VOLLEYBALL — After suffering another pair of losses over the
three-day weekend, two nonconference games may be just the antidote for the
UCSD men’s volleyball team.
The Tritons were victorious in only one of their last six
and are in dire need of a momentum change. Last week’s matches at No. 9
University of Southern California and No. 7 Pepperdine University were no help
as UCSD was swept 36-34, 30-23, 30-20 and 30-22, 30-20, 30-24, respectively.
In their match at USC on Feb. 13, the Tritons battled hard
in game one, siding out nine consecutive times to push late into the game
before the Trojans closed it with an ace. In games two and three, the Tritons
could not bounce back, and once again witnessed a sweep at the hands of a
powerhouse Division-I school.
Head Coach Kevin Ring felt the teams battled hard, but the
Trojans played just a little better.
“I thought we played well for stretches,” he said. “We sided
out, preventing the game from ending about nine times, and we battled hard.”
The Pepperdine match proved little different from the one
the night before. The Tritons didn’t match up as well as they did in their
first contest against the Waves this season, when the Waves’ All-American was
“We could’ve done some things better on our side,” Ring
said. “We totaled five and a half blocks but they all came in the third game.
Our hitters didn’t always take care of their swings and that was the
Ring also felt that there were stretches where the team
played well, but couldn’t put together a complete match.
“We’re getting one or one-and-a-half games, but we’re not
playing a full match of what I call good volleyball,” he said. “We’re trying to
get a little better blocking and strengthen our sideout game to allow us to go
on runs. You have to slow down the other side and we just haven’t been able to
The two losses drop UCSD to 4-10 on the season with a single
victory in conference play. Despite the dismal numbers, Ring continues to reiterate
that this year’s team is still young and is still developing the finer aspects
of the game.
“One aspect of our game that can make a big difference right
now is blocking,” he said. “A block has a bigger effect than just that one
point. Opposing hitters get pressed and it forces errors. Our middle blockers
are young and it’s a skill that takes a while to become proficient at.”
Another area that Ring pointed to was the sideout game. He
believes that getting on runs where the team can get four to six sideouts in
row will make a huge difference.
The development continues this week when the Tritons face
Feb. 22 and No. 11 Loyola-Chicago University on Feb. 23.
Although UCSD is 0-4 all-time against Lewis, Ring believes
that this year’s squad offers a good opportunity to change that.
“We’re going through the [scouting reports] right now,” he
said. “Lewis has been playing some top opponents close but isn’t comparable to
the upper teams in the [MPSF].”
Last season, the Flyers outlasted the Tritons in five games
at RIMAC Arena. Lewis has faced two MPSF teams this year, losing both matches.
The Tritons then travel to face Loyola-Chicago, a team that
they have not seen since 2005, when the Ramblers trampled UCSD in a three-game
sweep. UCSD’s lone victory against Loyola-Chicago came back in 1996.
The Ramblers are off to a solid start in the Midwest
Intercollegiate Volleyball Association and three of their losses have come in
five games. Ring noted how competitive Loyola-Chicago has been against good
teams and doesn’t want to treat the contest any different than a normal
“It doesn’t matter whether it’s conference or nonconference,
our goal is to win both matches,” he said. “We had an open weekend in our
schedule and filled it with two competitive teams.”
The Tritons will travel away from California for only the
second time this season and while Ring said traveling takes its toll, he
expects the team to perform well. The trip to
Tritons will return home for a stretch of nine games at RIMAC Arena.
The phrase “dance to the beat” is taking on new meaning: Research shows that the motor system is stimulated by musical rhythms before any movement actually occurs.
According to Neurosciences Institute fellow Aniruddh Patel, clinical observations show a correlation between how music and movement are processed in the brain even when the body is still.
“[We found] activation in what looks like the motor areas of the brain; even though you are not moving you are listening to musical rhythms, suggesting that the motor system is used to analyze sound even when you are not moving,” Patel said.
Using various brain imaging techniques, Patel and colleague John Iversen — whose research looks at how humans use sensory stimuli to perceive the world — found that both the auditory and motor system activate in response to musical beats.
For people with Parkinson’s disease — a degenerative nervous system disease that impairs one’s motor abilities — listening to musical beats can facilitate movement.
“Nobody really understands the mechanism by which that works,” Patel said. “Ultimately, the research could help design better therapies for these patients [with nervous system diseases].”
To understand the mechanisms through which music is processed, using a magnetoencephalography (MEG) machine, Iversen and Patel measured the brain waves generated when different individuals listen to a particular rhythm.
“If you play different rhythms to them, you can see how the brain responds to the rhythms,” Iversen said. “So it’s the same sound that’s going into the person’s ear, but what they are ‘hearing’ [or perceiving] is different because they’re hearing the beat differently.”
Correlating the rhythm with resulting brain waves, they then look at the different parts of the brain that control the timing of the beat.
Their research also focuses on the correlation of music and language in the brain.
According to Patel, music, language and speech are processed together and have similar processing pathways. What applies to music, then, can also be applied to speech and movement.
“People who have stuttering can sing beautifully with no problem,” music professor Steven Schick said.
To further explore the extent to which this overlap occurs, the two neuroscientists and Schick will present at “Rhythm, the Brain and a Drum,” hosted by the Bronowski forum.
The event — part of a series of talks designed to unite the arts and sciences — will include performances by Schick, a world-renowned percussionist, and host an open forum for discussion on the perception of rhythm and how it affects speech.
“This is a convergence of three people working on the same topic from different perspectives,” Schick said. “As musicians, we’re always aware of the relationship of musical phrases to daily speech.”
According to Schick, mechanisms allowing music processing have not been studied, though music is processed systematically.
The forum brings together different perspectives to further understand how language, speech and culture influence the composition of musical beats.
“Rhythm, the Brain, and a Drum” will be held today, Jan. 13, at the Neurosciences Institute, located at 1640 John J. Hopkins Dr. The event is free and open to the public.
Chancellor Marye Anne Fox announced in a campuswide e-mail last week that the University of California endorses Proposition 1A, an initiative on the upcoming California ballot that would draw funds for state colleges from a $16 billion tax increase.
Proposition 1A is one of six measures on the May 19 special-election ballot. Also known as the Budget Stabilization Act, it would mitigate the $41.6 billion state budget shortfall by establishing annual spending limits for the state Legislature and increasing the amount of funds in California's 'rainy day' reserve to protect the UC system from future budget reductions.
The new funds would be raised by extending the recently approved 1 percent sales-tax increase by one year. The two-year vehicle license-fee increase and 0.25 percent income-tax hike would be extended to four years. The proposition would also eliminate the $200 tax credit families receive every year for each dependent child.
The new tax hikes would cost the average family over $1,100 per year.
Under the initiative, revenue would be pumped into California's general fund beginning in 2010 and ending in 2013. About $9.3 billion could flow back into education over time.
Although the specific financial benefits to the UC system have not been determined, the funds would be used to support the university's instructional services, including faculty, staff and student support such as scholarships, said Lynn Tierney, associate vice president of communications at the UC Office of the President.
Opponents of the measure 'mdash; including the Service Employees International Union and the California School Boards Association 'mdash; argue that the new taxes would hurt low-income residents and small businesses. The Howard Jarvis Taypayers Association, California's leading taxpayer organization, labeled the measure the 'worst anti-family tax package in history.'
The California School Boards Association said in a statement that Proposition 1A adds 'more broken layers to an already broken system,' and would only provide short-term benefits by 'arbitrarily restricting state spending.'
In order to prevent the state Legislature from overspending, revenue that exceeds California's average general fund growth of 5 to 6 percent annually would go into the 'rainy day' reserve. The reserve would be capped at 12.5 percent of general funds, which sit at roughly $12 billion, a significant increase from the current 5 percent cap.
Gov. Arnold Schwarzenegger is a strong supporter of Proposition 1A. The initiative will directly benefit community colleges, the UC system and' the California State University system, spokeswoman for the governor's office Julie Soderlund said.
'It ties the hands of state legislatures,' she said. 'We want to have responsible growth in government and not create programs we can't sustain. The state will be required to save money in good [economic] years so we'll have funding in bad years. For example, 2006 was a really good [fiscal] year, but we spent all the money, with no savings to alleviate cuts and tax increases.'
If Proposition 1A is not approved, the university could face another round of cuts, according to UCOP spokesman Ricardo Vazquez.
The current $450 million deficit for the UC system includes $115 million in new reductions, $122 million in the 11,000 unfunded enrollments and $213 million in unfunded mandatory costs, such as utilities and employee health benefits.
Readers can contact Kimberly Cheng at [email protected]
Consider three scenarios: First, a lower-division calculus class with routine weekly homework assignments. The problems are generally easy enough that the majority of papers turned in tend to have right answers; as a result, catching students who copy someone else's work is near impossible because most of the answers are nearly correct, and those that are not are likely common errors among all the students.
Scenario two: A class with few students has weekly assignments that constitute a large portion of the students' final grade. The only restriction is that assignments turned in must not be identical. The assignments are meant to be extremely challenging, and without collaboration between students -- including advice from students who have finished the assignment, as well as those who have not -- almost nobody in the class would learn anything.
Scenario three: An upper-division engineering class has routine homework that forms a very small portion of the grade. Students are allowed to collaborate, but only with other students who have not finished the assignment. The assignments are moderately difficult; as such, catching those who copy verbatim is possible.
In these three scenarios, would it be fair, or even possible, to apply the same standards of cheating? For example, while two students may turn in nearly identical copies in the lower-division class with no problem (and indeed may not have even talked to each other), such behavior in the last two cases would be pounced upon. Some students, when accused of cheating, grumble that some combination of both unenforceable standards and changing policies from professor to professor has so impaired their ability to judge when collaboration is allowed that it is in fact unfair for professors to level accusations against them, in spite of the fact that the policies are often spelled out quite clearly at the beginning of each course.
These are not restricted cases; this writer, in less than three years, has managed to go through no less than three classes in which the professors were so upset with rampant, widespread cheating on homework assignments that they took class time to readdress their policies and condemn the behavior of those accused.
There is obviously some discrepancy in the way many students view decent behavior and the way their professors often expect them to act.
Why is this? Perhaps we should go back to what the goal of homework assignments is in any field of study at the university. Homework assignments distinguish themselves from examined material insofar as their use is to provide incentives for students to educate themselves in out-of-classroom activity, as opposed to testing their knowledge of the material.
While this may be tantamount to babying students along, no doubt students learn more if incentives are provided for them to do out-of-class assignments. Thus, the core objective in assigning homework is to encourage learning among students. Obviously, copying another student's homework and passing it off as one's own does little toward achieving this aim, even without any consideration of the moral consequences.
Although it is entirely plausible that some people learn best from verbatim copying, they can do this with a timely solution set, if such an item were made readily available. Thus, it seems that restrictions on student behavior -- such as spending some downtime between discussing an answer with another person and writing down a solution -- seem rather ludicrous if they are inhibitors to student learning. One has to strike at the core reason why students cheat on homework: because there are incentives to do so.
As opposed to homework assignments in a literature or political science course, which may consist of a one-page summary of the assigned reading, in an engineering or science course, it probably will consist of a problem set. While the former can be attempted in good faith and somewhat botched, but still be deserving of full credit, this writer has yet to see a science or engineering professor who will give full credit to a homework assignment that puts forth an honest, strong effort and yet yields the wrong numerical answers.
Now, while that may be a valuable lesson insofar as industry goes, those lessons can be taught rather effectively with examinations. Homework, on the other hand, is meant to provide incentives for learning and practicing the material.
The problem is that by turning in homework that is graded on its correctness rather than its good-faith effort, students have an incentive, especially in easier classes where copying is more difficult to spot, to pursue the correct answers rather than approach the process to correct the answers themselves. Furthermore, prohibitions on collaborations seem rather ludicrous if collaboration on homework helps students learn more. If verbatim copying is still verifiable and discovered under this situation, then perhaps the students should be punished for not making a good-faith effort, because if heavy collaboration is encouraged, insofar as that it helps students learn the material, then gentle prodding back into the proper amount of collaboration rather than the full consequences of academic dishonesty seems a more sane route. Homework would still be graded with an eye toward good effort rather than correct answers, and returned under such a system, of course, since the most helpful part of written homework for many students is to see exactly what mistakes they made in the first place.
This is by no means to say that enforcing correct work is not a valuable thing. But that is exactly what midterms and finals are for, and if the TAs could be bothered to do it and the departments could afford it, perhaps the better route would be three low-stress midterms (or more appropriately, quizzes) in a quarter rather than one high-stress one. If departments were willing to invest the resources, the best way around the problem would be a two-step process: a first turn-in, where homework assignments are analyzed and given a provisional grade based on the original correctness, with hints on how to finish the problems correctly; and a second pass, where revised and presumably more correct answers are given.
But given the resources for undergraduate teaching here, that would be a luxury beyond dreams. At the very least, department-wide policies, spanning from lower to upper division classes, with specifications for each type of out-of-class assignments -- routine homework, projects, significant weekly assignments, etc. -- would be appreciated, with consideration toward the maximum amount of collaboration allowed. Because at a university, if we are not to learn from other human beings, then what are we to learn from? The textbooks?
n the last installment of this column, the URL for a site developed by UCSD students for rating professors was given incorrectly. The correct address is http://www.ucsdprofessor.com. The columnist realizes he is indeed a complete and total moron and could be bothered to check the URLs before he publishes them.
In any case, as StudentLink is likely to make no move to implement an online professor rating system (as it is doubtful whether anyone actually bothers to read the column anyway), one hopes students might latch on to the aforementioned Web site (when it is not experiencing down time) and indeed create an online community where professors and students can glean the in-depth experiences of previous victims of courses.
I just wanted to clear up one mistake in your article entitled 'Grading Outside the Alphabet' that is a common misconception among people outside of our school: UC Santa Cruz still uses narrative evaluations. As a recent graduate myself, I can promise you that in addition to my grades, I received evaluations for every class I took during my undergraduate career except one (that's 45 classes and evaluations). In fact, my department, literature, uses the evaluations as a way to bestow honors to graduates, as I myself achieved. This misconception about UCSC's grading system continues to affect the greater public as well as our alumni. Many people who do not know that we offer both grades and evaluations sometimes write the school off as a party school with no grades. Other alumni are still infuriated, because they believe evaluations were completely done away with in lieu of grades.
As more of a personal comment, I believe evaluations are a wonderful way to 'grade' students. They reward the students with the most genuine intention of learning, not those that can merely perform well on tests or dominate discussion. They are well-rounded and can be as clear as grades in letting students know their level of achievement. In fact, specific language allows students to know how they have succeeded or failed, even if no grade was present. Words like 'excellent' and 'amazing' would clearly represent what we may know as an 'A.' Other phrases or words like 'above average' ('B') 'average' ('C') 'dismal' ('D') and so forth should give any intelligent UC student enough insight to understand how their performance was marked.
When it comes to larger classes, writing many evaluations can be extremely difficult. However, the UC system's use of TAs makes it somewhat easier to manage for professors 'mdash; TAs that lead section or grade work can take on partial responsibility for writing the evaluations, especially since they may interact more with students than professors themselves. While many professors and TAs spend the time to creatively write each evaluation, others follow a sort of formula, using performance-specific language in conjunction with a description of coursework (that has already been graded over the course of the quarter) to easily compose specific yet simple evaluations.
Evaluations reward success much better than a letter grade ever could. You may spend only one quarter with a professor, but if they are impressed by you, a brief evaluation serves as a mini recommendation letter that may come in handy in future professional and academic use.
Thank you for bringing the subject up to UCSD students, staff and faculty, as I think it is something that could greatly benefit students.
expansion continues into Spring Quarter, the university may soon return as much
as $500,000 in student activity fees as a result of the project’s present
Feb. 25, 2008 — "Despite Delays, Most of Price Center to Open Next Month"
Dec. 3, 2007 — "New Price Center to Be Completed by March"
Nov. 8, 2007 — "'Loft' to Bring Nightlife to Price Center"
At the beginning of this quarter, all UCSD students paid $39
to fund the construction and maintenance of the upgraded facilities, which
However, the Student Initiated University Centers Expansion and Renovation Fee Referendum,
passed in Spring Quarter 2003, mandated that the fee would not be collected
“until the facilities are completed and open to students.”
In response to this apparent discrepancy, Vice Chancellor of
Student Affairs Penny Rue announced last week that she would seek a refund in
the amount of $26.52 per student, the amount allocated toward
“We had hoped to be further along in our construction
process by now, but construction does not always go as planned,” she said.
Rue said the refund process requires approval from the UC
Office of the President and is ongoing.
The matter was initially brought to Rue’s attention by
Registration Fee Advisory Committee Chair Garo Bournoutian, who helped draft
the original referendum.
“I did remember seeing an e-mail for the grand opening
coming in April, and I knew the actual opening of the building and its
occupancy was late March,” Bournoutian said. “I knew it was coming up, but
realized it wasn’t the quarter initially planned, because it was initially
planned in the winter.”
The referendum originally split the cost into two sections:
a University Centers fee and a fee specific to
was charged during Fall and Winter Quarters, which covered the operations and
maintenance of the
project, according to University Centers Advisory Board Chair Matthew Bright.
Bournoutian contacted Associate Vice Chancellor of Student
Affairs Edward Spriggs about the discrepancy, who agreed after a walkthrough that
was not yet ready for student use. Spriggs then presented the issue to Rue.
According to University Centers Director Paul Terzino,
administrators chose to assess the fee during the middle of Fall Quarter, based
on information provided to them by the construction contrator. Rue said the
payment was collected before the start of the quarter in order to cover
necessary expansion-related expenses.
The activity fee reimbursements would add up to about
$500,000, Rue said, which she believes may adversely impact construction on a
“It’s probably going to make it a little difficult to manage
the operating expenses in the short run,” she said.
If the reimbursement occurs, it will not affect the
construction schedule, Terzino said.
Bournoutian said the premature fee assessment highlights the
need for a student committee that manages and scrutinizes activity fees, many
of which take effect long after the students who passed the measures leave
“We need a concerned student group that can keep track of
more long-term fee issues,” he said. “It’s kind of difficult for most people to
look at fees on a historical basis. It’s hard to say, ‘This was written in 1986
with the following stipulations; are these stipulations being upheld?’”
Though there are many committees on campus that oversee the
implementation of student fees, such as UCAB and the Athletics, Recreation and
Sports Facilities Advisory Board, Bournoutian said they are often geared toward
more current or specialized topics.
“Having a group of students who are interested in
maintaining a continuity of information and accountability with regard to
UCSD’s various student-funded facility projects would be ideal,” he said.
To facilitate students’ knowledge of how much they are
paying and to whom, A.S. Biological Sciences Senator Emma Sandoe designed
handouts to distribute across campus that provide a detailed breakdown of all
of the fees charged by the university. Sandoe, who gathered the information for
an ongoing senator project, said she hopes this will increase billing
transparency and make students more active participants in the process.
However, Rue said that even without the assistance of RFAC,
administrators would have noticed and dealt with the reimbursement issue.
“We had a watchful eye on this,” she said. “We would have
come to the same decision.”
Rue said she hopes that the reimbursements will appear as a
credit on students’ Spring Quarter bills.
is expected to open at the beginning of next quarter, and a grand-opening
celebration is scheduled for April 25, Terzino said.
Despite comprising the largest ethnic group in the state, enrollment figures for white students at the University of California are starting to dwindle. University officials say the decrease in the percentage of white applicants, as well as increased competition from other racial groups, have led to the lowest percentage of white admissions in 10 years.
Sixth College Freshman Senator Micah Jones is one of the 1,368 white freshmen who enrolled at UCSD in fall of 2006. The percentage of whites enrolling in the UC system is at a 10-year low.
Although 19,685 white freshmen were accepted to the university last year, they made up only 35.6 percent of the admitted class - the low point in a 10-year trend in fluctuating white enrollment. Since 2002, white students have shown a 12-percent increase in applications, but they were far outnumbered by increases from other races, said Ricardo Vazquez, a spokesman for the UC Office of the President.
""A small but clear trend in this direction has been evident for many years,"" Vazquez stated in an e-mail. ""California continues to grow more diverse, particularly among its young people. The student population of the university reflects that diversity, with ever-increasing numbers of nonwhite students pursuing an education at UC.""
UCSD has also shown a similar decrease in white enrollment over time, with the percentage of white students dropping from 38 percent in 2001 to 31 percent in 2006, according to Assistant Vice Chancellor of Admissions and Registration Mae W. Brown.
While few dispute the numbers themselves, the internal factors that have spurred these changes are far more controversial. Some educational consultants have said that Proposition 209 - a 1996 initiative that abolished all considerations of race in public-college admissions - has been a major factor in widespread admissions changes in the different racial groups. However, its effect on white students remains, at best, a topic of debate.
According to Brown, Proposition 209 has had the most significant negative bearing on American Indian, Latino and black students. The initiative's impact on whites has been ""very small or none,"" Vazquez said.
However, not all are quick to agree with this assessment.
""Although affirmative action is not legally in effect, I believe that certain ethnic groups do have a much easier time being accepted to college,"" Sixth College Freshman Senator Micah Jones said. ""I would definitely agree that predominately white students have a much more difficult time receiving admission.""
However, Jones said that he believes that UCSD provides, in a general sense, a positive atmosphere for whites.
""I am having as good of a ‘college experience' here as I would have at any another school in which whites were the majority,"" he said.
According to John Muir College senior John Kim, UCSD's attitude toward race is reflective of the government's desire to level the playing field, which has ""fallen to a greedier point of view where many people give diversity only face value,"" he stated in an e-mail.
However, A.S. Assistant Vice President of Diversity Affairs Marco Murillo said that he believes that whites - working in tandem with other ethnic groups - play an important role in furthering campus diversity.
""In regards to diversity, white students at UCSD have the potential of making great differences,"" Murillo stated in an e-mail. ""In being allies and building relationships with diverse groups of students, the impact of white students on diversity at UCSD would be significant.""
Sixth College Commissioner of Culture Grant Peterson, a transfer student, said he had a different experience than Jones when he initially arrived at UCSD two years ago.
Peterson said that he often felt like an outsider due to the mass recruitment of Asian students into Asian-based campus organizations. According to Vazquez, the percentage of Asians applying to the UC system since 2002 has gone up 24 percent - double the increase of white applicants.
""I only felt welcome and accepted after getting involved,"" Peterson said.
One common concern for many college students - whites included - is the ability to afford their education. The university's comprehensive review policies for applicants as well as UC-sponsored outreach programs are colorblind, focusing on social and economic factors and not ethnicity, Brown said.
""The factors are applied consistently for all interested individuals, regardless of race,"" she stated in an e-mail.
For Eleanor Roosevelt College junior Nathaniel Wisan and his three brothers, who all transferred to UCSD in the same year, university-sponsored outreach programs were the only way they could afford to attend college.
""I have to say that, had it not been for financial aid, I wouldn't be here,"" Wisan said. ""So, I can attest to the reality that there are white kids out there who have to struggle just as hard to get into college as any underrepresented minority. What I've learned is that no matter who you are, you have to work hard, and then things will fall into place.""
UCSD Chancellor Robert C. Dynes announced last Wednesday that, come Feb. 23, Sid Karin, the founding director of the San Diego Supercomputer Center and the National Partnership for Advanced Computational Infrastructure, would become the new senior strategic advisor to the director of the center. Additional changes include Francine Berman signing on as new director of SDSC and NPACI.
Karin has served as the director of the center for 16 years and has made the center an internationally respected laboratory for computational science and technology. He was also instrumental in the successful proposal that lead to UCSD's hosting of NPACI. After Karin's significant contributions, he desired to return to hands-on research, and the new position will allow him to do so.
Berman has worked with UCSD since 1984 and was the founder of UCSD's Parallel Computation and Grid Computing Laboratories.
Power Conservation Saves UCSD More Than $8,000 a Day
The Office of the Vice Chancellor announced Friday that through campuswide efforts to conserve power by shutting off lights and appliances, UCSD saved 10 percent in energy. This helped all Californians keep their lights on and has led to a savings of over $8,000 per day for the university, which is the third-largest consumer of electricity in San Diego Gas & Electric's territory.
The state electric system operator has replaced the Stage 3 emergency, which lasted for 29 consecutive days, with a less critical Stage 1 emergency.
Jack Hug of the Office of the Vice Chancellor emphasized that the crisis is not over and that continued cooperation by the campus will be necessary to further the progress during the remainder of California's energy crisis.
UCSD Helps Parents Prepare Their Children for College
""Enhancing Student Preparation for College,"" a conference offered to San Diego parents to help them prepare their children for college, will take place on Saturday, March 31 at Woodland Park Middle School at 8:30 a.m.
The Early Academic Outreach Program at UCSD will sponsor the conference, which is aimed at familiarizing local parents about the college application process, admission requirements and other education options in California besides the University of California.
Parents are encouraged to attend with their children.
For reservations or more information, contact Jackson at (858) 822-4252 or [email protected] by Monday, March 19.
Atkinson Urges Students to Take Advantage of CalGrants
UC President Richard C. Atkinson urged students Friday to take advantage of the state's CalGrant program, which provides million of dollars in financial aid to California college students every year, before the March 2 application deadline.
Atkinson stressed that students meeting the requirements could possibly have their total tuition needs met and that unlike loans, grants do not need to be repaid.
The CalGrant program pays up to $9,700 toward tuition and fees to students attending private institutions and up to $1,550 for those attending California community colleges.
Some basic requirements for the program include being a legal California resident, attending a qualifying California post-secondary institution, being enrolled at least half-time and not being in default on a student loan.
The programs offer both ""A"" and ""B"" grants, given depending on a student's education status and grade point average.
Scripps scientists study depletion of marine life
A recent study by scientists from Scripps Institution of Oceanography found that the warming ocean temperatures could be the reason for the depletion of marine life on the West Coast for the past 25 years. The trend shows that the numbers of fish, seabirds, kelp beds and zooplankton have also plummeted. John McGowan and other scientists from Scripps used data from the California Cooperative Oceanic Fisheries Investigations to examine the changes in the California current. The current originates from the northern Pacific Ocean and passes along the North American west coast. According to McGowan, data shows that the most likely cause of the change is a shift in the upper-ocean heat content.
McGowan and his colleagues also recently published a report of the study results in ""Deep Sea Research Part II."" The paper was co-written by Steven Bograd and Ronald Lynn of the National Marine Fisheries Service and Arthur Miller from Scripps. The scientists caution that similar forces affecting marine life could appear elsewhere if ocean temperatures continue to rise.
McGowan and his colleagues also looked for different possibilities for the decline in marine life, but according to his conclusions from the tests, other possible causes are not likely. The paper highlights a ""regime-shift"" to warmer ocean temperatures, which lead to a disturbance in the process in which lower, nutrient-rich water mixes with the upper ocean. In turn, the thickening of a warmer water layer causes the nutrient-rich waters to deepen, disturbing the food supply of plankton and other sea life.
The CalCOFI program was first launched 50 years ago to study the California current. Though CalCOFI initially focused on the disappearance of sardines along the California coast, participants in the program also collect data on ocean circulation, temperature, oxygen levels and other observations of marine life.
Founder to discuss Teach For America
Teach For America founder Wendy Kopp will speak on Nov. 13 at 1 p.m. at Price Center Theater. Kopp will discuss the existing achievement gap within the public school system between high and low income areas. The lecture follows a student leader brunch with Kopp, also to be held on Nov. 13.
The idea for the program first came to Kopp during her senior year at Princeton University when she started looking at disadvantages that children from low-income families faced. She developed her idea as her undergraduate senior thesis and received a grant from Mobil Corporation to start the program. Joined by a small staff of recent college graduates, Kopp launched Teach for America in 1990 and placed 500 men and women in teaching positions in the Los Angeles, New York City and New Orleans areas. Today, Teach For America continues to place members in 20 cities around the country, including Chicago, Washington, D.C. and Miami. In 2004, the program will expand to 21 regions, adding South Dakota to its list.
College celebrates Thurgood Marshall Week
Thurgood Marshall College's community service organization, Active Community at Thurgood, will sponsor an outreach event to help students from Preuss School work on their college applications. The event kicks off Thurgood Marshall Week, a weeklong celebration in honor of the college's namesake. Sponsored by the Marshall College Dean of Student Affairs Office, the week will be marked by various activities including ""Give me 5,"" a free lunch event on Nov. 17 featuring the dean and other staff members from the Marshall administration. There will also be a lecture by UCSD Professor Peter Irons on Nov. 18 to discuss his new book.
Students Against Animal Suffering save turkeys
The Students Against Animal Suffering will have a table set up on Library Walk until Nov. 26 starting at 10 a.m. each day to collect donations for the Farm Sanctuary. Farm Sanctuary is a nonprofit organization working to provide shelters for ex-farm animals.
Farm Sanctuary's Adopt-A-Turkey Project saves turkeys from being killed on breeding factory farms and provides shelters for them in New York and California. The program, which began in 1986, gives two ways for people to adopt turkeys in time for the Thanksgiving holiday. A sponsor can adopt a turkey living in a Farm Sanctuary shelter by donating a $15 dollar adoption fee. Some also offer their homes to provide permanent shelter for two or more turkeys. Qualifications for those who want to offer homes to the animals include being a vegetarian or vegan.
According to Farm Sanctuary's Web site, 268 million turkeys are killed each year, with 45 million killed for Thanksgiving.
Crews from around the United States gathered last weekend for the San Diego Crew Classic, a regatta that takes place in Mission Bay. The Triton men's crew's varsity eight came back to win the third final heat on April 6 after a difficult heat the day before, and UCSD's novice eight made the grand final heat for the first time in the organization's history.
Before the Classic, the biggest event for UCSD before the state championships, injuries forced head coach Michael Filippone to make last minute adjustments.
""Lots of changes and one major injury left us at a disadvantage. We were capable of a lot more speed in the heat,"" Filippone said.
Junior Eric Hardman's back injury, which prevented him from competing, had the greatest effect on the boat. It led to the promotion of novice Todd Myer into the varsity eight, and forced captain Scott Destaffney to change seats in the boat and row on the port side of the boat for the first time in his career.
""After rowing starboard, the port side is difficult because it uses the opposite motion and works the opposite muscles you have been training all along,"" Destaffney said.
In the first heat, UCSD drew some of the quickest boats in the competition: Massachusetts, USC, CSU Long Beach and UCLA.
""I felt we could have beaten at least two of the crews in our heat, but the boat looked the worst I have seen them on Saturday,"" Filippone said.
Their finish in the heat qualified the Tritons for the third final.
The Tritons won the 2,000-meter final with a time of 6:16.8, beating Colorado, UC Irvine, UC Santa Barbara, Loyola Marymount and Notre Dame. The Tritons had the fastest boat in each 500-meter split, except at the start.
""You can teach a crew to be faster at the start, but you can't teach base speed,"" Filippone said. ""We have the base speed so I am confident we will be competitive in the finals after working on flying starts.""
The novice performance in the heat on April 5 qualified the Tritons for the novice grand final heat for the first time in UCSD crew history.
""I believe this shows well for the coaching staff. David Mac has done a great job with the novice squad,"" Filippone said.
The performance of the novice crew speaks well for the future of the program.
""It is important for the novices to do well, because they are our future,"" Filippone said.
Now that the Classic is over, the crews take the next two weeks to prepare for the regatta in Sacramento.
""I am going to use the results of the Crew Classic to build the teams up instead of tearing them down; we just have a lot more speed. It's just a matter of execution,"" Filippone said.
Destaffney, the Triton captain, is also optimistic about UCSD's chances in the final races of the season.
""I see a huge opportunity to improve. We have six strong guys and two amazing freshmen. If we continue at the rate we have been working, we have a good chance of winning,"" he said.