Wednesday, January 31, 2007

Adventures in Stock Investing

The injustice. Cruel, cruel injustice.

The efforts I must expend to expound my story here are all too much to bear, as is the atrocious account itself, but I proceed onward, knowing my courageous act of disclosure serves as a cautionary tale to others forthcoming.

I didn’t get into the “Introduction to Stocks” DeCal. Horror of horrors!

To be honest I’m not all that upset over this curve ball, but it is strike two for the DeCal department this semester. Readers will remember that the Official 2007 New Years Resolution #2 for me was to learn how to cook via the “Basic Cooking” DeCal. That fell through quickly, due to class time scheduled during my hall staff meetings.

I responded by adjusting ONYR #2 to include learning how to manage my money via stocks and investments instead. After all, if I’m going to be a teacher I will need to rely on other methods to supplement my income. Investing might help me do that. Maybe. Now all I have left are selling drugs and prostitution, dangnabbit.

Let’s set up the background story for this disappointment:

I hiked up to the North side of campus last Monday after my blogging DeCal, way up to this mansion-converted-graduate school called the Goldman School of Public Policy. Across the street from both an empty plot of construction and the concrete blurb of blah also known as Cory Hall, this quaint cottage had a warm d├ęcor by comparison, new and well-kept.

Our class was being held in a lecture hall inside, not because it was our official room designated by the registrar, but “due to the heavy turnout on the first day”, which struck me as an odd announcement on the course website. You could say it was with a little disbelief that I initially read that statement, being an ex-facilitator myself. Students are a hot commodity for DeCals, and are also a limited resource. Alright, mine was based on the life sciences and research, but surely these topics are barrels of fun compared to boring old stocks, any day.

…And so there I was, sitting on the ground in the aisle behind twenty others while over a hundred stood standing behind me, all of us student refugees with neither desks nor chairs to our names. Shuffling backpacks, clicking and clacking keyboards, suffocating body heat, all of these weighed down with the dense ambition inhabiting the room and made our stay unbearable, stifling thoughts and prompting thirst.

This was an introduction to stock investing. Fear its power.

Class began with an introduction from the facilitator, a well-dressed student short in stature and bearing a young gash across his brow from a prior Rugby playdate. His excessive attire was due to prior engagements, but he still kept that professional charm flowing for all of us to see. I could give examples of this charm, like when he told us that the only time we are allowed to miss class was if someone in our family dies, or when he blamed scheduling issues on “those bitches” from the department, but y’all know charm so I won’t go into detail.

I shifted weight from buttock to buttock as he detailed what the class covered. He explained that, out of the mass of students before him, only 50 would be allowed to add the course. He introduced an application and a deadline, and would make decisions based on our written responses to his questions.

My responses centered on the following critical description of myself that I used:

After graduating this semester, I am going to be teaching down in LA in the fall for two years as a corps member of Teach For America. My parents fear for my safety, but also have reservations because of the typically low pay associated with teaching. They say that I don’t understand how important money is. Learning new tactics to use with the money I have and the money I make will in turn allow my parents to be more confident and proud in my decision to teach, for I will prove to them that I still got my mind on my money and my money on my mind. Or something like that.

Graduating senior. Teach For America corps member. Saving society while business types make money at others’ expense. I deserve a break. Throw me a goddamn bone here.

I get an email later that week with a charming response:

Unfortunately, I will not be able to offer you enrollment at this time. These decisions are always difficult, and I regret that this course cannot accommodate everyone.

I appreciate your interest in the class and hope that you will reapply next semester.

My interest is also shared with graduating on time. The decision was a difficult one, but I regret to inform you that I will not be investing my time in your class, not now or ever, thank you very much.


Tuesday, January 30, 2007

A Brief Disclaimer

We had our first DeCal writing workshop Monday evening, where we all got a chance to critique a few compositions written by members of the class, and I noticed that perhaps it would be helpful to identify my purpose in maintaining this blog and my interests in writing.

The tagline really says it all: I’m a progressive-minded aspiring science teacher who strives for social justice. That’s me. True colors indeed.

My blog’s name is actually a neat little scientific concept that ties my interests together, as I wrote way back in July:

As for the fancy title: the term "catalytic triad" describes the mechanism in which a large protein, in our case an enzyme, can catalyze the cleavage of parts of other proteins, normally for digestion. The area of the enzyme that manages this, the active site, has 3 separate functional parts that are specifically arranged to interact and cut proteins along certain folds. Without these 3 parts perfectly arranged in proximity, the enzyme loses its function, and its purpose in a living organism.

The idea of 3 parts working in concert to promote change in the system is one that best describes my motivation to begin writing here: together, science, education, and progressive policy will most effectively promote the formation of a technologically-sound, socially-just, free-thinking society, one that isn't afraid to address questions of where we came from, nor one that acts myopically in its treatment of different cultures and norms. Just as with the enzyme, if any one of these ideas is absent from our collective thoughts, there can be no forward progress. To put it chemically: We need to catalyze the change we wish to see in the world.

Since I started writing here, I’ve assimilated styles of writing from blogs that I frequent and adore—a few are listed in the blogroll to the right. Post content and styles vary from personal to professional, from salient to silly, from responses to news articles to relishing Cal Football’s victories. As a blogger, I use my voice to catalyze change in the areas that I am passionate about. And yeah, from time to time I deviate from this path to have some fun, but for the most part I follow clear goals I set for myself.

It all comes down to this: I want to persuade you, the reader. I want you to leave this website with some information you hadn’t known or hadn’t thought of prior. I know that the Berkeley bubble is a blessed place for folks of my political persuasion, but I also see lots that could be changed even within the confines of this city, such as attention to aspects of diversity. And if you're not from around here, maybe you'll take more away from what I write. Who knows?

I’m also not exactly writing just for you. I’m writing for myself, to sort out my thoughts on these topics. I’m writing for my ideological opponents, who scoff at issues of diversity and education. I’m writing for the sake of writing. You are more than welcome to come along for the ride. Enjoy yourself. Write me comments. I appreciate the feedback and advice.

Saturday, January 27, 2007

New Blogger

I don't want the new blogger. Leemeelone, I tells them. But it's mandatory now, and so it shall be done.

We're now broadcasting to you live from the new version of blogger. I had heard stories that my commenting service HaloScan does not like this new version, but I'm really hoping they were filthy lies and I don't have to rework the template or anything.

Consider this a test post.

Thursday, January 25, 2007

Finding a Voice in Writing

I finalized my schedule, but I’m a little shocked at the result: every weekday is a “work-all-day” day. 8-hour Wednesdays and Fridays are now my lounging days? I thought I was a senior, for Chrissake.

Nevertheless, blogging shall continue.

At our first blogging decal session, we were given Dennis A. Mahoney’s essay primer on “How to Write a Better Weblog,” and knowing me, I accidentally tattooed it with BBQ sauce during dinner.

But I read most of it. Skimmed. I skimmed most of it. And from the paper I gleaned a couple tips that I should elaborate on:

“Self-consciousness, self-doubt, awkwardness, and overcompensation are perennial hallmarks of the beginning writer. The reason today’s amateurs seem more profoundly un-profound could be a simple matter of exposure.”

I definitely agree, but let’s take a closer look. Writing is a superb form of communication, both directly (the ability to express thoughts at a writer’s own pace) and indirectly (analyzing a writer’s tone and style can give insight into his thoughts and disposition), yet writing is a vastly underemployed and undermined skill in our society. I’d wager a lot of this sentiment is brought on by lingering experiences of writing essays in high school.

This might be the public school experience talking, but who honestly liked their English classes in high school? I’m all for reading and thinking critically about the classics, but in class we would then get to the part about writing an essay in response, and on came the structured writing assignments, where students would learn how to format their writing into several stiff, uncreative paragraphs.

Remember Assertion, Evidence, and Commentary? The Big Three? Thou shall not forget the Big Three and the order in which they must arrive.

Or how about those 8-Sentence Sluggers students would have to pitch, as if we really had something interesting to say about one detail for 6 long sentences (forget not your Assertion and Commentary, slacker)?

Students are inundated with all these rules to writing but are never asked to find their voice, which is a critical missing step. You can neither enjoy writing nor deftly execute it without first finding your voice and your style, and structured writing assignments fail to accomplish this. Expecting magnificent writing through obeying a given format is the same as expecting brilliant artwork given the size and shape of the canvas you’re painting on. It’s not art unless it’s a reflection of who you are. The same goes for writing.

This leads into another point the article expounds:

“Rules are not restrictions. Grammar, spelling, punctuation, rhythm, focus, syntax, and structure aren’t especially romantic terms, until you get to know them. …Clarity is key. Learn the rules. Break ‘em later.”

Absolutely. English would be a forte for many more individuals if this could be generally accepted in education. Rules, structure, fuck yeah! But not until we inspire our students to write, and to write for themselves. There’s no point in writing if it’s not a skill you can own and avidly declare that you value the ability to express emotions and dictate thoughts in a form that others can understand.

Rules are made to be broken: just ask the residents down the hall that keep violating the Quiet Hours Policy. I break the rules all the time when I write, but I know what the rules are and I know when to use them. That’s my style. I have a distinct voice when I write. Writing freely is fun and exciting. Students should be given the chance to find their own voices with more creative writing prompts about topics that they find interesting. Let’s deal out the syntax lessons later.

This would at least decrease the discomfort people tend to have toward writing. Awkwardness and self-doubt are indeed hallmarks of a novice, and remnants of a backwards English curriculum. Exposure to other forms of writing compounds this problem: as the arms of different mediums—like “CNN roundtables, the web and MTV”— strangle the attention of pedestrian writers, and given that owning a voice in writing is uncommon, we see a permeation of certain *bad* voices into people’s writing styles, since most of us suffer from self-doubt due to a *dearth* of style.

The whole thing acts as a feedback loop: writer has no voice or passion to start out with; writer watches MTV; writer acquires bad habits; writer posts rap lyrics on YouTube for world to see and breaks every grammar rule in the process (and not for the sake of his style but because he saw it before).

Let’s break this cycle. I encourage you to find your own voice in writing and to minimize your uneasiness with the language. Blogging is one way you can do so, but also with any other type of creative writing. Practice and find a style that works for you. Own the language. Writing is too powerful a tool to ignore.

Tuesday, January 23, 2007

DeCal Blog

The DeCal Blog is now added to the blogroll. Check it out for a list of student blogs.

Monday, January 22, 2007

Blogging Begins

Writing boot camp has begun! Well, not really.

“The Weblog as a Medium for Nonfiction Creative Writing” met for the first time this semester just a few hours ago. Upon arriving at the white-spotted Barrows Hall, a building very becoming of our campus, I followed some dilapidated signage downstairs and across a pale checkered floor to the smallest classroom I’ve ever seen in my life. A walk-in closet with desks. At this point my grand expectations now felt somewhat limited, if you will.

Class started with the characteristic DeCal start: a chatty first-year asks if this is “that one seminar”, passively argues with facilitator about telebears troubles and miscommunication, leaves, and stifled awkwardness ensues.

The classroom size obviously was not a big help at this point: students were forced to sit and face every which way to fit desks/backpacks/bodies/children together, but we managed.

Our facilitator was also new to DeCals, nervous and green with respect to blogs: he’s never made one himself. His intentions are still golden, though, and this class still intends to focus on developing better writers and expanding writing ability within the context of nonfiction writing through peer critiques, workshops, and written prose.

Each week we are expected to write:

1) Separate appraisals for 4 different writing samples from other students to give feedback on writing styles, and

2) 5 entries on any topic that we want, with 1 of these owning some size superiority in relation to our other 4 works, and

3) A 5-10 page final paper on whatevah.

Lots and lots of writing.

Fortunately, of these writing samples, we are unrestricted either in subject or style, so long as we write. This post counts, too. Hell, this might even count for one of those weekly biggies. Maybe this won’t be so difficult.

The Loop

A much-needed move to help make Berkeley more accessible:

Dear Students: Welcome Back to Spring 2007 Semester!

I am pleased to announce that this semester the campus is offering, at no cost to eligible riders, a golf cart service that assists faculty, staff, and students who have an impairment that makes self-ambulating the length of the main campus difficult.

Referred to as The Loop, this golf cart service is described at where those interested in the service may learn about eligibility criteria and apply online by completing a quick and easy one-page form.

Loop Facts:

-Service available to eligible faculty, staff, and students

-Carts run 8:30am - 4:30pm Monday Friday

-Frequency: every 20 minutes

-Pickup Points: eight convenient campus locations*

-Drop-off Points: almost anywhere on the main campus

-In a Hurry? Call Driver for estimated waiting time

*Pickup Points at Sathergate, Kroeber, Haas/Cheit, Campbell, Memorial Glade, Giannini, West Circle, Valley Life Sciences Building

Individuals with disabilities who wish to learn more about campus services and accommodations are encouraged to consult the Campus Access Guide (

If you have any questions about the new golf cart service, feel free to contact me by email (please include your phone number).

Sarah Hawthorne
Assistant Provost
Academic Compliance & Disability Standards

Personal Updates

As this semester picks up momentum, let's recap on a few things to come both in my life and in this blog:

* I just accepted an offer to teach in Los Angeles for Teach For America, and I'm very excited for the opportunity

* The Blogging Decal gets underway tomorrow, and it should be fun to see who's enrolled and what exactly we'll be doing. Again, expect to see 5+ posts a week starting this week!

* Not really sure what I'm going to write about 5+ times a week, so suggestions are welcome

* The Cooking Decal meets during staff meetings, so I will be going hungry when I move down to LA in the summer

* Consequently, I will be filling this void of knowledge (and a minimum unit gap) with a Stocks Decal

Saturday, January 20, 2007

Take Note of Black Lightning, DSP

I'm very excited for this semester. One of the reasons for this is that I'm only taking two actual science courses to finally get my Cal science degree. Another reason: for one of my classes, Bacterial Pathogenesis (MCB C103), for which I can honestly say I have a huge interest in, Black Lightning is transcribing course notes.

Black Lightning is the University's only authorized note-taking service. Students pay $49 for semester-long access to lecture course notes that are transcribed word-for-word. The price would be higher were it not for the the ASUC mandate that Black Lightning needs to break even with their profit and expenses. A cost-effective alternative to textbooks, definitely.

Upon perusing the Berkeley livejournal, I came across an entry from a student who needs a notetaker for a math course not offered by Black Lightning. The student explains that the notetaker would be paid by the Disabled Students' Program (DSP) at Cal, and gives a few other startling facts:

I understand DSP is underfunded, as is everything. Still...Black Lightning pays $30 per hour for taking notes. That would have been $180 per week for my math class. In contrast, DSP paid $120 - for the semester. I find a system puzzling that will pay so much more for notetakers for students who aren't disabled.


There's a whole bunch of students who go weeks without notetakers, who legally have a right to the service for reasons like learning disabilities, neurological problems, or paralysis. I guess I shouldn't be ranting. But I get frustrated when my DSP rep tells me kind of nonchalantly that yeah, a lot of people had trouble finding notetakers last semester, not just me.


And I'm one of the *lucky* ones. I only need notes for classes in which there is visual material I can't type - like math or electrical engineering. I feel really sorry for students who can't use their hands at all.

Black Lightning transcribes many large classes on campus, but obviously cannot accommodate everyone in all classes, and therein lies the problem. Those who absolutely need note-takers have to wait for weeks to find them because transcribing notes is much more profitable when serving other more privileged students with Black Lightning. Regardless of student fee differences (Black Lightning charges a fee for note-taking and thus has more to pay employees), the ability to take notes is critical for any student's academic success, and more needs to be done by our university to make sure this privilege is shared with all students.

Friday, January 19, 2007

Digital Bling

NYT has a short on 'widgets', or mini-applications adorning blogs that are becoming increasingly popular and appealing to use:

According to the Pew Internet and American Life Project, about 12 million Americans now maintain a blog. Widgets are elements, often in the left or right columns of a blog, that enhance its usefulness or aesthetic appeal. (The term “widgets,” confusingly, can also refer to compact applications that operate on a computer’s desktop.)


But while widgets are growing in popularity — the first major conference dedicated to “the emerging widget economy” was held in November in San Francisco — they can still be perplexing to bloggers and readers. And some are wondering whether a blog can become weighed down by too many widgets.

There was a conference on the widget economy? Get in on this booming market at

Friday, January 12, 2007

Buy my books! Sell your books!

This isn't a post so much as a plea for y'all to start using more often! It's an effective way of getting rid of old textbooks AND earning back some of your initial investment. It's better than the 5 dollars you'll probably get at Ned's, anyway.

Sunday, January 07, 2007

New vote on stem cells

I'm back in Berkeley, and beginning another spring staff training, but posts should continue at a reasonable interval.

Also, just spreading the word:

More than 5 long years into President Bush's short-sighted, cruel policy restricting stem cell research, America once again has the chance to reverse it -- and strike a blow for hope.

On January 11, 2007, the House of Representatives will vote on H.R. 3, a bill to overturn President Bush's restrictions. The Senate is expected to vote shortly thereafter. Although stem cell research has bipartisan support, "pro-death" activists are working hard to torpedo this bill, and take hope away from millions of Americans. Please write your members of Congress today, and ask them to support this bill:

Because President Bush may veto it, it is critical that we not only pass it -- but that we reach the 2/3 majority necessary to override the veto. Every vote counts -- and every email from you counts. So write your members today, tell them to support H.R. 3, and tell your friends to do the same:

Friday, January 05, 2007

A Noose in the Workplace

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Workers at a cable installing company receive a symbol of oppression as their holiday bonus:

When [employee James Jackson] walked to the fenced-off area to pick up equipment for the day's jobs he looked up and was shocked to see a vicious, racist symbol in his workplace. A noose was hanging in the fenced-off equipment area, visible to the dozens of installers, the majority of whom are black, but accessible only to his boss and an equipment manager, both of whom are white.

Given the title of the CNN article, "Employees find noose hanging at work", one would conclude that the incident simply ends there, with a noose being found, and a quick removal of the item carried out with feigned anger and disgust to show respect to the company's targeted work force. Even THAT would be awful enough, but if this were the case, maybe one could ignore the case for, y'know, rampant internalized racism in today's society and how it bars equal opportunity for all, and blame it simply on a few bad kids, as the argument is constantly made by the illogical many. That'd still be wrong, but at least it's common, and we're used to it.

Well guess what? The story doesn't end there.

When employees confronted their managers, their complaints were first ignored, then met with jokes about what the noose would be used for, and finally acted upon one whole week later.

Installer Shomari Houston, according to the complaint, says he asked his white boss, Gary Murdock, why a hangman's noose was in his workplace. He says the response was: To hang two black employees.

"He said, 'Yo, I like that, it's cool, I am gonna hang Russell up there. Think we can get James up there?'"

That's quite the precarious method of staff appreciation.

Regardless of how "tongue in cheek" the bosses think they were being, stooping to such base levels for the sake of a joke casts an undeniably foul stench on the entire organization.

Needless to say, this is not how a supervisor ought to treat an employee, if it is the supervisor’s intent to encourage a strong work ethic in the group. Jokes of this derogatory nature are debilitating to workers, because they viscerally target emotions and fears that are representative of a larger picture of oppression in our society. Workers cannot work at full potential if the environment in which they are to spend a majority of their waking life harbors those who play on these intrinsic fears in seemingly good faith, such as with a noose that invokes notions of racial supremacy.

Subsequently, working at lower output in comparison to other non-Black coworkers gives the managers reason to consider replacing workers, reject raises or employment advances, and may also compound other stereotypes they may have regarding the work ethic of a certain racial group, i.e. “Black folks do less work than White folks”. These “tongue in cheek” phrases can ruin lives.

But they were totally joking, so it’s A-OK.

This type of language is also representative of just how little awareness some of us have about the conditions that certain groups of people face. Do the managers understand that their jokes were debilitating and why this is so? Does the company perchance need to have a little training seminar on what White privilege and dominant and subordinated groups are? Surely this misunderstanding, at least, could be rectified with better diversity training for all employees, managers definitely included.

Finally, the initial incident and the company’s response to criticism are truly disgusting as we see a perpetuation in the media of the idea that words are just words, and can only mean what one’s intentions are. However, the differences between one’s intent versus one’s impact can be incredible; everyone looks at life through different lenses. Wouldn’t all these differing perspectives guarantee a discrepancy in what we each observe in a given situation? If my intent were to grab a book from a friend but my impact was elbowing said friend in the eye, what should I do next? Ignore his pain and justify it by saying my intent was honest?

But they were saying these horrible things with the intent of coming off as humorous, so it’s A-OK.

The defense attorney also uses a common generalization at further attempts to rectify the charges against the management:

Willie, Gertler stresses, is no racist. "My client's first marriage for 17 years was to an African-American woman. So I don't think he's racist."

One person cannot logically represent an entire community. I am a man yet I can’t speak on what all men like. If I were to date a woman that liked to knit, that wouldn’t implicate me with having a strong desire for women who can knit. Instead, there could be any number of reasons for why I was dating that woman. Willie could have had 10 successful marriages with 10 different women, all of different ethnicities, but none of those women will ever represent their racial groups. Willie could still think of Black folks as inferior while loving his Black wife, just as having a Black friend doesn’t preclude racist underpinnings. Generalizations are never logical.

But “if you’ve seen one Black person, you’ve seen them all!” so they’re A-OK.

Typical racist banter.

Thursday, January 04, 2007

EPA Library Closure

I’m already losing confidence in the efficacy of science policy in 2007. From the Union of Concerned Scientists:

The EPA has begun closing its nationwide network of scientific libraries, effectively preventing EPA scientists and the public from accessing vast amounts of data and information on issues from toxicology to pollution. Several libraries have already been dismantled, with their contents either destroyed or shipped to repositories where they are uncataloged and inaccessible.

In February 2006 under the guise of cutting costs, the Bush Administration proposed cutting $2 million out of the $2.5 million library services budget for fiscal year 2007. Such a drastic cut would ensure the closing of most of the library network, but would hardly register as a cost savings against the $8 billion EPA budget.

Despite the fact that Congress has not yet passed the 2007 budget or approved these funding cuts, the EPA has already moved with astonishing speed to close down several of its libraries to both the public and EPA staff. Three regional libraries, the Headquarters Library and a specialized library for research on the effects and properties of chemicals have already been closed, and four additional regional libraries have been subjected to reduced hours and limited access. Some books, reports and other resources formerly housed at these libraries have been sent to three repositories where they remain uncatalogued and inaccessible to the scientists and others who depend upon them. Other materials have already been recycled or thrown away.

The closure of these libraries and the warehousing of their resources represents an additional barrier to the free flow of scientific information. The EPA will not have the best information readily available when it makes regulatory decisions, negatively impacting the agency's ability to carry out its mission of protecting human health and the environment.

Monday, January 01, 2007

Change in the New Year

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Change is healthy. It’s important to continually change one’s perspective in life, to never fixate on one particular method of living. Even small changes can add up and allow for a different experience and with it another take on the surrounding diversity of people and places.

For example, throughout college I’ve never lived in the same place for longer than 10 months. I reside currently in my 7th room on campus. This is a direct consequence of my work in the halls, yes, but well appreciated; it’s a good reminder for me to change my daily lifestyle at least twice a year, be that through new routes to campus, new eateries off campus, and new communities replete with new neighbors and coworkers. I get to sample more of Berkeley each passing season with the slightest of changes, and with it I’ve accrued a more multi-faceted perspective of life that acts to my benefit in understanding the world.

The New Year is all about change. There’s not a whole lot different today, January 1st, from yesterday, December 31st. There’s still war and disaster mixed in with a lot of old-fashioned hope.

But it’s as good a time as any to resolve to embrace change. I’m going to post a short outline of a few things I’m striving for in 2007, and I’d love for readers to share their own, either here or through different media, be it public or private.

1) Reading and Writing

I need to start reading. Textbooks included. While Teach For America is still up in the air (1 more week!), if I do begin teaching in the fall I will have to go through California’s credentialing process, meaning lots of reading in and of itself.

However, I do need to actively learn more while I’m at Cal, but not just with respect to my classes. I’m still fairly sheltered from a lot of classical literature, and I’m hoping to change that. Reading a few good books from the past would afford me a better understanding of how others understand and have understood human nature and how we relate with one another, and would also give me added insight into the art of writing.

Additionally, I’m looking into that new blogging decal, as I hope to be writing here with higher frequency in the months ahead, and to take in all I can about writing and communication.

2) Cooking

I need to learn how to cook. End of story.

Another decal I’m stalking: Basic Cooking. There’s not a whole lot of course information on that page, so if anyone’s taken it yet, how is the class?

3) Health

Cooking is tied in with my future health, when I sadly say goodbye to delicious cafeteria food, but until then I’m looking forward to emphasizing my health this year. Regardless of school or stress, I’ll be frequenting the gym a few times a week. Promise to goodness.

4) Drinking

Because alcohol is just a way to be extra healthy. I’m interested in searching out new bars and pubs around Berkeley and elsewhere, with old friends and intentions to make new ones. Share your favorites so I can check them out!

5) Friends and Acquaintances

Considering this is my last semester in Berkeley and at Cal, I would like to focus on the relationships I have and strengthening them before exeunt seniors. This resolution complements any of the above, so if you’d like to discuss books, cook, work out, or drink to excess, you know how to reach me!