Ucla Student Quotes

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

I am an undocumented transfer student to UCLA. This university has always been my dream, but being here has been on of the hardest experiences of my life. I do not receive financial aid, and I do not meet any of the requirements to receive any kind of scholarship because I do not have a Social Securty number.

This shift in culture has changed us. In the first place, it has made us a bit more materialistic. College students now say they put more value on money and career success. Every year, researchers from UCLA survey a nationwide sample of college freshmen to gauge their values and what they want out of life. In 1966, 80 percent of freshmen said that they were strongly motivated to develop a meaningful philosophy of life. Today, less than half of them say that. In 1966, 42 percent said that becoming rich was an important life goal. By 1990, 74 percent agreed with that statement. Financial security, once seen as a middling value, is now tied as students’ top goal. In 1966, in other words, students felt it was important to at least present themselves as philosophical and meaning-driven people. By 1990, they no longer felt the need to present themselves that way. They felt it perfectly acceptable to say they were primarily interested in money.20 We live in a more individualistic society. If

At the University of California, San Diego the year before racial preferences were banned in the late 1990s, exactly one black student out of 3,268 freshmen made honors. A few years later after students who once would have been “mismatched” to Berkeley or UCLA were now admitted to schools such as UC San Diego, where one in five black freshmen were making honors, the same proportion as white ones.

I decided early in graduate school that I needed to do something about my moods. It quickly came down to a choice between seeing a psychiatrist or buying a horse. Since almost everyone I knew was seeing a psychiatrist, and since I had an absolute belief that I should be able to handle my own problems, I naturally bought a horse. Not just any horse, but an unrelentingly stubborn and blindingly neurotic one, a sort of equine Woody Allen, but without the entertainment value. I had imagined, of course, a My Friend Flicka scenario: my horse would see me in the distance, wiggle his ears in eager anticipation, whinny with pleasure, canter up to my side, and nuzzle my breeches for sugar or carrots. What I got instead was a wildly anxious, frequently lame, and not terribly bright creature who was terrified of snakes, people, lizards, dogs, and other horses – in short, terrified of anything that he might reasonably be expected to encounter in life – thus causing him to rear up on his hind legs and bolt madly about in completely random directions. In the clouds-and-silver-linings department, however, whenever I rode him I was generally too terrified to be depressed, and when I was manic I had no judgment anyway, so maniacal riding was well suited to the mood. Unfortunately, it was not only a crazy decision to buy a horse, it was also stupid. I may as well have saved myself the trouble of cashing my Public Health Service fellowship checks, and fed him checks directly: besides shoeing him and boarding him – with veterinary requirements that he supplement his regular diet with a kind of horsey granola that cost more than a good pear brandy – I also had to buy him special orthopedic shoes to correct, or occasionaly correct, his ongoing problems with lameness. These shoes left Guicci and Neiman-Marcus in the dust, and, after a painfully aquired but profound understanding of why people shoot horse traders, and horses, I had to acknowledge that I was a graduate student, not Dr. Dolittle; more to the point, I was neither a Mellon nor a Rockefeller. I sold my horse, as one passes along the queen of spades, and started showing up for my classes at UCLA.

recalled Stephen Crocker, a graduate student on the UCLA team who had driven up with his best friend and colleague, Vint Cerf. So they decided to meet regularly, rotating among their sites. The polite and deferential Crocker, with his big face and bigger smile, had just the right personality to be the coordinator of what became one of the digital age’s archetypical collaborative processes. Unlike Kleinrock, Crocker rarely used the pronoun I; he was more interested in distributing credit than claiming it. His sensitivity toward others gave him an intuitive feel for how to coordinate a group without trying to centralize control or authority, which was well suited to the network model they were trying to invent. Months passed, and the graduate students kept meeting and sharing ideas while they waited for some Powerful Official to descend upon them and give them marching orders. They assumed that at some point the authorities from the East Coast would appear with the rules and regulations and protocols engraved on tablets to be obeyed by the mere managers of the host computer sites. “We were nothing more than a self-appointed bunch of graduate students, and I was convinced that a corps of authority figures or grownups from Washington or Cambridge would descend at any moment and tell us what the rules were,” Crocker recalled. But this was a new age. The network was supposed to be distributed, and so was the authority over it. Its invention and rules would be user-generated. The process would be open. Though it was funded partly to facilitate military command and control, it would do so by being resistant to centralized command and control. The colonels had ceded authority to the hackers and academics. So after an especially fun gathering in Utah in early April 1967, this gaggle of graduate students, having named itself the Network Working Group, decided that it would be useful to write down some of what they had conjured up.95 And Crocker, who with his polite lack of pretense could charm a herd of hackers into consensus, was tapped for the task. He was anxious to find an approach that did not seem presumptuous. “I realized that the mere act of writing down what we were talking about could be seen as a presumption of authority and someone was going to come and yell at us—presumably some adult out of the east.

school. I never tried to talk a student into coming to UCLA. I tried to show him what was there and what to expect, and I never told him he was going to play; I told him he would have the opportunity to play, and if he was good enough, then he’d be able to. Rosy forecasts during the “courtship” of a player can only lead to disappointment and distrust if anything fails to meet that student’s expectations.

In a recent UCLA study of 25,000 youth over 12 years of age, James Caterall found that when young people are engaged in creating art at an early age, they outperform their peers in every category, including academics as well as life skills.8 Studies of US schools that integrate the arts into learning also paint a powerful picture. Schools, teachers and communities that use arts-based learning methods have consistently positive outcomes. The social and emotional climate in schools and classrooms improves, and students become better learners. Students typically:   •  participate more in class   •  become more interested in learning   •  are more creative and self-directed   •  develop communication and complex thinking skills   •  have better relationships with teachers and other students   •  are more likely to develop connections with community members Teachers who use arts-based approaches are more creative and enthusiastic and develop higher-level thinking skills. They are more innovative, flexible, and more willing to improve their skills through professional development training.

February 2: Marilyn attends a party at Romanoff’s to celebrate the release of The African Queen. Marilyn attends a UCLA “junior prom” and is photographed with tuxedoed young men presenting her with a corsage. Other shots show her looking at a campus map, studying in the library, examining a stuffed toy with “UCLA” printed on it, and sitting at a lunch room table with college students who are drinking cartons of milk.

The second is external, in our environment, such as other people, groups, physical spaces, nature, emotions, objects, and subtle realms often called psychic or spiritual. Subtle energy awareness is a normal human ability to internally and externally feel or perceive people, spaces, and things. I include this second type of subtle energy awareness of people, places, things, and other dimensions because it has historically been omitted from our Western psychological map or dismissed as if it were imagination or projection. Studies on highly sensitive people, mirror neurons, and what Dr. Dan Siegel, professor of psychiatry at UCLA and executive director of the Mindsight Institute, calls “attunement”2 in interpersonal neurobiology are beginning to validate this category of awareness within the paradigm of scientific materialism. When I ask a group of students, “How many of you have ever walked into a room and felt that someone is upset without looking at their body language?” usually three quarters of them will raise their hands. (It’s important to note that without the grounding of awake awareness—type five—many highly sensitive people can get overwhelmed by subtle energy because, without awake awareness, we are still experiencing sensations and events from the view of a small self within a separate physical body.)

Until 2011, students majoring in English at UCLA had to take one course in Chaucer, two in Shakespeare, and one in Milton—the cornerstones of English literature. Following a revolt of the junior faculty, however, during which it was announced that Shakespeare was part of the “Empire,” UCLA junked these individual author requirements and replaced them with a mandate that all English majors take a total of three courses in the following four areas: Gender, Race, Ethnicity, Disability, and Sexuality Studies; Imperial, Transnational, and Postcolonial Studies; genre studies, interdisciplinary studies, and critical theory; or creative writing. In other words, the UCLA faculty was now officially indifferent as to whether an English major had ever read a word of Chaucer, Milton, or Shakespeare, but was determined to expose students, according to the course catalog, to “alternative rubrics of gender, sexuality, race, and class.

Alexandre Dumas, also in the audience, wrote that Shakespeare arrived in France with the “freshness of Adam’s first sight of Eden.” Fellow attendees Eugène Delacroix, Victor Hugo, and Théophile Gautier, along with Berlioz and Dumas, would create works inspired by those seminal evenings. The Bard’s electrifying combination of profound human insight and linguistic glory would continue catapulting across national borders to influence poets, painters, and composers the world over, as no other writer has done. Yet the UCLA English department—like so many others—was more concerned that its students encounter race, gender, and disability studies than that they plunge headlong into the overflowing riches of actual English literature—whether Milton, Wordsworth, Thackeray, George Eliot, or dozens of other great artists closer to our own day. How is this possible? The UCLA coup represents the characteristic academic traits of our time: narcissism, an obsession with victimhood, and a relentless determination to reduce the stunning complexity of the past to the shallow categories of identity and class politics.

A 2002 Wall Street Journal article provided eye-opening details about how comprehensive review worked in practice. UCLA had accepted a Hispanic girl with SATs of 940, while rejecting a Korean student with 1500s. The Korean student hardly lived in the lap of luxury. He tutored children to pay rent for his divorced mother, who developed breast cancer.

Every year, researchers from UCLA survey a nationwide sample of college freshmen to gauge their values and what they want out of life. In 1966, 80 percent of freshmen said that they were strongly motivated to develop a meaningful philosophy of life. Today, less than half of them say that. In 1966, 42 percent said that becoming rich was an important life goal. By 1990, 74 percent agreed with that statement. Financial security, once seen as a middling value, is now tied as students’ top goal. In 1966, in other words, students felt it was important to at least present themselves as philosophical and meaning-driven people. By 1990, they no longer felt the need to present themselves that way. They felt it perfectly acceptable to say they were primarily interested in money.

In 1966 Israel invited a California scientist, Sidney Loeb, to spend a year at Ben-Gurion University in Beer-Sheva (the new Hebrew name for Beersheba). Loeb had worked for industry after taking an undergraduate degree in engineering in 1941. Feeling restless, he quit his job at the age of forty and went to graduate school at the University of California at Los Angeles. Like the researchers in Israel, scientists at UCLA had been seeking practical desalination methods. Loeb joined the quest with another student, a Canadian named Srinivasa Sourirajan. They developed the first successful reverse-osmosis process in 1960—“successful” in the sense that it worked in a laboratory, not that it could be deployed in the real world. Sourirajan soon ran into visa problems and Loeb continued alone, constantly tweaking the all-important membrane. By 1965 the technology had advanced enough that Loeb was able to build a commercial reverse-osmosis plant—the first in the Americas—in Coalinga, a town of about six thousand in the San Joaquin Valley. So thick with salts was its groundwater that residents had always brought in potable water by tanker cars. The

If you really want this acceptance, then you need to display that now. Acceptance into the college of your choice may happen, but it likely won’t happen from mediocrity or luck. Put in the time and effort, do the research, and constantly strive for excellence on a daily basis. This needs to be a fundamental aspect of your mindset as a student.

Being accused of microaggression can be a harrowing experience. Manhattan Institute Fellow Heather Mac Donald relates in City Journal how an incident got out of hand at the University of California, Los Angeles, in 2013. Professor Emeritus Val Rust taught a dissertation preparation seminar in which arguments often erupted among students, such as over which victim ideologies deserved precedence. In one such discussion, white feminists were criticized for making "testimonial-style" claims of oppression to which Chicana feminists felt they were not entitled. In another, arguments over the political implications of word capitalization got out of hand. In a paper he returned to a student, Rust had changed the capitalization of "indigenous" to lowercase as called for in the Chicago Manual Style. The student felt this showed disrespect for her point of view. During the heated discussion that followed, Professor Rust leaned over and touched an agitated student's arm in a manner, Rust claims, that was meant to reassure and calm him down. It ignited a firestorm instead. The student, Kenjus Watston, jerked his arm away from Rust as if highly offended. Later, he and other "students of color", accompanied by reporters and photographers from UCLA's campus newspaper, made a surprise visit to Rust's classroom and confronted him with a "collective statement of Resistance by Graduate Students of Color". Then the college administration got involved. Dean Marcelo Suarez-Orozco sent out an e-mail citing "a series of troubling racial climate incidents" on campus, "most recently associated with [Rust's class]". Administrative justice was swift. Professor Rust was forced to teach the remainder of his class with three other professors, signaling that he was no longer trusted to teach "students of color". When Rust tried to smooth things over with another student who had criticized him for not apologizing to Watson, he reached out and touched him in a gesture of reconciliation. Again it backfired. That student filed criminal charges against Rust, who was suspended for the remainder of the academic year. As if to punctuate the students' victory and seal the professor's humiliation, UCLA appointed Watson as a "student researcher" to the committee investigating the incident. Watson turned the publicity from these events into a career, going on to codirect the Intergroup Dialogue Program at Occidental College in Los Angeles. As for the committee report, it recommended that UCLA create a new associate dean for equity and enhance the faculty's diversity training program. It was a total victory for the few students who had acted like bullies and the humiliating end of a career for a highly respected professor. It happened because the university could not appear to be unsympathetic to students who were, in the administration's worldview, merely following the university's official policies of diversity and multiculturalism.

The Doors music has been included in movies and their career has inspired feature films. Chapter 8 - The Doors at The Movies Ray Manzarek and Jim Morrison were film students at UCLA when they met. They both had an abiding interest in film and the past masters as well as creating a new cinema. Through The Doors they did create cinema. At first, one strictly of The Doors, but as their influence and legend spread through culture they, in turn, inspired those that were creating movies.   The Doors Film Feast of Friends Late in March 1968 (the exact date is unknown) The Doors decided to film a documentary of their forthcoming tour. The idea may have come about because Bobby Neuwirth, who was hired to hang out with Jim and try to direct his energies to more productive pursuits than drinking, produced a film Not to Touch the Earth that utilized behind the scenes film of The Doors. The band set up an initial budget of $20,000 for the project. Former UCLA film students Jim Morrison and Ray Manzarek hired film school friends Paul Ferrara as director of photography, Frank Lisciandro as editor, and Morrison friend Babe Hill as the sound recorder. The first show shot, for what would be later named Feast of Friends, was the April 13th performance at the Santa Rosa Fairgrounds. Overall shooting of the film lasted for five months between March and September, and captured the riots in Cleveland and the Singer Bowl. Filming culminated in Saratoga Springs, New York, where backstage Morrison goofed around on a warm up piano and improvised a hilarious ode to Frederick Nietzsche. After filming started, the concept grew and Feast of Friends was to incorporate fictional scenes (some version of HWY?). But problems started to arise. The live sound, in parts, was unusable so the decision was made to use the album cuts of Doors songs. The budget grew by another $10,000 and the film still wasn’t finished. A decision was made by Ray, Robby and John to pull the plug on the film, but Paul Ferrara appealed to Jim and a compromise was worked out. The fictional scenes would be dropped and another $4,000 was added to the budget to complete the editing. The completed film runs to about thirty-eight minutes and is mostly images taken from different shows, or the band prior to a show. It has some footage of the Singer Bowl riot, which shows the riot in full flower, the stage crowded with policemen and fans. Occasionally, Morrison comes out of nowhere to encourage it all. The centerpiece of the film is The End from the Hollywood Bowl show. The film suffers a bit from not using live sound, the superimposition of album cuts of songs (except the Hollywood Bowl footage) removes the viewer from the immediacy and impact of The Doors. Feast of Friends was later accepted at five major film festivals, including the Atlanta International Film Festival that Frank Lisciandro describes in An Hour For Magic. In later years Feast of Friends was shelved, missing the late 70’s midnight movie circuit showing rock films. In the 80’s with the advent of MTV, Ray Manzarek started producing videos of Doors songs for showing on MTV and they relied heavily on the Feast of Friends footage. Chances are that even if you haven’t seen Feast of Friends you’ve seen a lot of the footage.   Jim Morrison Films HWY The Doors had laid low for just over a month. On March 1, 1969, the ‘Miami Incident’ had occurred, at first with no reaction more than any other Doors show, and the band went off on a prearranged Jamaican vacation in anticipation