VOLUME 51, ISSUE 27
MONDAY, MAY 14, 2018
WWW.UCSDGUARDIAN.ORG
CAMPUS
PHOTO TEASE REFLECTIONS WITH GOES HERE REFILWE
UC Lawyers Gear Up to Defend DACA Before Appeals Court The attorneys representing the UC system in its lawsuit to save DACA spoke to the media on Friday. BY Rebeca Camacho
staff writer
but the DOJ has required that the RMP department’s human resources staff be trained on the work eligibility verification and re-verification process, as well as thoroughly review the school’s anti-discriminatory policies. “The division’s Immigrant and Employee Rights Section is responsible for enforcing the anti-discrimination provision of the INA,” the press release by the DOJ stated. “The statute prohibits, among other things, citizenship, immigration status, and national origin discrimination in hiring, firing, or recruitment or referral for a fee unfair documentary practices
This past Friday, the University of California held a teleconference to discuss the appeals court hearing and legal impacts of its case against the Trump administration’s decision to rescind the Deferred Action for Childhood Arrivals program. The UC system mediated the conference call between various participating news media outlets and the lawyers Jeffrey Davidson and Alexander Berengaut — attorneys from Covington & Burling LLP representing the UC system — who will be presenting the oral arguments to the 9th U.S. Circuit Court of Appeals on May 15. The lawyers spoke on the overall case developments and national significance the UC system represents in the broader effort to challenge executive evasion of judicial rule. The UC administration was the first to file suit against the current presidential administration back in September, when President Donald J. Trump announced he would be ending DACA, an Obama-era immigration policy initiated by current UC President Janet Napolitano when she served as secretary of the Department of Homeland Security in 2012. The policy provides a two-year deferment from deportation actions and establishes eligibility for work permits for about 700,000 children living in the U.S. without legal permission. Berengaut, who is stationed in the Washington, D.C. branch of Covington & Burling LLP, spoke first to provide context on where the case stands in the overall DACA landscape. Firstly, Davidson distinguished that this case is part of a broader effort against the rescindment of DACA. Beginning in January of this year, U.S. District Judge William Alsup in San Francisco took the lead in entering an injunction so that the government’s decisions first go through proper legal channels, effectively severing its ability of immediate implementation and keeping the program alive for at least another year. This was followed with similar rulings by Judge Nicholas G. Garaufis of the U.S. District Court in Brooklyn in February, and U.S. District Judge John Bates of Washington, D.C. in April. Overall, three of the four judges to which the case was submitted have come out against the government’s decision. This allowed for more than 55,000 DACA recipients to renew their grants, giving them at least two years of safety. The rulings are from judges on both sides of the partisan aisle, Berengaut pointed out, indicating that the problem is regarding how executive decision-making should be made. “Our view goes straight to the core of what it means to be an American and what our society is made of,” Berengaut stated.
See DISCRIMINATION, page 3
See DACA, page 3
PHOTO COURTESY OF REFILWE GQAJELA
The Guardian spoke with CAPTION PREVIEWING A.S. Vice President of THE ARTICLE PAIRED WITH External Affairs Refilwe THEGqajela PHOTOabout TEASE. herFOR EXAMPLE IF as THEa PHOTO experiences student WERE OFwhat A BABY leader and sheYOU hopes WOULD SUCK! to see SAY in the“BABIES university’s THEY ARE WEAK AND future. Features, PAGE 6 SECTION, PAGE _
INTERNATIONAL STUDENTS AUSUALLY NEW mmwOPINION sequenceTEASE BEBAS NEEDS OPINION, Page 4TWO SPACES SECTION, Page _
WOMEN'S WATER POLO
OFTEN A SPORTS TEASE
A BITTER DEFEAT wut is a basket-ball? SPORTS, section,PAGE Page15_
FOREFORECAST
MONDAY MONDAY
96 LL 72 HH70 56
TUESDAY TUESDAY
68 H H7186LL56
WEDNESDAY THURSDAY WEDNESDAY THURSDAY 79 L L 67 HH70 56
79LL 56 66 HH70
Singer, Nieman, performs at Sixth College’s annual music festival, Kuncocshun. Photo by Jerry Zhou // UCSD Guardian
UCSD
UC San Diego Workers Strike for Three Days in System-wide Strike
A
three-day strike organized by the UC workers union the American Federation of State, County, and Municipal Employees 3299 began today at UC San Diego and the other UC campuses. The main cause for the strike is contract disagreements between workers and the UC system that have lasted for almost a year, bringing the tensions between the administration and the negotiators to a boiling point. At around 11 a.m., strikers began marching from the Gilman Parking Structure near Geisel Library and made their way around the campus. First, the group circled around the Campus Services Complex, then marched up toward Geisel via the snake path from Earl Warren College. The marchers stopped for a brief rally in front of the library by Silent Tree before continuing on toward Thurgood Marshall College, passing by the Chavez Legacy mural at Peterson Hall. Their final destination was the administration offices, where the group stopped in Matthews Quad at the center of the offices. Here, a few speakers made a few rallying calls
Chris Robertson Queeries PAGE 4
INSIDE INSIDE LIGHTS & SIRENS.........2 TEXT ...................................X NATIVE BEES................5 OPINION SOMETHING.X CREATIVE WRITING......8 WEEKEND/FEATURE .....X BICULTURAL...............10 CROSSWORD/SUDOKU X SOFTBALL...................15 A SOCCER BALL! WOW X
to their fellow strikers and union members. They made statements including, “The people are the power,” and “We are not to be ignored. We are the backbone of this university.” The group cited the significant impact workers have on the campus, stating that the cleanliness and safety of the school is largely thanks to the work of union laborers. One speaker noted that “our dear Chancellor [Khosla] has the power to bring this all to a happy end. If not, we’ll be back.” Angela Velasquez, a union member and laborer at UCSD told the UCSD Guardian, “Mostly, we’re here just for respect. We are protesting the inequality that’s grown here at the university, with respect to economic gender and racial issues they are seeing through their contract. They are fighting to try and address these inequalities, but the UC [system] has refused to.” Elaborating on gender issues, she said that much of her work is dictated by her being a woman. “There’s an uneven balance of workload
See AFSCME, page 3
VERBATIM VERBATIM “Bars and clubs make upAthe bulk of queer PULL QUOTE FROM spaces, and it isFOR more A COLUMN HERE! than common EXAMPLE, ‘I DON’Tto see scantily clad men UNDERSTAND WHY ALLIE CAN’T ASCRIBE WORDS pulling attention on TO THEIR PROPER USAGES. ’ posters or poles. Even -KELVIN more NORONHA” common are the instances ofname groping, - Columnist here drunk affection, and COLUMN TITLE HERE blatant sexualSECTION, assault.” PAGE _
By Tyler Faurot Editorial Assistant
CAMPUS
Department of Justice Fines UCSD for Immigrant Worker Discrimination The fine was part of a settlement for illegally requesting additional documentation from immigrant employees. BY Armonie Mendez
associate editor UC San Diego reached a settlement with the United States Department of Justice after the university’s Resource Management and Planning department reportedly requested additional documents from its noncitizen employees proving their continued work authorization after their documents had expired. The university, along with the UC Board of Regents, admitted to no wrongdoing on their parts. However, they reached a settlement with the DOJ, which inevitably fined the university $4,712.40 after finding it in violation
of the Immigration and Nationality Act, which forbids employers from requesting such additional paperwork on the basis of the employee’s citizenship status. “Employers must comply with anti-discrimination laws, not only when employees are first hired, but throughout their employment. We will work with the university to ensure that its employment eligibility re-verification procedures avoid unnecessary burdens on permanently work-authorized immigrants based on citizenship status,” Acting Assistant Attorney General John Gore of the Civil Rights Division said. Not only has the school been fined,
2
NEWS
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
AVERAGE CAT By Christina Carlson Sam Velazquez
Editor in Chief
Marcus Thuillier
Managing Editor
Lauren Holt
Associate News Editor
Chris Robertson
Opinion Editor
Alex Wu Richard Lu Susanti Sarkar Timothy Deng Chloe Esser
Wednesday, May 2 12:55 a.m. Prowler Report of a male on ground who appeared disoriented by stairs at main entrance. Stay Away Order Issued. 5:58 a.m. Vandalism Psych subject, report of male in underwear only, in fenced area of school, subject reported to have escaped from Scripps Hospital, subject ran from police and was later found on roof of the Nissan Design Building on Campus Point Dr, Nissan reporting intentional damage to HVAC unit of roof, cost of damage $2000.00. Transported to Hospital. 10:32 a.m. Welfare Check Report of student with suicidal thoughts. Transported to Hospital. 12:49 p.m. Medical Aid Female conscious but having trouble breathing. Transported to Hospital. 1:30 p.m. Collision Counter Report Motorist of personal vehicle, states he was sideswiped by MTS bus when it veered into his lane. Report Taken. 3:10 p.m. Alcohol Violation Student under the legal drinking age was intoxicated to such an extent that they self-RAP themselves to the on-campus sobering facility. Referred to Student Conduct. Thursday, May 3 7:10 a.m. Citizen Contact Complaint of adult male taking pictures of employees due to being upset about a
2018 BUDDHA’S BIRTHDAY CELEBRATION
Friday, May 4 5:34 a.m. Illegal Camping Report of transient defecating on walkway. Gone On Arrival. 2:09 p.m. Animal Call Small injured bird outside the women’s restroom. Gone On Arrival. 11:17 a.m. Suspicious Person Student with active suspension on campus, additional information for case 20180685. Information Only. 4:09 p.m. Gas/Water/Sewer Leak Strong odor of natural gas in the area. Checks OK . 4:56 p.m. Traffic Hazard Report of young adult male running in and out of traffic. Unable to Locate. 6:29 p.m. Information Report of road rage incident with Lyft/Uber driver. Information Only. 12:00 a.m. Theft/Trespass Patient reported that his backpack was stolen from waiting room, suspect located and issued stay away order, property returned to owner. Hospital Security Report Taken.
A&E Editor
Lifestyle Editor
Aleya Zenieris Tina Chen Lorena Espinoza Hojune Kwak
David Juarez
collision that occurred the previous day. Information Only. 10:12 a.m. Information Subject with stay away order on campus looking for their property, referred to UCSD Police Department. Information Only. 11:17 a.m. Suspicious Person Student with active suspension on campus, additional information for case 20180685. Information Only. 5:58 p.m. Welfare Check Male talking to himself and appeared upset. Unable to Locate. 7:20 p.m. Animal Call Report of dead bird on PD counter at storefront. Unable to Locate. 8:31 p.m. Alcohol Violation Reporting party heard someone yelling and crying under overpass. Information Only. 9:53 p.m. Unknown Trouble Unknown male caller asked CSO to respond to West Tower, when asked why, subject hung-up. Checks OK.
Features Editors
Associate A&E Editor
Miguel Sheker
Tuesday, May 1 10:52 a.m. Medical Aid Adult male experiencing chest pains and shortness of breath. Transported to Hospital. 1:55 p.m. Drunk in Public Original report of suspicious male hunched over possibly needing medical attention or intoxicated. Closed by Adult Arrest. 4:56 p.m. Welfare Check Male with suicidal thoughts. Transported to Hospital. 5:29 p.m. Disturbance Report of male throwing rocks and using hands to hit vehicles. Stay Away Order Issued. 11:15 p.m. Battery Physical altercation between patient’s visitors, victim sustained laceration to his nose, other party escorted off premises. Hospital Security Report Taken.
Associate Sports Editor
Annika Olives
Francesca Hummler
Lights & Sirens
Sports Editor
Maya Kleiman
Brittney Lu
Lights and Sirens is compiled from the Police Crime Log at police.ucsd.edu
News Editor
Armonie Mendez
Lisa Chik Alicia Ho
Associate Lifestyle Editor Photo Editor Design Editor Associate Design Editor Multimedia Editors Data Visualization Editor Art Editor Copy Editor Associate Copy Editor
Page Layout
Aleya Zenieris, Tina Chen, Z.Y. Lin, Kristy Liou Copy Readers Rachael Alberts, Alex Rickard, Asiyah Syed, Darren Lam, Rani Snankar Editorial Assistants Daisy Scott, Revekka Gershovich, Emily Collins Business Manager Jennifer Mancano Advertising Director Caroline Lee Marketing Directors Melissa Palafox Training and Development Manager Jordan Packer Advertising Design Alfredo H. Vilano, Jr. A.S. Graphic Studio The UCSD Guardian is published Mondays during the academic year by UCSD students and for the UCSD community. Reproduction of this newspaper in any form, whether in whole or in part, without permission is strictly prohibited. © 2017, all rights reserved. The UCSD Guardian is not responsible for the return of unsolicited manuscripts or art. The views expressed herein do not necessarily represent the opinions of the UCSD Guardian, the University of California or Associated Students. The UCSD Guardian is funded by advertising. “If a French person gets arrested, does it automatically turn into Les Mis?”
General Editorial:
editor@ucsdguardian.org News: news@ucsdguardian.org Opinion: opinion@ucsdguardian.org Sports: sports@ucsdguardian.org Features: features@ucsdguardian.org Lifestyle: lifestyle@ucsdguardian.org A&E: entertainment@ucsdguardian.org Photo: photo@ucsdguardian.org Design: design@ucsdguardian.org Art: art@ucsdguardian.org Marketing: marketing@ucsdguardian.org
Advertising: 858-534-3467 ads@ucsdguardian.org
Fax: 858-534-7035
— Armonie Mendez Associate News Editor
YOUR NEWS NOW!
Sunday, May 20 慶祝佛誕節 10:30am
Dharma Service and Buddha’s Birthday Offering Ceremony
10:30am
Goodie Bazaar
11:30am
Vegetarian Food Fair
12:30pm
Cultural Performance
Hsi Fang Temple 佛光山西方寺
4536 Park Blvd. San Diego, CA 92116 Tel: 619-298-2800
www.hsifangtemple.org
@ ucsdguardian
NEWS
3
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
The Employees Marched Throughout Campus UCSD Has 60 Days to Amend Its Behavior ▶ AFSCME, from page 1 between the men and the women,” Velasquez said. “Women are more concentrated in some job titles that are considered to be more womanoriented, as opposed to more ‘manly’ work. The starting pay is different based on job titles, and generally the generically women’s jobs pay less.” One of the main objectives in the union’s contract negotiations is a wage increase for laborers. The union demanded a 6-percent raise, but the UC only offered as much as 3 percent over four years. “There is a growing gap between workers at the bottom to administrators,” Velasquez told the Guardian. “What we’re asking for is not a lot compared to the rates of [the University of California] using taxpayer dollars to pay a
Chancellor’s salary.” “I hope we can come together so I can go back to my work and serve the students, which I enjoy doing here. Just like the people in the hospitals being able to go back and help their patients,” Velasquez said. The strike is set to continue into Wednesday. It is expected that more marches involving larger groups of union members will take part in the coming days. “If the university really wants what is best for students, they should come to the table,” Velasquez concluded. “What we’re asking for is not unreasonable.”
Tyler Faurot
tfaurot@ucsd.edu
▶ DISCRIMINATION, from page 1
retaliation and intimidation.” The DOJ has given the university 60 days after the effective date of the settlement to review existing policies
regarding non-discriminatory hiring practices on the basis of citizenship and revise them in accordance to regulations described in the settlement
statement. Armonie Mendez
aemendez@ucsd.edu
The Lawyers Will Use Trump’s Statements Against Him ▶ DACA, from page 1 The second point was about how Texas and a few other states have filed federal lawsuits seeking declaration that DACA is unlawful. Lawyers in Brownsville, Texas argued that their case was not directed against other currently pending cases, seeing as federal courts cannot legally enter any injunction that might interfere with cases not yet closed. Berengaut ended on the importance of the legislative branch in giving the final say in the matter. “None of these cases are substitution for legislative decision; it is only Congress that can enshrine
decision into law,” he said. Davidson, located in Washington, D.C., gave the oral arguments that will be used when the lawyers defend it on Tuesday in the 9th Circuit. Davidson explained how, contrary to previous public statements made by the president, DACA is premised on the enforcement of authority established during the Eisenhower administration, dating back over 50 years in U.S. history. He also pointed out that the government’s chief defense strategy is extreme in reach; when declaring DACA to be unlawful, the statement
of the ruling is outside of court jurisdiction, discrediting such a notion. The Trump administration has made public statements claiming to anticipate DACA’s ruling as political leverage against Democrats, which Davidson ultimately concluded will illustrate how DACA recipients are being utilized as political bargaining chips and strengthen the argument of the capricious and unconstitutional nature of the executive order.
Rebeca Camacho
rlcamach@ucsd.edu
Like us on Facebook
@UCSDGUARDIAN
4
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
OPINION
OPINION
CO N TAC T T H E E DI TOR
CHRISTOPHER ROBERTSON
E R E U Q IE
opinion@ucsdguardian.org
S
Leave Some Space In Queer Spaces By Chris Robertson // Opinion Editor
Turning International Citizens Into Global Citizens By: Revekka Gershovich // Editorial Assistant
“The defining theme of [Eleanor Roosevelt College] is international understanding,” according to the college’s mission statement, which explains why ERC attracts a lot of international students. In the 2017-2018 academic year, 950 international students attended ERC, constituting 26 percent of the ERC student body. However, the trump card of ERC is its mandatory Making of the Modern World program, an intensive fivequarter writing program that covers world history, literature, and philosophy. The course will ideally deepen the students’ understanding of global history and familiarize them with the research process. Despite the global focus of this course, it ignores the needs of international students who make up such a significant proportion of the ERC population. First, the program deliberately avoids talking about U.S. history since it is presumed that students already know this history from their previous education. However, this is not the case for international students. Coming to the U.S., they need to learn more about American culture and history in order to understand the new society they are thrown into. After all, for them this is an international experience which they should be able to enjoy fully.
Second, students have to choose topics from the historical period covered by that course for research projects. The idea is that students are going to delve deep into a previously unexplored area of history for them. The only restriction,
“Despite the global focus of this course, it ignores the needs of international students who make up such a significant proportion of the ERC population.” though, is that the topic can not pertain to American history. Most international students take advantage of such policies and write about their home country, history, and culture. This defeats the purpose for international students as they do not learn anything new about the culture in which they now participate. The
incentives in the course prompt international students to make this exact choice, all the while limiting their exposure to the history of the country in which they now reside. The simple solution of restricting topics by the students’ home country would avoid this problem. Moreover, MMW research projects aim to give students an idea of how to conduct research. However, this process is complicated for international students. MMW courses restrict research materials in other languages to hold students accountable when they cite texts. Therefore, when writing about their own countries or region, international students might devote more time to simply finding translations of the documents they have already encountered in their home country than researching new fields of study. Such “research” leaves students with a completely inadequate idea of what a research process constitutes. In fact, after these projects, international students are left with an impression that humanities research means shuffling together papers in one language to prove a point. Even worse, since documents in other languages are prohibited, international See MMW, page 5
The Agricultural Industry Ought to Keep Native Bees In Business By Suzaanne Golshamara // Senior Staff Writer
Honey bees, according to the common narrative, bear nearly all of the burden in sustaining the Earth’s ecosystems, for without them plant life would remain unpollinated and would collapse, leading to disaster, strife, and starvation. This narrative, however, leaves out the nearly 20,000 other species of bees, each of which pollinates and stimulates plant growth in its own local ecosystem. Native bees, a broad term referring to the wide array of bee species indigenous to a certain region, are the unsung heroes of the natural world and need to be valued and protected for their pivotal role of pollinating vegetation in local and agricultural settings. The European honey bee, also called the Western honey bee, is what typically comes to mind when people think of bees. One of the first domesticated insects, European honey bees are highly valued for their skills in honey production and pollination. These bees are the superstars of the agricultural scene because of their ideal body size (which allows them to pollinate a great variety of flowers), their ability to maintain large colony populations, and their use of flower fidelity, a practice where a bee specifically pollinates a particular flower species until that pollen source is depleted. Thus, aside from producing honey for human consumption, honey bees are transported across large distances and pollinate one-third of all crops. It is then no surprise that European honey bees have become the most common honey bee species, with the
United States home to 2.89 million honey bee colonies. Divided into two categories, native bees can be either generalists or specialists. Generalist bees constitute 80 percent of the bee population and can feed off a variety of plants, including weeds. On the other hand, specialists, which account for 20 percent of the total bee population,
“The necessary collaboration of wild and domesticated bee species is often overlooked but is ever-present in agriculture...” may require one, two, or three specific species of plants in order to survive. Native bees come in different shapes and sizes and have different capabilities that allow them to pollinate indigenous flora more effectively than honey bees. Therefore, a healthy ecosystem is one with many species of bees, both generalists and specialists, as this will ensure the survival and prosperity of the greatest variety of plant life. The necessary collaboration of wild and domesticated bee species is often overlooked but is ever-present in agriculture, where native
bees and honey bees will often work together or compete to pollinate a given crop. Every year, domesticated honey bees and wild native bees tag-team to pollinate American crops, and their work is valued at over $24 billion, $15 billion of which is attributed to honey bees and $9 billion of which is attributed to native bees. Beekeepers profit from the billions of dollars worth of pollination honey bees produce and in turn make sure to care for and advocate for the wellbeing of their bees. While farmers benefit from bountiful harvests, and society benefits from more affordable and higher quality produce, no one directly profits from native bees. Unlike their domesticated counterparts, native bees lack much-needed advocates because there are simply no direct financial incentives for people to champion their cause. In reports recording the importance of bees and the health of bee populations, the focus rarely strays from the European honey bee, and native bees are almost always excluded. Concern about honey bees has merit, but this single species is given an inordinate amount of attention when a significant portion of native bee species is at risk of extinction. The financial incentives make it clear that native bees should be getting far more attention from government agencies and nonprofit organizations. In order for there to be a healthy environment and successful agricultural production, native bees need to be made a priority and given the attention they deserve.
Since the development of urban life, queer people have carved out spaces nestled in strictly cisgender and straight terrain to openly and visibly express their gender and sexual identities. These spaces are bastions of queer culture and socialization intended to transgress a prudish society that otherwise turns them away. But these spaces have become breeding grounds for sexual assault and harassment. As these spaces continue to normalize, and even encourage, sexual violence, they undermine their mission to provide safe and comfortable spaces for queer people to interact. According to the Center for Disease Control, gay, lesbian, and bisexual people experience sexual assault and harassment at similar or higher rates than their straight counterparts. Transgender people, on the other hand, experience sexual violence at significantly higher rates. Violence against queer people often comes from outside the community in the form of homophobia and transphobia, but our spaces are not immune to the same air of entitlement that leads people outside the community to commit sexual assault. Gay male spaces have become hotbeds of sexual harassment, but this comes as no surprise. Society hypersexualizes queer people across the spectrum. According to a study by the University of Michigan, 47 percent of advertisements targeting gay men sought to sell explicitly sexual merchandise, including lubricants, pornographic films, and male enhancement pills. Gay men, on the other hand, also sexualize their own spaces. Bars and clubs make up the bulk of queer spaces, and it is more than common to see scantily clad men pulling attention on posters or poles. Even more common are the instances of groping, drunk affection, and blatant sexual assault. Though uniquely gay spaces offer an outlet to express sexuality in an open forum, the direct sexualization of these spaces creates an atmosphere that intertwines sexual liberation with sexual assault. Sexual harassment in other settings immediately conjures visceral reactions, but in gay male enclaves, it is expected. In fact, it can even be seen as a compliment. These spaces, which prize sexuality and physicality, allow free expression but do not reinforce the need for consent. Instead, gay men waive these transgressions as charm, expecting the people who fall on the receiving end of these advances to ignore and endure them. Gay men’s woeful underreporting of sexual assault stems from this sentiment, leading people to believe that sexual assault is not an issue among gay circles. Gay spaces are directly tied to sexuality, both in the eyes of the community and the society at large. Open and explicit sexuality is not the problem though. There is a distinction between expressing sexuality and imposing it on others. The issue of sexual assault and harassment stems from the willful neglect of this distinction. Many gay bars and clubs have instituted policies to address problematic customers, but the responsibility lies in the community as well. Not only should people encourage reporting sexual assault, but they ought to understand that sexual assault is no less of an issue because they are in a queer space.
OPINION
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
WORLD FRONT WINDOW
got something to
By David Juarez
SAY? we want to hear it.
submit your op-eds at opinion@ucsdguardian.org
▶ MMW, from page 4
students cannot expand their knowledge with primary texts because they are limited by what has already been translated to English. Finally, many international students experience huge problems with the amount of readings required for the course. The Test of English as a Foreign Language, which every international student has to take, does not comprehensively test students’ preparedness for highlevel analyses in English. While trying to administer tests with respect to all international students’ level of English comprehension, admission committees and the creators of exams do not rigorously mark vocabulary and grammar faults with international students. The argument is that one can achieve only a certain level of language proficiency without being immersed in the language, but this assumes that newly admitted international students will master their skills once in college. So, while readings are time-consuming for everybody, foreign students encounter unique problems associated with a limited vocabulary and a lack of extensive experience since they have been
reading in a different language throughout their lives. As a result, overwhelmed international students master the ability to spot main ideas without ever reading the text rather than fostering their English language skills as expected of them. To their credit, MMW’s failure to address international students’ needs was not intentional. The program was designed in 1988 when there were almost no international students at UCSD, but over the last 10 years the number of international students spiked from three percent in 2006 to the current 19.5 percent. Seeing as international students now occupy such a significant portion of the population, it is imperative to consider their needs when evaluating courses. Ultimately, the solution would be to design a separate modified MMW sequence for international students similar to how transfer students take an altered form of MMW. The course should focus more on the U.S., prohibit research projects on the student’s country of origin, and redesign sections to help international students acquire the literature vocabulary they lack. Revekka Gershovich
Got letters?
we publish them.
email us at opinion@ucsdguardian
rgershov@ucsd.edu
UC San Diego
STUDENT SUMMER
TRANSIT PASS Buy a Summer Pass on Compass Card and get unlimited rides on MTS and NCTD buses, Trolley and SPRINTER. (Rural and Rapid Express routes excluded.) Current registration/enrollment for Summer Sessions or continuing students from Spring 2018 to Fall 2018 required.
Exclusive student discount. Valid through September 30.
$36
Online Sales Only: June 18 – August 31
summerpass.ucsd.edu
5
6
F E AT U R E S
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
FEATURES
CONTACT THE EDITORS
TIM DENG & SUSANTI SARKAR features@ucsdguardian.org
This Year in A.S. :
Reflections with
Refilwe Gqajela
PHOTO COURTESY OF REFILWE GQAJELA
The Guardian spoke with A.S. Vice President of External Affairs Refilwe Gqajela about her experiences as a student leader and what she hopes to see in the university’s future.
By Jade Knows His Gun-Wong // Senior Staff Writer
A
s the afternoon lulls to an end, I give Refilwe Council this year, Gqajela can empathize with those who Gqajela a call from my apartment. Soon, I discover resigned. that while she is a casually articulate, passionate “I can speak from experience having been burnt out talker, her voice holds a hint of weariness. and underpaid. There is just a disinterest in engaging The Sixth College senior, who currently serves as with work that is limited within the institution,” she A.S. vice president of acknowledged. “When external affairs, has had you’re with A.S. [Council], “I’ve been involved with UCSD a busy week. She related it’s not like you get a spread unenthusiastically, “I on what amazing work for about three years now, and I have two essays due you’re doing, like, ‘Oh my really understood campus politics and I’m taking the goodness, this person made GRE [Graduate Record this thing accessible! This to an extent, but now I’ve learned Examination] tomorrow. person was in meetings for a lot more about the UC [campus’] five hours!’ Like, none of I should probably study or some [s---].” this is sexy. No one’s trying internal structure systemwide. It This sense of burnout to be a martyr for their is a familiar feeling for feels really great, at both the campus undergraduate education.” college students — and As one of the students level and systemwide, to be tuned it’s one of the reasons who has maintained her commonly cited for the position, Gqajela has spent into what’s going on politically. recent string of A.S. the past year working with Sometimes I have to step back and Council resignations. A.S. Council to support Gqajela noted, however, and improve the UC San realize that’s a big [a--] deal,” she that the resignations Diego community. Her remarked, laughing. were the result of each responsibilities revolve individual’s unique around understanding circumstances. UCSD’s placement in its “Folks left for a wide array of reasons. It was like a local, state, and national contexts. In managing these burnout here, a new engagement there. There wasn’t some external affairs, Gqajela works with communities outside unspoken phenomenon,” she explained. of UCSD, including other schools in the University of Though she’s maintained her position with A.S. See A.S., page 7
F E AT U R E S
7
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
▶ A.S., from page 6
California system and local legislators. “I manage all that has to do with organizing and advocacy beyond going to class and that identity of being a student. Particularly within the UC system, there’s a lot of work with the other UCs external offices,” she stated. In regard to fostering relationships across the UC system, Gqajela also serves as the chair of the University of California Student Association, which is a coalition of students from all the UC campuses advocating for system-wide improvements. Holding positions with both A.S. Council and UCSA gives Gqajela a unique perspective as a leader. “As UCSA board chair, my perspective isn’t just as a fellow peer and participant, but more observationally viewing my peers and how I’ve seen them grow. I’ve been able to make some really amazing relationships across the UC [campuses] by being a part of the political growth, development, leadership, and just the love and community of folks across the system.” Drawing on her connection to the broader UC system, Gqajela has been successful in meeting the goals she set for herself last year when running for office. This agenda included, among a number of things, advocating for increased outreach from student resources and improved sanctuary policies. “In terms of pushing the agenda I set forth to push, I think I was extremely successful,” she reflected. One example of Gqajela’s achievements is her work with the UCSD Police Accountability Board. During Fall Quarter, she investigated U.S. Immigration and Customs Enforcement’s presence on campus, first bringing her questions to UCSD’s police chief. This led her to different parts of campus, including the International Students and Program Office, where she was able to foster transparency regarding the university’s immigration policies. “I think I definitely contributed to conversations around how we can strategize around measurements for improvement. I think I was able to support creating an agenda and determining where to invest our momentum as student advocates,” she concluded. When it comes to making changes like these, Gqajela derives her authority and ability from conversation.
She explained, “If I were in a meeting and didn’t say a thing, or if this person continued to believe this thing without intervention … those moments of intervention are where I was really able to push my platform, not through a program or more educational work.” After a year of tirelessly working with A.S. Council, it’s hard for Gqajela to pinpoint just one thing that she’s gained from her position. She’s encountered a wide array of knowledge and experiences, from Chancellor Khosla’s astrological sign (Pisces) to how to navigate the UC system’s bureaucracy. “I’ve been involved with UCSD for about three years now, and I really understood campus politics to an extent, but now I’ve learned a lot more about the UC [campus’] internal structure systemwide. It feels really great, at both the campus level and systemwide, to be tuned into what’s going on politically. Sometimes I have to step back and realize that’s a big [a--] deal,” she remarked, laughing. And it is a big deal. Involvement with A.S. Council gives students a pathway into the very real political world of the UC system, a world that the majority of students can feel disconnected from. Gqajela is well aware of the gravity of her leadership responsibilities, having told me, “It’s like, whoa, this is real life, things are wild, and people are struggling. Things are really complicated and there’s really good exposure to that [through A.S. Council] in terms of where I can see the kind of work I plan to do and its relationship to different types of politics.” Despite all she’s helped to achieve as vice president of external affairs, there’s only so much A.S. Council can do in a year. One project Gqajela’s been involved with that will likely spill into next year is increasing outreach and support for student parents. Earlier this year, UCLA’s organization, Mothers of Color in Academia, brought awareness of its members’ struggles to A.S. Council. Due to a lack of institutional support, student parents face serious financial burdens and health risks. “The A.S. advisor brought to my attention that we need to have negotiations with Target [the university is considering bringing the vendor to
campus in 2020] to ensure that [student parents’] needs are met. Then I started figuring out whether those supplies, like diapers and formula, exist in our current markets. So it’s really just conversations in developing what the agenda is or where the needs are. That’s one of my biggest unfinished projects, personally,” Gqajela recounted. As this year comes to a close, Gqajela wishes to see a continued commitment to direction from her successor, Caroline Siegel-Singh. In particular, she hopes Caroline will follow up with relationships between members of A.S. Council and different communities that were formed this year. “Just because there’s turnover in leadership every year doesn’t mean that we can abandon these relationships. I hope [Caroline] understands the context of her being in office, and has a commitment to communities and respect for relationships.” For the UCSD community in general, Gqajela recommends that students familiarize themselves with their leaders in A.S. Council and their office space. “Go to the fourth floor [of Price Center]! Go to the cubicle space — someone is always there and they’re probably bored. That’s your student fees — you paid for that space, and no one’s [going to] tell you to leave,” she enthused. She also encourages students to get involved with A.S. Council by applying for the jobs listed on their website. “When we don’t get positions filled, that’s what slows [s---] down. I didn’t have a chief of staff until the end of Fall Quarter, and that was hard! Sometimes people think there’s this elitism of governance, but it’s not that deep. So apply because that’s really helpful.” It’s now a matter of weeks until Gqajela moves on from her position with A.S. Council and her undergraduate years at UCSD. In this period of transition, she is no doubt feeling the same uncertainty that all seniors encounter. But there’s one thing Gqajela is sure of. “I’m just dying to graduate,” she said with a sigh.
Jade Knows His Gun-Wong
jknowshi@ucsd.edu
follow us on twitter @ UCSD GUARDIAN
WEEKEND
A&E EDITOR // CHLOE ESSER ENTERTAINMENT@UCSDGUARDIAN.ORG
LIFESTYLE EDITOR // ANNIKA OLIVES LIFESTYLE@UCSDGUARDIAN.ORG
State of the Arts The writers of Arts & Entertainment explore the academic culture of the humanities at UC San Diego
Ayden LeRoux Grout By Daisy Scott//a&e Editorial Assistant
T
eaching assistants play an instrumental role in the classroom, especially when you’re in a class offered by the UCSD Department of Literature. They grade your papers, offer writing advice, and facilitate conversations about the works the class is reading. In many cases, the mandatory discussion sections provide students with the greatest chance to explore and gain more insight into who they want to be as a writer. One member of these TA ranks is graduate student Ayden LeRoux Grout, who has been a TA for the literature department this past year. In this time, she has not only worked toward her Master of Fine Arts in creative writing, but she has also taught the entire lower-division 8A/8B/8C series, which covers the genres of fiction writing, poetry, and creative nonfiction. Her approaches as a TA are unique, including having students practice close-listening skills and creating connections by answering the New York Times’ “36 Questions that Lead to Love,” which touch on a range of personal and imaginative questions. She has also had students stand atop their desks to gain a fresh perspective of the world a la Robin Williams in the film “Dead Poets’ Society.” “It feels like a creative act to me,” Grout said about her experiences as a TA to the UCSD Guardian. “It’s very different than writing, but I can tell when I feel inspired making lesson plans.” These techniques play on her lifelong passion for teaching, as well as on her interest in the concepts of creativity and empathy. Before coming to UCSD for her MFA, Grout held an abundance of parttime jobs, including but not limited to being a waitress, freelance art critic, nanny, and assistant director with Odyssey Works, a company that creates individualized performances and creative experiences to commemorate a person’s life. She still works with Odyssey Works as its assistant director and has already published two books. She looks back fondly on each of these experiences, citing them as a means of gaining perspective for her writing, as well as learning to observe the world and practice caring for others. “I really care about that idea of empathy,” she explained. “I think good writing comes from a place of empathy, … all good art makes you empathize with someone you might not normally.” Her advice for fellow aspiring writers? “Don’t get a real job,” she said with a smile. “By working part time, I was able to keep making work.” She went on to talk about how many of her friends became so wrapped up with their professional jobs after graduating that they neglected their personal writing. Her route took her a different direction, allowing her to spend time on a friend’s goat farm after graduating, alternating between making goat cheese and focusing on her personal writings. All of these interests led Grout to attend UCSD for her MFA in creative writing, which she praised highly for how much room
it allots for experimentation with what she calls “hybrid forms” of writing. In other colleges’ MFA programs, students need to enter the school with a declared genre to specialize in. “Part of why I chose UCSD was that I didn’t have to do that,” she said. “I write all over the place, and it felt like it’d be kind of disingenuous for me to be, ‘ah yes, I’m a fiction writer; ah yes, I’m a poet,’ because I don’t actually want to claim any of that territory.” Another helpful aspect of the UCSD program is that the MFA does not have an abundance of general education requirements besides a handful of writing requirements. This allows Grout to focus primarily on writing classes while still having the opportunity to take classes from other departments. Grout learned UCSD was a viable option because of the Department of Visual Art’s renowned faculty and alumni. By investigating the arts department, Grout learned that its MFA program, as well as the literature department’s, was funded. This essentially means that as a student here, her job is to teach writing and focus on her own work until she finishes her three-year program. As a result, she hasn’t had to take any science, technology, engineering, or math classes or sacrifice her realm of humanities and writing, yet has been able to observe a general perception “that people think that writers are sort of magical creatures,” meaning they are stunned whenever they encounter someone who actually writes as their specialty. Grout confronts this mixture of peoples and interests within the classes she teaches. “It seems like there’s a really innovative and collaborative cross-disciplinary state of art here,” she observed. So far among the lower-division classes she’s taught there have been a fairly equal mix of STEM and humanities majors, but she hasn’t noticed any major difference in the way they adapt to the course requirements. “I think maybe what I notice most is the sort of difference in understanding and being comfortable with how subjective good writing is,” she remarked. “I think what I notice in students that are more from the STEM background is maybe that they really want a concrete answer on how to be a good writer. And there is no one way to be a good writer. The whole point is that you’re an individual voice … and so when people want it to be formulaic it’s really hard to teach that there is no formula.” Rather than keep these varying mentalities separate, though, Grout feels that it is important to realize the connection between them. “In some ways it’s funny to think about the humanities existing in a STEM-heavy school, but it also kind of makes sense, because of course the avant-garde, experimental program is going to be tied to this weird experimental research … It takes a lot of creativity … The mentality of research that comes from the STEM fields then bleeds over to this inquiry we practice in our creative ways.”
PHOTO COURTESY OF AYDENLEROUX.COM
It all relates back to two main concepts for Grout — creativity and empathy. In her opinion, reading and writing exist to integrate the human, emotional aspects of life among varying experiences. “It’s easy to say that they’re different, but I genuinely believe that if someone who is pre-med as an undergrad is coming into my poetry class, they’re going to learn to better know their heart and how to be a human. If they become a doctor, [they’re going to learn] how to treat their patients with humanity.” Overall, UCSD brings together two seemingly separate realms of study, but in the end, they are intertwined, allowing both to succeed.
Sixth College CAT By Derek Deng//Senior Staff Writer As a veteran of Eleanor Roosevelt College’s Making of the Modern World writing sequence, I’ve heard plenty about the required writing programs at UC San Diego’s other residential colleges. Out of the six, Sixth College’s Culture, Art, and Technology program, with its emphasis on contemporary cultural analyses and the arts, sparked my interest. I sat down with two professors and talked to them about the CAT courses they teach, along with their thoughts on the other course sequences. Featured below are two interviews: The first is with Phoebe Bronstein, the director of academic programs for CAT and an assistant teaching professor at UCSD. The second interview is with Michael Trigilio, a San Diego-based multimedia artist and associate teaching professor at the visual arts department. The following interviews have been edited and condensed for clarity. Interview with Dr. Phoebe Bronstein: Guardian: So what’s CAT? Dr. Bronstein: CAT is the Culture, Art, and Technology program, and it’s the core sequence program. I primarily teach in the lower-division course sequence, which is what freshmen take when they come into Sixth College their first year. The class is really focused on the intersections between culture, art, and technology, which means
you could take a class one term on the origins of civilization and the advent of technologies, and how we define early technology. Or you can take a class about Hollywood and the advent of cinema technology, and how that worked within American culture. One of the cool things about CAT that really differentiates it from the other core programs on campus, and the writing programs in [John Muir College] and [Earl Warren College], is that the classes are wacky! We pull tenure-track faculty from all over campus to teach stuff they love, and then they gear their courses toward these themes, and obviously embed writing into [those curricula]. For me, the thing I like about this particular position and program is that it allows me to teach classes that I really love. And I think you really see that across the board; professors get to teach about stuff they’re really passionate about that they might not get to teach in their home departments. And I think it’s cool because it also gives a sense of a lot of different disciplines, because [students] might take a class with a classical anthropologist, and then a media studies professor, and then a literature professor, or an astrophysicist, so there’s this cool dipping into the disciplinary pool that is really central to CAT. We are very much about that kind of interdisciplinarity and having students thinking across these arbitrary
boundaries that are set up across the university. G: One of my friends mentioned being able to make graphic novels in one of their CAT courses. Do you have any cool projects that you have your students do? B: Yeah! So one of the focuses, especially with CAT 3, is on artmaking, like thinking about artistic creation as research. Last year I had students in my CAT 3 class create short [public service announcement]documentaries about something they were passionate about on campus to promote awareness about whatever it was. We had students who did stuff on food waste, bike lanes on campus, and other stuff like that. This year, my class in CAT 3 did something on how the future is imagined onscreen, like the intersections between imagination,dystopia, technology, and race. And I’m still working on it, but [for] the final project, I’m going to have them pitch and film a trailer for a movie or television show they invent about the future. I’m still working on the details, but the idea is that when you do a project like that, it’s kind of applied learning. You take all this theoretical stuff we talked about, like how you read a film, or how you perform independent research, and you do it in a way that’s fun. So when I did projects like this — not here, but in the past — I’ve had students do research on a [television] network so that they do beginninglevel research on what differentiates ABC, NBC,
and CBS. And so if I [make] a show about teenagers, I probably don’t want to be on those networks. I want to be on ABC Family or CW. And what are the differences between those networks? So [students] do research and pitch a show where they have to think about their audiences. And so you have to think about all these root skills that you’re being taught, but in a way that feels less rote. It gets you to be creative, and engaged, and fun. I’ve taught a class on [teenagers] at Georgia [Institute of Technology], and [students] pitched teen television shows and trailers. I had a group of students who pitched a trailer about a guy who woke up from a coma and didn’t know where he was. The whole trailer was filmed on a GoPro, and at the end you see him in a mirror. They were really thoughtful about how to film this, and what it was like to film from his perspective, the reveal of him, and where we would see him — like on what surfaces were things reflected. And it was really cool! They edited it together and added music … What I see when people do projects like this is how much more effort gets put in, and how much more fun that is, and how much that information sticks in a way that’s different from when you’re writing a paper. I feel like creativity is very, very central to CAT. And a lot of the classes, at least in content, have different See CAT, page 9
A&E
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
▶ CAT, from page 8
modes of creativity. There’s a class taught by a visual arts professor this quarter, there’s my class on television, and there’s a class on the formation of sacred space. G: In other core writing programs at UCSD, like Humanities, Dimensions of Culture, or MMW, there’s more of an individual research focus, as in traditional college writing. Do you have any opinions on the separation of these different courses, and how CAT differs from them? B: I think it’s very cool! It’s very different than anywhere else I’ve been, but I think it’s cool in that it allows you, as a student of ERC, or as a student of Sixth, to have a very specific experience in a larger institutional setting. Ideally, it’s sort of crafted to feed into this living, learning community right? So what happens in the classroom goes back into the dorms, and what happens in the dorms goes back into the classroom, and it’s blended. You don’t know that it always happens, but as a model of education that moves outside the scope of a classroom, I think that’s really rad. And I think having these smaller, more liberal arts colleges within a larger university provides a cool opportunity for that. But it’s different. G: I think it would be really cool if aspects of CAT were brought into the other writing programs. B: I think a great part of CAT is collaboration. Really, one of the skills that we’re wanting to teach is how you communicate with other humans, how you work together, the steps you have to take to do that effectively, and what it looks like when that fails. And how it feels like when it fails. I think arguably any writing class on this campus is teaching a particular set of skills that we all think will be useful down the road, right? Across college and after, [whether it’s] learning how to do research in a very traditional way — that’s really awesome. And getting to read those classics gives you a whole vocabulary that’s different from the CAT courses. That’s really rad. Interview with Professor Michael Trigilio: Guardian: Tell me a little about yourself and what you do in the CAT program. Professor Trigilio: I’m a professor of visual arts here and my name is Michael Trigilio. I teach in the visual arts department and work in the media program, and much of my work intersects [among] digital cinema, video art, and sound design. I do a lot of commissions on music composition for dance or film and other projects,
so I have work that spans digital media, music, film, and video. And so that ends up being what shows up in the classrooms as a result. I’m teaching in my [visual] arts everything from fundamentals and introductory overviews to how cinema and contemporary art deal with cinematic convention. And in my more advanced classes I teach classes on sound design, science fiction, cyberpunk, and Afrofuturism. And so looking at the way art is, we work with media tools, we work with those themes and ideas of culture, and how we understand the other in science fiction, and how that is understood in America and on Earth. So that’s sort of my area of research and practice. For Sixth College and the CAT program I teach a class on remix theory, on “remix” being a kind of catchall [term] to describe the cultural, artistic, and technological evolution of writers, artists, painters, musicians, and what have you, who have used different kinds of technologies to work on creative material borrowing from the past. When you listen to a song and it has been remixed, it will often feature another artist or DJ’s skills. And when you remix a popular song, we will hear them using the original, but making a change. And so that idea is found throughout literature, throughout painting, throughout religion, wherein people are interested in subverting cultural norms. One really interesting way of subverting cultural norms is to look at what’s actually happening now, quote it, turn it on its head a little bit, or pivot something about it, and then putting it back into an audience. So we look at things like the early Latin Vulgate, which became the Bible. And the Bible in the Holy Roman Empire was then translated by King James. And the King James Bible was very different from the Vulgate, which was also very different from the Bible published via the Gutenberg press. And the Gutenberg press made [the Bible] available for people to read for the first time, which led to Protestantism and Martin Luther’s reform of the Catholic Church. And so you see all these ways in which the cultural signposts of religion are affected by technology, but also by remix! You also have contemporary versions of biblical literature. There’s literally a remix Bible, or a Bible for youth, or a Bible for married couples or for people dealing with death and dying. And See CAT, page 11
9
10
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
LIFESTYLE
Conquering the Beast Named Off-Campus Housing by Jade Hookham // Contributing Writer
For UC San Diego students, the inevitable move for off-campus housing can be incredibly daunting. We suddenly have to pretend like we’re adults after a year or two of living under the supervision of a resident assistant, so naturally the transition will be full of bumps in the road. This tricky process is currently underway for many students, since Spring Quarter lease signings lead to summer move-ins. But what about the people who haven’t found a place by now? For everyone, including myself, who procrastinated at the beginning of the quarter, here are a couple tips to make the housing journey just a tad less painless than it has to be. Get organized! “If I know I need a place to live, how do I decide which places are worth looking at?” thought every student ever. Well, the process of narrowing down the options can be made much simpler by staying organized. Start by pooling knowledge from upperclassman friends about the good complexes versus the bad, then let Google fill in the rest. For my roommates and me, we found that using a spreadsheet helped us immensely, since we could have sections for price, proximity to campus, and nearby bus stops. Have a set list of priorities! Going into those leasing offices can be daunting for a firsttimer, so it’s best to have a set of specific questions to ask prepared
beforehand. Knowing about budget, move-in time frame, and utilities is of the utmost importance, so be prepared to ask about those first. Having a priority list of the things you want to know will ultimately make deciding between places even easier. Plus, there won’t be any awkward pauses when a leasing agent asks a question nobody knows the answer to. Factors like floor plan, parking, and even air conditioning all carry varying degrees of importance for everyone; consequently, it’s up to each individual to weigh the pros and cons of each. If that one place is utterly perfect but breaks the budget, it might be a no-go if price is the number-one priority. Be able to compromise! As far as living with others goes, opinions about everything will be different for different people. For example, I tended to value location, but some of my friends found price to be more important. Moving off-campus brings a whole new set of considerations to the table, so even former roommates from on-campus housing may butt heads over the course of the moving process. But as long as a mature discussion about everyone’s wants can take place, working out a compromise should be a piece of cake. In the end, my friends and I found a place that was within our budget with a reasonable location because we could all come to an understanding.
Actually get out there and look! Once the list of places has been assembled, then it’s time to visit the apartments you like best. The best way to gain favor at a specific complex is to visit in person and give them everyone’s information. Not only that, but taking a tour is a great way to gauge how living at a place would feel. After deciding what we liked or didn’t like in person, my roommates and I were able to further rank the places in order from best to worst. Having a concrete reference point for the names on our list gave us more confidence in our decisions. Don’t be afraid to ask for help! Finding housing for the first time can be anxiety-inducing at best, and downright petrifying at worst. For anyone who’s feeling out of their comfort zone here, it’s best to seek outside help. RAs are there for a reason, and they can give valuable advice that might have slipped everyone’s mind otherwise. Parents or other relatives can also provide support for their poor family member at UCSD, since everyone knows college kids are the neediest of all. Above all, just remember that housing isn’t the end of the world. A little stress will get the job done, but a lot of stress only takes a toll on everyone’s mental health. In the end, off-campus house hunting is made a lot easier by taking a little initiative and communicating with others.
5 Ways to Handling College Burnout: An Authentic Guide by Elizabeth Adams // Staff Writer As Spring Quarter begins to edge closer to its end, there are feelings of nostalgia for departing seniors, anxiety for continuing students, or even worse, the sense of having taken way too much upon your shoulders. Burnout is a widespread problem among all disciplines and interests. Creativity is stunted, and students feel physically exhausted just by checking their calendars to see all the responsibilities still lined up. Spring Quarter has been increasingly rough for me in recognizing my own burnout at the beginning of the quarter. Influenced by the college atmosphere of “always remaining busy,” I took on a considerable amount of responsibilities that, although cherished, have left me slumped in bed when I get home at 11 p.m. most days. On top of that, I value my classes heavily and often complete my work in between these activities. Suffice to say, I was wearing myself down both physically and mentally. While it is not totally preventable, I have been combatting this creeping burnout in five different ways. Of course, this is primed toward my own comforts, but I hope readers get inspiration to develop their own strategies. 1. Step Back As always, the first steps might be the hardest. One of the first methods of addressing virtually anything is the ability to acknowledge it. A problem cannot be solved so long as it continues to be ignored; continuing to be overworked is only contributing to a future problem. I started to notice signs of burnout during the last few weeks of Winter Quarter but did not acknowledge it until Week 3 of Spring Quarter. Having conversations with my professor
about my decreasing motivation made me step back and realize the issue. Stepping back by physically taking a break and mentally assessing your own limits is fundamental to understanding where one is struggling. 2. Disrupt your hobbies This may sound slightly strange, but I am referencing how one goes about doing their hobbies and activities. There is always some kind of set routine; for me and my art, it is a step-by-step process. I sketch out a piece, line it, and eventually complete it with color. But finding ways to disrupt that flow for even one day will help prevent it from becoming a chore. For writers, try to word vomit! Throw syntax to the wind! Going for a run? Shake up your route and take an adventure. An artist like me? Let your pencil flow across the paper. There is more to your interests than sticking to a routine; make one day for chaos, and let it run wild! 3. Explore other interests If option two still makes the activity feel like a drag, you might need to step away from it for a short time. Things we love can get exhausting at some points, and instead of forcing your way to hating it, it is better to set it aside and do something you find joyful for that moment. You can watch a TV show, pick up a new book (or finish a reading for class), or even take walks around your dorm area. Something that serves as break from your routine and can even clear up the mind a little when everything feels particularly suffocating. 4. Reach Out There is no shame in asking people for help. Shouldering
classes, activities, and personal endeavors take tolls on the body individually; together, they work to exhaust a person at considerably higher rates. Reaching out to your community, no matter the size, will lessen the strain on yourself and the strain you feel from your workload. Even smaller tasks, such as asking a friend to help with groceries, are valid favors to ask and are expressions of care that tend to go unnoticed. I am still learning to do this, but your friends are here to look out for you — just as you do for them. 5. Breathe Last but not least, learn how to breathe. It is crucial to take breaks from your work and just let out a deep, maybe emotionallycharged, breath. You release pent-up stress not only from your mind, but the act of breathing deeply relaxes the physical body as well. Take 30 minutes each day, whenever you can, to just sit and breathe it out. Remember why you cherish the work you are doing (or why you need to just scrape by) and take the moment to reflect on your own emotions for the week. If possible, do this with friends to maximize emotional output and talk through the burnout together. While it is not a formal step, please remember that you do not have to be busy all the time. You are allowed to take personal moments to rejuvenate yourself and rest. Remaining active is definitely an accomplishment and something amazing, but not everyone can be running on empty batteries. There is nothing wrong with having short or long charges after you have been running low for so long.
Living Biculturally by Rebecca Tsang // Contributing Writer To my family, I am white-washed, an ABC (American Born Chinese), or a “banana” — yellow on the outside but white inside. To others, I am “fobby” or “chinkie.” Though I do not conform with one exclusively, I do not disagree that I am not part of them. At five years old, I did not understand the random chaos in my house but learned from my mom that we were going on a flight; I was excited and “helped” my parents by packing my favorite plushy in my little Mickey Mouse bag. In reality, it was the day my parents decided to leave all their connections, properties, and jobs behind to seek better education in the United States for my sisters and me. The Hong Kong education system is well-known for being cut-throat and involves placing both the children and parents in high-stress environments in order for them to succeed. My parents were determined to give us a happier childhood away from the Hong Kong education system, so they sacrificed what they had to move to the US. My first year began in San Rafael, a city located in northern San Francisco. Since Cantonese is my first language, I experienced no difficulty adjusting to school because every student in my class spoke some level of Cantonese. My family and I then moved to San Jose, and that truly marked the beginning of experiencing Western culture for me. I vividly remember the moment when my teacher asked me to choose a name for my nametag of either my first name, Ka-Yiu, or my middle name, Rebecca — I chose Rebecca. Was I supposed to select a name that would represent who I am?
How was I supposed to choose at such young age when I haven’t experienced either cultures to its fullest? Does choosing one mean I will have to leave one culture behind? Those questions constantly lingered on my mind, leaving me extremely confused as I entered first grade. Furthermore, I had just learned minimal English from kindergarten, but I could not fully comprehend what everyone was saying nor how to fully express myself; I felt like I was trapped inside the classroom. Over the next few years, I slowly picked up more English and began using it comfortably. As my social groups became more diverse, I was introduced to more American culture: the foods, customs, and language. I soon realized that the world is filled with a variety of cultures and customs that I have steadily adapted and adjusted to. I dressed up for my first Halloween in first grade, went to my first laser tag in third, and tried my first burrito and falafel in fifth. Slowly, I changed from finding it strange for my friends to drink water from the tap and lie on the lawn to now comfortably eating cold leftovers straight out from the fridge and wearing a bikini to enjoy the sun — things I grew up learning were unacceptable to do. However, in order to adjust to these new living habits, I had to understand a few life lessons. For a while, I resented and tried to conceal my Chinese background as I wanted to blend in with my classmates. Because of my birth name, Ka-Yiu, I constantly got compared with the infamous cartoon, Caillou, making me feel like an outlier and
insecured. When my mom packed me snacks like seaweed or dried squid for school, I would either hide or quickly eat them, fearing that my peers would see the unusual-looking food. Nevertheless, I believe that we do get wiser as we age — it wasn’t until high school when I realize that my Asian heritage is forever part of me, and there was absolutely no way that I could disown it. Upon entering UC San Diego and noticing the percentage of the Asian population, I realize that my Asian heritage has given me an advantage to easily bond and connect with other students. I am able to translate for others who struggle with Cantonese or English. The pieces of my childhood are what make me who I am as a person today. I still prefer to eat my mom’s homemade tong sui (a Cantonese dessert), I still watch Cantonese shows, and I still enjoy visiting Hong Kong. Instead of rejecting it, I learned to accept and embrace the culture that I grew up with. Though my Cantonese speaking abilities are definitely deteriorating, I have not parted ways with my Asian heritage. My Chinese roots are forever part of my identity; however, they are not my sole identity. I equally enjoy a bowl of steaming hot wonton noodles or creamy mac n’ cheese. I will always introduce myself as Rebecca, but I am not afraid or ashamed to share my love for fish snacks. I appreciate the beauty of both cultures and believe that I am ultimately creating a new type of culture for the future generations to explore.
A&E
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
11
▶ CAT, from page 9
so we can take one culturally significant item like the Bible and look at the way technology has had such an impact on the way it’s understood, read, and consumed. Remix can help us understand the evolution of the Bible, not just as literature, but as something people have access to and can understand in different ways. There are software applications that allow you to see the Bible in English, but also [see] certain phrases in Hebrew or Greek, so you can see how it has changed over time. That remixability of scripture becomes a remixability that is cultural, technological, and based on this given take of past, present, and future. That’s an example of something that’s not a painting, or hip hop, but something that we’re kind of familiar with. Even if we’re not religious people, we know it exists and don’t necessarily think of it as a remix subject. That’s something I spend some time on. Or we look at a lot of art from the ‘50s, ‘60s, and ‘70s, when pop art and artists who were interested in what we call “found objects” or “found art” incorporated that into their work. [This includes] artists like Andy Warhol, who were looking around at their natural landscape. And instead of seeing hillsides and farmland, they’re seeing grocery store shelves — soup cans, coke bottles. They’re painting the landscape, but the landscape is very different. It’s a commercial landscape. So that again has a cultural ramification! What does it mean to be painting the landscape of soup cans rather than painting the landscape of the beach? Some of the [other] things we talk about in the classroom [are] copyright, fair use, the ways in which artists, writers, comedians, and musicians are always pushing up against and transforming our understanding of those legal terms, as well as the cultural implications. I think we live in a remix culture now, and if we don’t take that for granted, we can really identify, well, what makes something original? Is it being new, innovative, and creative? Or is it scarcity? We talk about both kinds of originality. The kind that’s innovation, and the kind that’s only one. So if I make a painting and it sells for a million dollars, don’t destroy it. You can take a picture of it, sell posters of it — those are fine, you can burn those all you want, just don’t mess with the original Mona Lisa. That’s the original Mona Lisa. Well, is the Mona Lisa that original? It’s just
a picture of a lady — but it’s the original! And so the way we define that suddenly affects the way we think about the remixing of that. If someone does a cartoon of the Mona Lisa with messy hair, or with a mustache, or a Mona Lisa who’s nude. All the various kinds of spoof and satire are remixing that really popular image. And so what are they remixing? What’s original about it, and where is the remix? Nostalgia is part of it, but we also see it in Saturday Night Live and Family Guy, where they’re quoting pop culture figures, and quoting “The Avengers” or “Lost.” We know these pop culture elements and we watch it. We take it for granted, we watch it, we laugh. But I think in college it can be interesting to unpack, “How did we get here? Why is it that that’s OK, and that I get the joke?” There [are] a lot of things going on in our brains with how we understand that joke, why we laugh at that joke, and [why] we take it for granted because we are raised in this culture. And one of the great things about college is being able to have the time to think about, well, how did we get here? And has it always been this way? Is this new or is this old? Is this something that started a hundred years ago, or a thousand years ago, or did it start last week? And I think figuring that out is what students get to do in a very fun way. Part of the CAT program also is writing. It’s a writing series, right? So CAT 1, CAT 2, CAT 3 is a way to write. Because you’re learning how to write in CAT 2, you’re basically learning how to take a stand and make an argument. [For example], I think this [work] is plagiarism and not remix, and I’m going to say why. And I’m going to base it on what I’ve read, what I learned in lecture or discussions, and my own observations. We’re not just born knowing how to make a persuasive argument, or how to take a stand, or being able to back up our argument with facts and evidence, including our own observations. And so our students are learning how to do that as writers, and the subject they’re obviously writing about is remix in my class, not cars. They’re writing about the difference between a Mona Lisa and a hundred Mona Lisa posters, and what’s more valuable. Could you sell the posters? What if you stole the Mona Lisa — what’s the market you could make? And learning to make a stand intellectually, ideologically, and arguing from
a position of evidence is such an incredibly important skill, because as you’re going into your life, you’re not going to be writing a lot of research papers. In your career, you’ll be writing a lot of grant applications, and a lot of letters of response like, “Hey, I need you to tell me what we need to do for the next meeting,” or “Here’s what we need to do, based on what I know, what I’ve seen, on the data I’ve looked at, here’s what we need to do.” Being able to do that is something you need to be trained to do. Someone has to teach you that. So that’s what we’re doing in the course. There’s a subject component and the writing component, and they intersect. G: How much do you know about the other writing programs at UCSD, and how do you think they compare to CAT? T: I only know about the Warren program. I have a friend who teaches in the Warren program and he teaches writing, but I don’t know very much about how it’s structured, unfortunately. But I know that like the Sixth College program it emphasizes rhetoric and some of the same core principles of writing. I know the colleges have all coordinated in some way that I’m not aware of, but I know it exists, [because] I’ve been told, that there are some fundamentals of writing that they want students at every college to learn. And so the CAT approach is culture, art, and technology, but I don’t know what the Warren one is. G: As an example, ERC has more of a traditional writing program, as does [Revelle], which has a humanities sequence that explores more classical works. I think the CAT program at Sixth College is almost unique in that it has a more modern bent, to which it explores the intersection between contemporary culture and history. I was interested in hearing your thoughts on the differences between these writing programs within a more collective institution. Would you be in favor of a more cohesive writing program, or keep it as is? What do you think? T: I could see it both ways. I would say I would take a stand and make an argument like I tell my students, but I don’t have all the evidence. I can see why having a more cohesive writing program makes sense and why students might want it, because they have friends in other colleges, and they could discuss what they’re learning and how they deal with certain things.
I think that the problem with trying to address the curricular needs of an entire campus is that you can get something that’s sometimes a little watered down and doesn’t have the kind of rich texture that faculty tend to want to bring to a class. It ends up being kind of generic, right? So the benefit of having this more siloed version of a writing program is that they’re all different, they all have different approaches. But then each one of them is much more dense, it’s much more textural. There’s a lot more investment from the faculty. And the students are getting their money’s worth instead of a “We’re all just learning the same thing.” Let’s say a student loves my class; I don’t want to suggest the other way [laughs]. I want to imagine they love it, right? But if I were teaching a writing class that had to cover all the bases, then I probably wouldn’t be covering what I’m covering, you know? It would be so broad as to be capturing where everyone is, as you don’t ever get to get into these really interesting pockets of discussion. But I think that the separation makes sense because it lends itself to depth. It lends itself to being able to dive deeper into a subject, and it also lends itself to more collegiality among the college students. So that all Sixth College students are kind of banded together, like “Oh, we all have to take Trigilio’s remix class,” and they all know it. And it isn’t thousands of students, it’s a few hundred students. And I think that difference is hard to see. It’s easier for me to see that, where I am, looking down at 10 years of being at UCSD, than for a student in their first year of college who’s trying to figure out how to be an adult and being away from home for the first time. All the things they’re dealing with in addition to studies: it’s harder to see that — you know what I mean? And you know, I’m open about being wrong. But I think that the depth is something you don’t find at other schools that aren’t liberal arts schools, you know? Like a liberal arts school would provide that by nature of being a smaller campus. But this campus is too massive. University of Texas might have a program that’s comprehensive, but how generic is it? That would be my major worry. Is it a textbook that every student on campus owns? And how is that not like high school? That’s what I think.
12
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
LIFESTYLE
Asian Egg Donor Wanted $60,000 compensation Email williamn@alumni.stanford.edu for more information. We are a couple seeking an Asian egg donor to help build our family. You should be near top of your class, and preferably have some outstanding achievements and awards. You should be between 18-35 years old, and you want to help bring a child into the world with your special gifts. About us: We are unable to have children due to the woman’s egg quality. We have tried numerous cycles of fertility cycles without success. For many years we have dreamed about having 4 little dragons and growing a beautiful forest of descendants. An example of our ideal egg donor: 21 year old UCSD student, top in her class, several awards in high school and university. She wants to be an egg donor in order to help bring a child into the world with the same special gifts she has. Your eggs will be fertilized with sperm from the man, and the resulting embryos used to impregnate the woman, or possibly a surrogate mother. About us: we are a highly educated couple, but we are unable to have children due to infertility of the woman. The man is a highly accomplished scientist/mathematician and businessman, the woman has a good university degree. The woman is Chinese, thus we are seeking an Asian egg donor. We value education, and we live in one of the best school districts in the world. We hope that our child will be gifted, as each of us is, and that he/she will have a positive impact on the world.
THIS IS A PAID ADVERTISMENT
2018
CALENDAR
13
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
THIS
WEEK at UC SAN DIEGO Tahrir
MONDAY, MAY 14
POWERED BY THE STUDENT EVENTS INSIDER AND THE UCSD GUARDIAN
MAY 14 - MAY 20
UNIVERSITY CENTERS PRESENTS: ARIN
MON5.14
5pm
REAL WORLD: TRANSITIONING FROM COLLEGE TO… - FACULTY CLUB Join us for a panel discussion with recent UCSD grads as they share their journeys beyond graduation. Learn how they answered the question what are you doing after graduation and lived to tell about it! CAPS will provide information about finding support and supporting others through the transition. An hors doeuvres mixer will be held after the presentation. Contact: cawallace@ucsd.edu
7:30pm
HOW TO DEFEND YOURSELF SHEILA AND HUGHES POTIKER THEATRE Seven college students gather for a DIY self-defense workshop after a sorority sister is raped. They learn to use their bodies as weapons. They learn to fend off attackers. They learn not to be a victim. Learning self-defense becomes a channel for their rage, anxiety, confusion, trauma and desire lots of desire. HOW TO DEFEND YOURSELF explores what you want, how to ask for it, and the insidious ways rape culture steals one’s body and sense of belonging. Contact: tdpromo@ucsd.edu
8pm
UNIVERSITY CENTERS PRESENTS: ARIN RAY - THE LOFT Contemporary R&B artist Arin Ray competed on the U.S. version of The X Factor and quickly moved into behind-the-scenes work as a songwriter prior to landing a major-label deal. During the first season of The X Factor in 2011, the Cincinnati native was eliminated as a member of the bootcamp-stage group intensity. He returned in 2012 for the second season, mentored by Britney Spears, and finished tenth. UCSD Students (FREE w/ ID). General Admission ($11). Contact: ucenmarketing@ucsd.edu
8pmPM · THE LOFT
TUE5.15
10am
UCSD FARMERS’ MARKET - TOWN SQUARE Every Tuesday, 10am-2pm. Meet our local growers and enjoy farm fresh fun. Our eclectic food vendors have a little something for everyone. Bring a reusable bag, or buy one of our all-new canvas totes for your purchases. Town Square on Myers Drive. Contact: cwoolery@ucsd.edu
1pm
GRADUATE STUDENTS OF COLOR FORUM - GSA LOUNGE, ORIGINAL STUDENT CENTER The forum is for graduate students of color, who would like to connect and discuss about our experiences as graduate students of color. This forum will provide a supportive space to discuss various topics from a multicultural lens, which includes managing stress and improving well-being, communication with you adviser(s), dealing with impostor syndrome, family responsibilities, relationships (romantic or social), multicultural identities, current sociopolitical climate, experiences of discrimination, etc. Connect: nsukumaran@ucsd.edu
5pm
INSIDE INNOVATION: ALYSSON MUOTRI - SANFORD CONSORTIUM, ROTH AUDITORIUM Inside Innovation is a presentation series featuring the latest innovative technologies developed by UC San Diego researchers. Get an inside look at what is happening in the labs, explore commercialization opportunities and inquire about licensing.
FRI5.18 10am
THU5.17 11am
OPENING RECEPTION: THE AGENCY OF ART - UNIVERSITY ART GALLERY
get
listed... every MONDAY in The Guardian Calendar
SUBMIT your EVENT for FREE!
calendar@ ucsdguardian.org more exposure = higher attendamce
Featuring several emerging and mid-career grads alongside established peers, “The Agency of Art” showcases the unique history of UC San Diego as a destination for artists working with expanded media art practices, innovative new media, speculative design practices, and public policy. 12 April - 17 May 2018, Gallery Hours: Tuesday - Thursday, 11:00 AM - 4:00 PM. Contact: nlesley@ucsd.edu
1:30pm
THERAPY FLUFFIES! - THE ZONE, PRICE CENTER Come to Therapy Fluffies every Thursday from 1:30-2:30pm! We bring a variety of trained therapy dogs to help you all unwind! Contact: zone@ucsd.edu
5:30pm
EVERYONE: ILLUSTRATIONS OF STRENGTH - CROSS-CULTURAL CENTER, ART SPACE View visual arts' student Isabel Garcia's art collection representing the underrepresented as comic book heroes at our art reception. Light refreshments provided!
RAY
OASIS @ THE ZONE - THE ZONE, PRICE CENTER Come Fridays from 10 am - 12 pm for tutoring provided by Oasis! No appointment needed! Subjects offered are Math (10 & 20 series), Chemistry (4,6,7L too), Organic Chemistry, and Writing (peer review, outlines, rough drafts). Study supplies provided. Contact: zone@ucsd.edu
12pm
INTERNATIONAL FRIDAY CAFE GREAT HALL Finish the week off right at the International Friday Cafe! Meet people from around the world, enjoy international music, and explore world cultures all while enjoying a delicious meal from featured countries around the world. All students, staff, faculty, and community members are welcome! Contact j1soong@ucsd.edu if you are interested in pre-purchasing tickets or it you are interested in sponsoring one of our cafes! Entry $5 per person. Contact: j1soong@ucsd.edu
8pm
UNIVERSITY CENTERS PRESENTS: MDOU MOCTAR W/ SUN ARAW THE LOFT, PC EAST University Centers Presents: Mdou Moctar w/ Sun Araw Doors: 7:00PM Show: 8:00PM FREE for UCSD Community w/ ID GA $10 Tickets: GA: http://bit.ly/MdouMoctarUCSD-GA
WED5.16
2pm
ILEAD: CAMPUS CONVERSATION INTERFAITH DIALOGUE (DOUBLE STAMP) - MARSHALL ROOM, PC WEST, LEVEL 2 Join us for another interfaith dialogue facilitated in a unique way! Together we will discuss our lived experiences and spiritual journeys. Come prepared to learn from others and honor our shared humanity. Open to all faith and non-faith backgrounds. Full attendance at this workshop will grant you 2 stamps.
2:30pm
DESTRESS WITH BIOFEEDBACK THE ZONE, PRICE CENTER Come in on to the The Zone Wednesday from 2:30-3:30 pm, right after R&R Squad to learn a new way to de-stress with the CAPs Wellness Peers! Learn how to incorporate state of the art technology for stress management. Get a one-one-one Biofeedback demonstration and learn about deep breathing and progressive muscle relaxation techniques that help to reduce stress. You never know what a simple breathing exercise can do for you! Workshops are all free. Space is limited and it first come, first served. Hosted by the CAPS Wellness Peer Educators. Contact: zone@ucsd.edu
6pm
SHAPE YOUR CAREER - SPRING 2018 - LIEBOW AUDITORIUM (ROOM 2100), BASIC SCIENCE BUILDING, UCSD SCHOOL OF MEDICINE Helping you prepare for 21st century jobs, The Basement and OIC have teamed together to deliver this timely series. Learn about the basic elements when developing an idea and starting a business. The program is CCR-approved, you must complete at least 5 sessions for CCR credit. Contract: innovation@ucsd.edu
SAT5.19 9am
SAN DIEGO: LIVE WELL BLOCKCHAIN ALL IN HACKATHON - POWELL-FOCHT BIOENGINEERING HALL Open source, open city. The hackathon is open to ALL students, alumni, and greater San Diego community members! During the 12 hour hackathon, you will have the change to ideate solutions using blockchain technology, make an impact with your solution, and win prizes and resources for your innovation! Let’s pool together minds from different backgrounds to imagine and implement blockchain solutions to the Live Well Challenges. Register now on our Eventbrite to secure a spot! Contact: thebasement@ucsd.edu
9am
MOTHERS - SHEILA AND HUGHES POTIKER THEATRE Three moms, a stay-at-home dad, and a nanny watch their kids play at Mommy-Baby Meetup. One mom is the queen bee and one is here to shake things up. The dad just wants to fit in, and the nanny doesnt say a word. When catastrophe comes, the five of them have to figure out how to survive a war and each other. MOTHERS examines the primal heartache of raising children in a disintegrating world. Contact: tdpromo@ucsd.edu
14
CLASSIFIEDS
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
CL ASSIFIEDS BIKES
JOBS
Baby Blue Beach Cruiser (UTC) - $55. Urban Firmstrong beach cruiser (baby blue) nice beach cruiser. Backpedal coaster brakes, basket and bell.... . rides very smooth already priced to sell quickly. Please don’t offer me less. I will say no. ucsdguardian. org/classifieds for more information
Summer Camp Counselors & Activity Instructors. Day camps all over California are now hiring camp counselors and activity instructors for the summer months. Camps are seeking positive, nurturing role models to be a part of dynamic, motivated staff teams. Visit our website to find a camp near your summer home! ucsdguardian.org/classifieds for more information
Men’s Trek 820 Mountain Bike 20 1/2 in. (Escondido) - $100. 18 speed. All of the components are Exage mountain. Rims are Araya, tires size 26. The bike and rims are clean, spokes are not. Everything is working great and ready to be used. Stand over height 31 in. ucsdguardian.org/classifieds for more information Specialized Sirrus Road Bike 62 cm Men’s (Escondido) - $295. Frame size 62 cm. All of the components Shimano 105. Rim size 700. 12 speed. Everything is in working condition, ready for use. Clean condition. No rust. Few scuffs and scratches on the right seat stay. ucsdguardian.org/classifieds for more information
Clinical Research Data Collection - Position for college graduate looking for gap year research experience in liver diseases that typically leads to abstracts and publications. Ideal for pre- med students with history of 100% acceptance rate over last decade. Starts after graduation for 1 year term. Must have knowledge in sciences and use Excel spreadsheets. ucsdguardian.org/classifieds for more information Internship - Biology or Chemistry or Related Degree - The Fountain Group. 20 HOURS PER WEEK Assists with the maintenance, organization and inven-
what do
you need?
let us
help.
tory of common lab equipment, reagents and supplies. Orders lab supplies, tracks inventory and restocks. Performs equipment maintenance including equipment washes, calibration and preventive maintenance. Performs refrigerator/freezer organization, cleaning and defrosting. Performs wipe tests, trains lab personnel on Pre-PCR procedures, addresses safety issues and facilities requests. Vendor management, assists with equipment placement/set-up. Cleans and organizes common lab areas. Cleans laboratory dishware. ucsdguardian.org/classifieds for more information
CROSSWORD PUZZLE
Used 2016 Toyota Corolla LE 4D Sedan - $16,841 .CARFAX One-Owner. Clean CARFAX. Slate Metallic 2016 Toyota Corolla LE FWD CVT 1.8L I4 DUAL OVERHEAD CAM Dual VVT-i Recent Arrival! 38/29 Highway/ City MILES-PER-GALLON. ucsdguardian. org/classifieds for more information. 1957 Volkswagen Beetle Classic Sedan Oval Euro Mod - $7,000. The car was completely disassembled. body separated from the pan ~ the underside, engine bay, jams, etc. were all media blasted ~ stripped the outside ~ sprayed with PPG Orange Glow and Vanilla Shake, PPG clear, wet sand and buff ~ installed a three inch narrowed beam with adjusters and KYB shocks ~ raised the rear spring plates = lowering the rear ~ tan vinyl and oatmeal tweed seat covers and door panels, along with a tan mohair headliner and TMI oatmeal loop carpeting ~ Flat-4 Banjo steering wheel with Golden Lady horn button. ucsdguardian.org/classifieds for more information. 2012 Toyota Corolla S -$8,995. Used 2012 Toyota Corolla S, 89,632 miles, Gray. Features: Air Conditioning, Center Console, Clock, Keyless Entry, Power Door Locks, Power Steering, Power Windows, Tachometer, Trip Odometer. Automatic Transmission. ucsdguardian.org/classifieds for more information.
858.246.0972
ACROSS
1. Margarine 5. Declines 9. Keyboard instrument 14. Harvest 15. Mortgage 16. Pioneer Daniel ____ 17. Escort 18. Tibetan monk 19. Bed boards 20. Happening 22. Wrist ornament 24. Restore 25. Colander 26. Stood up 28. Spanish women 33. ____ voyage! 36. Plant stalk 38. Remodeled 39. Constantly 41. Hockey venue 43. Comic ____ Carvey 44. Continuing story 46. Cabin components 48. JFK’s party 49. State police officer 51. Pull apart 53. Biblical poem 55. Lubricated 59. Tape cartridge 63. Hold responsible 64. Luau greeting 65. Golden calf, e.g. 68. Circle sections 69. Sandwich shops 70. Leer 71. Difficult journey 72. Locale 73. Necessity 74. Spud buds
www.ucsdguardian.org/advertising
made t
orour vision, er y
our mission.
Create custom apparel to promote your group, department or student organization!
GET A FREE QUOTE TODAY! madetoorder@ucsd.edu
SUDOKU
www.ucsdguardian.org/classifieds
AUTO
price center east, level 3 asgraphicstudio.ucsd.edu
Guardian Classifieds are FREE for the UC San Diego community.
COLOR ME
DOWN
1. Command 2. Take off 3. Consumed 4. Kitchen gadget 5. Building section 6. Long scarf 7. Animated deer 8. Traps 9. Indecent 10. Actor’s desire 11. Aim 12. Opening wager 13. Treetop abode 21. Deuces 23. Normal 25. Observer 27. Least fresh 29. Not even 30. Highway 31. Novelist ____ Rice 32. Fabric joint 33. Finest 34. Finished 35. Roman emperor 37. Director ____ Brooks 40. River (Sp.) 42. Average 45. Placate 47. Uppity person 50. Food allotment 52. Expand 54. Window sill 56. Host ____ King 57. Host 58. Students’ tables 59. Scoundrels 60. Baldwin or Guinness 61. Food fish 62. Leg front 66. Bullfight cry 67. Went first
SPORTS
UC San Diego’s Postseason Run Comes to a Close
The Tritons now have seven CCAA titles. ▶ BASEBALL, from page 16
Beck all got hits of their own. In the inning, the Tritons scored 6 runs on 6 hits and took the lead 6–3. This was not enough for the Tritons as they added 4 more runs in the sixth, including walks by Kitzmann, Stewart, and Durna. Durna ate his Wheaties on Friday as he finished the game 3/4 with two runs batted in and a walk. After scoring even more insurance runs in the seventh and eighth, the Tritons took a 13–5 lead into the ninth. Sophomore right-handed relief pitcher Ted Stuka finished the game for the Tritons, going 1.1 innings and securing the Tritons’ spot in Saturday’s championship game. Championship Game: After being down 0–1 after the first inning to the Broncos, the Tritons played eight innings of exquisite baseball to come back and win the CCAA Tournament Championship Game 5–1! The Tritons swept their way through the tournament for their record-setting seventh CCAA title. During the tournament, the Tritons outscored opponents 42–9 and won each game by 3 or more runs, including two wins, by 8 or more runs. Clarke was named the CCAA Tournament MVP in addition to his CCAA Season MVP that he earned on Tuesday. Triton junior starting pitcher Jonah Dipoto looked fresh from the first pitch. He set down the first two batters of the game with ease and looked primed for a great start. However, while trying to get ahead of the third batter, junior Nic Hernandez, Dipoto left a pitch right in Hernandez’s wheelhouse, and he made Dipoto pay by the likes of a solo shot over the right field wall. This put the Broncos ahead of the Tritons 1–0 and marked the third time in the Tritons’ four playoff games that they would be down early. Dipoto quickly regained his composure and struck out the next batter to end the inning. Dipoto then rattled off four more innings of scoreless baseball and kept the Tritons in a winning position. The Tritons played some small ball in the third inning and stole 3 runs in
the process retaking a lead they would not give up. Catcher and redshirt junior Michael Palos had a rare infield single to give the Tritons a one-out runner. Then, Stewart caught the Broncos by surprise with a bunt down the third baseline and reached base safely while allowing Palos to move to second. Durna followed that with a single of his own to load the bases for the Tritons’ best hitter, Clarke. This was the last person the Broncos wanted to face with ducks on the pond as they were not able to pitch around him and had to go right after him. Clarke made the Broncos pay with a single to right field which tied the game, scored Palos, and kept the bases loaded for Eliopulos. Eliopulos had a single of his own which scored Stewart. Whitcomb then hit a deep fly ball which let Durna tag up and score. The Tritons put up 2 more in the top of the fourth inning which gave them a 5–1 lead over the Broncos. 5 runs would be all the Tritons needed as they kept the Broncos off the scoreboard for the remainder of the game. The Tritons’ bullpen delivered again as relief pitchers redshirt sophomore Blaine Jarvis, Lucke, and Kurz finished the game after Dipoto’s departure. The trio of righties pitched four scoreless innings to finish out the game. Up 4 runs in the bottom of the ninth, the Tritons called upon their closer Kurz who pitched a scoreless ninth inning giving the Tritons the win on Championship Saturday. This was the Tritons’ recordsetting seventh CCAA Championship and first since 2014. The Tritons had five players receive 2018 CCAA AllTournament Team Honors, including Beck, Durna, Eliopulos, Kurz, and Clarke. Next week, the Tritons will defend their Division-II West Regional Crown with Triton Ballpark as a potential venue as they continue their journey toward the NCAA Division-II National Championship. LUCAS ARMSTRONG LQARMSTR@ucsd.edu
Behind the Ball: Maddy Lewis
Writer Maddy Lewis discusses a key moment during the CCAA Tournament from her perspective. BY madeline lewis
senior staff writer Bill Simoni Field—Stockton, CA The moment we have all been waiting for has arrived. Only 4 out of the 11 teams in the California Collegiate Athletic Association (CCAA) have extended their season up until this point. After a long nine hour bus ride Wednesday afternoon, an intense practice on Thursday, and one win under our belt in the first round, we take on rival, Chico State University, in the semifinals of the tournament. Although the Wildcats defeated us 3 out of 4 times during regular league play, the playoffs are always full of the unknown. There is a different feeling to the postseason. All slates are cleared and anything can happen. And most importantly, everyone knows UC San Diego plays it’s best when a championship is on the line. A pitching duel between Chico State’s Pitcher of the Year, senior Haley Gilham and UCSD’s Freshman of the Year, Robyn Wampler, the game was bound to come down to who could squeak out a run or two. Heading into the bottom of the 6th, trailing 1-0, I am due up to lead off the inning. I had lined out in my first at-bat and drew a walk in the at-bat prior, so I knew I was due for a base hit. Nonetheless, my job is to simply find a way on anyway I can. I stick to my plan as Gilham has
15
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
been pounding me inside all day. I toe up the line and crowd the plate to make it harder for the umpire to call a strike on anything on the inner half. I take a deep breath, clear my mind, and remind myself to enjoy the experience. First pitch sneaks in for strike one. Expecting inside once again, the ball nearly hits me. With a 1-1 count, I look to drive something to the left side. I work the count full after fighting off several pitches, refusing to go down. With two strikes on me now, I am in attack mode, swinging at anything close. I can hear the alumni cheering me on in the stands and that is when I think, “This is what it is all about.” This is what I have worked so hard for. This is what I have spent hours upon hours attempting to master. I am finally here and now it is a matter of executing. Glancing down at my coach, she hypes me up, suggesting small reminders before I dig in for the next pitch. Regardless of the results, I allow myself to absorb the ambiance and the competition. On the 10th pitch of the at-bat, I continuously rehearse “Turn on it. Turn on it.” The pitch comes in, I load and stay in my legs, and see the ball down for ball four. I turn to the dugout, toss my bat and trot down to first. I represent the tying run with no outs and the heart of the order coming up. madeline lewis
mblewis@ucsd.edu
The softball team finished its year with a strong 36-19 record, which included the team’s tenth NCAA Tournament appearance. BY daniel hernandez
senior Staff Writer The UC San Diego softball team traveled north to the campus of California State University, Chico as it began its postseason in the NCAA West 1 Regional. Unfortunately for the fifth-seeded Tritons, their postseason run came to a close in the first couple of days of the tournament as they dropped their first game versus fourth-seeded California Baptist University, 1–3. With the opening loss on Thursday, UCSD had to manage two wins on Friday in order to advance to the next round. The Tritons came up against Northwest Nazarene University in their first game on Friday and gave themselves a chance to advance with a 7–3 win. However, in its second game of the day, UCSD would have to go through CBU in order to move on. With a similar scoreline, 0–3, the Tritons could not muster enough firepower to keep their postseason dreams alive as they would exit out of the competition with the loss. With the results over the weekend, UCSD ends the year with a 36–19 record, its 16th time with at least 30 wins and a 10th appearance in the NCAA Division II Tournament. Game 1 v. CBU The Tritons would take on a solid CBU team to open up their postseason, their first meeting since 2014 and first ever in the Division-II postseason. However, UCSD got off to a tough start to the postseason as it fell 1–3 at the hands of the Lancers to make things difficult moving on. Runs were at a premium during the Thursday game as it would be a defensive battle in which both teams struggled to generate any firepower. The Tritons generated 3 hits in the game, while the Lancers managed 4. Freshman left hander Robyn Wampler earned the start for UCSD and would go on to pitch six innings, while giving up 3 runs on 4 hits and striking out 8. Literally one bad inning
decided the game and, at this stage of the season, that is all that it takes for a good team to take advantage. With the score leveled at 0–0 in the first two innings, CBU struck in the third as it ultimately earned 3 runs in the inning to take a 3–0 commanding lead. With 2 doubles and 2 singles in the inning, damage was done. UCSD responded with a run of its own in the fourth as junior shortstop Maddy Lewis singled up the middle to get the inning started. She would then move to second and in scoring position after a ground out. Next up, senior outfielder Kelsi Maday singled up the middle and Lewis ran into home to narrow the score, 1–3. After the third and fourth innings, both teams went cold and could not manage a hit for the rest of the game and the score would end 1–3 in favor of CBU. Game 2 v. NNU After a disappointing loss on Thursday, the Tritons bounced back terrifically with a solid 7–3 win against NNU. It was a different storyline from the first game as UCSD generated some good offense on Friday, totaling 11 hits in the contest. The Tritons got off to a slow start as they managed only 1 hit through the first four innings; however, they only saw themselves in a 1–0 hole up to that point. NNU got on the board in the first inning with its first up bat, a home run to left center to get things started. With the score 1–0 going into the fifth inning, UCSD caught fire as it drove in 6 of its 7 runs in the fifth. Senior second base Kendall Baker got onto base first on an error and proceeded to steal second to get into scoring position. A sacrifice bunt would move her to third, while freshman utility Sherriah Harrington would bring in Baker off her double to left center to level things up at 1–1. Harrington would go on to score and give the Tritons the lead on an error. The offense would keep on firing as UCSD generated 3 consecutive singles
to load the bases. A walk would then extend the lead to 3–1, followed by a single by freshman shortstop Isabel Lavrov to make it 4–1. Lavrov would score off a single from freshman outfielder Michele Ota, eventually scoring off yet another error to make it a 6–1 lead after the fifth inning. NNU responded with 1 run of its own in the fifth to make it 6–2. However, Maday would restore the 5-run lead with a home run in the sixth inning. In the final inning, the Nighthawks put in another run, but that would be the end of it. Wampler earned the start again and this time around earned the win with 11 strikeouts to her name. Game 3 v. CBU Back to where it all started: CBU. The Tritons would need to go through the Lancers if they would want to move on, but it was just not to be as even on a second go-around they could not muster any firepower. The Lancers would take a 3–0 win and eliminate the Tritons from the postseason and put a wrap to their 2018 season. Much like the first game, the score was deadlocked at 0–0 for a good portion of the game and CBU, once again, put itself on the board first. In the sixth inning, the Lancers would score all the runs of the entire game with 3 crucial runs. After being hit by a pitch and a walk, CBU looked dangerous and it would be the next batter to hit a double to put in the first run of the game. Then 2 singles later the score would increase to 3–0. At that point, the Tritons had a near impossible task of coming back from a 3–0 deficit against a team they had not been able to generate any offense off of. Similar to the first game, UCSD could only manage 3 hits off the opposition and it was not to be as the season came to a closed after no miraculous comeback happened.
daniel hernandez
dah043@ucsd.edu
UCSD Fails to Take Redemption for Second Straight Year The No. 12 women’s water polo team was defeated in a close match against No. 17 Wagner, thus concluding the season with an 24-12 overall record. BY madeline lewis
senior staff writer UC San Diego vs. Wagner—Los Angeles, CA (USC Uytengsu Aquatics Center) Coming off its sixth-straight Western Water Polo Association Championship victory last week, the No. 12 UC San Diego women’s water polo team was set to play No. 17 Wagner College in the opening round of the Division I NCAA tournament. In a hard-fought overtime brawl, UCSD was defeated by a score of 10–7, seeing its 2018 campaign conclude Tuesday night. It was the third year in a row the two teams were matched in postseason play. Wagner jumped ahead early 1–0 within the first two minutes of the competition. Freshman attacker Grace Pevehouse answered back moments later, tallying the first goal for the
Tritons. With 27 seconds left of the first quarter, junior attacker Krista Schneider capitalized on a power play, but the Seahawks tied it back up as the clock wound down. Junior center Chanel Schilling recorded the lone goal for the Tritons in the second quarter allowing her team to head into the locker room even at 3–3. Following the break at halftime, the Tritons went up 5–3 in the third on goals by Pevehouse and freshman utility Taylor Onstott. Onstott recorded 2 steals as well. Big shots by Pevehouse and Schilling in the last five minutes of regular play tied the score at 6–6 and 7–7, respectively, sending the game into two, three-minute overtime periods. Pevehouse would go on to collect a hat trick, in addition to her 6 steals, leading the Tritons in both categories. Not too far behind, Schneider listed 4 steals and
1 assist on the night. In a back and forth game with several tied scores, Wagner executed in crunch time, scoring 3 goals in a row in which the Tritons could not hang on. UCSD gathered a team total of 22 steals with multiple individuals collecting 2 or more. Sophomore goalie Reilly Gallagher documented 10 saves on the loss. Wagner won the sprint in all but one quarter and led in shots 35–27 and assists 5–4 to secure the win and further advance to play No. 1 University of Southern California. UCSD finished its season 24–12, graduating just two seniors, Kayla Fedler and Colleen Ratcliff, and returning the rest of the squad with the hopes of another successful year in the near future.
madeline lewis
mblewis@ucsd.edu
16
T H E U C S D G U A R D I A N | M O N D A Y, M A Y 1 4 , 2 0 1 8 | W W W . U C S D G U A R D I A N . O R G
SPORTS
UPCOMING
CONTACT THE EDITOR
ALEX WU
sports@ucsdguardian.org
follow us @UCSD_sports
UCSD
GAMES
baseball
PHOTO COURTESY OF UC SAN DIEGO ATHLETICS
Tritons Snatch CCAA Title UCSD will continue its playoff journey in the NCAA West Regionals. BY LUCAS ARMSTRONG
Contributing Writer This week, the UC San Diego baseball team swept its way to a recordsetting seventh California Collegiate Athletic Association Tournament Championship. Entering as the second seed on Wednesday, the Tritons crushed California State University, Los Angeles 19–1. On Thursday, they kept it rolling and beat California State University, Chico 5–2. Friday night they dismantled California State University, Monterey Bay 13–5. They wrapped up the tournament sweep with a 5–1 victory on Saturday afternoon over California State Polytechnic University Pomona to win the CCAA Championship. Game One: UCSD began its tournament run on Wednesday night when it squared off against the CSULA Golden Eagles on its way to a 19–1 victory.
Senior starting pitcher Mitch Hickey got the ball for the Tritons but was pulled after only three innings. Hickey never looked right and was not hitting his spots as he walked 9 Golden Eagles in only three innings. Miraculously, he managed to get out of several jams and escaped after three innings with only 1 run allowed. Hickey’s only run allowed came in the top of the first inning which would be the only run the Golden Eagles scored all night. The Tritons answered back right away, putting up 3 runs of their own in the bottom of the first. Redshirt junior third baseman Alex Eliopulos sacrifice flied to center field plating junior first baseman Tyler Durna to tie the game 1–1. After that the Tritons took advantage of sloppy play by the Golden Eagles and put up 2 more runs on 2 errors. Triton senior second baseman Justin Beck singled to center field scoring redshirt junior right fielder
Zander Clarke. The ball was air-mailed by Golden Eagle center fielder Sean Watkins, which let Beck get to second. Golden Eagle third baseman Anthony Moreno proceeded to throw the ball away, which let Beck get to third and allowed freshman shortstop Shay Whitcomb score, putting the Tritons up 3–1. The Tritons blew the game open in the bottom of the second when they put up 8 more runs to take a commanding 11–1 lead. In the inning, redshirt sophomore catcher Nick Kitzmann sent a big-fly deep over the left center field wall, knocking in redshirt freshman designated hitter Blake Baumgartner. The bottom of the second featured a rare feat in any baseball game: The Tritons hit for a team cycle just in a half-inning. Durna had a single, Baumgartner had a double, redshirt sophomore left fielder Keenan Brigman tripled to left center, and Kitzmann supplied the home run.
Baseball TBA Track & Field 5/24 W Rowing 5/25
In the bottom of the second, the Tritons took 2 walks with 7 hits on their way to 8 runs in the inning. The Tritons added several more insurance runs throughout the game, scoring in the fourth, fifth, sixth, and seventh innings. Freshman relief pitcher Cameron Leonard picked up the win for the Tritons after pitching five scoreless innings in relief to finish off the Golden Eagles. Game Two: After winning game one by an impressive 18 runs, the Tritons went into game two with plenty of confidence. They handled the Wildcats in game two with a clean 5–2 victory which advanced the Tritons to the winner’s bracket over the weekend. Southpaw starter junior Preston Mott was on the bump on Thursday and gave the Tritons 3.2 innings of scoreless baseball. Triton Head Coach Eric Newman continued to have a short leash with his starters as he pulled Mott in the fourth inning during a basesloaded jam. Junior relief pitcher Kyle Lucke worked out of the bases-loaded jam by striking out Wildcat right fielder Kyle Blakeman to end inning. The Tritons struck first in the fourth inning on a Beck two-run home run to right field which scored himself and Whitcomb. The Tritons put up 2 more in the fifth with another 2-run home run, this one by Clarke which scored Durna and gave the Tritons a 4–0 lead. Redshirt junior Cameron Kurz closed out the eighth and ninth innings to record his 9th save of the year and secured the Tritons the 5–2 win. This win put the Tritons into the winner’s bracket going into Friday and Saturday. Game Three: In the CCAA Semifinals UCSD bested the California State University,
TBA TBA 4 AM
TBA (West Regional) at NCAA Championships at NCAA Championships
Monterey Bay Otters in a resounding 13–5 result. The Tritons rallied back from a 3–0 deficit to overcome the Otters on Friday and, with the win, moved on to the championship game on Saturday. The Tritons got a good start out of senior starting pitcher Jack Rupe, Jr. who threw five innings with only 1 earned run allowed. Rupe finished the game with 1 strikeout, 2 scattered hits, and earned his sixth win of the season. However, sloppy defensive play by the Tritons in the likes of 3 errors in the first five innings led to 2 additional unearned runs given up, putting the Tritons down 3–0 after 5.5 innings. In the bottom of the fifth down 3–0, the Tritons were in chipaway mode. But apparently nobody ever explained chipaway mode to the Tritons as they put up a whopping 6 runs in the inning. Brigman led the inning off with a liner through the 5–6 hole. Baumgartner followed that with a routine grounder to the Otters’ third baseman who, on the double play attempt, lofted the ball into right field allowing Brigman to take second and Baumgartner to reach first on what should have been a routine play. Kitzmann took advantage of the situation with a single to left field, loading the bases. Clearly rattled, the Otters’ senior starting pitcher Gabe Katich threw a wild pitch allowing Brigman to score and both other runners to move up 90 feet. Baumgartner was throw out on a fielder’s choice but Kitzmann advanced to third. With runners on the corners, Durna singled to left field scoring Kitzmann and moving redshirt freshman center fielder Brandon Stewart to second. The Tritons kept the rally going as Clarke, Eliopulos, and See BASEBALL, page 15
http://