The Cannon March 2022

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THE CANNON SkuleTM’s Newspaper since 1978

MARCH 2022 Volume XLIV

cannon.skule.ca

The Russo-Ukrainian War 13th Century, the PolishLithuanian Commonwealth eventually gained control of As you may have already the modern states of Belarus heard, late last month, (under Lithuania) and Russia had begun an Ukraine (under Poland), invasion of Ukraine. Russia resulting in distinct culture and Ukraine have a complex and languages for the two and deep-rooted history nations, as compared to with each other, with both Russia, which was formed countries tracing their from Moscow reclaiming origin to the federation and uniting the eastern of Kievan Rus’ in the 9th remnants of Rus’ from the century. The name “Russia” Mongols. Russia eventually is derived from “Rus”, and gained control of its fellow the capital of Kiev (or Kyiv Eastern Slavic nations in the in Ukrainian), is Ukraine’s 1700s during the partition capital to this day. Following of Poland, but their distinct the breakup of the federation Russo-Ukrainian War and its conquest by the continued on page 3 Mongols shortly after in the JOAQUIN LIM Cannon Writer

CREDIT: HTTPS://WWW.CFR.ORG/BACKGROUNDER/ UKRAINE-CONFLICT-CROSSROADS-EUROPE-AND-RUSSIA

Learning How to Learn

(Or What CIV100 Has Taught Me) ZEYNEP KELES Cannon Writer When I’m hanging out with friends and I have the audacity to ask them how school’s going, the conversation always comes to “Ugh, this course is kicking my ass, dude.” Aside from the endless caffeine-induced study sessions and trying to snatch a few minutes of a professor’s time in office hours, sometimes I’m inclined to ask, “Why is it going so rough?”, and

the answer I get is, “I have no idea, I just can’t grasp the material like everyone else.” I have never related to something that much in my life, bro. Believe me. This answer got me thinking. Why is it that sometimes, even though we consume all the material provided to us, solve every single practice problem, and finish every single lab assignment, that a concept just doesn’t click in our heads? The obvious conclusion,

The Spirit of Engineering page 5

which everyone loves to jump to, is “I’m dumber than everyone else in this program.” Statistically, in a program where an acceptance requirement is a 94% average from high school, I doubt that lack of intelligence is the issue for someone who managed to get into the program in the first place. “Maybe I’m not working hard enough.” If you’re using all the material given by the course coordinators, that’s doubtful too. (Of course, a significant

amount of us do suffer from procrastination and binging before a test, but that’s an entirely different issue.) Then what could be the problem? The answer didn’t hit me until I was taking CIV100 for the second time in the winter semester of my first year. When we were working on a fairly simple 3D force problem, and the solution just didn’t make sense to me, I went up to ask if there was another way they could show me to

Stranger on the Subway page 12

make it more sensible. The response I got was “This is the expected solution, you don’t need to explore much further.” And that’s when it hit me. I needed to explore further to be able to learn. I needed different ways for that sort of material to make its way through my thick skull. When we reflect on how information is presented in an average engineering course, there are a few Learning How to Learn continued on page 4

End of the Greatest Era of Men’s Tennis pages 13-14


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