

iter; look up stu-:aken the coursen for clues; ask the

ies of old tests-'; badger the in-to be as precise as

.t kind of tests will

.ssues or problems

. may even want tome to time to picktints.led as definitivelyL of test that will bedy to apply Ruleike up all the an-When the test is to

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be short answer, multiple choice, fill-in-the-blanks, true-false or "machinegraded," concentrate on developingthematically arranged lists of the bitsand pieces of the subject on whichsuch tests depend. If the test willconsist of problem-solving questions,devise representative hypotheticalproblems and prepare model solu-tions. If the test is an essay in form.

What you will be gradedon is your ability

to see the subject matterfrom the

instructor's perspective.

prepare sample essays on an appro-priate variety of the topics to be testedand drill yourself on the importantpoints and illustrations for each.

The key to these exercises is prac-tice, practice. practice. You want totake aim on a test the way the footballteam prepares for a game: run theplays you think will work until theybecome almost automatic. Then.when the time comes, use what you'vepracticed if at all possible. Particu-larlyv in the case of essav tests, it isfrequently possible to revise or re-direct the question to fit the answeryou came prepared to write. If youhave prepared an adequate sample ofanswers to a reasonable guess aboutwhat the questions will be, it is morethan likely that many of those an-swers, with their finely tuned argu-ments, comparisons, illustrations, ob-servations and conclusions, can beemployed to advantage.

While you're at it, try a teamapproach. Though some amount ofindividual reading and study is un-avoidable, frequently the most pro-ductive way to prepare is to form ateam with one ortwo other students inthe class. The team approach not onlyprovides a division of labor forwriting sample essays or making listsof key facts, dates or formulae, it alsoprevents you from becoming lockedinside your own head and r;equires thekind of objective expression anddiscussion that the test will requirelater. Frequently, students who studyalone develop a deceptive kind ofinner monologue: they hear the ma-terial in their head, think they know it,but come test time they are unable toverbalize it.

The team study approach can offera way out of the box of solipsism(particularly when employed duringthe entire course) and is perhaps thesurest way to respond to Rule Num-ber Three of the test game: Don't fool

yourself about what you do and don'tknow. The opportunity to discuss andcriticize the sample answers is anexcellent way to assess your grasp ofthe subject matter.

Rule Number Four is a corollary toNumber Three: Know what you canand cannot say about a subject in agiven period of time. (Obviouslv, thisrule applies primarily to essay anddiscussion tests.) How many para-graphs can you write in 10 minutes, 30minutes, and 60 minutes? Essay an-swers consist of an opening para-graph to state the problem (as youthink it ought to be stated), a con-cluding paragraph to display how youhave dealt with the problem in asignificant way. and a variable num-ber of intermediate paragraphs de-pending on the time allotted and yourown particular writing speed. Again.a little practice with sam pie essays willtell you a lot.

Once the test itself has begun. mostof the rules of the test game arecommon sense:

Rule Five: Read the directions andtest questions very carefully. Makesure you understand the kinds ofanswers expected. and how they willbe scored. Ask the examiner for helpwhen you do not understand thedirections.

Rule Six: Budget -y)our time. Al-wa's take a watch to the test so youcan periodically check to make sureyou are working rapidly enough toanswer all the questions. Try to save afew minutes to rev iew . our answers atthe end of the test-so you can makecorrections and add details. Remem-ber that most tests attempt to evaluatenot only your knowledge of thesubject matter, but alsoyourability toorganize that knowledge quickly andefficiently.

Rule Seven: Answer the "easy"questions first. If you go through theentire test answering those questionsfor which vou are best prepared, youmay be able to budget more time forthe questions which will require morereflection and labor.

Rule Eight: A ns wer ever' question.You should attempt at least a partialanswer even to those questions whichdraw a blank (except in the case ofsome machine-scored tests which pe-nalize "guesses").

Many students give up too soon onquestions which do not elicit animmediate response. Reread the ques-tion with care, and wait (briefly) forsomething to come. Visualize theplace where you studied for this test:frequently you can find a cluestuck onthe wall above your desk, or recall anirrelevant image that will provoke amore useful thought or impression.

Rule Nine: There is a differencebetween a correct answer and a bestanswer. It is on this difference thatmany multiple choice questions de-pend (e.g.. D. H. Lawrence was (a) apoet (b) a novelist (c) a sex fiend (d)the British authorof Sonsand Lovers,Women in Love and Lady Chat-terlev's Lover). but essay tests alsoexploit this distinction to discrimi-nate between varying levels of com-prehension (e.g.. "What were Monet'sprimary contributions to Impres-sionism?).

Take care to select the best answerfrom those which are available.

Rule 10: Write legibly and clearly.There is no truth to the widespreadrumor that graders give the studentthe benefit of the doubt on answersthey cannot read. Answers should bedouble-spaced. with wide margins.and should employ the most concise.straightforward syntax possible.

The last two rules are less obviousthan the others, but no less important:

Rule I 1: The proper response to atest is not a mechanical reissuing ofinformation, but a performance.Many students regard tests as crueland unusual punishment to be en-dured as stoically and passively aspossible. or as a kind of machine-likeexercise in which they are required toregurgitate (the image illustrates theattitude) in a routine fashion the samematerial the teacher recited to them.

It is almost impossible to performwell on tests with such an attitude. Anegative or, at best. neutral approachis inherently self-defeating.

The test must be viewed as aperformance in which knowledge (thesubject matter) is shaped according todemand (the test questions) and neces-sitv (the time limits).

View yourself as a performerwho isready and willing to display yourwares, to argue vehemently and pas-sionately, to match wits with the test,

Take a lesson from thefootball team: practice theplays you think will work

until they becomeautomatic.

and to take on all corners. This isessential for three reasons: it willsustain your efforts to prepare ade-quately; it will provide you withpersistence and energy to assemble ananswer to a difficult test question thatyou didn't anticipate; and it willkindle the alertness and determina-tion needed to do your best.

continued on page 14

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Fencing hopes to improveBy Jeanette Wing

(Jeanette iVing '79 is a member ofihe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3, loss to rival"Radcliffe temporarily halted theteam's winning (2- ) record of lastDecember, MIT routed Concord-Carlisle 12-4 on January 11 forthe second time in the team's

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SMU 9-7 to give the teama winning edge in the seasonrecord.

Saturday. SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tyman '79 won all three ofict

tacks that left her opponemotionless. Jeanette Wingwon the meet's ninth decidbout, also contributing three tcwins, scoring most of her toucion feint-disengage attac-Meredith Boice '78 startedmeet off with a bout win 5-1 aadded another win in the nround. Julia Shimaoka '80, feing more carefully than in -previous two bouts, kept her c

classified ad\MESSIANIC JEWS

i.er free Brble literature concerninger beliefs Write Scriptures. Dept11 P 0 Box 1257. Merritt island.'r'da 32952

Tnesharing: RSTS/E on a PDP 11/45RTRAN WV. BASIC PLUS-2. and more!ly 54 50,lnteractive connect hour. No;j charge ', Megabyte free storage

l'O charges No minimum Limited;ounts available Cal! CYBERTEL1 6444

ident Employment: Earn S 500 cashApril 15 Work as little as five hours

week For more Information call2-4777. ask for Mr Witt

TECHNICAL TRANSLATORStch. German. Soanish and Italian'er languages also needed Graduatedents. Free lance P O Box 450.ading, MA 01867. 944-8488.

iTITUTE FOR RATIONAL LIVING.npetent psychotherapy . hypnosis

self-hypnosis for habit control=p therapy for interpersonal skillsand couple counseling Blue Shield

-pted .free interview literature;cted by Martin Grossack. Ph D.I Dartmouth St Boston 536-1756

costumes by 1h1In Fregosi Cecelia Eller Edward

Little Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

at8 PMAll seats $2.50 (exc. opening night, Feb 10 - $1.50)

Reservations: 253-4720

hting byDarna

Persons intf n these seminars should csrtacSteve Raudel' .; -,r John Terry at x3-5126. Op :;lingare limited. ir:, scation ceminars will m, -T 'r ,Thur 3-4:30 in t: ,( n 20C-( '.

All three courses v- .. be gI aded on a pass/fail -asi arcarry with them 12 MIT units.

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By Jeanette Wing(Jeanetre Wing '79 is a member ofthe MIT Wnomen's Fencing ream.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3. loss to rivalRadcliffe temporarily halted theteam's winning (2-1) record of lastDecember, MIT routed Concord-Carlisle 124 on January II forthe second time in the team's

conrinuedfrom page 11The logic and psychology of this

rule are simple: students who viewtests as punishment, and those whoview tests as performances, each getwhat they are looking for.

Rule 12 is a relatively new one:When shafted, appeal. Unfortunately.many professors are like St. Au-gustine, who prayed, "For so it is, 0Lord my God. I measure it; but what itis I measure, I do not know." There is

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MiTteam. Captain Michelle Pret-tyman '79 won all three of her.

an extraordinary amount of inepttesting: a recent book published byChange magazine entitled The Teach-ing and Grading of Students delivers awholesale indictment of testing prac-tices in higher education.

The bad news is that most profes-sors are enormously unsophisticatedabout constructing tests; the goodnews is that many of them admit thisopeniy. When presented with a con-vincing argument that a particular

A Concise Guide to 12 Kinds of Tests Demonstratiion. In lab courses, you may be expected to show the instructor that

you can perform certain basic operations, such as preparing a microscopeslide. Theonly way to study for this is to practice the operation regularly in class until you'recertain you are doing it correctly.

Essay. The first thing to do on an essay exam is to read each question carefully-watching for words like explain, compare, describe, analyze, contrast-and be sureyou understand what you're being asked to do. If the question says tocompare twoitems, it won't do to simply describe them. Then work your way from the easiestquestions to the hardestquestions, beingcarefulto think througheach answer beforeyou write it. An effectivetechnique is to useasmany specificnamesandreferencesasyou can. If the professor gives your answer only a surface reading, these buzz wordsmay make your answers seem that much more credible. If you run out of time, writeoutline answers.

Fill-in-the-Blank. Sometimes called "completion" exams, such tests require youto provide the correct word or phrase that completes the statement. One way to studyfor this type of test is to organize the material into definitive statements as you go.

Identification. You usually find such tests in the lab sections of science courses.You're shown a collection of specimens which you have to identify and provideinformation about. The way to prepare is to memorize several distinguishingcharacteristics for each item. Another type of identification test provides the name ofa person or place and asks you to supply as many facts about that person or place asyou can.

Matching. The task here is to associate an item on one litst with its complement onanother list-for instance, matching people's names with their accomplishments,words with definitions and the like. Obviously, you should first match the items youare most sure of and then, unless there's a penalty for guessing, match the remainingitems through the process of elimination. Check the instructions before you start:can any of the "answers' be used more than once?

Multiple Choice. Theoretically such tests should be easy because the answeris oneof the alternatives and through elimination you should be able to figure out whichone. A common mistake people make is to choosethe first statement that seems rightwithout reading the rest-the object of many such tests is to choose the best answerfrom more than one correct statement.

OpenBook. Most open book exams areconstructed insuchawaythat youcannotreadily find the answer in thetextbook. Forexample, you may betoldto analyzethefacts or interpret them in some way. Nonetheless, the book can help you recall buzzwords and phrases.

Oral Exams. These are probably the hardest of all exams because most people arebetter at padding their writing than their speech. Do not attempt to bluff your waythrough a question you're not prepared to answer. Instead,whena question isasked,consider for a moment what you can talk about with some assurance and thenproceed with such enthusiasm that the professor is reluctant to redirect you.

Problem Solving. The best way to study for such exams is to work practiceproblems until you are confident that you understand how to work the formula in allcases. When you finish each problemon the test, recheck each step of theanswer to besure you haven't made a mistake. Then label your answer to help the grader find it.

Short Answer. This kind of test requires you to answer each question in severalsentences rather than the longer answer required on an essay exam. You study for itmuch as you do for an essay exam.

Take Hliome. This type of exam is really a series ofshort themes whichyou prepareoutside of class, using whatever resources you want. Profs usually set a limit on theamount of time you are to spend writing theexam, but students who score high oftenexceed this time limit considerably. The professor expects you to produce well-crafted answers when you're working with both books and time in the quiet of yourown room.

True-False. You read a statement and pronounce it true or false. It's as simple asthat. Don't try to interpret a statement too closely-most true-false questions areclearly stated-but do look out for words like always, never or only which usuallyindicate that the statement is false.

tacks that left her opmotionless. Jeanette Wwon the meet's ninth -bout, also contributing th-wins, scoring most of heron feint-disengage aMeredith Boice '78 starmeet off with a bout winadded another win in tround. Julia Shimaoka '8ing more carefully thanprevious two bouts, keptItenor awnm C^¢>h Im_ u

test question is amleading, inaccurately wunfair. many professcto make some kindMost professors dothemselves experts -cognitive measuremeare (or consider theprimarily experts in ademic discipline-ph:-or accounting, or whaonly secondarily (ancgrudgingly) responsiuring student perforbelieve you have beenunfairly, you shoulddiscuss the complaintinstructor. Frequentsations will be productor will alter the gradequestion, or you will i

For students whofled following their ition, many instituticoped in recent yeaprocedure for handli.appeals. These appusually available to alodges a charge of ucapricious or discnrment. Many instituti--an 'ombudsman" t-resolve both personaproblems and compi-

College students hretained a healthy s-the ultimate valuegrading. Like mostrealize (perhaps uricno one really knowsrelationship betweerment and learning i-Observing the 12 rumdescribed above wipoor student asupernhowever, a set of prawhich will assist nperforming on tests atrue abilities.

Finally, while tettably a game, don'tthat it is a challengfascinating game p1iably high stakes, anicteaching you at leassolving life's probl-rigorous course 1iAnalysis or Sino-IThe kind of thinkrapid organizationwell under stress mabe of greater imp'particular details cstudy. Such thinkirwhat a college educ

Don Easzman, arttaker, claims he e-plied every' rule irmuch success.

14 INSIDER

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not considern testing andnt. Professorsrnselves to be)particular aca-'sics, or history.tever and areI for many, be-ble for meas-mance. If yourested or gradednot hesitate towith the coursey, such conver-tive: the instruc-or discount the

!arn yourerror.remain unsatis-nitial conversa-ins have devel-rs a grievanceig formal gradeeal routes areny student whoifair, arbitrary,ninatory treat-zns also employ) help studentsA1 and academiclints.ive traditionallycepticism aboutof testing andeducators, theyonsciously) thatwhat the exacttests, measure-or ought to be.

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Ins and Oats of Crammning~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Europe's first universities appearedin the 12th century. The final exami-nation originated at about the sametime, and no doubt. the first studentsto take finals were also the firststudents to cram for them.

Both the final exam and crammingretain some of the flavor of theirmedieval origins: the final bears ob-vious resemblances to the Inquisitionand the torture rack: theall-night vigilevokes images of burning the mid-night oil, and candles at both ends.

Though the preponderance of pro-fessorial opinion and scientific studythrough the centuries has been anti-cramming---and occasionally schol-ars express wonder at the persistenceof the custom-the purpose of cram-ming is quite obvious. Without it.student life as we know it today couldnot exist. Cramming separates thediligent from the casual student andenables the latterto have fulfillingandamusing college careers. while thestudious consistently make the grades.

Even conscientious scholars cramoccasionally-or at least, they claimto be cramming. even though every-one knows they have been readingtwo chapters a night since the first dayof class and typing their lecture notesonto 3 x 5 cards. 'Cramming' meansdifferent things to different folks.

Let's define the terms. Crammingrefers to anv last-minute. last-ditcheffort to master an abundance of newmaterial. The word "new- is key. Forthe purpose of this treatise. crammingis different from final reviessing, anylast-minute. last-ditch effort to or-ganize and brush up on previouslylearned material. An all- righter is anylast-minute. last-ditch effort of studv-ing or term-paper writing, as a resultof which the effortee sleeps less thanfour hours. (For our purposes, youneed not actually see the rosy-fingereddawn to qualify: it's the thought, orlack of it, that counts.)

Nosw with a firm grasp on thedefinitions, let us state unequivocallythe facts of the matter:

1. Cramming, despite its useful-ness as a social institution, is useless asa means of passing final exams.

2. Final reviewing, on the otherhand. is an extremely useful studytool that works with moderate to highsuccess.

3. All-nighters are a common andharmless tool for writing term papers.but all-nighters and exams go togeth-er like oil and water.

If you insist upon cramming, as

defined, we offer you no encourage-ment. only a sincere-good luck" and aprayer that your departure from theuniversity will be as painless andtrauma-free as possible under thecircumstances. Sorry. kid, it justdoesn't cut the mustard. Here's why.

The Mechanics of MemoryThe brain seems to have two mem-

orv systems, short-term memnory andlong-term memory. Information inshort-term memory has this nastyhabit ofdissolving into nothingness in24 hours or less. Also, short-termmemory has a space shortage. Whensome new information comes in andthere's no room, some of the oldinformation gets bumped out, neverto be seen or heard from again.

Cramming information into short-term memorv obviously won't do.The more you learn, the more youforget. The more you forget, the lessyou know. So why study?

Your only hope is to arrange a fasttransfer from short-term memory tolong-term memory. a permanent stor-age vault with unlimited space capac-ity. The way to do that, apparently, isto rehearse the information severaltimes. This labels it as something youintend to keep. But if you're pushedfor time, the transfer may not reachlong-term memory in time. The scien-tific evidence indicates it takes awhilefor long-term memory to consolidatenew input. Some of the evidencesuggests that sleep helps the consoli-

dation (a point which has a bearingonthe wisdom of all-nighters). Somescientists theorize that dreams are thetransfer itself -- instant replavs of thedav's short-term memory holdings.broken down in smaller bits and ontheir way to cold storage in long-termmemory.

Most crammers never get the mate-rial past short-term memory; it mayor may not hang around there longenough to do any good on the test.

Several other facts about learningwork against cramming. One is theproblem of interference-when youlearn something new. it may causeyou to forget something old. If youstudy all night and then stop to talk toa friend on 'our wax to class, theconversation is new input that mavinterfere with what you just memo-rized-expecially if it's still bouncingprecariously in short-term memory.Another fact is that it's far easier torelearn something you already knewonce than to start from the beginning.

For many students the differencebetween a cram and a review isagoodset of lecture notes. Even if you don'tlook at vour notes until just beforetests, theconcentration and effort youexerted to listen and then write downwhat vou heard --- in your own words--means you learned it. Every u ord maynot be in long-term memory. but alarge chunk of it probably is, justwaiting for you to pluck it out.

The most -scientific" wav to study.then, would be to review vour notesand books the very last thing at night.Then go directly to bed (no inter-ference) and "sleep on it." That shouldconsolidate the new information intolong-term memory. In the morningrecite once or twice to be sure it's allthere.

The professorial wisdom on cramn-ming is summed up by this advicefrom a campus psychologist: "I'm forcramming at the beginning. If youreally want to learn well, read thematerial three or four times at thestart of the quarter. If you learn itwellthen, you'll only have to review it."

In the best of all possible worlds.everv student would follow this sageadvice. But then, in the best of allpossible worlds, every college studentwould study for the pure joy ofseeking knowledge and final examswould be unnecessary. U

Staff writer Don Akchin had a suc-cessfuil college career and promptlYforgot everi'zhing.

IFicIr C Ir r

The more youlearn,

the more youforget.

The more youforget,

the less youknow.

So why study?

by DON AKCHIN

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- _ PAGE 12 THETECH WEDNESDAY. FEBRUARY 1. 1978

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Fencing hopes to imprcBy Jeanette Wing

(Jeanette GWing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3 loss to rival-Radcliffe temporarily halted theteam's winning (2-1) record of lastDecember, M IT routed Concord-Carlisle 12-4 on January II for,1 _ . .·

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday. SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-

Lacks that left h-motionless. Jeanetwon the meet's nbout, also contributwins. scoring moston feint-disengaMeredith Boice '7meet off with a bouadded another winround. Julia Shima-ing more carefuliyprevious two bouts.

YOU DESERVE SOME C.. YOU'VE EARN

*_ iL_

What DoYou Think of InsideWe hope you enjoy this issue of Insider. To make the necard and drop it in the maill. Thanks.

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Once you've earnEdegree, Ford Motc 9. What kinds of topics w

Company thinks yethe opportunity totoo. That's why wEa finance plan thaspecial consideration to collegegraduates and seniors withinfour months of graduating.

If you presently have a jobor can supply proof of futureemployment, you may be eligiblefor financing on any new Fordor Lincoln-Mercury product. Andthis financing can be tailored to fit yourown personal budget-from delaying your

Yould you like to see covered In Insider in the future?

first payment for up to three months, to a plan whereyour monthly payments start out small and graduallyincrease each year-even 48 month financing, if needed.'

If you don't have a job lined up just yet, keep Ford Credit in mind, because youcan still take advantage of this special plan for up to one year after you graduate.

Ford Credit wants to give you the credit you deserve. Ask for us at any Ford orLincoln-Mercury dealer.

'Where permitted by law.*For example, contract dated January 15, 1978; Cash Price $5,300.00; Total Down Payment$800.00; Amount Financed $4,500.00; FINANCE CHARGE S1,577.52; ANNUAL PERCENTAGERATE 13.50%; Deferred Payment Price $6,877.52.Payment schedule: first payment due May 15, 1978; 45 payments consisting of: first 9 monthlypayments of S109.31; next 9 monthly payments of S120.89; next 9 monthly payments of $133.70;next 9 monthly payments of $147.86; and 9 monthly payments of S163.52.

"VOLPONE:Joph directed by

Joseph D. Everinghamcostumes by Edwa

n Fregosi Cecelia Eler EdwarLittle Theatre, Kresge Auditorium, M.I.T.

Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18at 8 PM

All seats $2.50 (exc. opening night, Feb 10 - $1.50)Reservations: 253-4720

IF - '...,,...r ,,, .. ..a. ET.. ial- 3y

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Persons inte- ,Steve Raude-;' :Iare limited. ;i:.Thur 3-4:30 in ,- ,.

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you worry a-bout examsweeks in ad-

vance? Have trouble con-centrating when you study?Before, during and afterexam week, do you showsuch signs of stress as rapidheartbeat, nausea or dizzi-ness? If so. you just mighthave a condition known as"test anxiety."

College psychologistsstudying this phenomenonover the past few yearsestimate that 20 percent ofall college students havemoderate cases of test anx- 'Jiety--enough to lowertheir ;grade point averages by 4lone full point. As many ashalf of these students mayhave anxiety serious enoughto require treatment in theform of behavior modi-fication.

One psychologist whopioneered in the diagnosisand treatment of test anx-iety is Dr. Richard M.Suinn, head of the Depart-ment of Psychology atCol-orado State University inFort Collins and psychol-ogist for the U.S. OlympicSki Team.

Suinn is quick to em-phasize that some degreeof anxiety is good. "Mod-erate anxiety can facilitatemaximum performance byleading to increased moti-vation, heightened alert-ness and greater concen-tration." he says.

Dr. Carol Schneider of ColoradoUniversity's Student Health Centerputs it this way. "If you don't haveenough anxiety. you don't study. Iftoo much, you perform badly despitegood preparation."

What causes test anxiety? As withmany stress-related conditions. thecauses are varied: your teachers andparents may expect too much, youmay be an over-achiever. you mayhave an excessive need to pleasepeople or too much fear of failure.

Lower-than-expected grades andoccasional panic are not necessarilyindicators of test anxiety. For ex-ample. suppose you came from asmall high school where the academicdemands were relaxed, where vouwere number one without havingto try verv hard. Suddenly, vou findyourself in a college environmentwhere your classmates are the pickof big-city high schools, where thecourses are tough and faculty de-mands high, where competition is

Il 0Fear andrembling

atzam Time

great and grading is hard. You findyourself struggling to get "C's" in-stead of the "A's" you were used to.Your lower grades may or may not beattributable to test anxiety.

However, you might be among thetest-anxious if you display some of thefollowing symptoms:

* Midway through a test, you findyourself looking around, wonderinghow other people are doing, worryingabout failing the test and wonderingwhat will happen if you do.

*When you read test questions. thewords are meaningless. You have tore-read the questions two and threetimes to comprehend them.

e During tests you are plottingwaysto escape--sneaking out, turning in ablank test, fainting.

*You often wish you were out ofschool and working--especially justbefore tests.

*You panic as time runs out duringa test.

*You postpone studying for exams

laxation.

until the last possible mo-ment., because studying on-ly reminds you how muchyou have vet to learn.

If you are having prob-lems studying or takingtests. you should seek helpfrom your campus counsel-ing center. Don't waste val-uable time trying to studyharder: if test anxiety isyour problem. more study-ing won't help.

Putting Your AnxietyTo Rest

The most popular tech-nique for easing test anxi-ety is called -systematicdesensitization." This is aform of behavior modifica-tion originally developedby Dr. Joseph Wolpe, apsychiatrist at Temple Uni-versity. to treat phobias.

Desensitization helps stu-dents unlearn a destructivebehavior pattern and re-place it with a constructiveand beneficial one-or inthis case to replace theiranxiety reactions with re-laxation and calm.

The program consists ofthree steps: the first step islearning to relax deeply andcompletely: next. through-hierarchy construction" anddesensitization itself. stu-dents are taught to repro-duce deep relaxation insituations that normally a-rouse anxiety.

The first step. muscle re-is effective for the simple

reason that a person cannot haveincompatible responses occurring si-multaneously. You cannot be tense.and relaxed at the same time.

This step involves isometric-liketensing of muscle groups (biceps,shoulders. chest) followed by relaxa-tion of these same groups. Anotherpart of the relaxation training isrhythmic breathing: takingslowdeepbreaths helps replace tension withfeelings of calm and control. All ofthese exercises demonstrate the con-trast betwkeen tension and relaxation,making students more aware of phys-ical tensions and better able to defusetension before it builds up.

Once the student can successfullyrelax his muscles at will, heis ready forthe next step: learning to deal withconditions which trigger feelings ofanxiety.

The student is instructed to use hisrelaxation skills while a threatening

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Fencing hopes to impro By Jeanette Wing

(Jeanette Wing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3. loss to rival -Radcliffe temporarily halted theteam's winning (2-l) record of lastDecember, MIT routed Concord-Carlisle 12-4 on January 11 forthe. ...cexnd.. time. i.n the. team's

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-

..tyran '79 won all three of her

lacks that left her opmotionless. Jeanette W-won the meet's ninth cbout, also contributing th-wins, scoring most of heron feint-disengage aMeredith Boice '78 starmeet off with a bout winadded another win in t;round. Julia Shimaoka '8ing more carefully thanprevious two bouts, kepttance and watched for he

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(Jeanette Wing '79 is a member ofthe MIT Women's Fencing ream.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-3. loss to rival-Radcliffe temporarily halted theteam's winning C2- 1) record of lastDecember, MIT routed Concord-Carlisle 12-4 on January II forthe second time in the team'shistory.Am o' W

continued from page 17image or cue is presented, such as:"You're taking your exam. As you'relooking over the questions, you canfeel the tension in the pit of yourstomach. Your eyes are wanderingaround the room and your thoughtsare jumping from place to place."

The group leader presents from 12to 20 of these scenes, arranged in or-der from least tension-provoking tomost tension-provoking. The firstscene may be hearing about someoneelse who must take a test. The scenesprogress to announcement of a test inyour class in two weeks, studying forit, walking to the test site, seeing aquestion you don't know how toanswer, seeing other people finishwhile you are still working, and finallytalking it over with classmates after-wards.

In the final step of the program,students are exposed to the entirerange of images, all the time exercis-ing new-found powers of relaxation.

Those Nagging DoubtsDesensitization basically works by

controlling the physical response toanxiety--muscle tension. Anxietyhasmental and emotional responses aswell, and some new treatment pro-grams are appearing on college cam-puses which focus on the "worry"component of anxiety. (Most oftheseprograms incorporate desensitiza-

Just when everything is goingwell, you have that dream again. Theone where someone hands you a testpaper. Biology 202 Final Exam.Biology 202? You've never been tothat class before!

You pull out your dog-eared classschedule and there it is-Biology202, 12 p.m. to I p.m.. Mondaythrough Friday. How could youhave forgotten to go to the class for awhole term?

But you have, and now vou'restaring at 50 true-false questions.The people around you are hunchedover their papers. furiously scratch-ing out answers. They've finishedthe first page already.

The questions swim in front ofyou. You check your brain's filefolder on biology. It's empty. Boy.this is going to look great on yourgrade report-two "A's," three B's"and an "F." Your eyes dart about.frantically searching for the nearestexit. You've got to get out of thisnightmare!

"Don't leave!" says psychologistand dream expert PatriciaGarfield.Stay in that dream classroom andcope with the test. If you run away.the nightmare will only sneak back

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a domeback victoryagainst SMU 9-7 to give the teama winning edge in the seasonrecord.

Saturday. SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tyman '79 won all three of herbouts with fast and vicious at-

I .- I., ,_ -

tion into their sessions, too.)One example is a"cognitive modifi-

cation" program developed by Dr.Michael Weissberg. director of thecounseling center at Grand ValleyState College in Allendale. Michi-gan. Weissberg combines desensiti-zation with "cognitive restructuring."a therapy which confronts and dis-arms irrational thoughts that feedanxiety.

Weissberg's program makes stu-dents aware of the thoughts andworries they are experiencing whiletaking tests and studying for them.Anxious studentstend to worry abouteverything. They are quick to blamethemselves when things go wrong.They often feel a strong need forothers' approval, and link their per-formance with winning or losing thatapproval. They also tend to see gradesand test scores as measures of theirpersonal worth; doing badly means tothem that they are worthless aspersons. They fear that failure willbring dire consequences.

In Weissberg's program, studentsfocus on their thoughts. The truth isseparated from gross exaggeration.the rational from the irrational, theuseful from the self-defeating. Thenstudents are given "coping thoughts"they can use to counter irrationalthoughts when they reappear.

"1 think evervbodv has these kindsof irrational thoughts." says Weiss-

The Power ofPositive Dreaming

to haunt vou again.According to Garfield. test-re-

lated nightmares strike many peoplenonstudents as well as students.Even Freud relived biology andchemistry finals in his sleep.

These nightmares can leave youaching and anxious the next morn-ing, she says. But with a little bit ofeffort, you can create a positiveending for the nightmare that willmake you more confident and ca-pable in waking life.

Garfield, author of the bookCreative Dreaming,. says the mostimportant element in controllingbad dreams is to "confront andconquer" the frightening situationpresented in the dream.

"Before you go to sleep." sheadvises. "repeat to yourself. 'I willnot wake up or try to get out of mybad dream. I will stay thereand faCeit.

Successful behavior in a dreamcarries over to waking life. Garfieldclaims. If you cope with a tough

impttacks thatmotionless.won the me

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itched for her oppo-rum to page I 1)

L majority of people arewith them. People with-

thoughts thoughts that'ir self-esteem --continueis and get more upset andon themselves."nsitization and cognitiveg have proved very effec-ucing anxiety. Interest-gh. such programs bylo not improve the grades-ores of students ,whost-anxiety sessions. Forasons. most test-anxious) have poor study habits.ety program combined:ling to improve study:ver. has consistently im--nt grades.·one facing exam week.Iv for those with a bit of

Dr. Suinn has someon how you can help

lo better:to be comfortable wmithible anxiety. If you ha-e aide. you can precipitateietv in ,yours' If.schedule stressful situa-

efore exams. Stan av'aywho irritate you.the examination place aearlv: relax, clear vour

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dream, you feel guilty)ing Biology 202. per-

neglecting somethingortant in waking life. If'F" in a dream bothersurself what you're wuor-iling in real life.

time you have an examSon't panic and run for:sit. Face the test. Copelaps in your dream youwith the teacher to takeer. Or ha`e someoneigh the door to tell you it:rible mistake. and yout take the test afterall. If

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choosing." Your smile dissolves.You sit, denied the modest rigors of an exam,

asked instead to confront two of man's mostintimidating achievements: language and libraries.On a topic of your choosing.

Choosing. Ever watch people in Baskin-Robbins 31Flavors? First pacing in front of the cases, nexturging their friends to choose ahead of them, finallyin almost a panic blurting out a choice: "JamocaAlmond Fudge with--uh-Blueberry Cheese-cake-no-Pistachio in a cone-dish-cone."

Most people choose term paper topics thesame way, in a panic with much changing .of mind. The best way to choose flavors in vBaskin-Robbins is to walk in confidently,rule out firmly the flavors you don't want, and then demand taste samples of the onesyou think you do want. Taste before you choose. The same principle applies toterm papers: rule out the areas you & ,

definitely don't want to write about Iand then read around in the areasyou are interested in before choosing. Take time to find a topic you will like. ,

Limiting. When you feel you're 1/getting close to a topic, think - - _narrow-really narrow. Sixteen pages may sound like a lot but it's less than most Sports

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SMO:If you are locopportunity tcvacations, ccTravel ServicCambridge. IV

.dent Employment: Earn S 500 cashApri 15 Work as 'itt;e as five hours- week For more ;nformation call2-4777. ask for Mr Witt

TECHNICAL TRANSLATORStch German. Spanish and Italianter languages also needed Gracuate:ents Free iance P O Box 450.

_ding. MA 01867. 944-8488.

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M.I.T.Ben

w L By Jeanette Wing3 o (Jeanette Wing '79 is a member of3 1 the MIT Women's Fencing team. 2 12 1 Struggling to maintain a winn--1 3 ing record has never been a0 20 3 problem for the MIT Women's

Varsity Fencing Team (4-3) untilW L this year. After a 13-3. loss to rival-2 0 Radcliffe temporarily halted the2 1 team's winning (2-1) record of last1 2 December, MIT routed Concord-0 2 Carlisle 124 on January 11 for0 3 the second time in the team's

history.W L.a !v 30

3 0 AM .a . -- m

Illustrated articles. Last summer thearticle "Make Way for the Sultan ofSwipes" (August 22. pp. 24-30) hadabout 3.900 words in it. This is nearlyas long as your 1 6-page paper. yet thetopic of the Sports Illustrated articlewas very narrow: one man. LouBrock; one achievement. base-stealing.

Most students tend to write ontopics too broad for the length as-signed. Writing your paper will beeasier if, before you begin. you zero inon one tiny aspect of a subject andstick to exploring that. Write aboutthe history of one slang expression.not the histon- of slang. Explore thedevelopment of one rock musician.not the evolution of rock. Considerthe consequences of one biologyexperiment, not the whole DNAissue. Then ask yourself if you'velimited the topic enough.

Limiting is probably the mostimportant thinking task facing you.Writers can never say all there is to sayabout a topic and must force them-selves to leave out some good mate-rial. Take this topic. There's no roomfor the story about the legendarydangling modifier or for a discussionof stylistic devices. In fact, there's noteven room for the topic. Although theassigned topic was "how to write apaper," the assigned length was only1.000 words. The library had 13shelves of books on writing. The sixbooks selected as sources for thearticle had 2.192 pages total-notcounting indexes. The word "limiting"hardly describes what was done tosqueeze 2,192 pages into 1.000 words.

Research. At this point in how-to-write-a-paper articles. it is customaryto advise students to approach ref-erence librarians and ask for theirwilling help. It's time someone warnedyou about the ego-thrashing you canget from otherwise well-meaning ref-erence librarians whose ever' gesture.

U

Following this victory thewomen split last weekend's meets,with a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SM U 9-7 to give the teama winning edge in the seasonrecord.

Saturday, SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tyman '79 won all three of herbouts with fast and vicious at-

M -U AN m -

Your Term Paper MissionTerm papers are written for an

audience of one---the professor.As you sit down to write, think ofyour audience and take pity. Yourteacher would probably ratherspend his nights doing somethingmore creative. Instead, this senti-nel of academe must sift throughreams of white bond paper. hun-dreds of thousands of black type-written characters in double-spacedlines blurring together. Your as-signment: to write a paper thatstands out from the rest and says."The rest may be incoherent drivel.but I'm different. I'm Poing to atleast make yourevening bearable."

every smile seems to be saying. "Yodummy, you mean vou don't knotabout Bacon's Plublicirt r Checker. thERIC Clearinghouse. the .Mfis cellanof Popular Anriquities, Topicator cthe National Union Catalog?"

Reference librarians don't mean tmake you feel stupid. but theycan. Sswallow your ego and throw yourse]at their mercy. Or look it up yoursel'basic books like Shore's Basic Reference Sources; Bates' Guide to L'se cBooks and Libraries: M urphy's Ho and W'here to l.ook It C"p: anWinchell's Guide to Reference Bookare all helpful reference book references.

Organizing. Another custom chow-to-write-papers articles is to stresthe importance of the outline ipreparing a paper. This is true. Outlines are important, but they're useless unless you understand whyl vou'rdoing one. The why of outlines has tdo with William Randolph Hearstformula for writing.

His formula (roughly) was as folows: " First vou tells folks what vou'igonna tell 'em: then vou tells'emathe

Fencing hopes to improLacks that left her opmotionless. Jeanette Wiwon the meet's ninth C

bout, also contributing th-wins, scoring most of heron feint-disengage aMeredith Boice '78 starmeet off with a bout winadded another win in t-round. Julia Shimaoka '8-ing more carefully thanprevious two bouts, kepttance and watched for he:

(Please trn to page i

you tells 'ernm what you writing, the easiest ap.announce your topic, prwhich flesh out your porthesis). then wrap it aminding people what t-been. An outline helps vcto do this. A paper rbeginning. middle ancunderstood by readers.

A short paper-say I=words--may not need amuch as a longer one sirthere's less time for a rconfused. But with a lorreader needs help fromget through. A beginnirtells folks, a middle wh'em again. and an endirtells'em vet again, is on-

u Language. The troubk-ing the Hearst formula t

te that the paper will be-r phrase "This paper isab)r with an identical sent

amended. This is dull. Azo writing is scary. Approaco and choosing a topic aIf enough. But wrestling wvf: often squashes any zest r- bring to writing. Anybo-?f happily on a phone -W (speaking maybe 3,000d process). But when aske;s same number of wordr- jaunty telephonist beco

petrator of -This papIf sentences-- in a word.ss Because written languagen and Rules kill all the fur-t- you Self-Conscious.

Try not to be hamstrLre Your ear knows more th:o Remember the old hig-'s aboo about sentence frac

again at the third para;1- article. Every sentencere fragment. but your e:n accepted that. Fragmnen

ironclad taboo. and an-mar book will say so (irFragments that offendwrong, but musical frstress or color are accerformal writing

Let 'our ear do thefragments. dangling ciamost of your rhetoricaprobably cure themselve-paper aloud, listen to vcwrite. Thinking of languwill not only improve ycbut also make your writiyou feel you need a g_standing of language. re-text sometime leisurely not writing a paper. Butwriting, set aside self-cand simply tell people wtosay. On a topic of youcourse.

22 INSIDER

Joseph Icostum es b li

n Fregosi Cecelia Eller EdwardLittle Theatre, Kresge Auditorium, M.I.T.

Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18at 8 PM

All seats $2.50 (exc. opening night, Feb 10 - $1.50)Reservations: 253-4720

hting byDarna

3Leve mauoleP': ' ':are limited. ~i:Thur 3-4:30 in i- ,t

-r JonnJcation

, 20C-(

lerry'at x3-5126. (rpt-;in i-eminars will mrn, T

All three courses .,.l be graded on a pass/fail '-asl , -carry with them 12 MIT units.

I _ _ I

Coming in April:

on Music of the 70's

Another in Ford's ContinuingSeries of College Newspaper Supplements

sets byWilliar

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Famous Failures0Education is replete withexamples of people whofailed academically in oneway or another but whoachieved excellence andrecognition nonetheless.So when your next paperis returned pulsating withfour different colors of inkand you fail miserably ona midterm. console ,our-self with these anecdotes.

Comic ReliefWoody Allen claims he

never did a lick ofhomework. He spent allhis spare time writingjokes. This artistic dedica-tion went unappreciatedby his teachers, who calledhis parents to school sooften his former class-mates still recognize themon the street.

The homelv comic at-tended both Nsew YorkUniversity and City Col-lege of New York, but wasquickly kicked out of bothschools.

"I never actually failed acollege course," Allen hassaid. "It was always a veryindefinite 'D.'"

Thrown OutWith Style

Buckminster Fullerwould have been a fifth-generation Harvard manhad he graduated. But hesoon grew to loathe theclosed social systems of

Six ConvincingExamples

That GradesAren't Everything

by LISA GREENBERG

the ivv-covered institution.Fuller wanted to leave

the universitv. but withstyle. Merely flunking outor withdrawing wouldhave been too mundane.

While his classmatessweated over midyearexams, Fuller left for NewYork with his tuitionmoney. He attracted theattention of several Zieg-feld showvgirls by sendingchampagne and flowers totheir dressing room. andtreated the ladies to alavish dinner that farexceeded the price oftuition. WVhen word of hisexploits and unpaid billsreached Harvard. Fullerwas promrn ptly expelled for"irresponsible conduct."

Easy EssaysEssay exams may have

gotten Washington Postreporter Carl Bernsteinthrough high school. Hewas a terrible student ineverything but English.

"The only thing I coulddo was write." he oncesaid. "I'd pass the essayexams and flunk the true-false."

Bernstein. who brokethe Watergate story alongwith Post reporter BobWoodward, rated home-work low in priority. At 16he spent all his free timeworking as a copyboy in

the Washington Star news-room, waiting eagerly foreven the smallest writingassignment to come hiswav.

Remedial EnglishSir Winston Churchill.

famous for his eloquentoratory, did not alwayshave an impressive com-mand of the Englishlanguage. The late Britishprime minister flunkedgrammar in primary school.He credited his latermastenr of the tongue tothe help of an excellentremedial English teacher.

Churchill also had trou-ble passing his armyentrance exam. Aided by amathematics "crammer"(tutor), the late statesmanpassed the test on his thirdtry. -

Rebellious AttitudeAlbert Einstein hated

high school and was askedto leave because his"rebellious attitude" had anegative effect on otherstudents.

The independent thinker

found it meaningless tomemorize facts and gram-mar rules. so he laggedbehind his classmates inmost subjects. But he waslight-years ahead of themin math.

After dropping out ofhigh school. Einstein ap-plied to a technicaluniversity. But he flunkedthe entrance exam, doingbadly in everything butmath. University officialssuggested he attend a lessconfining high schoolwhere he could brush upon other subjects. Upongraduation from this school.Einstein was automati-cally admitted to theuniversity.

A Late Bloomer

A Late BloomerSome great thinkers get

off to an early start.Others. such as businessphilosopher Peter Drucker,are more subtle aboutrevealing their mentaltalents.

Drucker was a painfullyslow learner in primaryschool. His third gradeteacher found him es-pecially frustrating andannounced to the class oneday: " Peter Drucker isboth stupid and lazy."

Today. Drucker is a pop-ular lecturer and consult-ant, as well as the author of10 highly respected bookson business, managementand economics.

He once said he is gladhis frustrated third gradeteacher had to keep him inclass. "Today the sameteacher could move the childto a slow track." he said."Once you are in that slowtrack you don't get out."

Lisa Greenberg hasn'tfailed anything vet excepther first driving test.

INSIDER 23

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Following this victory thewomen split last weekend's meets,With a close defeat to Dartmouth10-6 to again tie the win-lossrecord, and a comeback victoryagainst SMU 9-7 to give the teama winning edge in the seasonrecord.

Saturday. SMU's weakerwomen were no match for thequicker and more aggressive MITteam. Captain Michelle Pret-tvman '79 won all three_ of, her

tacks that left her opponentsmotionless. Jeanette Wing '78won the meet's ninth decidingbout, also contributing three totalwins, scoring most of her toucheson feint-disengage attacks.Meredith Boice '78 started themeet off with a bout win 5-1 andadded another win in the nextround. Julia Shimaoka '80, fenc-ing more carefully than in herprevious two bouts, kept her dis-tanne. ~anc uwt,~hA, - £,- __

By Jeanette WingIJeanette Wing '79 is a member ofthe MIT Women's Fencing team.)

Struggling to maintain a winn-ing record has never been aproblem for the MIT Women'sVarsity Fencing Team (4-3) untilthis year. After a 13-1 loss to rival -Radcliffe temporarily halted theteam's winning (2- l) record of lastDecember, MIT routed Concord-Carlisle 12?4 on January II forthe second time in the team's

W L3 O3 12 12 11 3O 2O 3

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TECHNICAL TRANSLATORStcrih German Spanish and Italianter languages also needed GraduateIents Free lance P 0O Box 450.iding. IMA 01867. 944-8488.

,'TITUTE FOR RATIONAL LIVINGrpetent psychotherapy hypnosis

self-hypnosis for habit control:2p therapy for interpersonal skillsand couple counseling Blue Shield

--pted free interview literature?cted by Martin Grossack. Ph D_i Dartmouth St Boston 536-1 756

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. 20C-( . , .

Persons intf'Steve Rauder:' .are limited. ifThur 3-4:30 itn t it

All three courses %..J be gg aded on a pass/fail '-:asm -, andcarry with them 12 MIT units.

Fencingh opes to improve

M.I.T. IBenJ

,VOsLPONE:Josep di. Everngham

costumes b li In Fregosi Cecelia Eler Edward

Little Theatre, Kresge Auditorium, M.I.T.Fri & Sat, Feb 10 & 11; Thurs, Fri, & Sat, Feb 16, 17, & 18

at 8 PMAll seats $2.50 (exc. opening night, Feb 10 - $1.50)

Reservations: 253-4720

sets byWillan

hting byDarna