kasparov wrote:you wouldn't mind sharing what your undergraduate GPA is would you? I don't mean this as in insult or as ageist at all. I'm curious to see it because of grade inflation. A decent UGPA from the 60's might be a weeee different than what one would consider decent today.
That said, your academic aptitude has clearly been demonstrated a few times over. Enjoy your time in Berkeley

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Not sure how you define the "different" part in your sentence (A decent UGPA from the 60's might be a weeee different than what one would consider decent today).
I have to find my transcript from undergrad (back in the 60s)--as I vaguely recall, it was a low 3 (B), 3.1 I think (on a 4.0 system). Nothing that stands out that I can recall. What does stand out in my memory is that I had applied to the Institute of Technology, and been accepted there (it is part of the University of Minnesota, Minneapolis), planning to major in math (a favorite subject). There were only 2 women, myself being one of them, who got accepted to IT as freshmen. We were brought it to the dean's office and "highly advised" that choosing a degree in Education or some liberal arts program would probably suit us better, since we were competing against nearly 9000 men who really needed those better paying jobs and besides, the city needed school teachers, too. I have occasionally wondered what path my life would have taken had I graduated with a B.S. in math. My nephew (age 32) got his B.S. in math and teaches high school math and coaches basketball. For an athlete who was on a sports scholarship, he actually was on the Dean's List, but he was smart (for a jock).
Women today don't know what they have when it comes to not having to jump through hoops to prove yourself, or having to force doors open that were closed to women just because they were women. I ended up with my first degree, a B.S. in Education/Music (Univ of Minnesota). Back then, if you majored in education, you weren't put into a classroom (student teacher) until your last 2 quarters (you had to teach 2 grades). Now they put you into a classroom in your freshman year, so if you don't like it, you can switch majors. Well, I didn't like it, but by the time I finished that last quarter, I had already signed a teaching contract. I had to get a judge to sign a court order to allow me to get out of the contract--I told the judge, it was either 30 justifiable homocides, or let me out of the contract to join the military. He wisely chose the latter.
The U of Minnesota was on the quarter system (not semesters) and I worked my you-know-what off in classes, while also working 37 hours a week (a part-time job) to pay for school. Some classes were large (2500 students in Psych 101, 1500 in Econ, etc.). In grad school (which came 8 years later, and with smaller classes, I realized I couldn't get away with skipping classes). In grad school I ended up taking 20 hours of accounting courses and had mostly A's (which I think came from the fact I was working in the business world and actually doing that kind of work). My GPA in grad school was just under 4.0 (3.8 or 3.9 I think), with many hard courses. An "A" back then meant you earned it and you had to nearly sell your soul to get it. Same with undergrad at the U of M.
Does anyone know WHY law schools don't factor in your grad school GPA? I mean - people do really stupid things when they are in college, we all do/did. Sometimes I think that age 18 is too young to start college, and people should wait a year or two to at least partially grow up. It would appear that if one is looking for positive intellectual growth, that your grades in grad school would be a better indicator. While my 4 years of undergrad were hard classes, it was work that was almost a bigger priority, with studying (when I did it) on the back burner, even with a full load of classes. No work, no pay for school. (My parents could not afford it. I paid for school by babysitting, too.) I was on scholarship and the G.I. bill for grad school.) I spent a lot of time commuting on the bus to and from school and home, where I got a lot of studying done. I didn't have a car until I could afford to buy one and pay for insurance. (My first car was a Dodge Dart, with a slant 6 engine--love that little thing--it was cheap!)
I am appalled at what undergrad schools are turning out in the way of allegedly educated students today. And the problem starts in elementary, and goes right into middle (we called it junior) and high school. Teachers pass students in the lower grades who should not be passed to the next grade. But today, it is such a threatening environment for teachers, they fear they will be sued if that don't pass the delta sierra kid (I use the Falcon code a lot, so hope you can understand what I am saying), or even beaten up, and the school system won't back up the teacher. I had knives pulled on me when I taught in the Inner City in Mpls, and that was in elementary school! Silly students--no one told them to never mess with someone who can flip you on your back in a second! That action of passing students who haven't earned it continues into high school, and then you have the same delta sierras in college. They can't even speak a correct and complete sentence, much less write, and they haven't a clue as to what critical thinking is because no one is teaching it. The courses are not challenging enough, and the teacher nowadays aren't much smarter than their students (watch Jay Leno with the Jay Walking and when he interviews teachers--bad, really bad)
I recall what a CEO once told me. He said, "Knowledge of the company is not #1 on our list of knowledge or skills that we want our young managers to have when we hire them--we can teach you all that. You better have good writing skills when you walk in the door and the ability to speak in front of people." Back in my working days, I also had to review resumes from people. Pathetic. And the interviews were even worse! One thing I always did was to get a writing sample from an applicant to see if what was in the cover letter and resume matched the sample. Naughty, naughty people, some of them. Frankly, I think grade inflation is alive and well, but it didn't start in the 1960s. It makes interviewing and hiring a lot harder, because you don't know how much truth is in the application.
Remembering my own college days, when I began teaching college courses, I started out with the following: "Welcome to ABC. I am XYZ, your instructor for the next 10 weeks. I can't make you come to class. I can't make you study. I can't make you buy the books. I can't make you do the homework. But I can sure as hell make you regret you didn't do any of those things, and refrain from telling me who your daddy is." So even instructors learn from their undergrad days.
I would never go to school in California--I am afraid of earthquakes. Won't go to school in Oklahoma either--I have been in a tornado and don't need to go through that life-altering experience ever again. Also been through a couple of hurricanes. As for snowstorms, well, been in too many of them to count. But I will take a snowstorm any day over the others. I love to shovel. Great exercise! When you finish you get to go inside, make some hot chocolate, and pour in a little brandy. Yup, let it snow, let it snow, let it snow!
Bonne nuit.