My First Poetry-Sharing

*NOTE: For more information on the reading and prompt that inspired this essay please click here.

I was first up. But I had asked for it. I had never been to one of these events, but I still pushed myself to go first. I was sure that other performers felt the same jitters going through their unsettled fingers that held onto little sheets of paper or even journals. Those carrying journals impressed me to no end as I would imagine all the nights and mid-day epiphanies they would scribble onto a page, or even the day dreams and lofty thoughts they would half-way draw and frivolously write in hopes of capturing. These were true poets awaiting their moment to astound us with their words so profound that we would have to sit in silence and feel the urge to resist clapping because we didn’t want to ruin the moment into which they drew us.

I knew, at a place like this, that honesty surrounded me. Words of vulnerability, serious topics based on real experiences, and faces from different places gathered into this single space. I figured, before the windows got foggy from a room stuffed with emotions running, I should go first.

At my very first spoken word event, I decided to open with my original short poem about sharing a bathroom. To ease in, I figured my bathroom humor would shake the nervousness off everyone’s shoulders and hopefully my own. After I shared, the day after the event, people still remembered my bathroom poem and said they enjoyed it. Yet, this was just one of my pieces of the night; I had read and performed three more originals – one that I didn’t even think could be considered a poem. But when taking the risk, people found that last piece to be their favorite. It was raw. It was written in two minutes, but had been thought about and realized over twenty-two years. The experience was amazing.

By trying out this new outlet, a place to perform real pressing material in front of an open-minded audience, I found myself absorbing life experiences that I never knew about. My ears were on edge, my lips at ease from neither wanting to speak nor wanting to refrain from speech, and my fingers a little tingly from feeling the powerful vibrations of the voice. This was a place you could surrender yourself easily, yet somehow walk out with a greater grasp of who you are and the things you care about.

I decided to expand on my challenge from last quarter but in a different form; instead of singing cover songs in front of a crowd, I performed an original piece in the form of a poem. Being in front of a crowd is one fear to overcome, but sharing a piece that comes from your mind is a greater challenge in the sense that you are uncertain if your audience will like your ideas, thoughts, word choice or composition. However, being at a spoken word event, I was more concerned with my delivery. This is similar to my last challenge except greater because I was not only worried if people would like my voice but also if I was communicating my ideas clearly and effectively with the tone shifts and volume of my voice.

Overall, I would say this challenge was a learning experience – one that helped me learn what it means to be a poet on stage; the one who embodies experiences through language and sounds and who brings these tense emotions to life through subtle bodily motions. Something that would have helped me during this first performance is if I didn’t think of spoken word as delivering a performance but rather an outlet for a body and mind trying to relive the moment or subject of the poem and convey its meaning in the best way possible. I think it should be an emotional experience, one where you really have to trust yourself to be so passionate about the subject that you forget anything else in periphery – all bodies, all eyes, all judgments – and you are sharing this moment with one subject, one entity, whether it be slow dancing or yelling over who left the faucet running. To be a spoken word poet means to be in touch with yourself and to be so honest—so raw—that the stage is nothing but another outlet to liberate you.

*

Post submitted by: Christina Trieu.

Free Speech Friday: How To Love

Although Lil Wayne may have some controversial lyrics in his music, this particular music video, “How To Love,” delivers a powerful message that deals with real life issues. In the video, we track a woman’s life from childhood to adulthood, and are given pivotal events in her life that influence her to live as a stripper. Instead of focusing on the what – the cold fact that she is a stripper, the video explores how she came to be one. By showing her life under physical abuse and emotional abuse, and then rewinding back to her childhood to show how her life could have turned out in parallel but better circumstances, the video reveals the scarring impact one’s environment can have on a person. This video is powerful because, even though we are shown a woman living as a stripper and (assumed) prostitute – what society tells us is the lowest and most immoral of characters, the video forces us to see past her social identity and recognize that she may not be at fault. By following the story of how she got to be where she is now, we are able to feel sympathy (if not empathy) for her because the video humanizes her, transforming her from a villain to a victim. The ending is significant as well because the positive life circumstances enable her to live a life that we identify as normal – a life of education, family support, and best of all, love.

Post submitted by: Christina Trieu.

Wednesday Word: Is College the Right Path?

Why should I go to college? The value of a college education continues to be challenged, perhaps more so recently due to increases in tuition, lack of financial aid, and less readily available jobs to college graduates. Concerned about the heavy loans and accumulating debt, some students begin to question the worth of college.

According to a recent New York Times article, “Saying No to College,” the media and popular culture are “portraying dropouts as self-made zillionaires whose decision to spurn the ‘safe’ route (academic conformity) is akin to lighting out for the territories to strike gold.” In other words, the message we receive on a regular basis is that college may not be the best way to attain monetary success; instead, taking the unconventional route by not attending college may lead to more opportunities. Yet, though this message is not proven true, why is it so prominent? Is this the message we want to instill in our society, or are we trying to say something else? Many people understand this message as simple as a statement projected in a Fox sitcom “The Mindy Project.” The author of the news article provides a character’s plans for college:

“I’m not going to college,” [the student] tells her. “Why should I load up on debt just to binge drink for four years when I could just create an app that nets me all the money I’ll ever need?”

Alex Williams, the author, sums up the student’s argument: “Why pay money if you can make money?” However, this reasoning is only flawed if money is not the objective. For example, if a student decides to go to college because she wants to genuinely further her critical thinking abilities and obtain life-long knowledge, then paying for college would be sensible and reasonable. Moreover, perhaps the immediate question is not whether college is “worth” the debt or not. Instead, the primary question students should ask is, “What are my goals in college? What do I want to get out of college?” By evaluating what 0ne seeks to gain out of college and if college is able to provide these things or not, one can then make an informed and thoughtful decision on whether college is the right path for him. Because people have different goals in mind, taking the time to assess one’s values and goals is a crucial step in deciding whether attending college is the best for him, or if it’s even the route that will make him the most happy. In some cases, as informed by Dale J. Stephens, the founder of UnCollege, “Experience has proved to be a far better teacher in my life than any book, classroom or educator.”

Whether college appeals to a person as a business exchange (paying money for a degree) or as an invaluable education (paying money for a priceless experience and knowledge), every person has a different goal in mind that requires a varying journey from the next person. College is one route, but it’s not the only way to achieve one’s dreams.

Williams leaves us to ruminate on the idea that “the goal is not to foment for a mass exodus from the ivy halls, but to open people’s minds to a different set of opportunities.”

Post submitted by: Christina Trieu

Summer Intern Spotlight: Melina Melgoza

 

Summary: 

      Education: The Great Obsession is an article regarding the present struggle over public education. The article shows concern and interest in uncovering the myths surrounding the educational institutions in 21^st century America.  Grace Lee Boggs, the author of this informational article, shows particular interest in the mounting educational crisis, as well as,  the present struggle for African Americans to uncover the crude reality of educational myths instilled in the system.  These myths were created in order to keep the population in check. Education: The Great Obsession mentions three main myths in the educational system.  The first myth states that the underlying principle of education in an age of profusion is to increase accumulating power.  The second myth states that the success rate of children can be calculated by their reply to words on a printed page and last, but not least, the third myth mentions that the schools are the best and only institutions for individuals to get a quality education.  The basic mentality of the third myth derives from believing that young individuals should be obliged to attend more school in order to become more educated. Individuals in contemporary society have come to the realization that these myths should be destroyed, which causes the tension to gradually escalate. On one side, the black community is expected to destroy these myths by attempting to take control of schools, while the white community will try to battle these myths by attempting to press concern on issues of student rights,  freedom of dress, speech,  assembly, and press. The overall purpose of these myths being instilled in the minds of those surrounding the educational system is to adjust the ever-changing needs of the American socioeconomic system of capitalism.  The article states that this system was essentially created in order to assimilate the immigrant population now working to achieve the American Way of Life.  Although education has played a large role in the society we live in today, resistance has begun to grow because of the discrimination that the African American population has begun to feel.  African Americans feel that it is unfair for their children are forced to learn in institutions where a large percent of “white” faculty teaches the majority of the black kids. African Americans have begun to realize that education is not the key to success because they are ending up with the “left-over” jobs that white high-school drop outs refuse to take. Education: The Great Obsession has come to demonstrate that educational institutions are not the learning centers they used to be, but a baby-sitting institution where children are promoted year after year for good-behavior and decent grades.  Blacks have come to believe that the struggle of the black community is fused by the white control of black schools.  Statistics show that an overwhelming majority of black students are not succeeding in the present educational system, forcing the population to realize that the school system is useless. Furthermore, a few economic changes have been made, but the achievement of black children has continued to decrease.  Grace Lee Boggs believes that redefining education will help the system better its objectives and its overall purpose.  Individualism also played a great role in this article because institutions constantly instilled the mindset that in order to climb up the social ladder one must behave socially in a certain way, resulting in rewards and promotions.  Boggs also states that this new system of education should be constructed with groups of young individuals meeting in workshops and working as teams in order to identify problems in the community, choose a certain problem to focus on, and plan a program for a solution to the goal.   Overall, Grace Lee Boggs proposition is to start a new system that will benefit everyone in educational institutions.  Boggs believes that the transition between an elite education to a mass education should finally be altered into a system that will allow individuals to learn how to administer and govern situations over their own lives.  This article offered a detailed historical perspective on the present struggle over the educational system.

Reflection: 

     

     This article titled “Education: The Great Obsession,” by Grace Lee Boggs, brought me back to my eleventh grade United States History class taught by Mr.Alan Kaplan. Mr.Kaplan, being one of those teachers that firmly believes in teaching American History through talks about race and discrimination,  deeply intrigued me with his lessons on “Black Psychology” and the “Human Struggle.” Mr.Kaplan constantly brought up the human dilemma and how the institutionalized school system was widely corrupted by many factors.  This article greatly regarded the public educational system as  a corrupted system with a foundation of methodologies keeping the population in a frightened and well-behaved state.  The current educational system that Grace Lee Boggs mentions is the same system that my history teacher, Mr.Kaplan,  believes to be an institution that thrives by not allowing students to express their true feelings and causing children to become slaves to the system of standardized tests and AP courses. Individuals in America should be allowed to thrive,  well enough to survive, and move up in the socioeconomic pyramid. By individuals,  I mean every race,  whether they’re black, yellow, white, or brown.  But,  the educational system has proved to have “white privilege,” meaning white people are allowed to do certain things that would not be socially approved by blacks.  This cultural image that African Americans begin to develop causes them to blame themselves and feel inferior to a race that should be considered equal in the American Way of Life. Black people are constantly going through cultural and political struggles and I firmly believe that if a new educational system will prepare all youth to have power over their own conditions of life it should be implemented. It is urgent,  and very much needed, to develop a new system of education that will allow the great masses of individuals to govern themselves and take control over their present and their future. Concerns of black psychology revolve around the development of a study that analyzes the behavior of Black people and seeks to reshape them into self-conscious characters of their own mental and political liberations. I believe that ethnic rights should be a prevalent factor in determining how to better the educational institutions that exist in 21st century society.  I completely agree,  with Grace Lee Boggs,  that this corrupted educational system should be eliminated,  in order to  implement a system that will fulfill the educational needs of our youth.

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Biography

My name is Melina Melgoza and I am a seventeen-year old student entering my senior year at Alexander Hamilton High School’s Humanities Magnet Program.  I was born and raised in Los Angeles, California with traditional Mexican parents and an older sister to guide me through my childhood.  My first language was Spanish and by age five I had mastered speaking it. Shortly after entering Elementaryschool I became bilingual by learning my second language, English. I have become accustomed to the American life around me, but I have never forgotten my roots nor where my ancestry is from. Throughout my life I have always enjoyed being in school and my passion for learning has shone through my school and summer activities. I am currently serving as an intern at the UCLA Student Activity Center and in my high school career  I have always strived for greatness. When choosing my schedule for my high school career, I decided to include as many advanced placement (AP) classes to keep me busy, as well as, academically challenged.  My sophomore year of high school I enrolled in AP European History and AP Spanish Language and my junior year of high school I enrolled in AP Art History, AP English, AP Spanish Literature, AP Chemistry, and AP United States History. This, along with all my extracurricular activities kept me busy and passionate for my love of learning. Along with all my AP classes, I interviewed for a position as a tutor with the UCLA Leadership Institute at my high school. After being accepted for the position I began tutoring six hours a week. Although my schedule is constantly filled with AP courses and a tutoring job, I am also on the Varsity Tennis team, the Mathematical Engineering Science Achievement club (MESA), the Jet Propulsion Laboratory club (JPL), secretary of the Hispanic Honor Society, and a member of two important community service clubs at my high school, UCLA Leadership Institute and Nevians. Apart from my year-round school curriculum I have participated in the Center for Talented Youth (CTY) sponsored by Johns Hopkins University (JHU) for the past eight summers.  CTY is a gifted education summer program that offers numerous academically talented youths many opportunities to strive for greatness. In one of those many opportunities my worldview drastically changed when reality struck me to my core during my 2011 summer vacation.  I traveled on a scholarship to the state of New Jersey to spend three weeks in a residential summer program, studying at Princeton University.  While at Princeton, I was enrolled in a course ,  Global Politics: Human Rights and Justice,  that scrutinized the roles and duties of nations and corporations in the fields of human rights and justice.  I examined issues, such as the suffering of individuals in third world countries, which allowed me to think analytically about the intricate forces that structure the world. By taking this course I enriched my learning experience and shared my academic abilities, love for learning, and passion for international relations.  After taking this course, I was prompted to seek change in the world, as well as,  to promote world justice.  As a proud Latina, I want to represent my family, as well as, my fellow Latinos out there with my future successes and accomplishments. I will continue to strive for greatness and I will not stop until I achieve my goals because “Education is the most powerful weapon which you can use to change the world.”

Love to Live and Live to Love: My Reflection on WSP

Dear Incoming 2012-2013 WSP Staff,

First I wanted to congratulate you on being selected to work for one of the finest writing programs present on UCLA’s campus.  The Writing Success Program is not just a place of work; rather, it is a home, a safe place, and a location where much growth takes place.  You will see growth in your students, your fellow staff members, your Director, and within yourself.  You are about to be a part of something extraordinary in this upcoming year.

As the first ever ESL/ELL Writing Counselor (and WSP staff member for 2 consecutive years), I have learned a lot about how UCLA students function, how they view themselves, and how insecure many of them are about their writing.  As a staff member, it is your duty to help provide students with the necessary tools to write more effectively, efficiently, and clearly all while maintaining their individual voice.  How is it possible to achieve all four of these separate yet related goals? It requires faith.  Faith in the writing process (from the beginning brainstorming stages to the final revision stages), faith in your students, and faith in your abilities as a counselor—these are all tiny aspects of the faith you will be exerting this upcoming year as you strive to be impactful and motivating counselors (as I hope you all have the desire to become or already are).

For those of you who will be the Administrative Assistant or Assistant Director, I commend you for your belief in the writing process and your belief in our program.  With your support, organizational abilities, and dedication to the more “behind the scenes assistance” and “nitty-gritty details” of WSP, you will make an imprint on students not just in 2012-2013, but also those of future academic years. I encourage you to be open to growth as well and always remember that your primary role is to be the oil of the team, the one who keeps WSP going by being supportive, keeping others accountable, and helping the Director stay organized.  You all rock!

These past two years have been quite beautiful but also quite challenging.  I have witnessed a significant growth in our program as we served more ESL/ELL, Transfer, Freshmen, and other non-traditional/traditional students than ever before: we surpassed all of our objectives each quarter this year and even had waiting lists with people who we, sadly, did not have the capacity to meet with.  I’ve seen the role of the ESL/ELL Counselor develop tremendously and am sad yet happy to let our new counselor have the reigns.  I was a part of the 10-year anniversary of WSP’s birth. I became a mom and anticipate the birth of my son any day now, and I celebrated the birth of our other counselor (Miqi)’s son Zipo.  I also experienced moments of frustration when some students would no-show me or other counselors, or when others would mistreat some of us. But those tiny specks of negativity do not surpass the plethora of positive, uplifting memories I have of WSP. I worked with students these past two years who will be graduating this Spring, and I am proud to see the huge strides they have made to improve their writing. I have not only worked with students on a professional level, but I have even made friends with some of my students, friends who will hopefully last a lifetime.  I will always cherish the blessings WSP gave me.

I leave you all with one small piece of advice: love.  Learn to love what you do in your academics, your job, your extra-curricular activities, your personal life, and your spiritual life. Learn to love people even when they seem un-loveable.  Learn to love writing in a new way than you already do, or learn to love it for the first time.  Learn to show love to your students and teach them how to love their writing and themselves.  But most importantly, learn how to love life.  Learn to dwell on the beautiful aspects of your journey rather than drown in the obstacles and trying moments that make life seem unfair.  All of these things will probably take you the rest of your life here on Earth to accomplish, but start today.

With that being said, I love you all.  Thank you for your passion and commitment to WSP.  May you be blessed in the upcoming year with strength, confidence, and growth individually and collectively.

Here’s to the birth of a successful, memorable, and enjoyable summer and academic year!

 

With love and compassion,

 Casey O’Neill

ESL/ELL Writing Counselor 2010-2012

Jadessa’s Letter to New Staff

Dear New WSP Staff Member

Let me start off by saying congrats on being chosen to be a part of the Writing Success Program. You have been chosen out of hundreds of applicants (okay, I’m exaggerating it wasn’t 100s) to carry on the mission and foundational values that the founding director, Janet Brown, had for WSP. I know seems like a lot to take in, right? But not to worry I am here to tell you that I have confidence that you will do a great job.

I can tell you now that being a member of WSP will probably be one of the most challenging but also one of the most rewarding jobs you will ever have. I am not telling you this to intimidate you but more as a heads up that this is a very hands-on kind of job. This job will challenge you to think outside of the box and really take the time to step back to reflect and evaluate yourself not just on your writing but on what you think, feel, and are passionate about. Before I started working for WSP I can honestly say that I felt lost and unsure of myself, as cliché as it may sound.  I questioned why I was even hired to be part of WSP. I was unsure about being a writing counselor because I felt that I was inadequate and would not be help to anyone. But Sahra, the current director,  believed in me and told me not to doubt myself; I guess you can say she saw something in me that I could not even see in myself (again, with the cliché line).  So I took Sahra’s words to heart and started to have more faith in my ability to do the job and as it turned out I was not half bad at it, who knew!

Since I started the job until now I can say that I have changed so much, both personally and professionally.  I have become more driven, empathetic, self-assured, and open than I was before I become a part of the program. I acknowledge that everyone is different and has different experiences. My experience with WSP of course may not be the same for you. However, if you let it, WSP can be the key to you learning new things about yourself that you might not have otherwise explored.  The best advice I can offer to you is to trust in yourself and trust in your fellow staff members. Open your mind and be willing to challenge yourself and challenge others to do better. I wish you the best of luck and am confident that as I leave WSP that it is in good hands for next year.

Post Submitted by Jadessa

A Letter to the Future of WSP

Welcome to the best job ever! Whether you are beaming with excitement or positively petrified, you are in the right place. There is no better/other way to start your year as a WSP counselor than knowing absolutely nothing. One universal truth about being a WSP counselor is this: you will learn far more from your students than you could ever hope to teach them.

There are certain moments that all WSP counselors will experience sometime during their tenure. You will undoubtedly feel an odd mixture of fear and composure during your first session. You will have students come in the day before and ask if you could edit their 8 page paper. You will want to throw said paper at their face and give them a lecture on procrastination. You will often think to yourself how on earth you could possibly be qualified to help students when you can’t even write your own papers.

But, don’t worry about that. Because you will also have moments when students you’ve worked with will send you an e-mail in ALL CAPS telling you how they got an A in their paper. You will find yourself asking just the right question to get your student going about their ideas. You will have plenty of students who will come prepared and excited to write their papers. You will, in a bout of irony, be editing a student’s paper before working on your own. And maybe, like me, you’ll find yourself thinking that you wouldn’t mind doing this job for life.

So, what’s the best part about this job? For me, it was going to work at any given day and knowing that at the end of that day, I would have helped someone in the best way possible. Being a writing counselor is like being a mom (trust me, I would know =P). It’s a short title, but a realllly looong job description. You are an editor, an interrogator, a coach, an advocate, and most importantly, a compassionate friend.

Lastly, don’t stop asking questions. The beauty of WSP is that it challenges you inside and outside your sessions. Don’t be afraid to challenge yourself because it’s the only way you will be able to challenge others. Working for WSP is a unique opportunity to learn, be inspired, and feel empowered for both you and your students. Take advantage of every professional and personal development, workshop and activities that you take part in. But most importantly, don’t be afraid to open yourself up to the close-knit relationships you will create with your team members.

You are part of something truly wonderful! I’m so proud to leave WSP knowing that you will be there to nourish it. Congratulations! And in the words of Janet Brown: Write drunk, revise sober.

Sincerely,

Miqi Cos

Lee’s Notes for the Future

Dear future staff member,

Congratulations on entering into an experience that will very much leave a remarkable impression on your college career. Over this year, I have developed an incredible amount, in more trivial ways (better time management and communications skills) to ways that touch upon one’s cores (the real way in which writing facilitates empowerment and serves to liberate the individual). You are entering into one of the best positions within CPO to make a difference on students’ lives — a position removed from sectarian restraints and much of the drama student leaders sometimes become embroiled in. You are giving students the potential to think through complicated skeins of issues, to enunciate that thought process, and to articulate their views.

While this is a paid job, it is therefore also a form of cultural activism. My advise is to never forget this. In a campus, in a society, where fractionation between races, religions, and sexualities creates what playwright Tony Kushner has called “the melting pot that never melted,” voice — the basic, individual unit of narrative — can allow us, as DuBois put it, “across the color line,” to dissolve division. Take this to heart. Live it out. Be involved in the rest of SRC and CPO. Be vocal. Make connections & cross bridges. These words I leave unto you.

Warm regards,

Lee Jasperse

Lauren’s Letter to New Staff Members of WSP

Hello New WSP Staff Member!!!

I can’t believe the year is already coming to an end, and we have established who will take on the torch to carry on WSP’s awesomeness next year :] What you will experience this upcoming year will hopefully become one of the most treasured experiences of your college career.  You’ll be working with a variety of students; some you feel proud to know, some who need some extra care to understand our methodology, and some you feel like you couldn’t reach out to. There will be ups and downs in your experience, but always remember that you have your team to fall back on.

When I first found out that I was offered a position on staff, I was very wary because I felt that I wouldn’t be able to handle the amount of time commitment required along with my classes. It was a period of time where I felt doubt in every decision I made, and second guessed everything step I took when taking up new opportunities. However, I found that accepting this position was the best decision I have ever decided to make. WSP is a different space compared to the other projects in CPO because for one thing it’s so small. You become so close to everyone, and I feel that I’ve found my family away from home. Another amazing point about WSP is that we serve such a diverse community. We can meet with any student, and we usually have the most diverse staff out of all the projects. Woot! WSP has an endless list of positive qualities, and I hope that you’ll discover all of them and more during your time involved with the project.

As a new staff member, you must be feeling a little anxious or nervous of what is to come. My advice is, when in doubt, just ask another staff member. I used to not be able to ask for help or advice easily from my staff members, but I eventually realized that everyone had something amazing to offer. One can be strong in public speaking, and another can help you think more critically when you’re feeling stuck. You’ll always have someone to talk to as a staff member, and I hope that next year, you’ll develop bonds with everyone that transcend just mere co-workers.

As a returning staff member myself, I am so excited to work with all of you! I hope that you know that you can always turn to me if you have any questions or concerns. I am here to support you, and I will do my best to help you with anything whether it’s regarding WSP, school, or drama with friends :] That’s what it means to be a WSP staff member; becoming a family. So I hope you’re excited for the upcoming year, and let’s get started with a BANG!

 

Best,

Lauren Park

Miqi’s CPO story: Building Professional Confidence

Once upon a time, I was an average student; anxiously worrying what awaits me beyond the red brick bubble of UCLA. The day I came into the Community Programs Office, everything changed.

Each day that I work in CPO, I am privileged to be constantly inspired by my peers and professionals. In the two years that I have been involved, I was part of the CPO Front Desk Internship and the Writing Success Program. My experience these two different working environments developed not only my professional skills, but more importantly, my professional confidence.

When I first worked as a CPO intern, I was part of a large, diverse, and vibrant team composed of my fellow peers. On my very first day, I was immediately challenged to interact with my coworkers and give my input during our staff meeting. The anxiety I felt was almost synonymous to what I experience when meeting someone’s family for the first time. Initially, working with 30+ other people challenged me, and I often found myself withholding my opinion and participation in team tasks.

The great thing about CPO, and the people who work there, is that they are absolutely invested in your personal success. I worked with two amazing office managers who pushed me out of my comfort zone, and ultimately encouraged me to be more involved in the work space. It was a workplace that not only challenged me, but also supported me in overcoming all of my challenges. My year as a CPO intern provided me with the fundamentals of working in a team environment; I became more confident in voicing my opinion, and receptive to different working styles.

In my second year being involved in the CPO, I strengthened my leadership, communication skills, and developed accountability in my role as a Writing Success Program counselor. With each one-on-one writing session with my students, I learned how to better articulate my thoughts and ideas. Working in such an intimate environment, I gained interpersonal skills that I’ll be able to utilize in my future career as a lawyer.

Since WSP staff only consisted of a small, close-knit group, I was also constantly challenged to take initiative in spearheading our programs, fundraisers, and team developments. Each of our team developments required each staff member to share a skill or talent with the rest of the staff. I remember contributing advice on how to be a great public speaker; a skill I learned as part of the debate team in high school. I was even given the opportunity to present a campus wide workshop on public speaking. Working with my director and fellow staff truly affirmed my confidence in communicating my ideas and taking initiative in the workplace.

Both of my working experiences within the Community Programs Office pushed me out of my comfort zones; yet ironically, they gave me the confidence I need to pursue any profession. I aspire to be a lawyer, advocating for underrepresented children and youth. I may be working with a big firm, around many other lawyers with many different ideas. I could be part of a smaller firm, wherein my voice and leadership is integral to our success. I will always be working with youth whose thoughts and situations are often unheard and not too often understood.

I am facing a working world that is so much more competitive and impersonal. Yet, I never felt more confident.

Post submitted by: Miqi Cos

CPO History Book: Jadessa Randall

How has your involvement in CPO impacted you as a person. You may reflect upon situations that may have challenged or enhanced your personal beliefs, values, opinions, personality/characteristic development, etc.

The Community Programs Office has been a tremendous influence on my personal growth. I worked in the Community Programs Office (CPO) as an Office Intern for Winter, Spring, and Summer quarters of the 2010-11 school year. During that time I was challenged more than I had ever been before, both mentally and emotionally. I can remember when I attended my first staff retreat Spring Quarter of last year. The retreat consisted of all of the interns and office managers, which amounted to about 40 people, spending a whole weekend together in a house in Santa Barbara. I was apprehensive about going at first because I was a new intern; everyone else had already worked together since the beginning of the school year and thus had already made connections with each other, I on the hand had no real connection to anyone so I felt out of place. Despite those circumstances I decided to have a positive outlook and see what the weekend had in store for me. The office managers, Eder and Anthony, had us interns participate in some team building and reflection activities throughout the retreat. Honestly, I did not want to participate in any of them. I am a very guarded person; it is difficult for me open up and trust people because I feel like no one will understand me or why I react to things the way that I do. There was one activity in particular that really got me to break out of my comfort zone. In this activity, one person had to stand up on a tall stool and say something they fear or something they did not like about themselves and other people who identified with the standing person’s admittance would line up and catch the person when they fell back on off the stool. This activity was particularly difficult for me because I was afraid to say anything personal about myself and I was afraid that my peers wouldn’t catch me when I fell. I was relieved to find out that people did support me and relate to me. After that activity and that weekend, I started to open up more to my coworkers and realize that I was not alone in my struggle. Since then I have moved on to become a Writing and Creativity Counselor for the Writing Success Program, a service of the CPO. Within this position I have grown more as a person. I am more inclined to take initiative by leading different workshops and fundraisers that we have had; this is something that I have never done before since I was more used to fading into the background. I am now more able to be open and offer my insight without fear of being cast down as well as take criticism from people. All and all, I will say that this past 1 ½ years of working in the Community Programs Office has been one of the most eye-opening periods of my life and I will always be grateful for the lessons that it has taught me about life and about myself.

Post Submitted by Jadessa

CPO History Book: Lee’s Perspective

Reflect upon any revelations or thoughts you have had about life. (Examples: lessons learned, developing spirtuality, etc.) Reflect upon and write about your involvement or experience with any of the CPO projects, internship programs, etc.

The Community Programs Office (CPO) has been critical in furthering my path towards cultural consciousness and humanistic compassion.  The Writing Success Program (WSP) occupies a shared, collective space — separate from, yet integral to, the specific aims and advocacy of all the projects within CPO.  This fits (and derives from) WSP’s own mission, which is to empower students through voice as a means to clarity, analysis, and self-representation, as a common tool for dialogue: to speak across, to speak through.

During my time at WSP, I have witnessed politicking, division, and acridness between different student groups, as have I encountered people passionately fighting injustices faced by others while themselves subjected to their own host of injustices.  The CPO is, in some respects, a volatile place, volatile both in the sense that emotions and politics are so liable to rapid change, but also in the more etymologically literal sense: that it is a place where students fly.

So, myself.  It should be evident by now that much of what I’ve learned from the CPO has been through (appropriately) dialogue, interactions, and observations with those probably much more embedded within the space than me.  The energy and commitment of such people have inspired me, but have also reaffirmed my belief in looking towards larger correspondences, the abstract frameworks, the outer husk of things.  That is, I have begun to challenge myself and others to consider the ramifications of what they are saying, locally, in any given situation.

As a white male in CPO, I noticed every time somebody used “whiteness,” or “the whites,” synonymously with “oppressive, dominant-ideology-reinscriber.”  I had difficulty reconciling my inclusion into this category (I’d never previously thought myself so vile, so one-dimensional) and legitimate arguments about structural and hegemonic racism.  Just as it doesn’t seem productive to say “Blackness is…,” it seemed just as divisive to say “Whiteness is…”

Thinking about this brought me to thinking about how one historically disenfranchised group can self-advocate and coordinate with other self-advocating groups without falling into a regressive discourse of oppressor/oppressed — acknowledging what race (or any other identifier) is constructed to be, but not applying such constructions to others in improving your own conditions.

Let’s explode the calcified corpse attached to signifiers applied to self! Let’s see a person as a person, the constantly churning, fluid, dialectic person located at the intersection of so many identities, yet not the actual crossbeam — removable from such structures, capable of picking them up, breaking them into pieces, and configuring them into a beautiful mosaic of the subjective.

I am gay.  I am white. I am male. I am human. I am Earth-bound. My heart pumps finitely and mind continually flourishes and enfolds like yours and everyone else’s.

Critical in this aim is the use of language and rhetoric, which can so easily stir the nerves through restrictive speech and assumptive shorthand. The complexity involved in speaking of another subjective human, rather than “That Asian handicapped woman,” etc., is intimidating, but so revolutionarily liberating.  It requires a heightened awareness, a higher deployment of language, an appreciation of the fullness of speech.

This I have learned working at WSP, serving those involved with advocating for their own communities within a larger, structurally connected, variegated space.

CPO History Book: Casey O’Neill

Prompt: How has the CPO prepared you for your future career or working experience? Do you feel equipped with tangible skills to be successful in the work force? (Examples: accountability, punctuality, communication, responsibility, etc.)

Back in 2010 the Writing Success Program hired me as the first ever ESL/ELL Writing Counselor. The job came with no specific description or guidelines. My boss told me I would be a Writing Counselor, but I would focus more specifically on assisting ESL/ELL students–that was it.

At the time I was the youngest on staff and the only one who had never worked in Community Programs Office (CPO). As a Sophomore and a “newbie,” I felt a lot of pressure. I wondered if people would question my (lack of) experience or my age. My co-workers and boss’ years of experience intimidated me. Also, since it was my first real job, I felt very nervous. I didn’t want to screw up or get in trouble, so I took my job very seriously.

The first quarter I overworked myself: our objective was to hold 60 sessions, but I held over 120. Holding this overwhelming number of sessions took its toll on me (especially since we are only allocated 14 paid hours a week). I had to learn to set boundaries with my students, especially when they started calling me or knocking on my door at 2am. I constantly felt stressed since I wasn’t sleeping well or taking care of myself. Furthermore, I did not know how to manage my time. I often missed deadlines or spent too much time completing tasks. But with a lot of training and accountability, Sahra (my boss) taught me to become a stronger, more reliable and assertive woman.

Sahra gave me numerous opportunities to develop the role of the ESL/ELL Counselor. She asked me to lead a grammar exercise at each of our meetings so counselors could further assist ESL students. Consequently, I compiled all of the materials and wrote a grammar workbook for future ESL/ELL counselors to use when sessioning with their students. She also asked me to write an ESL manual so future counselors have a better idea of what to expect for the job.

My second year in WSP has been easier in some ways but harder in others. It’s easier because I know what to do now; counseling is like second nature to me. However, during Fall Quarter 2011 I became pregnant with my first child. This life-altering experience has challenged me to grow drastically. In this time, WSP has functioned as a source of motivation for me: working here keeps me focused on my and my son’s futures. As my son has been growing, I have been slowly preparing myself to “retire” from WSP. I initially wanted to return my Senior year, but now I can’t; I have to take care of my son. Learning to let go has been very hard. The ESL/ELL position is like my baby. It’s hard to entrust it to someone else because, in a way, I created it. But like any parent has to do, I must let WSP grow up and be on its own, trusting that it’s in good hands.

Post submitted by Casey O’Neill

CPO History Book: Lauren’s Story

As the academic year closes, everyone  on staff will be writing reflection pieces for the annual CPO History Book. We will share a different one each day this week. Enjoy!

Prompt: How has your involvement in CPO impacted you as a person. You may reflect upon situations that may have challenged or enhanced your personal beliefs, values, opinions, personality/characteristic development, etc.

 

The Community Programs Office (CPO) has definitely become my home away from home during my college experience. When I first started college, I became just one of thousands of ambitious freshman at UCLA. I felt lost in the flood of new students. I wasn’t doing well in my classes, and although I was very active in high school, I didn’t participate in any organizations or clubs during my first year. I simply accepted the fact that I was just another “average” student that wasn’t good enough to fulfill any of the dreams I once had in high school. My apathetic attitude towards my education spread like cancer until my whole outlook of my future, self-confidence, and inner strengths spiraled around one thought: I wasn’t good enough. I hadn’t even realized how far down I’d gone on this road of self-deprecation and unhappiness until the summer after my second year.

By some amazing chance, I was forwarded an application for CPO’s Leadership Internship. I applied for the internship even though I was wary of change and unfamiliar places. I figured I had nothing to lose. This one decision was the turning point on my path of self-discovery.

Although I didn’t get the internship, I got hired as a Front Desk Intern because anyone that seeks help from CPO will receive it. For once, I met people who really understood my struggles. I was so used to feeling like the bottom of every possible list that I hadn’t realized there were others who felt just like me.  This departments’ whole purpose of existence was to help students holistically rather than just focusing on academics. I started to face my inner demons and began overcoming them by challenging myself to push beyond my limits. During my internship, I rebuilt my self-confidence and assurance that I WAS worthy. At the end of the summer, I seized the opportunity to become part of the Writing Success Program. My old self would have never taken the chance, but even just 12 weeks at CPO had transformed me into a more confident and assertive individual. WSP has given me so many opportunities to develop and grow. I was pushed in aspects of myself that I had no idea needed help. Professional skills, communication, leadership; all of these qualities were addressed. Over the past year, I’ve seen myself grow exponentially since that pivotal choice I made last summer. That one snippet of time when I decided to screw the unhappiness and the confusion I felt and just GO for the position at CPO was the best thing I have ever done for myself. For me, my first two years of college were spent closely staring at one brick of a supposed enormous wall of obstacles and hopelessness. But after taking that first dip into new waters, I realized that the wall wasn’t as unstoppable as I first thought. CPO has definitely shaped who I am today, and it’s a place where I will always look back to with fond memories after graduating.

Post Submitted by Lauren

The Resurrection of Affirmative Action?

Affirmative Action. It is one of the most controversial issues currently up for debate in the higher education system  (second only to the issue of fee increases). Currently, affirmative action is deemed unlawful for admissions considerations in the UC system; it was solidified with the passage of Proposition 209 in 1996 which prohibited state government institutions from considering race, sex, or ethnicity in public employment and public education. The effects of Prop 209 on minority students have been significant; after the ban was adopted the number of Black, Latino and American Indian students admitted to the systems most notable schools,UCLA and UCB, dropped by 50% . There has been a recent student movement through various organizations such as the University of California Student Association (UCSA) to repeal Prop. 209 and have affirmative action reinstated in the admissions process. With strong opinions of both sides, and neither side necessarily being right or wrong, the real question is: Should the UC consider race in the admissions process?

In my opinion, I believe that race should be considered in the admissions process.  We hear time and time again that we live in a post-racial society and everyone has an equal chance at success but in reality this is not entirely true. Just on the UCLA campus alone only roughly 0.6% American Indian, 4.4% African American/Black, and 15.59% Chicano/Latino students are enrolled while the rest of the campus is comprised of Asian and White Non-Hispanic people (however 6.2% of students are unaccounted for  because their ethnicity was either unknown, unstated, or other).  If this is how it is on our campus, I can only imagine what the ethnic demographic is like on the other 10 UCs. The fact of the matter is our UC campuses are not representative of the richly diverse demographic of California and that needs to change. There are many misconceptions as to what purpose affirmative action serves. Many people see affirmative action as, “ a handout and an arbitrary selection process” but I that really is not an accurate description. Affirmative action is not a handout, it is not a quota, and it is not a way to play favoritism to minorities. I see, as well as other proponents, affirmative action as a way to even the playing field for everyone. This is because it gives students who might not necessarily have been granted all the opportunities to advance academically in high school a chance to obtain a college degree, regardless of their disadvantages. Considering race in admissions does not mean that the UC would be taking in unqualified students. Of course it is important to put significant weight on a person’s G.P.A, test scores, and overall scholarly merit,  but there are more factors to consider that could make a student deemed “qualified” . Proponents of affirmative action think current measures being taken in admissions to compensate for the ban, such as the use of  ’comprehensive review’, “ have not been enough to boost opportunities for historically excluded minorities”. As a Black student attending UCLA, I would like to see more people who share my ethnic background on campus. I want to see more American Indians. I want to see more Latinos. We should not just be a blip of a statistic on a campus that serves over 35,000 students.

Post Submitted by Jadessa

Considering Race Can Actually Lead to Racism: Casey’s Response to Affirmative Action Initiatives

Should the UC be allowed to consider race in the admissions proces? Why or why not?

No–I do not believe that the UC should be allowed to consider race in the admissions process.  While I see that considering race in admissions has the aim to promote diversity and give more access to minorities, I argue that it will, instead, give grounds for racism to fruition.  Furthermore, I argue that UC students should educate underrepresented high school students on the admissions process and motivate them to apply to UC’s from a young age.

Let’s start with a definition of the word racism: racism is “a belief or doctrine that inherent differences among the various human races determine cultural or individual achievement, usually involving the idea that one’s own race  is superior and has the right to rule others” (Dictionary.com). Most people focus on the second part of the definition yet neglect the first part.  The second part highlights racial superiority; therefore, according to this definition, a racist believes his race is more superior than others.  However, what many people fail to realize is that racism also includes the belief that our racial differences contribute to our degree of achievement.  For example, some people hold the view that Asians are inherently smart, thus explaining their prevailing presence on top-notch universities in the U.S.  On the other hand, some people believe that African Americans or Latinos are inherently lazy or even uneducated, explaining their lack of presence in universities.  These beliefs, according to the said definition, are racist.

With that in mind, let’s consider the ramifications of considering race in the UC admissions process. Let’s say that an admissions officer reads over an entire application and has her mind set on admitting the student, but then she sees on the last page of the application that the applicant is African American. In her mind she thinks, “This student has shown strong academic performance at her high school compared to the other students, but I don’t know if she will be able to handle the competition here at UCLA.  Being academically successful requires a lot of hard work, and I don’t know if this student is cut out for that.”  Then she puts the application in the reject pile. No one would know the true reason she rejected the student; the officer’s reasoning all took place in her head.  Thus, there is no clear way to prevent such discrimination from occurring.

Speaking of rejection, I wonder how many minority students do not even apply to the UC system due to fear of rejection. In fact, how many minority students actually apply to schools like UCLA? Probably not as many as there should be because many are indoctrinated with the misconception that they won’t be able to survive here, let alone get in. They are constantly told by their peers, parents, society, people from their hometowns, even high school counselors that they aren’t good enough, which discourages them. Probably a lot of minority students are told that they aren’t smart enough to get into college, so they better focus on sports because that’s the only way they would have the opportunity to go to college.  This oppressive mindset inhibits the majority of underrepresented youth from even applying to college.

Instead of focusing on adding race to the admissions process, we should focus on motivating underrepresented minorities to stay focused in school and apply for colleges and scholarships. We should educate and motivate the youth, especially if they are discouraged or are not educated of how things work.   We need to educate them about resources like Fee Waivers, FAFSA, and the fact that UCLA, in particular, admits students based on the “holistic review” approach (see http://www.admissions.ucla.edu/Prospect/Adm_fr/fradms.htm).  In doing so, not only do we replace the aforementioned oppressive mindset with truthful statements, but we will also significantly increase the amount of minority students that apply to UC’s.  And with that, I believe we will further diversify the campuses.

Post submitted by Casey O’Neill

Affirmative Action is Not Progressive

Prompt:  Should the UC be allowed to consider race in the admissions process?  Why or why not?

Mary Clark, in her Daily Bruin article in support of race-based admission decisions, argues that affirmative action is critical in a society that has yet to “[transcend] racism and undone all of its effects.”  However, what she ignores is the way in which affirmative action reinscribes racial divisions and further institutionally encoding constructions of a ‘racial experience.

Here, it’s useful to visit Foucault, a discourse theorist whose ideas have been incredibly influential to the fields encompassed within minority studies.  For him, power is not “a general system of domination exercised by one element or one group over another,” but needs to be “understood [as] the multiplicity of relations of force that are immanent to the domain wherein they are exercised, and [which] are constitutive of its organization.”  Power is not exercised by a dominant power (e.g. white society) over a minority group — that is, power does not act restrictively, as a form of oppression.  Rather, is exists as an “omnipresence,” as a force that disguises itself as acting simply within the binary of oppressed/oppressor.  In such a binary, to become empowered is simply becoming un-oppressed, of acquiring education/money/governmental position.  However, Foucault argues, we must understand the larger discourse surrounding our perceptions of what is oppressed.

Proponents of race-based admissions seem to ignore the discursive implications of affirmative action, the way in which it might actually reinforce the current power relations that produce certain minorities as powerless.  That is, it reinscribes the minority as occupying an inherently disenfranchised position.  It homogenizes and essentializes the racial minority’s experience as being one way, while simultaneously essentializing the experience of ‘whiteness’ as being inherently different from that of the racial minority.  The end problem of this is that this leaves no room for a white person to ever have a similar experience as someone from a racial minority — it affixes traits as inherent and exclusive to race.  And isn’t this precisely oppositional to the aims of the progressive, anti-racist individual, the very same person who “should” be supporting affirmative action?  It takes the incredibly racist social Darwinist arguments of the 19th century (certain races are biologically one way) and resituates them into the realm of social construction.

This is certainly not to say I don’t believe that racism exists and that there are many factors being of a racial minority can carry with it certain impediments.  However, I can’t abide by the way that race-based admissions foreclose on the great diversity of experience while perpetuating a discourse in which the racial minority must occupy the oppressed position, forever “otherized” and homogenized.
This rubs up against my own concern for individual narrative, the desire to view individuals as individuals rather than needing to situate somebody within an institution — a belief that any body is capable of any diverse array of experience.

But yes, racism does exist, people of color are more likely to experience impediments based off of institutional biases than are white people.  What is to be done other than affirmative action to curb this?

I support the current system, in which issues of race, class, sexuality, gender, disability, and other personal, specific factors are taken into account within the essay and context portions of the UC admissions process.  This allows the reviewer to understand holistically and in a non-rigid, non-homogenizing way the relationship of a specific applicant to structural bigotry.  In this way, a wealthy African-American applicant who wears Prada daily, is well connected, has been privy to the best educational support, has travelled the world, is not immediately given an edge over someone with equivalent aptitude, but from an urban, poor, single-parent — white — background.

Posted by Lee.

The Cost of Di-versity in a Uni-versity

How much would you pay for diversity on campus? With the end of another admissions cycle at UCLA, comes a new class of freshmen and transfer students that are more diverse than ever. Even with UCLA admitting its largest pool of students to date, past tuition increases and recent efforts to recruit international and out of state students have been viewed as a threat to UCLA’s diverse culture.

Tuition hikes over the past few years have not only deterred students from enrolling or continuing in the UC system; in reality, these increases have also specifically hindered historically underprivileged  communities from enriching our campus diversity. Every time that UC regents approve another percentage increase on our tuition, they are disproportionately cutting certain communities from access to higher education. In California, low-income families are typically within Hispanic, African-American, or Asian-American communities. When students from these communities struggle to finance their education at UCLA, it not only affects cultural diversity on campus; more importantly, it threatens UCLA’s intellectual diversity.

Recent efforts by admissions officers to increase revenue by recruiting more out of state and international students seems to me an effort to offset the negative impact of tuition hikes on campus diversity. While this represents a step towards diversity, however, it also signifies a step away from UCLA’s duty as a California public university. Chancellor Gene Block outlines the following in the University of California Diversity Statement, adopted in 2006:

Diversity – a defining feature of California’s past, present, and future – refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region, and more. Because the core mission of the University of California is to serve the interests of the State of California, it must seek to achieve diversity among its student bodies and among its employees.

Diversity is a value and a product innate within the rich culture of California. It shouldn’t be a far-fetched ideal that has to be attained by recruiting students worldwide. Having more students from outside of California and of the U.S. will undoubtedly enrich all aspects of diversity at UCLA, but at what cost?

Instead of legitimizing UC admissions’ recruitment efforts under the guise of increasing diversity, they should focus on fostering the already abundant intellectual, cultural, and socio-economic diversity that is within their reach.

Post submitted by: Miqi Cos

Nonresident Students Recruited as a Means to Offset Tuition Increase

Prompt: In your opinion, how do tuition increases and increased out-of-state & international students affect diversity on campus? Do you support these increases? Why or why not?

I have mixed feelings whenever the issue of tuition increases for the UC campuses is brought up. I can see how the leaders of the UC campuses feel trapped within a vortex with no other solution other than to increase tuition in order to deal with budget cuts, but on the other hand I can’t help but question if there were any other alternatives available? According to the Los Angeles Times, “University of California students could face annual tuition increases of 8% to 16% over the next four years, possibly bringing the fee as high as $22,068 for the 2015-16 school year.” As a student currently experiencing these fee hikes, I can’t help but feel bitter towards someone for the strain that all students are feeling. I try to keep an optimistic mind and hope that the leaders of the UC’s really are doing everything they can to help their students rather than working on their own personal agenda. That’s why although I don’t support tuition increases, I do agree that reaching out to nonresident and international students can help alleviate the burden the campus feels financially.

However, this strategy also brings up the issue of whether or not it would affect the diversity on campus. Most minority students come from mid-to-low income families that struggle every year due to tuition increases and sometimes have to drop out due to financial difficulties. I believe that tuition increases combined with reaching out to nonresident students would have an indirect affect on diversity, as it would discourage students of color from struggling families to attend a university while encouraging wealthier out of state students to come to a renounced university. Of course, I am generalizing the UCLA population, but just by looking at the current demographics of the student population (36% Asian, 31% White or Non-Hispanic, 16% Hispanic, 4% Black, less than 1% American Indian, and 8% international), one can get a sense of the lack of diversity that can be found on campus.

Another issue that is brought up is the increasing amount of students being accepted every year. More students means more money being paid to the school, but this directly affects student performance because now students are forced to aggressively compete to get into the classes they need to, as well as fight for any resources on campus. In the Daily Bruin’s article “UCLA seeks to increase revenue from nonresident tuition by recruiting out-of-state and international students,” UCLA’s dean and vice provost of education, Judith Smith stated that “having students who have a much different upbringing, regardless of their race and ethnicity, provides … different points of view.” But she also agreed that “as UCLA accepts more nonresident students, more programs and resources to support international students will be needed.” I completely agree that having nonresident and international students will only benefit the diversity on campus, but when the incoming freshman class numbers too many that it starts affecting the quality of education for all the students, I draw the line.

UCLA should focus on recruiting nonresident students without overwhelming the current student population with the huge influx of new students every year. Hopefully, we will have better solutions than increasing tuition in the near future to address the budget cuts to education, but reaching out to nonresident and international students is a start.

Post submitted by Lauren

Chapters 5-6 of Zen and the Art of Happiness: Mindful Happiness and What’s True in the Universe

In Chapter 5 of Zen and the Art of Happiness, Prentiss discusses how anyone can will themselves to become happier by doing a few key things that will encourage this positive attitude. He explains that the body is one huge receptor that is made up of millions of tiny receptors in each cell of your body. The brain and the body are intertwined to make up one receptor that can fall toward positive or negative emotions. However, the more you “engage in any type of emotion or behavior, the greater your desire for it will become” (52).

Prentiss points out a few strategies in order to ensure that your bodybrain receptor is projecting positive emotions rather than negative

1. Have a positive attitude to begin with: This piece of advice anyone can take and apply to their life. If you were to start off everything you undertake with a defeatist mentality, then you’ve already lost half the battle.
2. Surround yourself with worthy companions: Prentiss explains this as surrounding “yourself with people who believe that what you seek and what you believe in not only possible but also very probable” (57). Having people around you that believe in you induces a feeling of self empowernment and brings forth determination and perseverence.

Chapter 6 covered what Prentiss called the world’s Universe and permanent universal laws that have not been altered or changed since the beginning of time. He believes that once you’ve integrated a philosophy that is “in accordance with Universal law, your life will bring you such joy that you’ll laugh in amazement” (65). Universal law (according to my interpretation of the reading) covers the aspects in life that have stood true through the test of time. One example Prentiss mentioned was a reworded version of Newton’s third law of motion:  “Every action produces a reaction, and the reaction is always in exact accord with the action” (68). He states that once you’ve understood the truth and choose to live by this philosophy, the path to happiness will become clear.

Also in this chapter, Prentiss presents the fact that every event in life is meant to happen for a reason, and “bad event simply do not happen” (71). He believes that we shouldn’t waste time cursing the bad events that happen to us because the Universe will only allow “ the best possible events” and “imperfet events are not tolerated” (77). He explains his philosophy through an overarching anecdote of the time he fell into a ravine and hit his head when trying to dislodge a rock. Instead of lamenting his bad luck, he took the event in stride, and even began to understand this very philosophy that had stumped him beforehand. His message is clear that accidents are meant to happen, and we should remain positive through any ordeal.

______________________________________________________________________________

While reading, I felt that Prentiss had some great advice in order to lead a fulfilling life. Especially in chapter 5, I feel that having a positive attitude while moving along the path of life can only lead to a more fulfilling, happier one. When joined by people who love and care about you, their confidence in me would only help me be more determined and feel validated of my own beliefs. However, the message in Chapter 6 that basically states that nothing bad ever happens because the universe will not allow imperfection forces me to be skeptical. There are plenty of horrible actions that have taken place in time that seem to have no positive reason behind them; take serial killers and rapists. Human actions seem to not be covered in Prentiss’ interpretation of universal law, only the random events that happen to you during your life. I believe that people are the most dangerous threat to other people, and that sometimes there isn’t any way you can take feel that this is the most perfect event that can happen. Although Prentiss’ message is meant to make you feel that happiness is around every corner in life, I feel that taking everything in life as if it’s meant to be can be counterproductive.

Post submitted by Lauren