To the Editor:

Feb 022004

I found Monday somewhat ironic for Christopher Ortiz. While

including his name in Our View, which promoted walking to school to

exercise and help the body in lieu of not participating in the

horrendous-Atkins diet, he also argues for more parking on


Is more parking going to help the “parking” problem we have on

campus? Aside from promoting more traffic congestion in and around

campus, and releasing more pollution into the air, will a parking

garage help at all? A parking garage would be a quick fix to a

problem that doesn’t need to exist.

Does anyone use their legs, other than pushing the gas and brake

pedals, anymore? Surely in the time it takes to warm up a car,

drive to school and, most time consuming (according to Ortiz), find

a spot on campus, a large percentage of off-campus students could

have walked, biked or pogo-sticked their way to class. For those

living further away, the bus (which consequently costs nothing at

all compared to the $75 parking pass) is a reliable option to get

away from those parking woes. While I also agree that there are no

quick fixes in nutrition, by simply not driving and taking

advantage of one of the several alternative modes of transportation

this parking dilemma could have one.

Justin Schupp

Junior, sociology

 Posted by at 5:00 pm

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To the Editor:

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Feb 022004

I am not surprised to find Collegian editors way off the mark in

the opinion column that ran on Friday regarding the Individualized

Mathematics Program (IMP).

The “math mods”, which are now referred to as “mini-courses” are

not, as you put it, “a way for the university to require students

to take credits,” but rather “a flexible instructional system that

gives all CSU students the opportunity to master pre-calculus

mathematics by providing them choices of content, an array of

learning resources, variability in credits and deadlines and

various levels of individual support and encouragement,” according

to the mathematics department Web site. Moreover, the IMP has never

intended to provide lifelong math skills, but pre-calculus skills

(see above).

As for the students who choose to “only learn enough to pass the

tests”…I think that applies university-wide and for almost every


You have also noted “the average student needs a little more

assistance.” The IMP has numerous resources available at no

additional cost including free tutoring. Students do learn

differently, I agree. However, technical journalism majors should

be expected to perform at a certain level, namely, to be able to

adequately research a topic.

Lastly, the “cross-product of the dell operator…” is

definitely not taught in pre-calculus courses. My guess…this

subject matter is taught in Multivariable Calculus, M261, which has

prerequisites of Calc. II, Calc. I, Analytic Trig., Numerical Trig,

and College Algebra I and II…the latter four courses happen to be

IMP courses. For now, I will assume that the average student will

never use cross-products of vectors.

Jon Thurmond

Senior, mathematics

 Posted by at 5:00 pm