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Founded 1876 daily since 1892 online since 1998

Tuesday February 20, 2018 vol. CXLII no. 12

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Gates Cambridge Scholars announced STUDENT LIFE

By Ivy Truong Assistant News Editor

Adam Berman ’18 and Kaamya Varagur ’18 were awarded Gates Cambridge scholarships to pursue postgraduate degrees at the University of Cambridge, the University announced on Feb. 19. The scholarship was established by the Bill & Melinda Gates Foundation in 2000 to commend outstanding students from countries outside the United Kingdom. According to the foundation’s website, the scholarship is dedicated to building a “global network of future leaders committed to improving the lives of others.” Winners can pursue degrees in any subject. Berman and Varagur were two of the 35 U.S. scholarship recipients. Berman is a computer


Adam Berman ’18 and Kaamya Varagur ’18 were two of 35 U.S. scholarship recipients.

science concentrator who is also completing certificates in quantitative and computational biology, creative writing, and technology and society. He will


study for a Ph.D. in medical science. A member of Mathey College, he is copresident of the Unix Users’ Group. His long-term career

goal, according to the University’s press release, is to “make a novel contribution to our understanding of cancer metabolism via computation analysis.”


Immediately after completing his Ph.D., he hopes to study cancer as a postdoctoral researcher and then become a professor. Varagur is a neuroscience concentrator who is also pursuing a vocal performance certificate. Her independent research currently focuses on musical tempo changes’ inf luence on the physiological state of marmosets. She plans on studying for a Master of Philosophy in Music Studies. Varagur is a member of Wilson College and participates in Glee Club and Chamber Choir. She also has served as the music director of the Tigressions a Capella group. She wants to become a pediatric neurosurgeon and a community health professional. She plans on being involved with the music and medicine movement. BEYOND THE BUBBLE

USG votes to increase Venezuelan students NJ schools weigh on in MIT face safety budget of Student threats Group Projects Board financial aid issue Staff Writer

The Undergraduate Student Government passed a resolution on Feb. 19 calling for an increase in the budget of the USG Student Group Projects Board by $10,000 for the spring semester. The Student Groups Projects Board is the main source of funding for the Office of the Dean of Undergraduate Students, the Office of Religious Life, and the Pace Center for Civic Engagement. In addition, the board works with the groups under its purview to help plan events. Diego Negrón-Reichard ’18, one of the leaders of the Financial Reform Team and a U-Councilor, explained the reasons for the reform. “The Projects Board noticed that around every April in the second semester there was a significant funding gap. So, let’s say on average USG funding drops to around $100 per event, when in the past that’s actually several hundred dollars,” Negrón-Reichard said. Because of the funding drop, groups that approach the board at the end of the year are less likely to obtain funding, explained Negrón-Reichard. “We want to make sure we are able to provide all groups fair consideration regardless of when they meet with us,” former cochair Nicholas Fernandez ’19 added in an email. According to NegrónReichard, funding has not been increased from past budgets to compensate for inf lation and rising prices on campus. “The approved increase in funds this spring will allow for greater reliance on USG funds, over which the Board has primary discretion,” noted Fernandez. “It will also enable us to continue making generous

average grants that do not need to be disproportionately supplemented by nonUSG sources.” Students who have not worked directly with the board may have been unaware of the dwindling funds, Fernandez added. “We have been able to support most events that have come to us at the tail-end of previous years thanks to the varied sources from which we’ve drawn our funding,” he said. According to 2021 Class Senator Elizabeth Bailey ‘21, USG usually concludes the year with a surplus. “Providing these funds to the Student Group Projects Board will be an effective way to help the student body and put it to good use,” Bailey explained. Bailey is a contributing copy editor for The Daily Princetonian. Negrón-Reichard predicted that this will lead to an increase in the quality of events in the second semester. The increase will particularly affect affinity groups which often come to the board at the end of the semester, looking to hold events celebrating their communities. “Not only affinity groups, but all groups can have higher-quality, large-scale events,” Negrón-Reichard added. The Resolution includes a clause which requires the Projects Board to update and reform its charter before it receives its new funding. The reform is part of a three-pronged plan from the Financial Reform Team. In addition to Sunday’s resolution, it is looking into centralizing funds and further exploring student fees. USG President Rachel Yee ’19 and Student Group Projects Board Co-Chairs Eliot Chen ’20 and Isabella Bosetti ’18 could not be reached for comment at the time of publication.

By Nick Shashkini Staff Writer

Massachusetts Institute of Technology was embroiled in controversy last week, as prospective Venezuelan student Amanda Vanegas was denied appropriate financial aid due to her country’s exchange rate system, according to MIT alum Jesús Bolivar. Venezuelan students at the University expressed concern about the issues faced by MIT’s prospective student. “It’s a really complex case,” said Samuel Vilchez Santiago ’19, who is originally from Maracaibo — the same city that Vanegas lives in — but now lives in Orlando, FL. “The reality is, no one uses the official rate.” Since MIT’s financial aid office uses the Venezuelan government’s official bolívar to dollar rate in their calculations (VEF 10 per dollar) instead of the market rate, which is 23,000 times higher, Vanegas’s family were millionaires on paper, and hence she was not awarded any financial aid. Most ordinary Venezuelans, however, aren’t able to use the official exchange rate, and must rely on black market transactions to purchase dollars, which are hard to come by in an economy devastated by hyperinflation. Vanegas is in the midst of an appeals process; according to Bolivar, MIT announced that they’re reconsidering their decision. According to the government’s fixed official rate, one dollar is equal to ten bolívars, but with hyperinflation in the country, the actual rate most people use is closer to one dollar for more than 200,000 bolívars, and it tends to “vary day by day,” according to Santiago. The country’s previous president, Hugo Chavez, established the official rate through the national bank in 2003, meaning the Venezuelan market was regulated completely by the government. In 2007, however, the government decided to cut three zeroes from the exchange rate, meaning that a dollar went from officially being worth around 2300 VEF to 2.3 VEF. Despite the current econom-

ic crisis, the government has chosen to maintain currency controls in the belief that it will help combat inflation, which has led to multiple official and unofficial exchange rates in the country. According to Elkhyn Rivas Rodriguez ’19, another Venezuelan-American student, this has adversely affected Venezuelans, especially those who have dollar-denominated loans. When a significant number of families had the means to travel abroad, he explained, they were able to purchase dollars at the government’s rate, albeit with a cap of a $1,000. With the recent economic crisis, however, most people aren’t able to travel, therefore most Venezuelans only deal with the unofficial black market rate. Daniel Bracho ’21, originally from Caracas, Venezuela, explained the effects of currency fluctuations on the average Venezuelan. “Years ago, a bag of doritos was two bolívars, so about half a dollar. Now, it’s hundreds of thousands of bolívars,” said Bracho. “Inflation keeps going up, but wages don’t, so everything’s now on the black market.” Bracho hasn’t been personally impacted by financial miscalculations related to the multiple rates in the country, but he stressed that life in Venezuela is complicated because of the situation. “I think from MIT’s point of view, they’re probably ignorant on the topic because not many Venezuelan students make it to MIT,” he added. According to Bracho, many factors explain why it is difficult for Venezuelan students to make it to top tier U.S. schools, from lack of access to bilingual education to the fact that students often have to leave the country to take the SAT in a country where it’s offered. “Once they’re made aware of the issue there’s a greater issue there that MIT faces,” added Rodriguez. “Sure, they’d like to help the student, but helping the student would require them to deal with the family on the terms set by the black market.”

In Opinion

Today on Campus

Assistant Editor Sam Aftel challenges Princeton ProLife’s “love” letter, while senior columnist Thomas Clark examines inequitable grading standards. See PAGE 2 for solutions to yesterday’s crossword.

8:00 p.m.: Nick Photinos performs a recital of contemporary works, including works by Princeton University gradute composers. Taplin Auditorium in Fine Hall.

By Sarah Warman Hirschfield

Associate News and Film Editor

The Princeton Public School district will be making several changes to their safety practices and protocols in response to an incident in which a former student entered Princeton High School and walked around the building. The incident occurred on Feb. 15, one day after the shooting by a former student at a high school in Parkland, Fla., that resulted in the death of 17 people. According to Planet Princeton, on Thursday, Feb. 15, a student at Princeton High School told administrators that a stranger had entered the school. The man, an alumnus of the high school, was not permitted to be inside the building. The new protocol changes include placing security personnel at entrances and locking the doors of Princeton High School during the school day. Superintendent of Schools Steve Cochrane said that supplemental security recommendations include additional cameras, improved PA systems, and changes to internal procedure in the case of an intruder, according to Planet Princeton. An article in Planet Princeton states that several police departments throughout New Jersey increased their focus on local schools in response to potential threats in the previous week. In Mahwah, N.J., rumors that a middle school student had threatened in October to “shoot up” the school on Feb. 23 led Superintendent C. Lauren Schoen to email parents promising heavy police presence at the Ramapo Ridge Middle School next week. According to Planet Princeton, additional threats in the past week included the arrest of a MatawanAberdeen Regional School district student who had been charged with making online terroristic threats on Saturday, Feb. 17, and a lockdown procedure at a middle school in Parsippany after a bullet was found in a hallway. In Nutley, N.J., schools were closed on Friday, Feb. 16, because of a suspicious video posted on Instagram. An East Brunswick High School student was arrested on Friday, Feb. 16, also for making online terroristic threats and in Somerset County a student was taken into custody after making a threat against his school on social media.


By Aviva Kohn





Partly Cloudy chance of rain:

10 percent


Tuesday February 20, 2018

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What are we actually being graded on? Thomas Clark

Contributing Columnist


massive hint tucked away in an instructor’s reply to a followup on a Piazza post. Eight hours wasted on a problem set because you couldn’t make it to office hours where they told attendees a big clue. Review sessions where the teaching assistant walks through a problem virtually identical to one on the midterm, but you were at sports practice or a job interview or sick at McCosh Health Center. Coding assignments where having beefed-up hardware would have provided a significant advantage. Even in supposedly “objective” STEM fields, grading can be a befuddling, frustrating, and often inequitable process. Add to this the common complaints of humanities students about the subjectivity of grading in their fields — how one preceptor grades more harshly than another, or how some professors use an indecipherably cryptic rubric to assess papers, or even how writing style can shroud a strong argument — and we see that the difference between supposedly good and bad grades at Princeton is often arbitrary. I’ve had the experience of being given a small set of times to pick up a final exam and potentially contest scores. By sheer luck, I noticed an addition error on my exam’s score sheet, and successfully got my score raised from a 62 percent to a 72 percent — a significant difference in that class. If I hadn’t been free at that time or hadn’t discov-

ered the error until after I left the professor’s office, tough luck — I would have been stuck with the grade I originally received. Sometimes it seems like the only way to get a good grade in a class is to enable push notifications from Piazza and read them religiously, to build your entire schedule around course office hours (and not just one instructor’s office hours, but all of them, lest one be more tight-lipped than another), and to scrutinize every sub-part of every graded exam problem for scoring errors. In many cases, it is not nearly enough to simply attend all lectures, do all problem sets, and know all the concepts covered in class. In order to differentiate the dozens of bright and hardworking students in a class, the grading system doesn’t measure how much a student learned but how much he or she is willing to sacrifice for a class. For some students, this sacrifice will be sleep. For others, it will be extracurriculars. For yet others, mental health. Rather than a straightforward assessment of work done, some classes operate by attrition, punishing students who are not willing to make that class their number one priority so that the dedicated few can get their reward. This sort of maneuvering to increase one’s grades doesn’t actually impart more knowledge. In the crapshoot of preparing for exams, having an upper hand on doing a certain problem doesn’t mean you actually know the material better, and you almost certainly won’t re-

member the test problems a year from now. The 12 hours of debugging that it took to get a program from a state of not even compiling to finally running cleanly may raise your grade from a D to an A, but does it really increase your knowledge by a corresponding amount? Yet I sense that this perceived need to excel not only in mental growth but by the metric of grades contributes much to the stress of the typical student. The arbitrariness of grading strikes me as a problem that is not going to go away anytime soon. The Princeton academic machine is composed of human beings, and it’s an intractable problem to ensure that every course instructor is applying the exact same standards. Let’s face it — grading is not fun, and it’s not what most instructors became professors or graduate students for. This doesn’t exonerate them from the duty to try to be fair and reasonable in grading practices, but it should encourage students to simply put less emphasis on grades. After all, for many career trajectories, GPAs matter far less than research quality, personal projects, and strong letters of recommendation. In light of this, I hope course staff eventually spend less time devising assignments to spread students out on the grading curve, and more time engaging students’ academic passions. And since it is ultimately necessary to give grades, courses could reduce much unfairness by following three broad heuristics: Create assignments that build incre-

mentally on previous assignments, don’t privilege any groups or individuals in any way during the assignment process (from the classroom to office hours to grading), and attempt to make grades a roughly linear function of time and effort put in by the student. Students, on their part, can respond by fostering a less grade-conscious culture and promoting a greater appreciation of learning experiences for the sake of learning. If you go to class and learn something new or work on a project and gain valuable practical experience, this is in many ways its own reward. If an interesting topic comes up in lecture that leads you to search for new types of jobs and internships, I’d say you have gotten something out of the course. If a course leads to a productive and meaningful collaboration with a professor or graduate student, it has been time well spent. The grade you get is often only loosely correlated, if at all, with how much you benefited from the class. This is how I have justified no longer caring much about what grades I get. My mental health and sense of purpose is better served by doing my best in my classes but not caring how I’m graded and devoting more time to other pursuits that matter to me. If enslaving myself to a class is the only way to get an A, I’d rather just not get an A. Thomas Clark is a junior studying computer science from Herndon, Va. He can be reached at

Gr8 Administration — Solutions Isabel Hsu ’19


vol. cxlii


Marcia Brown ’19 business manager

Ryan Gizzie ’19

BOARD OF TRUSTEES president Thomas E. Weber ’89 vice president Craig Bloom ’88 secretary Betsy L. Minkin ’77 treasurer Douglas J. Widmann ’90 Kathleen Crown William R. Elfers ’71 Stephen Fuzesi ’00 Zachary A. Goldfarb ’05 John Horan ’74 Joshua Katz Kathleen Kiely ’77 Rick Klein ’98 James T. MacGregor ’66 Alexia Quadrani Marcelo Rochabrun ’15 Richard W. Thaler, Jr. ’73 Lisa Belkin ‘82 Francesca Barber trustees emeriti Gregory L. Diskant ’70 Jerry Raymond ’73 Michael E. Seger ’71 Annalyn Swan ’73

142ND MANAGING BOARD managing editors Isabel Hsu ’19 Claire Lee ’19 head news editors Claire Thornton ’19 Jeff Zymeri ’20 associate news editors Allie Spensley ’20 Audrey Spensley ’20 Ariel Chen ‘20 associate news and film editor Sarah Warman Hirschfield ’20 head opinion editor Emily Erdos ’19 associate opinion editors Samuel Parsons ’19 Jon Ort ’21 head sports editors David Xin ’19 Chris Murphy ’20 associate sports editors Miranda Hasty ’19 Jack Graham ’20 head street editor Jianing Zhao ’20 associate street editors Danielle Hoffman ’20 Lyric Perot ’20 digital operations managerSarah Bowen ’20 associate chief copy editors Marina Latif ’19 Arthur Mateos ’19 head design editor Rachel Brill ’19 cartoons editor Tashi Treadway ’19 head photo editor Risa Gelles-Watnick ’21

NIGHT STAFF copy Anoushka Mariwala ’21 Kaitlyn Bolin ’21 Catherine Benedict ’20 design Diana Tang ’21


News. Opinions. Sports. Every day.


Tuesday February 20, 2018

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Reject the misguided rhetoric of Princeton Pro-Life “love” letter Sam Aftel

Contributing Columnist


n Feb. 8, Princeton Pro-Life penned a letter in The Daily Princetonian after marching in the 45th annual March for Life in Washington, D.C. In the letter, the group promoted its anti-abortion, pro-life stance through the misleading rhetoric of “love.” Although I genuinely appreciate PPL’s attempt to support its pro-life perspective with empathy (rather than with misogyny or reactionary conservatism), the PPL letter’s rhetoric of love dangerously oversimplifies the complexity of the abortion debate. Although I am decidedly pro-choice, I recognize that there are a multitude of thoughtful and worthwhile theological, political, feminist, and philosophical viewpoints on the issue of abortion. Nonetheless, in the United States women unambiguously have the right to an abortion, vis-à-vis the 1973 Supreme Court ruling in Roe v. Wade. If PPL, an or-

ganization that recently “protest[ed] the legalization of abortion in Roe v. Wade,” wants to have a legitimate voice in the national abortion debate, it must provide a more legally and morally nuanced argument than “[l]ove saves lives.” Such a phrase, which serves as the rhetorical catch-all of the PPL letter, reduces the abortion debate to abstract, f lowery sentimentalism, thereby trivializing the often-difficult decisions women (and men, to a lesser extent) are forced to make amid unwanted or non-consensually conceived pregnancies. What’s more, the letter exploits the notion of love to make an overgeneralized and socially decontextualized argument relating to the supposed pro-life mission. This exploitation is particularly apparent in the letter’s fourth paragraph. For example, the letter problematically associates — to some extent — the “fight [against] the evil of rape” with the deployment of love. The letter states that “[t]he goal [of the prolife movement] should be

to increase love, and the movement should be motivated by love.” The very next sentence maintains, “We [presumably the prolife movement or anyone who supports the pro-life cause] can fight the evil of rape.” Hence, the letter seems to suggest that love can combat rape. Such a sentiment would be noble if it weren’t contextualized within a decidedly anti-abortion document. Providing love and other forms of emotional support to survivors of sexual violence is unambiguously important, but survivors need more than just that — they need unfettered access to health care services, which necessarily includes access to medically safe and legally protected abortions. Consequently, the sloppy, incomplete association of rape prevention and love subtly (and perhaps inadvertently) undermines the moral, legal, and social necessity of abortion access for sexual assault victims who become pregnant after surviving rape. Likewise, the letter states, “It is love alone that can change someone’s

heart and make them see the good that can come from an unplanned pregnancy.” Here, the letter suggests to women that love can illuminate the benefits of unwanted pregnancy — that is, the benefits of not having an abortion should an unwanted pregnancy arise — without offering any specifics, such as a single benefit of unwanted pregnancy that “love alone” can make visible. The letter further exploits the sentiment of love by arguing that “it is love alone that can heal the wounds of women who regret having an abortion and men who regret lost fatherhood.” On the surface, this sentence seems benign and rather banal. Of course, women and men who feel regret (or other forms of trauma) after they or their partner aborts their fetus deserve love and support. But women and men who are intimately affected by abortion feel a spectrum of emotions, ranging from regret and confusion to relief. These reactions, as well as others, should be deemed completely nor-

mal and healthy. In fact, by assuming regret, the letter may inadvertently compel women and men to artificially feel regretful after an abortion, because they believe they should. All in all, even as someone who is pro-choice, I appreciate discussing abortion in conversational contexts that are oriented by facts rather than just empty moralistic rhetoric. In fact, thoroughly debating and examining abortion from all ideological angles is socially healthy and necessary. Thus, arguments that engage the issue of abortion in a nuanced, intellectually rich, and robust manner — no matter if they are pro-choice, pro-life, or somewhere in between — should be respected. Disappointingly, the argument made by PPL in its recent letter terribly misappropriates the notion of love for an anti-abortion cause and therefore fails to meet this argumentative standard. Samuel Aftel is a sophomore from East Northport, N.Y. He can be reached at

Thoughts in Math Class Pulkit Singh ’20 ................................................

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Tuesday February 20, 2018

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AROUND I V I E S By Jack Graham Associate Sports Editor


Penn (19–7, 9–1 Ivy): Tied for first atop the Ivy League, Penn has benefitted this season from a balanced approach — the Quakers have the 3rd best offense and the 2nd best defense. The Quakers have a desirable blend of veteran experience with seniors Darnell Foreman and Caleb Wood and youthful talent in sophomores Ryan Betley and AJ Brodeur, who lead the team in scoring with 14.5 and 12.6 PPG respectively. Harvard (14—11, 9—1 Ivy): Tied for first place in the Ivy with Penn, Harvard has overpowered conference opponents with its stifling defense. Long and athletic, the Crimson lead the Ivy League in defense by a wide margin, allowing for just 61.8 PPG. If point guard Bryce Aiken, last year’s Ivy League Rookie of the Year, returns from injury, Harvard will become even stronger. As its 2016 recruiting class — ranked No. 11 in the nation by ESPN — matures, the Crimson will be a force to reckon with in the conference for years to come.

2. 3.

Yale (12—14, 5—5 Ivy): There exists a wide gap between the cream of the Ivy League crop and the rest of the conference. Yale has been consistent throughout the season but has been unable to pull away and secure an Ivy League tournament bid. Sophomore guard Miye Oni has developed into a leader for the Bulldogs, averaging 14.8 PPG. Yale will also benefit from the recent return of Makai Mason, who led the team to the NCAA tournament in 2016 but hasn’t played since due to injuries.


Brown (11—12, 4—6 Ivy): Brown, which finished tied for last in the Ivy last season, has improved its prospects this season with a pair of young, high-scoring guards. Sophomore Brandon Anderson has averaged 17.8 PPG and freshman Rookie of the Year contender Desmond Cambridge 17.5 PPG, including a game-winning three-pointer against Princeton. Cornell (10—13, 4—6 Ivy): Also a basement dweller last season, Cornell has found itself in the thick of the race for a top four conference finish and an Ivy League tournament bid this season. Junior guard Matt Morgan has carried much of the load for the Big Red this season. Morgan leads the Ivy League in scoring with 22.6 PPG and is one of the most prolific three-point shooters in the conference.

5. 6.

Columbia (7—16, 4—6 Ivy): Despite a less than stellar showing in nonconference play, Columbia has remained in the Ivy League race. As Princeton discovered Saturday, the Lions can score the basketball — they lead the Ivy League in offense with 77.5 PPG in conference play. Sophomore guard Mike Smith leads the team offensively with 17.1 PPG. Columbia is also the only Ivy League team to have topped Harvard this season.


Dartmouth (6—17, 2—8): Dartmouth began its Ivy League schedule slowly, losing its first seven conference games. The team has won two of its last three but is still a long shot to finish in the top four and make the conference tournament. Dartmouth has a balanced offensive attack, with five players averaging between 10 and 12 PPG. LAZARENA LAZAROVA :: PRINCETONIAN STAFF PHOTOGRAPHER


Men’s basketball recap: Takeaways from the weekend By Jack Graham

Associate Sports Editor

Princeton men’s basketball (11–14 overall, 3–7 Ivy) extended its losing streak to six games this weekend, losing road matchups to Cornell (10–13 overall, 4–6 Ivy) 107– 101 (3OT) and Columbia (7–16 overall, 4–6 Ivy) 85–60 on Friday and Saturday nights, respectively. Here are some themes that emerged over the course of the weekend. Blown lead, missed opportunities Against Cornell, Princeton appeared to be in control midway through the second half. The Tigers held a 65–43 lead with just 11:44 remaining in the game before Cornell mounted a massive comeback. A 29–4 run over the next nine minutes gave Cornell a 72–69 lead with little time remaining. The Tigers battled back, and with just two seconds on the clock and Princeton trailing by one point, senior guard Amir Bell seized an offensive rebound and drew a foul, giving him a chance to win the game for the Tigers by draining two free throws. He missed the first but made the second to send the game to OT. The Tigers wasted another opportunity to end the game in the

second OT with the score tied at 88. Bell missed a jumper at the buzzer, and the game went to another OT.

The fatigue factor Playing another game the night after a triple overtime thriller is always a daunting proposition. This was evident Saturday night for the Tigers, who came out of the gates sluggish on the road against Columbia. Columbia leaped out to a 22–5 lead in the first seven minutes of Saturday’s game, as Princeton struggled to make shots from the perimeter and defend effectively. The game would not get much closer, as Columbia took a 48–25 lead into the locker room for halftime and secured an 85–60 final. Live by the three, die by the three Princeton shot well from outside against Cornell, making 16–38 or 42.1 percent from behind the arc. Junior guard Devin Cannady rebounded from last week’s games, in which he was contained offensively by Harvard and Dartmouth, making six three-pointers against Cornell and scoring 32 points in total. Against Columbia, however, Princeton failed to knock down its three-point looks. The team shot 25 per-

Tweet of the Day

cent from three-point range, and Cannady was held to just 11 points.

Defensive ineptitude Princeton’s defense has been porous for the entirety of Ivy League play. The team has the third worst defense in the conference, giving up 77.3 points per game in conference play. This trend continued over the weekend, as the Tigers gave up 76 points in regulation against Cornell and 85 against Columbia. Any late season push towards the Ivy League tournament will have to begin on the defensive end. Crazier things have happened Situated in seventh place in the Ivy League with a 3–7 record, postseason play may seem like a pipe dream for this year’s Tigers squad. Such a comeback, however, is not without precedent. Last year, Penn lost its first six games in conference play before winning six of its final eight to slide into the Ivy League tournament as the No. 4 seed, nearly pulling off an upset against 14–0 Princeton in the first round. Just one game behind a triad of teams tied for fourth place at 4–6, the Tigers are down, but certainly not out.


The Tigers fall to seventh in the Ivy League after two weekend losses--part of a six game losing streak.

Up next Princeton will return to the friendly confines of Jadwin Gymnasium this weekend for a pair of games against Har-

Stat of the Day

“Congratulations to Tyler Blaisdell on being named the 9:52 minutes first @IvyLeague men’s lacrosse Player of the Week for 2018. Blaisdell - 17 saves, his best in the final seconds to The Princeton defense kept Cornell scoreless for the first 9:52 minutes of send it to OT, as Princeton beats Monmouth 9-8.” Princeton Lacrosse (@ TigerLacrosse), Lacrosse

the game in a 72-40 victory over Big Red.

vard (14–11 overall, 9–1 Ivy) and Dartmouth (6–17 overall, 2–8 Ivy) on Friday and Saturday respectively. The Harvard game will be televised on ESPNU.

Follow us Check us out on Twitter @princesports for live news and reports, and on Instagram @princetoniansports for photos!

February 20, 2018  
February 20, 2018