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You don't have time to practice, you can't or don't know how to meditate?
We all understand the benefits of consistent yoga and meditation practice ; quieter mind, clarity of thought, healthier body and mind, being guided by a higher force, feeling grounded in the present moment instead of living in what happened in the past or what is still about to happen in the future.
Also…we all recognise the importance of this in our loves today, constantly being bombarded with distractions, with demands from left, right, centre, everywhere, with the high responsibilities, bills to pay and because in today's society "busy" equals having a life!!!
If you are not busy something is wrong with your life or with you!
When actually this "busy" rate race we got ourselves into, its just like any other method or instrument we have grab onto to prove our existence.
Don't you think that it is very contradictive that we feel our lives with "busy", with heavy responsibilities, commitments and then we need to reach out to meditation as a "self-medication" to cure a "decease" that we inflicted in ourselves?
What is the point of treating a disease at symptom level if its going to keep coming back?
Wouldn't it be better to treat the disease at the root level?
"Lack of space is the modern sickness." – Mooji
Do I have permission to be truly frank and tell you what I think?
Before you attempt meditation and/or commit to your yoga practice, clear you life from clutter, from unnecessary noise, unnecessary distractions and then start the practice.
It is very unfair from ourselves to have super noisy and stressed life and then expect that for 10mins a day the mind is going to slow down and that you can't fit in the practice that it is needed to keep feeling good.
And you know what? Even if you don't do it for the sake of meditation do it for yourself!
It hurst me to see how we treat ourselves so badly, we neglect our mental health, so much, we ignore our bodies so many times. It sadness me to see that very often people are kinder to their dogs, cats, handbags, clothes, people than they are with themselves.
Our body and mind is us. What is the message we are sending to "us"?
Loving ourselves first is a big topic for me and it is why I created the masterclass Living & Loving Life, where I want to teach you the steps to start loving yourself more, which in consequence makes you love your life even more.
Remember, we will be meeting LIVE on Sunday, 12th August, 6:30 pm.
Namaste with Love ?
If you missed the masterclass reach out, lets have a chat and find out if I can help.
Send me an email and we can arrange a call. firstname.lastname@example.com
Helping men and women to be in the DRIVER seat of their life and to awaken their inner POWER.


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Best online bingo sites are always in limelight for being the most entertaining sites in the online gaming world. These sites offer variety of online games, bingo promotions, chat rooms and bonus offers that make them most-sought after sites among players. However, with so many sites online it becomes difficult for players to find out some really amazing online bingo sites. To make your job easier, All Bingo Bingo brings top 5 online bingo sites that have to offer incredible, exceptional and highly entertaining online gaming fun. So let's discover them below:
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subset: commoncrawl


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TRIAC dimmable 200W 24V driver. Constant voltage design with protection against short circuit, overload and over voltage. IP66 design allows for outdoor or indoor installation.
If you require further assistance, please contact us on 01189 882294.
TRIAC dimmable
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Other features:
IP66 design for indoor or outdoor installations
Protections: Short circuit / Overload / Over voltage / Over temperature
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Product dimensions: W.227mm x D.78mm x H.47mm
A range of drivers and power supplies designed to cover all requirements. From leading-edge and trailing edge dimming TRIAC to 0-10V dimming and DALI dimming. From indoor constant current power supplies to IP rated 24V constant voltage outdoor drivers. Compatible with the most up-to-date integrated lighting systems.
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The area around the river and the Amaseno valley has very ancient origins and is recounted in Virgil's Aeneid. However, the village of Amaseno is more recent and dates back to medieval times when populations sought refuge in the hills to escape the Barbarians.
In 1125 it was sacked by the papal troops of Honorius II, and in the thirteenth century it became a fiefdom of Ceccano family that reinforced it. Then followed the Caetani family of Maenza and the Colonna, until the end of feudalism.
Amaseno was located on the border between the Papal State and the Kingdom of the Two Sicilies and was therefore an ideal place for smugglers and bandits whose legends are still handed down.
It is internationally famous for its 'Mozzarella di Bufala'.


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Tiger II is the common name of a German heavy tank of the Second World War. The final official German designation was Panzerkampfwagen Tiger Ausf. B, often shortened to Tiger B. The ordnance inventory designation was Sd.Kfz. 182. It is also known under the informal name Königstiger (the German name for the "Bengal tiger"), often semi-literally translated as the King Tiger or Royal Tiger by Allied soldiers.
The design followed the same concept as the Tiger I, but was intended to be even more formidable. The Tiger II combined the thick armor of the Tiger I with the sloped armor used on the Panther medium tank. The tank weighed almost seventy metric tons, was protected by 100 to 180 mm (3.9 to 7.1 in) of armor to the front, and was armed with the long barreled 8.8 cm Kampfwagenkanone 43 L/71 gun. The chassis was also the basis for the Jagdtiger turretless tank destroyer.
The Tiger II was issued to heavy tank battalions of the Army (Schwere Heerespanzerabteilung – abbreviated s.H.Pz.Abt) and the Waffen-SS (s.SS.Pz.Abt). It was first used in combat with s.H.Pz.Abt. 503 during the Normandy campaign on 11 July 1944; on the Eastern Front the first unit to be outfitted with Tiger IIs was the s.H.Pz.Abt. 501 which by 1 September 1944 listed 25 Tiger IIs operational.
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Development of a heavy tank design had been initiated in 1937; the initial design contract was awarded to Henschel. Another design contract followed in 1939, and was given to Porsche. Both prototype series used the same turret design from Krupp; the main differences were in the hull, transmission, suspension and automotive features.
The Henschel version used a conventional hull design with sloped armour resembling the layout of the Panther tank. It had a rear-mounted engine and used nine steel-tired, eighty-centimeter-diameter overlapping road wheels per side with internal springing, mounted on transverse torsion bars, in a similar manner to the original Henschel-designed Tiger I. To simplify maintenance, however, as when the same steel-tired road wheels were used on later Tiger I hulls, the wheels were only overlapping without being interleaved — the full Schachtellaufwerk rubber-rimmed road-wheel system that had been in use on nearly all German half-tracks used the interleaved design, later inherited by the early production versions of the Tiger I and Panther.
The Porsche hull designs included a rear-mounted turret and a mid-mounted engine. The suspension was the same as on the Elefant tank destroyer. This had six road wheels per side mounted in paired bogies sprung with short longitudinal torsion bars that were integral to the wheel pair; this saved internal space and facilitated repairs. One Porsche version had a gasoline-electric drive (fundamentally identical to a Diesel-electric transmission, only using a gasoline-fueled engine as the prime mover), similar to a gasoline-electric hybrid but without a storage battery; two separate drive trains in parallel, one per side of the tank, each consisting of a hybrid drive train; gasoline engine – electric generator – electric motor – drive sprocket. This method of propulsion had been attempted before on the Tiger (P) (later Elefant prototypes) and in some US designs and was put into production in the WW1 Saint-Chamond tank and the post-WW1 FCM Char 2C. The Porsche suspension components were later used on a few of the later Jagdtiger tank destroyers. Another proposal was to use hydraulic drives. Dr. Porsche's unorthodox designs gathered little favour.
Henschel won the design contract, and all Tiger IIs were produced by the firm. Two turret designs were used in production vehicles. The initial design is often misleadingly called the "Porsche" turret due to the belief that it was designed by Porsche for their prototype; in fact it was the initial Krupp design for both prototypes. This turret had a rounded front and steeply sloped sides, with a difficult-to-manufacture curved bulge on the turret's left side to accommodate the commander's cupola. Fifty early turrets were mounted to Henschel's hull and used in action. The more common "production" turret, sometimes called the "Henschel" turret, was simplified with a significantly thicker flat face, no shot trap (created by the curved face of the earlier turret), and less-steeply sloped sides, which prevented the need for a bulge for the commander's cupola, and added additional room for ammunition storage.
The turrets were designed to mount the 8.8 cm KwK 43 L/71 gun. Combined with the Turmzielfernrohr 9d (German "turret telescopic sight") monocular sight by Leitz, which all but a few early Tiger IIs used, it was a very accurate and deadly weapon. During practice, the estimated probability of a first round hit on a 2 m (6 ft 7 in) high, 2.5 m (8 ft 2 in) wide target only dropped below 100 percent at ranges beyond 1,000 m (0.62 mi), to 95–97 percent at 1,500 m (0.93 mi) and 85–87 percent at 2,000 m (1.2 mi), depending on ammunition type. Recorded combat performance was lower, but still over 80 percent at 1,000 m, in the 60s at 1,500 m and the 40s at 2,000 m. Penetration of armoured plate inclined at 30 degrees was 202 and 132 mm (8.0 and 5.2 in) at 100 m (110 yd) and 2,000 m (1.2 mi) respectively for the Panzergranate 39/43 projectile (PzGr—armour-piercing shell), and 238 and 153 mm (9.4 and 6.0 in) for the PzGr. 40/43 projectile between the same ranges. The Sprenggranate 43 (SpGr) high-explosive round was available for soft targets, or the Hohlgranate or Hohlgeschoss 39 (HlGr—HEAT or High-explosive anti-tank warhead) round, which had 90 mm (3.5 in) penetration at any range, could be used as a dual-purpose munition against soft or armoured targets.
Powered turret traverse was provided by the variable speed Boehringer-Sturm L4S hydraulic motor, which was driven from the main engine by a secondary drive shaft. A high and a low speed setting was available to the gunner via a lever on his right. The turret could be rotated 360 degrees at 6º/second in low gear independent of engine rpm, at 19º/second — the same as with the Tiger I — with the high speed setting and engine at 2000 rpm, and over 36º/second at the maximum allowable engine speed of 3000 rpm. The direction and speed of traverse were controlled by the gunner through foot pedals, or a control lever near his left arm. If power was lost, such as when the tank ran out of fuel, the turret could be slowly traversed by hand, assisted by the loader who had an additional wheel, which could manually turn the turret at one-half a degree per 360º turn.


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Doctors in battle with unemployed brother over share of £1.8m fortune
Three brothers are locked in a battle over their mother's £1.8 million estate after the one who stayed home to care for her claimed a bigger share.
Dominic and Jeremy Heath left their parents' £1.5 million London house as young men to forge careers in medicine that have taken them to the top of their profession, a court heard.
Their brother, Timothy, 62, a "self-employed creative", stayed at home and looked after their mother, Rachel, who had dementia for many years.
When she died aged 93 in October 2015, she left a will splitting her estate equally between the three brothers and appointing them all executors.
Timothy claims that he deserves a bigger share because he acted as her primary carer for many years while


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As Edwin Stanton is reported to have said of Abraham Lincoln, so too do The White Stripes now belong to the ages. Their farewell message was a symbolic passing of the band's legacy into the realms of opinion pieces and frenzied listens to Seven Nation Army in the depths of night. Although few tears are being shed over a band that haven't played live since 2009, album sales are well up as fans attempt to complete the set. Commercially brilliant or not, there really is nothing like rushing out to buy or listen to an album that everyone else is listening to.
'It is for a myriad of reasons, but mostly to preserve What is beautiful and special about the band and have it stay that way.
"The White Stripes do not belong to Meg and Jack anymore. The White Stripes belong to you now and you can do with it whatever you want. The beauty of art and music is that it can last forever if people want it to. Thank you for sharing this experience. Your involvement will never be lost on us and we are truly grateful."
Of the many opinion pieces explaining the brilliance of The White Stripes, 'raw power', 'whole lotta noise for a two-piece' and 'riffs' feature amongst the most frequently occurring phrases. There is a good piece in the Guardian by Laura Barton about the band's connection with Detroit and the revival of that musical scene.
Of course, the intensity of The White Stripes is a good part of the reason why they are not the Ting Tings. But even if the Ting Tings were to crank up the volume and add a bit of distortion, they would still lack that mercurial quality that really made The White Stripes great (and I'm willing to bet they always stick to a setlist).
Coming at the end of a musical decade where the choice in America was between the soft rock of Lenny Kravitz or Bon Jovi and the grunge of Nirvana and Pearl Jam (or the Spice Girls and Britpop in Britain, where The White Stripes were indisputably popular), Jack White tapped into a slightly more distant past with old equipment, musical storytelling and a riff-based formula. There were songs like The Big Three Killed My Baby, which sounded serious enough to be a protest song, but flippant enough to be ironic. Who could fail to fall for something as enigmatic as Dylan, and as bluesy as Led Zeppelin? Even a Dolly Parton cover worked brilliantly.
By the time they came to release White Blood Cells in 2001, all those ingredients were combining on songs about being a gentleman, Citizen Kane and a grotty little place called Hotel Yorba. It was a coming of age album – mainstream enough to get significant airtime on MTV, confronting the pressures of fame, and still upbeat and zestful.
If White Blood Cells was enough to ensure that The White Stipes were here to stay, it also marked something of a turning point. While Elephant, their 2003 follow-up, concentrated on making their signature sound more expressive, and spinning out longer songs, the band were moving in a more experimental direction that culminated in 2007's Icky Thump. Icky Thump, released after the first Raconteurs album, suggest that Jack was outgrowing the simple drums and guitar formula. But it still listens well, particularly Conquest and A Martyr for My Love for You.
Jack White may be busy, and one of his best insights of recent years is that it is mainly women who are making the interesting music today (Wanda Jackson, Laura Marling, Alison Mosshart and apparently Norah Jones have been among the very good reasons for White to take a backseat recently). But to date he has created nothing as innovative, or as liberated as the Stripes. The Raconteurs have produced a few decent collaborations, and The Dead Weather come to life when White plays guitar, but both these acts lack the creativity he gives full reign to when playing with Meg White.
Perhaps married life doesn't suit Jack White. As The Onion pointed out, the road ahead is somewhat easier for Meg. It would be a tragic waste, and quite unexpected if White didn't come storming back in his idiosyncratic way, but as the now defunct band point out, we'll always have the music.


text: Education Sessions: Administration Operations | Nutrition | Administration | Marketing & Communications | Roundtable Sessions Professional Standards for School Nutrition are Coming: Are You Ready? In this session, presenters will review Professional Standards (Section 306 of the Healthy, Hunger-Free Kids Act of 2010) and explain the components of the proposed rule. Additionally, the specific requirements for State Agency directors, school nutrition district directors and other school nutrition employees will be reviewed.Make Every Food $$ Count by Minimizing Food Waste School nutrition employees strive to make every food dollar count toward their bottom line and to become more sustainable by reducing waste. Gain insight for practical ways to control food costs in your schools while maintaining food safety through the use of techniques such as good purchasing and inventory practices, proper cooling methods and time and temperature control.Community Eligibility Provision: Beyond the Basics After one year into the national implementation of the Community Eligibility Provision (CEP), states and school districts have developed a number of strategies to successfully implement the program and overcome initial challenges. This educational opportunity will provide various perspectives on the many advantages of CEP and offers innovative solutions to maximize the benefits for school districts.What You Need to Know about the Administrative Review In this training program, attendees will be introduced to the Administrative Review Process. Discussions will focus on the Federal requirements of Administrative Reviews using the unified approach required by the Healthy, Hunger-Free Kids Act of 2010.Simple Solutions for Dealing with Difficult People This insightful session, delivered by popular speaker Bart Christian, is designed to help the audience recognize non-productive habits and actions in others as well as in themselves. Discussions will cover individual purpose, personal strategies and things that are just not worth the fight. You'll be able to turn around even the most difficult situations and people!2015 Legislative Update Join us for the 2015 Legislative Update which will provide you with the latest information regarding SNA's legislative activities and plans for Child Nutrition Reauthorization 2015. SNA's advocacy team and Public Policy and Legislation Committee Chair will share what's new and what's on the horizon.Interviewing and Marketing Techniques for Job Advancement Find out how to sell yourself! Obtain the techniques needed to successfully prepare, present with confidence and market your strengths during a job interview. Understand the importance of also marketing yourself after the interview and why it's critical to maintain a positive attitude and strong work ethic even if you are not selected for a job promotion.Get a Head Start on Professional Standards with SNA's Certificate and Credentialing Programs Did you know that over 20,000 of your peers hold the SNA Certificate in School Nutrition or the SNS Credential? See how with SNA's professional development programs you can get a head start on professional standards and advance in your career.Feed the Gap: Managing Unpaid Meal Charges Food and nutrition programs are faced with conflicting messages when students have insufficient funds to purchase a meal. See how by establishing procedures and accountability practices, Boise (Idaho) School District and their partners found a solution to 'feeding the gap' to prevent hungry kids.How Mississippi Recipes Became a Success The Mississippi Recipes for Success menu planning system helps school nutrition staff meet the requirements of the National School Breakfast and Lunch Programs. Take home recipe ideas and tools for child nutrition administrators and staff to assist with providing delicious, healthy school meals.Implementing Local School Wellness Policies-Strategies for Success While we are aiming to make school meals the best they can be, it's important to ensure the nutrition environment of the entire school campus supports the development of healthy habits. Hear about the new Local School Wellness Policy (LWP) requirements and the recently proposed regulation, as well as best practices gleaned from schools across the nation that have successfully implemented, monitored and evaluated wellness policies.Green Serving Options Made Simple As districts face pressure to provide eco-friendly solutions, this training program will address the entire cost involved to "Go Green" and the environmental impact of each of the major serving options: ware washing, Styrofoam®, compostables and biodegradables. Attendees will leave this session equipped to make informed decisions about "Going Green!"The Business of Child Nutrition Get tools and strategies for communicating the business of school nutrition programs to district stakeholders. Participants will be introduced to what key performance indicators should be shared on a monthly, quarterly and annual basis, as well as gain an understanding of the purpose and use of a business plan in effectively managing child nutrition programs.Lessons Learned from Breakfast in the Classroom Hear from the Partners for Breakfast in the Classroom (Food Research and Action Center, School Nutrition Foundation, National Education Association) and operators about strategies to expand breakfast participation with Breakfast in the Classroom. Discover best practices utilizing Universal Breakfast in high need schools and school districts. You'll gain a better understanding of the Community Eligibility Provision (CEP), how to build stakeholder support and the sustainability of Breakfast in the Classroom. Through interactive assessments, walk away with user-friendly tools to evaluate your program.Optimize Your Kitchen Layout and Design Does it feel like your kitchen layout and kitchen equipment are working against you rather than for you? Learn how some innovative menus can free up your oven space and give time back to your employees. Plus, see where to put your limited funds to get the most bang for your buck when it comes to both small and large equipment.Using the AFHK Wellness Policy Training Tool A flexible process to revise, implement and evaluate wellness policies is often overlooked in school wellness work. The Action for Healthy Kids wellness policy training tool provides information and an interactive component to enhance understanding of district wellness policies. This roundtable session will allow participants to actively use the tool and determine needs for training in their own district.Maximize Your Minutes with Smart Work Scheduling! Time seems to be the thing we want more of, but can never manage to find. Smart work scheduling is the answer! De-stress your kitchen by learning how to avoid the five most common time thieves, identifying the key elements of an effective work schedule and finding time in the workday in the most unexpected places.Driving Employee Engagement Your employees can be your biggest asset or you biggest source of stress. Participants will learn strategies to convert unengaged employees (the ones who only care about themselves and their paycheck) into engaged employees (people who come to work every day and do their very best to help the team win).I Think I'm Allergic to NUTS! Learning to Work Productively with the People Who Drive You Crazy In school nutrition, one of the best parts of your job is probably that you get to work with people. However, speaker Jeff Joiner will explain that one of the worst parts of your job might be that you have to work with people! And while you may not have control over who you work with, you do have control over how skilled you are willing to become in dealing with difficult people.Making the Most of Summer's Bounty in the Summer Food Service Program Discover why the Summer Food Service Program (SFSP) and Farm to School is the perfect match! In many regions, summer is the season for the nation's bounty. Yet it's also a time of year when many children are left hungry without the promise of a meal at school. Learn how to make the match and provide fresh, healthy and local food to needy children in your area.Getting the Biggest Bang from Your USDA Foods Buck This session will cover resources, strategies and ideas on how schools can maximize their USDA Foods entitlement, determine which USDA Foods would be the best value for their program and how to fully utilize their USDA Foods inventory, in house and at processors.Community Eligibility Provision—The Challenges of Change Join this session to share challenges and successes of implementing Community Eligibility Provision (CEP) at the state and local levels. Successes from around the country as well as tools for positive educational change will be shared.Be the Next Dream Team! Have you thought about partnering with a colleague from a neighboring district to team up and run a much bigger school nutrition program nearby? Join two dynamic school nutrition directors who left long-time districts to do just that. Learn the why and the how such a move can reenergize your career, as you review NFSMI's Competencies, Knowledge & Skills tool to help you work together and become a true dream team! Secrets to Successful Grab and Go Implementing a Grab and Go program can increase revenue and participation while satisfying student demands. The right equipment can be your solution for multiple programs such as Breakfast to Go, healthy snacks and remote lunch lines. Join in to discuss how to satisfy reimbursement requirements while decentralizing and expediting service.The Time-Motion Economy Warp Preparation and service of hundreds or more meals each day is challenging! As program administrators struggle to manage labor costs and Key Performance Indicators (KPIs), nutrition staff lacks time to complete the many tasks necessary to provide safely prepared meals to students. Find out how to "work smarter, not harder" to avoid the time-motion economy warp! Richard B. Russell Leadership Series Leadership: Is Not Acquired, It Is Earned!Sunday, July 12, 2015, 1:00 pm-2:00 pmSpeaker: Senator Nancy F. Stiles Regardless of what you do in life the opportunity to lead is always there. How you choose to lead and how effective you are in a leadership position depends on you! Being a leader is not acquired, but is earned through the ability to communicate effectively, understand the issues and apply them with integrity while being sure that the decisions you make help benefit the majority. Senator Nancy Stiles is as inspiring and real as any leadership presenter you will hear. Stiles is "one of us," starting her career in school nutrition and using her leadership abilities to build a successful program within her community. She has excelled within the state and national School Nutrition Association and has become a well-respected leader with vision and common sense. After 30 years in school nutrition, Stiles retired and successfully sought political office in the New Hampshire House of Representatives and State Senate gaining key leadership positions in both Houses applying those simple qualities of vision and common sense! The Richard B. Russell Leadership Series (through the School Nutrition Foundation) was established in 2010 by Georgia SNA in memory of Senator Richard B. Russell. Senator Russell was a passionate leader in school nutrition programs from the very beginning when Congress authorized the school lunch program known as the Richard B. Russell National School Lunch Act of 1946. The Leadership Series honors three SNA past presidents from the state of Georgia: Josephine Martin, Mary Nix and Nancy Rice.


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PhD Students
Arch, Dina
Dina is a first-year doctoral student emphasizing in quantitative methods under the guidance of Dr. Karen Nylund-Gibson. She earned her B.S. from UC San Diego in Psychology and minored in Business. She later received her M.A. in Psychology with a focus in quantitative methods from California State University, Fullerton. Her broad research interests include longitudinal methods and latent variable analyses, such as structural equation modeling and mixture modeling. Currently, she serves as the SONA Systems and Qualtrics administrator for GGSE students. She can be reached at firstname.lastname@example.com.
Arguera, Stephanie M.
Stephanie is a fifth-year PhD student focusing her research in service-learning, university social responsibility and underrepresented undergraduate research opportunities, under the broad area of Culture and Development; her advisor is Dr. Betsy Brenner. A Texas native, her M.A. research at UT San Antonio considered Black-Brown conflict and solidarity in urban borderscapes of East Houston. Prior to coming to UCSB, she worked in educational consulting in leadership development with youth and educational administration, as well as with parental engagement. She has volunteered for nearly three years at the St. George Youth Center, creating four murals with IV teens in Estero Park, and most recently, smaller murals on classroom doors for the Department of Black Studies at UCSB. She has been a Teaching Assistant with the Dept. of Black Studies for over two years and is the current President of the Graduate Students Association in Education. Stephanie can be reached at firstname.lastname@example.com.
Arellano, Ryan
Ryan Arellano is a third-year PhD student with interests in diversity and equity in higher education. Her advisor is Yukari Okamoto. After receiving her BA in psychology at UCSB, she worked in Santa Barbara for the next two years creating educational resources and designing professional development courses online for educators. As a graduate student, Ryan is currently working on a HSI project that is a collaboration between the Chicano Studies Institute and the Division of Student Affairs' initiative that focuses on assessing student services and ensuring that these services are meeting the needs of all UCSB students. She is also the lead coordinator of the McEnroe Reading and Language Arts Clinic, where students from the community receive research-based instruction in skills and practices related to fluency, reading comprehension, and writing. Her research focuses on evaluating student services, high-impact practices, and persistence/retention efforts, especially with underrepresented minority college students. Ryan can be reached at email@example.com.
Balos, Noreen
Noreen Balos is a doctoral student with interests in STEM Education, Culture in STEM, and Access & Equity in STEM. Noreen is currently researching engineering and science design experiences for undergraduate, community college minority students and veterans who major in STEM related subjects and wish to explore a civil career in the Navy. The goal of the study is to provide insights into veterans' and students' perceptions of science and engineering as a way of thinking and being into a STEM major and professional, while gauging transformations in student thinking, understanding, and perceiving Naval work. The team hope the work also gives insight into factors affecting veterans' and minority students' preparation, participation and academic success in STEM. Noreen can be reached at firstname.lastname@example.com.
Bennett, Matthew
Matthew Bennett is a first-year PhD student in Science and Math Education, but his specific interests are in science education in high school settings and teacher education. His advisor is Dr. Danielle Harlow. Prior to starting at GGSE, Matthew taught high school science (mostly physics) for five years, which is why his research interests are geared towards high school settings. Currently, he's interested in exploring student tendencies to compartmentalize information taught in different classes and how to enable teachers to better facilitate student connection-making between different topics/concepts, such as applications of math concepts in science contexts. Feel free to email Matthew at email@example.com.
Bernstein, Emily
Emily is a doctoral candidate studying Special Education under the guidance of her advisors, Dr. Rachel Lambert and Dr. Amber Moran. She serves as an instructor and supervisor in the Teacher Education Program at UCSB supporting candidates pursuing a Mild/Moderate Education Specialist Credential and also instructs courses at Antioch University, Santa Barbara, where she works with both multiple subject and dual credential candidates. Prior to her doctoral studies, Emily taught special education at the elementary level in east San Jose and Santa Barbara, California. She holds a Mild/Moderate Education Specialist Credential. Emily's research focuses on how general education and special education teachers can be taught to collaborate more fully. She can be reached at firstname.lastname@example.com.
Bradford, Keri
Keri Bradford (Choctaw Nation of Oklahoma) is a third-year M.A./Ph.D. student in the Department of Education, working in the areas of Culture and Development, and Policy, Leadership, and Research Methods. Her advisors are Dr. Sharon Conley and Dr. Hsiu-Zu Ho. Her research focuses on issues of access and retention affecting Native American college students. In 2011, she completed a certificate in Tribal Law ("Working in Contemporary Native Nations") from UCLA. Keri can be reached by email at email@example.com.
Cano Barrios, John
John is a Ph.D. candidate. He is currently in his third year at UCSB working along with his advisors: Dr. Arya and Dr. Chun. He is from Colombia, where he used to teach and research in the areas of educational technology, online education, and intercultural education. He received a bachelors degree in Computer Science and a master's degree in Education with an emphasis in Educational Technology at Universidad del Norte (Colombia), where he taught undergraduate and graduate students in face-to-face, blended and online environments. He is currently working as the instructional technology coordinator at the McEnroe Reading Clinic, where he supports and promotes technology integration in different community-based afterschool projects (K-8). He also is the coordinator of the afterschool program "Club Proteo" (Digital Literacy and Digital Storytelling project). His interests are technology integration in different contexts (especially higher education) and how such integration and uses can enhance the teaching and learning process by creating meaningful experiences for students. John can be reached at email@example.com or on his personal blog: johncanob.blogspot.com
Carter, Delwin
Delwin Carter is a doctoral student emphasizing in quantitative methods. His advisor is Karen Nylund-Gibson. He received his B.A. in Psychology and M.A. in Experimental Psychology at California State University, Northridge. His broad interests include latent variable analysis, measurement, and structural equation modeling. More specifically, he has done research in several substantive areas including peer victimization, perceived discrimination, and depression. Methodologically speaking, his current research involves mediation/moderation, factor analysis, measurement invariance, and item-order effects.
Chagolla, Diana
Diana Chagolla is a doctoral student in the Gevirtz Graduate School of Education, specializing in the area of Culture and Development; her advisor is Dr. Laura Romo. Diana obtained her bachelors degree in Sociology from San Diego State University (SDSU). While in San Diego, she worked with community-led organizations to address educational and human rights concerns in her community. At UCSB, she has served as a graduate mentor for first generation undergraduate students participating in the New Heights Mentoring Program offered through the Chicano Studies Institute (CSI). Diana continues to mentor undergraduate students via her role as a graduate student research assistant at the CSI Center for Research in Latino Health and Adolescent Development. Her research interests are health education and health psychology as it pertains to Latinx/a/o adolescents, families, and communities. Her current research focuses on how Latina mothers communicate with adolescent daughters about healthy lifestyles, while providing messages that encourage healthier eating and exercising habits, and messages cautioning daughters about chronic health diseases. Diana can be reached at: firstname.lastname@example.com.
Chen, Huay
Huay is a second-year doctoral student working with Dr. Jin Sook Lee. She completed her B.A. at UCLA in Linguistics & Asian Languages and Cultures, and her M.A. in Elementary Education. After teaching elementary school in the NYCDOE for three years, Huay went back to NYU to complete a post-MA advanced certification program in Bilingual Education. Now, at UCSB, she is a SKILLS (School Kids Investigating Language in Life and Society) instructor and has served as a TA for the Linguistics Department and the Asian American Studies Department. Her interests lie in bilingualism, language acquisition, and heritage language speakers. Huay is a Gates Millennium Scholar. She can be contacted at firstname.lastname@example.com
Clairmont, Anthony
Anthony Clairmont is a doctoral student with an emphasis in Applied Linguistics working with Dr. Jin Sook Lee. He received his BA in philosophy from Sewanee: The University of the South in 2011. A year later, he earned an MA in French from Middlebury College. While living abroad during much of this period, he conducted anthropological research with the School for International Training in Rabat, Morocco and studied philosophy at La Sorbonne in Paris, France. He returned to the US to teach French at an all-boys prep school in Cleveland, Ohio. His research interests include culturally sustaining pedagogy, teacher professionalism, systemic educational inequalities, and philosophical issues in the social sciences. You may contact Anthony at: firstname.lastname@example.com.
Dannhauser, Michael
Michael is a third-year doctoral student in the Culture and Development program with an emphasis in Cognitive Science. His research interests include pre-service teacher education and beginning teacher experiences. Michael enjoys serving as a CTERIN doctoral fellow. His advisor is Sharon Conley. Michael earned his B.S. in elementary education and his M.S. in special education, both from Manhattan College, and spent 5 years as a classroom teacher in the Boston area. He can be reached at firstname.lastname@example.com.
Dexter Torti, Cameron
Cameron Dexter Torti is a doctoral student in the Department of Education, working with Dr. Sarah Roberts and emphasizing in Teacher Education and Professional Development. He graduated with a B.A. in History from CSU Channel Islands before enrolling in the single subject teaching credential program at the school. After graduating in December 2013 with his teaching credential, Cameron spent the next five and a half years working at the elementary, secondary, and tertiary levels of education as a teacher. He taught in California, Texas, and Louisiana. While in Texas, Cameron earned his M.A. in Curriculum & Instruction from Baylor University, working with Dr. Brooke Blevins. His thesis research focused on the characteristics and contexts surrounding second language learners in their schools and communities. Cameron's research interests include second language learners, teacher education, equity and education, and empowerment through social studies instruction and curricula. He can be reached by email at: email@example.com
Downey, Jonathan
Jonathan is a doctoral student in the Learning, Culture and Technology program. Prior to arriving at UCSB, he studied Spanish literature at Tufts University in Boston (B.A.) and language acquisition at the University of the Basque Country in Northern Spain (M.A.) He has worked as an ESL instructor in Europe and the Middle East, and as a high school Spanish teacher in Colorado. Currently, he is building course materials for an online UC Basque Language and Culture course, and is employed as a teaching assistant in the UCSB English Department. Jonathan's research is oriented towards developing tools and resources for autonomous ESL learners. His specific research interests include pronunciation training with smart phone apps, online language learning platforms, L2 fluency perception, and augmented reality for multimodal input. Feel free to contact him at: firstname.lastname@example.com
Fahler, Valentina
Valentina is a third-year doctoral student in the Education department with an emphasis in language and literacy working with Dr. Karen Lunsford and Dr. Charles Bazerman. She received her B.A. in Letters (with a focus in Linguistics) from the Universidad de Buenos Aires (Argentina) in 2015, a specialization degree in Education Policy from the Universidad Torcuato di Tella (Argentina) in 2017, and a M.A. in Education from UCSB in 2019. Her general research interests include writing in higher education, specifically undergraduate academic writing development. Prior to arriving to UCSB, Valentina was an initial literacy teacher at the Fundación Franciscana, a non governmental organization. She was also part of a research group from the Universidad de Buenos Aires that focused in undergraduate student writing in humanities degrees. Feel free to contact her at email@example.com
Ford, Katerina
Katerina Ford is a third year doctoral student in the Education program with an emphasis in Special Education, Disability, and Risk Studies, advised by Dr. Mian Wang. She received her B.A. in Psychology with a minor in Applied Psychology from UC Santa Barbara in 2010. After her undergraduate work, she completed the Global Urban Trek internship with InterVarsity in Lima, Peru. Upon returning to Santa Barbara, she worked as literacy tutor with AmeriCorps for one year and continued to work as a clinician and parent educator with Koegel Autism Consultants. Her research interests include: remote interventions and trainings through programs like Skype, social conversation skills, supervision of behavioral interventions for ASD, and introducing Pivotal Response Treatment in countries that lack services for individuals with autism. Please feel free to contact her at: email@example.com
Franitza, Mary
Mary Franitza (pronouns: she/her) is a doctoral student in Language and Literacy Education program. Originally from Wisconsin, Mary received her B.A. in Women's Studies and Spanish from the University of Wisconsin La Crosse. Mary has worked in early childhood education, outdoor education, immigration legal services, and with bilingual curriculum. Mary has worked with the Girl Scouts and youth programming for six summers. Prior to attending UCSB, Mary was involved in research of successful Heritage Language programs and virtual reality use in language acquisition. Mary is under the advisement of Dr. Jin Sook Lee and Dr. Amy Kyratzis. Her research interests include heritage language development and engagement, community-based mentorship opportunities, and identity affirmation in experiential education opportunities.
Fried, Bradford
Bradford Fried is a doctoral student in education working with Dr. Dorothy Chun and Dr. Jin Sook Lee. His emphases are in applied linguistics and cognitive science where he is researching the relationship between language, memory, and education, specifically the phonological working memory of Mandarin tones. Bradford grew up playing in the creeks and forests of Northern Virginia outside DC and has been vegan since 1999. He graduated from Lewis and Clark College in Portland, Oregon with a BA in philosophy during which he did a semester with NOLS and spent two terms in Guilin, China. After graduation, he moved back to Guilin where he taught EFL for the next 13 years, served as the director of international staff at Guangxi Normal University for five years, earned a master's degree in teaching Chinese, and in 2009 founded the Chinese Language Institute (CLI) with his youngest brother to share their love of Chinese language and culture. Bradford can be reached at: firstname.lastname@example.com
Galisky, John
John is a first year doctoral student working with Drs. Julie Bianchini and Danielle Harlow. He earned a B.A. in Physics and Astrophysics from U.C. Berkeley and an M.Ed. from UCSB. For 25 years John taught Physics, Earth Science, Electronics & Robotics and Space Science at Lompoc High School, next to Vandenberg AFB. In 2000, he established the Space, Technology and Robotic Systems (STaRS) Academy, an engineering program that integrates core academics in Math, Science, and Language Arts with elective courses in Drafting, Engineering Design, Electronics, Robotics, and Manufacturing. John was a member of the State Superintendent's STEM Task Force which culminated in the publication of "Innovate: A Blueprint for STEM Education" and he helped rewrite the California Science Framework to include Next Generation Science Standards (NGSS). In 2017, John was awarded an Albert Einstein Distinguished Educator Fellowship in Washington, DC. During his fellowship year, John worked in a congressional office as a legislative assistant on issues related to education, science and technology, energy and environment, immigration, labor, and gun control. John's research focuses on the impact of science education on literacy and language development, especially in the elementary grades. Contact John at email@example.com.
Gribble, Jim
Jim is a doctoral student with an emphasis in technology at the elementary school level. His advisor is Dr. Danielle Harlow. He is interested in researching the impact computer coding has on the communication skills of children with autism. Prior to arriving at UCSB he was a Kindergarten teacher with TeachForAmerica in Charlotte, a founding 2nd grade teacher at an environmental start-up school in Chicago, technology coordinator and teacher at an IB PYP school in London and a 2nd grade Science and Coding teacher in San Francisco. He wrote the programming curriculum (based on Scratch language) for a school founded by the Chief Scientist of Twitter and founded a company dedicated to teaching children how to code in after-school and one-on-one contexts. Jim taught teachers how to code in the Design Lab at the Sonoma County Office of Education. He earned a B.A. in Psychology at Marquette University, an elementary teaching credential at the University of North Carolina-Charlotte and an M.Ed. at San Francisco State University. Feel free to email Jim at: email@example.com.
Guerrero, Ana Y.
Ana Y. Guerrero is a doctoral candidate in the Department of Education with an emphasis in Culture and Development. Her research examines Latinx students' college and career aspirations development using a longitudinal multiple-case study design under the guidance of her advisor, Dr. Richard Duran. She received her B.A. in Sociology from UC Berkeley and her M.A. in Education with an emphasis in Culture and Development from UC Santa Barbara. Currently, Ana is the Graduate Student Mentor for the ONDAS Student Center as part of the Title V grant to UCSB as a Hispanic Serving Institution, and a TA for the ED 118 course, The Research University and the Transfer Student Experience. She is an active member of the Bridging Multiple Worlds Alliance, bringing together grad students and faculty from several universities to plan and conduct research on P-20 strategies improving access to college among communities underrepresented in higher education. Her research interests include Latinx academic and career identity development, Hispanic Serving Institutions, multicultural education and general Latinx and first-generation college student concerns in higher education. You can reach Ana at the following email address: firstname.lastname@example.com
Hai, Jessica
Jessica Hai is a doctoral student in the Special Education, Disability and Risk Studies program. With the guidance of her advisor, Dr. Mian Wang she has been able to explore the special education community with a cultural lens. Her research interests include the cultural implications of Autism Spectrum Disorder and improving cultural competence in service providers and intervention services, particularly in the area of parent education and treatment acceptability. Her long term goal is to provide more awareness to families of cultural backgrounds who are stigmatized to seek assistance or do not have access to those resources. She is a clinician providing behavioral interventions and Pivotal Response Treatment (PRT) to individuals on the spectrum at the Koegel Autism Center. Any questions or contact queries can be directed to her email: email@example.com
Harris, Samantha
Samantha (she/her) is a doctoral student studying language and literacy education. She has a B.A. in English Literature from the University of Maryland College Park and an M.A.T. in Linguistics with a focus on TESOL from Georgetown University. She was an ESL instructor at Baltimore/Washington area community colleges for three years before coming to UCSB. Her research interests include language education and equity and the influence of racial ideologies on language learning/use. She currently works as a coordinator and instructor for the School Kids Investigating Language in Life and Society Program (SKILLS) primarily in local highschool ELD classrooms. Samantha can be reached at firstname.lastname@example.com
Hoerberg, Destiny
Destiny is a doctoral student in the Special Education, Developmental, and Risk Studies program. With a strong background in working with children with autism and related disorders, both as a para-educator and behavioral therapist, and with an undergraduate degree in Psychology from California State University, Channel Islands, Destiny is interested in improving parent/caregive education and interaction with children with disabilities by further developing and improving current evidence-based therapeutic intervention practices. Additionally, Destiny is interested in exploring the neurodiversity that may exist between typical and atypical children to better support and foster their ability to acquire and maintain more desirable social and academic skills. Destiny is currently working under the advisory of Dr. George Singer, and may be reached at email@example.com.
Hyun, Faith
Faith is a doctoral student with research interests in science education, working with Dr. Diana Arya and Dr. Julie Bianchini. She received an undergraduate degree in biology from the University of Minnesota, Twin Cities. Her major research interest is how different learning environments/cultures influence students' science learning and their motivation to learn science. She would like to study further how collaborative engagement and interactions in a science classroom enhance student learning. Faith can be reached at firstname.lastname@example.com
Jessop, Raheem
Raheem is a second year PhD student in the department of education with a concentration on Culture and Development. His research will look at college decision-making among African American high school students and analyze the factors that make them choose between a Predominantly White Institution (PWI) and a Historically Black College or University. Raheem graduated from Morehouse College in 2017 and he uses his experience of Black education to pursue his passion and ensure Black students receive the best education and experience a school has to offer.
Katz, Daniel
Danny Katz is a third year graduate student with interests in quantitative methods, education policy, and educational measurement. His advisers are Dr. Andrew Maul and Dr. Karen Nylund-Gibson. Danny received his BA in political science from UCSB where he was introduced to quantitative methods of analysis in the social sciences. After graduating, he spent roughly three years working at an academic publisher, sparking his interests in educational research and measurement. Between working at a publisher and going to graduate school, Danny spent a year travelling across the country to race his bike while also working at a bike shop. Danny is currently involved in projects related to educational assessment at UCSB, measurement and, more recently, the California Dropout Research Project. Other lingering areas of interest include vocational and technical education and The Lexile. Danny can be reached at email@example.com
Kemp, Jacqueline
Jacqueline Kemp is a doctoral student in the Department of Education with a focus in culture and development. She also participates in the interdisciplinary emphasis in Language, Interaction, and Social Organization. Her advisor is Dr. Amy Kyratzis. She received a B.S. in Human Development and Family Studies and a M.S. in Human Development and Social Policy from the University of Utah. She has taught university courses at The University of Utah in the Department of Family and Consumer Studies and at Santa Clara University in the Liberal Studies department, including: Development in Infancy and Childhood and Early Childhood Education Curriculum. In addition to teaching and research, Jacqueline has been the Director of three university-affiliated early childhood centers and an active member of NAEYC. Her research interests include: storytelling and story-acting in early childhood classrooms, preschool children's narrative development, preschool peer group culture, and language and socialization in preschool peer groups.Please feel free to email Jacqueline at firstname.lastname@example.com or review her professional materials at: https://www.researchgate.net/profile/Jacqueline_Kemp
Kennedy, Kelsee
Kelsee Kennedy is a fourth year doctoral candidate in the Department of Education with an emphasis in Special Education, Disabilities, and Risk Studies (SPEDR). She received a bachelors degree from UCSB in Psychology in 2011 as well as an Education Specialist Instruction Credential for individuals with exceptionalities who have moderate to severe support needs and a Master of Arts in Education with an emphasis in SPEDR in 2013. In 2015, she completed an Education Specialist Instruction Credential for individuals with exceptionalities who have mild to moderate support needs at Antioch University, Santa Barbara. Currently, she works as an Education Specialist for a full inclusion program for exceptional students, a teaching assistant for the Language Arts course in the Teacher Education Program at UCSB, and a Cooperating Teacher at Antioch University. Her past applied experiences include working as a Behaviorist in school settings for Hope School District, a Program Supervisor and Researcher at the Koegel Autism Clinic, and a Reading Instructor for English Language Learners at the McEnroe Reading Clinic at UC Santa Barbara. Her research interests include: Autism, Emotional Disturbance, Multi-Tiered Systems of Support for Behavior/Character Development, Social Emotional Learning, Restorative Justice Discipline, Teacher Education, and the Pipeline to Prison phenomenon for students with exceptionalities. Please feel free to contact her at firstname.lastname@example.com.
Kwong, Wai-Yee Ann
Ann Wai-Yee Kwong is a Ph.D. student in the education program with the emphasis of Special Education, Disabilities, and Risk Studies advised by Dr. Wang. She received her B.A. in Psychology and a minor in Education from UC Berkeley as a Gates Millennium scholar. Prior to her attendance at UC Santa Barbara, she worked as an education technician intern in Washington DC disaggregating student suicidality data and analyzing its negative impact on both student and school excellence. Ann testified at the U.S. Senate hearing in 2014 to advocate for herself and others, informing policy makers of the attitudinal and tangible societal barriers which limit the potentials of people with disabilities. Her research interests include: creation of innovative workforce development curriculum for transition age youth with disabilities, self-determination, and cultural implications of professional and family partnerships. She is currently collaborating with UCP Work Inc. on designing and implementing curricula to increase competitive integrated employment for individuals with disabilities and their families; she recently concluded a project with the Institute for Educational Leadership (IEL) on implications of cultural reciprocity with the implementation of the Workforce Innovation and Opportunity Act and pre-employment transition services. In addition, Ann co-founded Survive or Thrive where she designs and facilitates workshops as well as mentors youth with disabilities and their families. In a professional capacity, she also serves on various boards including the California Department of Rehabilitation's Advisory Committee and the Association on Higher Education and Disability. Through her research and advocacy, Ann hopes to continue empowering others to envision, define, and achieve their future aspirations. She can be reached at: firstname.lastname@example.com.
La Joy, Jonna
Jonna La Joy is a doctoral student with an emphasis in Science and Mathematics Education. Her advisor is Dr. Yukari Okamoto. Jonna received her M.A. in Child and Adolescent Development from San José State University in 2013 and received her B.A. in Psychology from Sonoma State University in 2009. Her research interests include mathematics and science education, quantitative research methodology, educational psychology, child and adolescent development, and cognitive science. Her current research is on fractions and the influence of procedural and conceptual knowledge on mathematical self-efficacy and attitudes about mathematics. email@example.com or review her professional work at: https://ucsb.academia.edu/JonnaLaJoy
Langlo, Tatzia
Tatzia Langlo is a PhD Candidate in the Department of Education in the research focus area of Cultural Perspectives and Comparative Education, working with Professor Jenny Cook-Gumperz and Dr. Tine Sloan as her advisors. Langlo's research interests reach into the development of global learning-teaching communities and the need for increased communication, cultural awareness, and contextual competencies involved with interacting as citizens on the stage of the global world. As a scholar and researcher she works with a non-profit organization based on principles and practices of civil participation, service-learning, and education assistance through development of local and global relationships. She maintains interdisciplinary Ph.D. emphases in Global Studies and Language, Interaction, and Social Organization.
Lew, Lilly Chung
Lilly is a fourth-year doctoral student in the Education department with a Language and Literacy emphasis. She earned her B.A. in European History at University of California, Riverside (UCR) and her M.A. in Education: Curriculum and Instruction at California State University, Los Angeles (CSULA) with an emphasis in literacy specialist. Prior to pursuing doctoral studies, Lilly taught writing composition for secondary education (grades 7-12), assisted with implementation of large scale writing assessments in the Los Angeles metropolitan area and is a fellow of the Los Angeles Writing Project (LAWP). Under the advisement of Dr. Richard Durán, she is exploring storytelling in community-based literacies, equity and access to technology, and the learning opportunities made available through university-community partnerships. Lilly is also interested in the role of literacy in identity development and the ways that engaging in literacy activities could foster human agency. Her research has been made possible through her affiliation with researchers at both University-Community (UC) Links and the Center for Education Research on Literacies, Learning & Inquiry in Networking Communities (LINC). She is also serving as the campus liaison for Division G: Social Context of Education at the American Educational Research Association (AERA). You may contact Lilly at: email@example.com
Lin, Yixin
Yixin Lin is a doctoral student with an emphasis in Special Education working with Dr. Mian Wang. She received her B.A. in Business Administration from Southwestern University of Finance and Economics in China. In the meantime, she worked as a volunteer teacher in a special education school for three years. Then she received an M.S. from Columbia University in Social Work. During her graduate study, she also worked as an intern in Hamilton-Madison House Childcare Center and the Association to Benefit Children in New York. Her research interests include: autism ,developmental delay, inclusive education in both United States and China, and cross-cultural special education. Though her research interests are relatively broad, she is currently involved in research about an autism app design with her advisor. Her longer term research purpose is to further study on inclusive education of children with autism and developmental delay. Yixin can be reached at email@example.com.
Lucas, Krista
Krista Lucas is a PhD student working with Dr. Danielle Harlow in STEM education. Krista has a B.A. in biology from Occidental College, a master's in teaching secondary science from UNC-Chapel Hill, and an M.A. in education from UCSB. She is interested in postsecondary science education, specifically for non-science majors, and the development of scientific literacy and science identity work in this group. Krista also works at Pepperdine University where she has been teaching a nonmajors biology course for 5 years, and enjoys spending time with her husband and two sons at Disneyland.
Macias, Meghan
Meghan is a second year doctoral student working with Dr. Julie Bianchini. She received B.A.'s in Education Sciences and Psychology & Social Behavior with a minor in Gender & Sexuality Studies in 2016 from the University of California, Irvine. Her research interests include educational equity and critical pedagogy in preschool settings, persistence and retention in the sciences, and teacher professional development. Currently, she is a part of the MOXI Apprenticeship Program at the Wolf Museum of Exploration and Innovation. Meghan can be reached at firstname.lastname@example.com
Magana, Diana
Diana Magana is a first-year Ph.D. student in the Department of Education at UC Santa Barbara with an emphasis in Culture and Development; her advisor is Dr. Laura Romo. Diana received a B.A. in English and a B.A. in Education Sciences from UC Irvine and an M.A. in Sociology and Education from Teachers College, Columbia University. She was an Administrative Assistant for a TRIO Upward Bound program for a year prior to coming to UCSB. Her research interests largely revolve around the postsecondary experiences of first-generation Latinx college students, with a specific focus on the intersectionality of race/ethnicity, class, and gender. Her current research focuses on how first-generation Latinx college students' families impact their psychological well-being and, in turn, persistence rates. Diana can be reached at: firstname.lastname@example.com
McMillen, Konnor
Education email: email@example.com
Interests: SEL for high school students, equity and access to education, professional development, experiential learning, project based learning
Meier, Valerie
Valerie Meier is an Education doctoral student working with Dr. Jin Sook Lee. She holds a BA and BFA from Tufts University, an MA in Composition from San Francisco State University, and an MA in Second Language Studies from the University of Hawaiʻi at Manoa. In addition to having taught a wide range of reading and writing classes at US universities, she has also taught English in Japan and Laos. Her research interests broadly include academic literacies, second language acquisition, and language-in-education policies; her current focus is on better understanding how teachers can capitalize on their students' bilingual resources in order to promote the acquisition of academic literacies in one or more languages. You can contact Valerie at firstname.lastname@example.com.
Muller, Ali
Ali is a second-year doctoral student working with Dr. Danielle Harlow. She received her B.S. in Ecology and Evolutionary Biology from the University of Arizona in 2017. She has worked with informal science institutions for the past 9 years, including The Chandler Museum, Tucson Children's Museum and Biosphere 2. Currently, her research interests are facilitator, curriculum and exhibit development within informal science environments, specifically focusing on aquariums. She would love to receive emails at email@example.com.
Nazaryan, Sos
Sos Nazaryan is a graduate student working with Dr. Betsy Brenner. His research interests include community engagement, university-community partnerships (UCPs), program sustainability, strategic partnerships, and capacity building. His latest research project focused on understanding some of the practices that promote sustainability in UCPs. From 2014 until 2019, he coordinated an afterschool computer program at a local community organization that aims to develop literacy, digital literacy, and critical thinking skills for more than 100 local elementary-aged students from economically-disadvantaged backgrounds. Since 2016, he has also regularly served as a teaching assistant in the Education department. Sos received his B.A. in Sociology from UC Santa Barbara in 2014 and explored parent involvement in two-way dual language immersion programs as part of his undergraduate honors thesis. Sos is always open to collaborating and can be reached at firstname.lastname@example.com.
Nguyen, Dana
Dana Nguyen is a doctoral student in the Special Education, Disabilities and Risk Studies program working under Dr. Mian Wang. She received her B.A. from University of California, San Diego in 2007 where she studied Psychology and was involved in research at the Autism Clinic. She continued work in the field of autism as an applied behavior analyst before starting her doctoral program here at University of California, Santa Barbara in 2012. Currently, she is interested in studying disability through a family systems approach and looking into parent training and resources available for families, especially those from culturally diverse backgrounds. Emails are welcome at firstname.lastname@example.com
Ozuna, Christopher
Chris is a 3rd-year PhD student studying education policy with his advisor, Dr. Michael Gottfried. He earned his B.S. in Human Development from UC Davis and his M.S. in Educational Psychology from UW Madison. Chris' research focuses on better understanding the impacts of community resources and policies on students and schools using mainly quantitative methods. He is currently working on projects involving transportation and school attendance, the availability of school-based health centers as well as teacher education through the CTERIN group. Before coming to UCSB, Chris taught 4th and 5th grade for the Madison Metropolitan School District in Wisconsin, where he became interested in social justice and restorative practices in an elementary context and how policy shapes equity in schools. Get in touch with him at firstname.lastname@example.com or online at https://christopher.ozuna.me
Pacheco, Fabian
Fabian Pacheco is a fourth year doctoral student. As an alumnus of the University of California Los Angeles, he graduated with departmental honors in Chicana/o Studies and Sociology, and is currently working under the guidance of Professor Mireles-Rios. Fabian is a strong advocate for ethnic studies both in the K-12 and college-level setting. He enjoys being actively involved in his community of Boyle Heights as a mentor and coach. For his MA thesis, he is looking at the racial socialization practices Latino parents engage with their children during a time of anti-immigrant sentiment. Additional research interest include, but are not limited to, access to higher education, creating a college going culture, and examining various aspects of student experiences that impact their educational attainment and pursuit. Currently, he is a teaching assistant in the Department of Black Studies and can be reached at firstname.lastname@example.com.
Penner, Kaitlynn
Kaitlynn is a doctoral student with an emphasis in Special Education, Disability, and Risk studies, under the guidance of Dr. George Singer. She earned a B.S. in Special Education from South Carolina State University in 2014 and a M.S. in Special Education with an emphasis in Autism Spectrum Disorders from Florida International University in 2016. She is a clinician at the Koegel Autism Center, where she works with individuals with Autism Spectrum Disorder and their families in teaching them the strategies of Pivotal Response Treatment (PRT) and other evidence based practices. Her research interests include improving the cultural relevance of interventions for children with Autism Spectrum Disorders, specifically in the area of parent education and treatment acceptability for underserved populations. She is currently working on a project that combines the positive strategies of multiple intervention models to better support young children with autism and related neurodevelopmental disorders in the preschool setting. Kaitlynn can be reached at firstname.lastname@example.com.
Poyser, Samantha
Samantha Poyser is a fourth-year student with an emphasis in Special Education, Disabilities, and Risk Studies. Her faculty advisors are Dr. Robert Koegel and Dr. Ty Vernon. After receiving her B.A. in Psychology and Anthropology from the University of California, Santa Barbara in 2015, she worked as a Program Coordinator for the Boys & Girls Club before returning to UCSB for her doctorate. She is a clinician at the Koegel Autism Center, where she provides evidence-based treatments to children and adults on the Autism Spectrum. Her research interests include academic motivation for children with disabilities, as well as collaborating with stakeholders in education to create more inclusive educational and community settings for students with disabilities. Samantha can be reached at email@example.com.
Rios Arroyo, Daniel Ulises
Educational email: email@example.com
Advisor: Richard Duran
About me: I am a first year PhD student. I was born in Mexico, and immigrated to the U.S at the age of 9. I received my B.A in Sociology with a minor in education studies in 2019 from the University of California, Los Angeles. My research interest centers around the educational experiences of English learners (EL students) in public k-12 schools. I am particularly interested to see how high school EL students perceived teacher attitudes and biases towards them, how teachers can then use EL students lived educational experiences to build strong teacher-student relationships, and how schools can better provide EL students with opportunities to learn that lead to adequately preparing EL students for a college education.
Sanosa, David
David Sañosa is a doctoral student emphasizing in Learning, Culture, and Technology under the advisory of Dr. Richard Durán and is broadly interested in the research and development of technology-based learning environments and strategies. He received his B.S. in Biopsychology from the Department of Psychological and Brain Sciences at UCSB where he assisted investigations in the use of virtual models for chemistry education. He has also worked as a research assistant on validity studies for NAEP digitally based science assessments and as a developer at a virtual reality software company located in downtown Santa Barbara. He currently assists makerspace activities at a local teen center where he has worked with youth in constructing creative projects using digital and electronic platforms such as Scratch and Arduino. His current research interests focus on the use of technology to engage youth in processes such as computer programming and digital music production (and by sheer coincidence, he enjoys these activities in his personal time). In addition, he is currently developing an application for Scratch-like visual programming within an immersive virtual reality environment. Email: firstname.lastname@example.com
Serrano-Gutierrez, Gabby
Gabby is a fourth year doctoral student with an emphasis in Culture and Development. Her advisor is Dr. Laura Romo. Gabby received her B.A. from UC Santa Barbara in Chicana/o Studies with a minor in Education. Her current research focuses on how Latina and Latino college students compare in their perception of being first-generation in the context of their academic and social experiences. She is also interested in fostering Latina high school students' motivation and interest to pursue STEM in college. Gabby can be reached at: firstname.lastname@example.com
Shackley, Matthew
Matthew Shackley is a first year doctoral student in Education working with Dr. Julie Bianchini and pursuing emphases in Science Education and Cognitive Science. He received a B.S. in Biological Sciences from the University of Nevada, Las Vegas in 2014 and a M.S. in Teaching and Learning from Colorado State University in 2017. Prior to entering the graduate program at GGSE, Matthew taught middle school science in Las Vegas, Nevada. His research interests are borne out of a belief that improved scientific literacy across the population is vital to addressing social, economic, and environmental issues in the 21st century. He is particularly interested in culturally relevant models of science education as and for participation in community activity. He welcomes email correspondence at: firstname.lastname@example.com.
Solis, Bertin
Bertin Solis is a Ph.D. student in the Department of Education at UC Santa Barbara with an emphasis in Culture and Development. He earned a BA in Sociology and an M.A. in Education from UC Santa Barbara. His doctoral research investigates how community college Latinx students develop aspirations for college and careers and how they experience the transition to a 4-year public research university. He employs a sociocultural perspective to understand how cultural resources, values, relationships, and challenges operating in students' lives support or hinder their educational progress. Bertin is also interested in the following research areas: academic achievement and motivation, higher education access and completion of historically underrepresented students, mentoring practices, critical pedagogy, and the civic engagement and literacy practices of immigrant populations. Bertin can be reached at: email@example.com.
Sperling, Jenny
Jenny Sperling (she/her) is a doctoral candidate in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her interests include educational policy studies, feminist ethnography, and high school youth. She examines the intersections of gender, race, and sexuality and its impact on neoliberal educational policies and exclusionary school discipline and instruction. She explores the experiences of youth and educators, centering perspectives of minoritized students, specifically girls and LGBTQ high school youth.
Spina, Alexis
Alexis Deidre Spina is a fourth year doctoral student with an emphasis in Math Education and is working with Dr. Julie Bianchini. She received her B.A. in Physics Education from the University of Delaware in 2007, and her M.Ed. in Curriculum and Instruction in Secondary Science Education from the University of Delaware in 2009. Prior to starting her PhD, Alexis taught high school math and science for ten years. Currently, her research interests are in teacher education, specifically around preparing future mathematics and science teachers. Alexis is a lecturer in our TEP program, a CTERIN fellow, and does research outside of UCSB with WestEd. When Alexis isn't working, you can find her at the beach with her husband or forcing her dog to cuddle with her. You can reach her at email@example.com
Tanous, Chelsea
Chelsea Tanous is a fifth-year doctoral student with an interdisciplinary emphasis in Language, Interaction, and Social Organization (LISO) working with Dr. Amy Kyratzis. Chelsea received her B.A. in French and Spanish at the University of Southern Mississippi in 2011, after which she spent one year working as an interpreter and translator while teaching a high school French independent study course. She received her M.A. in French and Applied Linguistics from the University of Alabama in 2014, where her thesis research project explored the communicative strategies of undergraduate and graduate students of French in classroom and informal contexts. Her current research focuses on issues in second language learning, including language socialization, intercultural communication, issues of culture and community, and the negotiation of identity in interaction. Chelsea currently teaches French language courses through the Department of French and Italian at UCSB and works as an instructor in the McEnroe Reading and Language Arts Clinic. She can be reached at firstname.lastname@example.com. To review Chelsea's current research and teaching projects, please visit her website at: https://chelseatanous.com/.
Valdez, Valerie
Valerie is a doctoral student in the Department of Education, with an emphasis in Teacher Education and Professional Development. Her advisor is Dr. Julie Bianchini. Valerie received her B.A. in Sociology from the University of California Berkeley, and her M.A. in Curriculum and Instruction from the University of the Pacific. Her research interests include teacher preparation program evaluation and the effects of practice-based professional development for pre-service teachers. Valerie is also interested in the development of rapport between teacher and students and its role in creating an inclusive learning environment, as well as its effects on student achievement. Prior to attending UC Santa Barbara, Valerie worked as a second and third grade teacher in Sacramento and as clinical faculty with Alder Graduate School of Education. Valerie is currently teaching a literacy course in the teacher preparation program at Antioch University Santa Barbara. She can be reached at firstname.lastname@example.com.
Wolf, Melissa Gordon
Melissa Gordon Wolf is a doctoral student focusing on quantitative research methods under the guidance of Dr. Andrew Maul. Her primary focus is on the measurement of ontologically subjective attributes and the validity of the scales designed to assess them. Methodologically, she is interested in latent variable and psychometric analyses (SEM, mixtures, IRT), atypical approaches to measurement (such as network analysis), and research design. She is currently working on projects related to invalid and deceptive responses on surveys, the nature of constructs (kinds vs continua), cut scores, and evidence for validity based on the response process. When Melissa isn't doing research, she can typically be found at Dog Beach (a beautiful, off-leash Santa Barbara beach full of puppies - it is as wonderful as it sounds). She can be reached at firstname.lastname@example.com.
Yu, Jing
Jing Yu is a fifth-year PhD candidate in the Department of Education with interdisciplinary emphases in Applied Linguistics, Language, Interaction and Social Organization, and Writing Studies. She is co-advised by Prof. Mary Buchotlz and Prof. Diana Arya. Jing Yu received M.A. in TESOL from the Ohio State University in 2015. Her research interests include: international education and intercultural communication. She majorly explores issues on inequality in international student mobility on a global scale. Specifically, she focuses primarily on Chinese international students' racialized experiences in the context of American higher education. Ethnographic methodology has been adopted to investigate dissonances of institutional missions and international students' realities. Her research responds to the growing need for insights into how to increase equity in study abroad and student mobility. She can be reached at email@example.com.
Zhang, Hui
Hui is a doctoral student studying Special Education under the guidance of her advisor, Dr. George Singer. Her study interest is parental support and advocacy in both school settings and at society level as well as disability right studies. Currently, she plans to investigate on the current parental advocacy in China and factors which have jointly contributed to shape the current disability right paradigm in advocacy. Prior to her doctoral studies, Hui was a lecturer in Law at Xiamen University (China) for five years. She holds a bachelor's degree of accounting and two master level law degrees respectively from China and the US. She can be reached at


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Twin Fin Surf Camp has a passionate team that is highly qualified and have dedicated their lives to surfing. This allows them to offer courses for both beginners and advanced surfers. The surf school is officially recognized by the Canarian Surf Federation and is located in a private area, strictly chosen to get the most out of it. The cozy accommodation and the hearty service will make you feel at home whilst on your journey. Your holiday is guaranteed to be unforgettable, in which you are able to learn a myriad of surf techniques and enjoy the fabulous beaches. The instructors will make you fall in love with surfing.
Twin Fin Surf Camp is a beautiful house which offers comfortable and good quality accommodation. With nice indoor facilities to chill out, you would be able to relax and watch surf movies. The outdoor area is equipped with a view towards the ocean, a swimming pool, barbecue and a big garden. After a fun and long day on the beach with countless waves, you would have a nice evening to relax.
The house has four spacious rooms, each of which has garden views. All rooms have wardrobes, bedside tables, reading light and fans. There is a large living room with comfortable couches and all facilities to relax and enjoy, including a fridge with cold drinks, television, projector, DVD player, stereo, speakers and Wi-Fi. There is a fully equipped kitchen and two luxury bathrooms with towels, toilet paper, soap and hand shower always available.
The five-meter Sibley Ultimate PRO tents are considered spacious, high-quality sleeping tents for families of three to four. Designed for the professional user or those aiming to use their tents for longer spells, they are provided with a free mesh door, heavier pegs and guy ropes and made out of highly mold resistant cotton canvas. In short, these are the most comfortable, durable and mold resistant Sibley / Bell tents on the market. Unlike many of the copies out there, these tents are European tested to BS5852 standards. This tent has been approved by Cotton Incorporated. It is just 30 seconds from the house, and have amazing view to the ocean.
Twin Fin Surf Camp believes that the highly qualified team and small class sizes would largely facilitate the teaching approach that is both fun and rewarding. Whether you are a complete beginner or an experienced surfer wishing to improve, Twin Fin Surf Camp has a lot to offer you.
All classes are held over four hours a day including two hours of lessons and one hour of free surfing. During the course, the topics that will be covered are surf ethics and knowledge of surf beaches, knowledge of the ocean and basic, intermediate and advanced surf techniques. You can test and practice what you have learnt from the lessons during the 2-hour free surf sessions. Especially, there will be 2 yoga lessons included in the package, which will enable you to balance your mind and your body, bringing your surfing to a new level.
What could be better than relaxing on a catamaran boat while watching dolphins and whales frolicking in the water around you? The marine life of Tenerife is really diverse and dolphins and whales can normally be seen all through the year.
Sometimes trips don't have to be all about adventure and discovery, they can just be about finding a nice secluded beach and having a nice swim or relaxing with a book. That is the aim of the trip to the local Los Hippies Beach, which got its name because a community of hippies live in tents and caves around the beach. The beach can only be accessed by walking around fifteen minutes over the cliffs. So many people don't even know it exists and it is never crowded.
Masca is a well-known trek on the island of Tenerife. The trip starts with a boat trip from the huge cliffs of Los Gigantes to Masca Bay. You then slowly make your way up through a huge gorge for around three hours to Masca Village at the top. Don't feel intimidated though, this trek is for everyone, they have even seen a 70-year old woman on the way.
Tenerife is not a huge island, yet it is really diverse between the north and south of the island. Twin Fin Surf Camp spend most of their time in the south of the island, but every now and then, they like a change of scenery, so they pack the walking shoes and drive to the north of the island to explore the green mountains and black sand beaches.
The best way to see Tenerife is from above. Twin Fin Surf Camp arranges for a local paragliding company to pick you up from the camp, drive you to the top of the mountain before you jump and glide down, taking all of the sights along the way.
If you are PADI certified, Twin Fin Surf Camp can arrange scuba diving trips to different spots around the island so you can discover the underwater world.
Although Twin Fin Surf Camp definitely don't consider themselves a party camp, they do like to see Tenerife after dark. Wednesday night is flamenco and salsa night in a nearby town. After eating dinner in the camp, you make your way to a small, local bar with a flamenco band before walking down the road to the famous Achaman club to learn some salsa moves and dance the night away. They also like to go out for dinner and try some of the local cuisine or cook a barbecue in the camp with some good music and nice conversation.
In this trip, you escape the surf camp for an afternoon and slowly make your way through El Teide National Park. El Teide, a dormant volcano, is 3,718 meters and can been seen from nearly everywhere on the island, but you need to get up close to see it in its full charm.
You will stop to take lots of photos along the way, because Teide really is a photographer's dream. Twin Fin Surf Camp like to think you are going to another planet because up there, it feels like Mars! Then, you finish the day off by watching the sun set from above the clouds.
One of Twin Fin Surf Camp's favorite trips! A bay in the south of Tenerife is home to a family of sea turtles that can often be spotted gliding around the water. They like to spend a few hours searching for the turtles with a mask and snorkel, laying in the sun on the sand, and exploring the rocks around the bay.
Relaxing and athletic massages are available at Twin Fin Surf Camp.
Tenerife–South Airport
23 km
Transfer included
Please book your flight to arrive at Tenerife-South Airport (TFS). Transfer from and to this airport after 7 a.m. and before 9 p.m. is included in the price. Twin Fin Surf Camp will pick you up from the airport.
From the airport, you need to take a bus to Los Cristianos before changing to either bus 473 or 477 towards Los Gigantes (477 is more direct and therefore faster). Tell the driver you want to get off at Hoya Grande (one stop before Marazul). When you see the red gas station called Cepsa, signal to the driver that you wish to get off, they should stop right after the gas station which is the bottom of Twin Fin Surf Camp's street.
You will have about a ten-minute walk to the house. Walk through the big gate that has a cross above it and follow this road until the road is no longer sealed (black). Then, turn right and the house is second to your left.
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NOTICE: Many events listed here have been canceled or postponed due to the Covid-19 emergency. It is best to call ahead or check with organizer's websites to verify the status of any local event.
|Other Tour Dates (1)
|Jul 31
|Cheyenne Frontier Days: Blake Shelton & John King
|Cheyenne Frontier Park Cheyenne, Wyoming
Born in Ada, Oklahoma, Blake Shelton took to music from an early age. He learned to play guitar at age 12, and by the time he was 16, he was already an award-winning, amateur musician. After graduating high school, Shelton journeyed to Nashville to pursue his dreams of country music superstardom. The young singer didn't have to wait long; his debut single, "Austin", from his self-titled debut album shot to the top of Billboard's Country chart, and even broke into the Top 100. The album itself quickly went platinum, and set the stage for his illustrious career.
Shelton's third album, Blake Shelton's Barn & Grill, featured two Top 10 singles ("Goodbye Time" and "Nobody But Me"), as well as the #1 smash hit single "Some Beach". As with his debut album, Blake Shelton's Barn & Grill also went platinum. In 2007, Shelton began appearing on television singing competitions, appearing as a judge on Nashville Star. He also released his fourth album, Pure B.S., which featured the hit singles "Don't Make Me" and "The More I Drink". He scored another hit when the album was re-released the next year, with Michael Bublé's cover of his song "Home".
In 2010, Shelton released his first original E.P., Hillbilly Bone, which featured the acclaimed, self-titled duet with Trace Adkins. That same year, he also released his first "Greatest Hits" album. Shortly after the album's release, Shelton received an invitation to join the prestigious Grand Ole Opry; he was inducted by Trace Adkins in October of 2010. Shelton released his sixth studio album, Red River Blue, in 2011. The album set the record for fastest gold certification by a male country singer, and featured a slew of #1 singles. 2011 was also the year that he became an original judge on Season 1 of The Voice, where he has become a national sensation due to his successful finalists and friendly feud with co-star Adam Levine.
In 2012, Shelton released his first Christmas album, Cheers, It's Christmas, which topped both Holiday and Country charts. His eighth studio album, Based on a True Story, set yet another record, as Shelton gained the most #1 singles of any male country singer. His next album, Bringing in the Sunshine, topped the Billboard 200 and eventually went platinum. 2016's If I'm Honest was possibly Shelton's most introspective record to date, and was heavily influenced by his tumultuous personal life in 2015. Audiences and critics responded enthusiastically, and the album has since attained gold certification. Also in 2016, the country star earned his fifth victory as a coach on The Voice, mentoring singer Sundance Head to a win in the final round.
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I seem to have spent a lot of time whining on this blog recently. Injuries, lack of running opportunities, blah, blah. So while the story still feels a bit more "travel" than "running" I am happy to say that the feet have been hitting the path much more regularly of late. This summer we decided […]
Posts Tagged 'Early Runs'
Running Enoshima Tokyo, Aug 2015Posted: 14th August 2015 by mockjogger in Running Away
Tags: Beach, Early Runs, Enoshima, Heat, Holiday, Jetlag, River, Tokyo
Running Beijing, Jul 2015Posted: 18th July 2015 by mockjogger in Running Away
Tags: Beijing, Early Runs, Rain, Travel
If this post is anything like my run it will be short and wet. I'd skip to the pictures if I were you. And so it came to pass that I found myself in China with a seemingly impossible mission to accomplish a gazillion meetings in 4 cities in a week. Shanghai, Namjing, Xuchang, Beijing. […]


text: Contemporary hotel overlooking Megeve village, with a choice rooms and apartment suites that are great for families. Stylish décor throughout and there is a spa area with a lovely indoor pool. The apartments are spacious and have fully equipped kitchens for DIY use. There is a slick, modern bar and a great restaurant. They run a shuttle service to the lifts.


text: Alexio15 Posted June 17, 2016 Report Share Posted June 17, 2016 Le Nozze di Figaro Article IV One day Alexio sat on his Throne atop Mount Olympus after his successful overthrow of those pesky Gods. He watched his Titans run around merrily with a wide smile on his face. However there was a deep burning desire in the pit of his stomach and he longed for something else. Having not had a challenge since the Battle of the Gods and his release from Tartarus, he wanted to stretch his legs and thus went for a stroll. A little ways along his stroll he saw Tevron (Titan of FA), Grealind (Titan of IA), Lulzist (Vice President) and Cupcake (Titan of Defence) —members of his Government talking to a Foreign Dignitary, that he quickly recognised to be Banned from the Great alliance SLAP. Friends and Allies of the Titans since their very early days ruling Olympus. "Greetings my friends, what is new today?" Alexio queried. "Alexio it's Banned, he brings good news," Enthused Tevron. "Yes very good news" Grealind agreed while rubbing his hands together. "Pray do tell," Alexio demanded. "Well we have declared war on the city of Sparta. We would love for you too join us on our glorious conquest!" Banned exclaimed. Pursuant to Article IV Atlas hereby activates its oA clause in its treaty with SLAP and declares war on Sparta. Signed for Atlas Alexio15 Tevron Lulzist Cupcake Grealind Link to post Share on other sites