Hollywood Temple Santa Barbara Temple

Total Page:16

File Type:pdf, Size:1020Kb

Hollywood Temple Santa Barbara Temple HOLLYWOOD SANTA BARBARA RAMAKRISHNA TEMPLE TEMPLE MONASTERY 1946 Vedanta Place 927 Ladera Lane 19961 Live Oak Canyon Road Hollywood, CA 90068-3996 Santa Barbara, CA 93108 P.O. Box 408 323-465-7114 805-969-2903 Trabuco Canyon, CA 92678 949-858-0342 Temple Hours: 6:30 AM–7 PM Temple Hours: 6:30 AM–7 PM Visiting Hours: 9–11 AM, 3–5 PM JUNE 2016 JUNE 2016 JUNE 2016 SUNDAY SPIRITUAL TALKS 11 AM SUNDAY SPIRITUAL TALKS 11 AM SUNDAY SPIRITUAL TALKS 11 AM Sunday School 11 AM–Noon, Ages 6–Teens 5 Swami Dhyanayogananda 5 Swami Vedarupananda 5 Swami Yogeshananda Discipline and Purpose in Spiritual Life The Doctrine of Cycles God’s Song, the Bhagavad Gita 12 Swami Sarvadevananda 12 Swami Sarvapriyananda 12 Swami Brahmavidyananda The Glory of Human Birth The Language of Paradox in Advaita Steps to Realization 19 Swami Sarvapriyananda 19 Jon Monday 19 Swami Sarvadevananda God in Every Experience Star Wars, Joseph Campbell, and Vedanta The Glory of Human Birth 26 Swami Vedarupananda 26 Swami Sarvadevananda 26 Swami Sarvapriyananda The Doctrine of Cycles The Glory of Human Birth God in Every Experience OTHER EVENTS WEEKLY CLASSES 7:30 PM OR AS NOTED OTHER EVENTS Wednesdays 7:30 PM Scripture Class Tuesday Mandukya Upanishad 7, 14 Swami Sarvadevananda 4, 18 Saturday 5:30 PM Reading Introduction to Vedanta Gospel of Sri Ramakrishna 21, 28 Swami Sarvapriyananda 6:30 PM Mahabharata at the Convent SAN DIEGO Wednesday Gospel of Sri Ramakrishna 11 Saturday 5 PM Class CENTER Self-Knowledge (Atmabodha) 1, 15 Swami Sarvadevananda 1440 Upas Street 8, 22 Swami Sarvapriyananda with Swami Sarvapriyananda 29 Swami Atmatattwananda San Diego, CA 92103-5129 25 Saturday 4:30 PM Class 619-291-9377 Thursday Pravrajika Sevaprana Nectar of Supreme Knowledge 2, 16, 30 Vivekananda’s Practical Vedanta with Swami Sarvadevananda JUNE 2016 Swami Vedarupananda WEEKEND SPIRITUAL TALKS 11 AM 9 The Powers of the Mind 23 The True Faith 5 Sunday Swami Mahayogananda Fridays Readings from the Direct Disciples “I Throw Myself on Thy Mercy” VIVEKANANDA Sundays 9–10:35 AM Sanskrit Class 12 Sunday Swami Vedarupananda HOUSE The Doctrine of Cycles Sundays 2:30 PM Spanish Scripture Class 309 Monterey Road with Swami Dhyanayogananda 18 Saturday Swami Sarvadevananda South Pasadena, CA 91030 The Glory of Human Birth “Vida Espiritual Según Enscrituras Hindúes” 323-254-1546 25 Saturday Swami Sarvapriyananda JUNE 2016 God in Every Experience OTHER EVENTS 4 Saturday 2:30 PM Chanting for Beginners 12 Sunday Swami Sarvadevananda OTHER EVENTS 4 PM Meditation, Singing, Retreat 11 Saturday 6:30 PM Ram Nam 6 PM Reading and Discussion of Tuesday 7, 21 6:15 PM Vedantasara Class 18 Saturday 7:30 PM Kirtan, Refreshments Follow Conversations and Dialogues of Swami Vivekananda 24 Friday 7 AM Vigil About the Vedanta Society “There is no other teacher but your own soul.” ~Swami Vivekananda Vedanta teaches that man’s real nature is divine, that the true object of human life is to unfold and manifest this divinity, and that truth is universal. Vedanta accepts all the religions of the world and reveres the great prophets, teachers and sons of God, because it PAID recog nizes the same divine inspiration in all. U.S. POSTAGE U.S. POSTAGE Non-Profit Org. Los Angeles, CA The Vedanta Society of Southern California was Permit No. 18226 founded in 1930 and incorporated as a non-profit religious corporation in 1934. The Society maintains a temple, convent, and monastery in both Hollywood and Santa Barbara; a monastery and shrine each in San Diego and Trabuco Canyon; and the Vivekananda House in South Pasadena. There are a number of official Vedanta societies in the United States, Europe and South America. Although the societies are under the spiritual guidance of the Ramakrishna Order of India, each is an independent, self-supporting unit. Membership is open to those who are seri ously interested in the teachings of Vedanta and have attended lectures and classes for some time. In addition, an interview with Swami Sarvadevananda, the Minister, is required. Interviews with speakers are available after their talks. Vivekananda House Private instruction is also available from Swami Sarvadevananda to those who have attended classes JUNE 2016 and lectures for some time and want to deepen their spiritual life in the path of meditation. There is no charge for this instruction. Appointments may be made at the local centers. Vedanta Information and books on Vedanta and other religions are available at our bookshops and websites. Hollywood Bookshop Hours Society Mon–Sat: 10 AM–12:30 PM, 2–5 PM Sun: 10–11 AM, Noon–5 PM Closed Wednesdays of Southern Santa Barbara Bookshop Hours Mon–Sat: 11 AM–5 PM www.vedanta.org Sundays: 10 AM–1 PM PLACE 1946 VEDANTA Closed Wednesdays HOLLYWOOD, CALIFORNIA 90068 CALIFORNIA HOLLYWOOD, D A T E D M A T E R I A L A T E R I A T E D M A D California Trabuco Bookshop Hours Mon–Sun: 10 AM–5 PM Closed Tuesdays Minister SWAMI SARVADEVANANDA Websites: Assistant Minister Vedanta Society: www.vedanta.org Society of Southern California Vedanta SWAMI SARVAPRIYANANDA Books: www.vedanta.com Spanish Books: www.saradamapublishing.com Ramakrishna Order of India.
Recommended publications
  • The Hero's Journey® Program
    The Hero’s Journey® program Thank you for your interest in applying to the Hero’s Journey® program! Below is some important and pretty cool information, which we encourage you to read to gain some insight in to the Hero’s Journey program! What is the Hero’s Journey® program? The Hero’s Journey® program is a seven-day program designed to serve 16-18 year-old adolescents living with serious illness and/or its effects. The program is based on the philosophies of Joseph Campbell, Kurt Hahn, Paul Newman and the Adventure-Based Counseling model (more info below). Program participants encounter a natural setting in the woods, free from the distractions of technology in which they experience group challenges, personal challenges, rites of passage, wilderness first aid training, and search and rescue training. The weeklong journey provides opportunities for participants to act skillfully in the service of others, examine perceived limitations, discover unknown skills they possess, and to take on the role of “the hero of their own story”. Why is it called the Hero’s Journey® program and why is it important? The Hero’s Journey® program gets its name from the experience a “hero” or “heroine” goes through as they embark on a new adventure. This process was philosophized and explained by Joseph Campbell in The Hero with a Thousand Faces written in 1949. Campbell’s research revealed that myths and stories throughout all cultures and across time share one similar theme of a hero’s journey. These stories may have had different characters, settings, and challenges, but the structure never changed.
    [Show full text]
  • Chapter 3 Quiz What Lead to Joseph Campbell's Interest in Comparative
    Chapter 3 Quiz What lead to Joseph Campbell's interest in comparative mythology? When Campbell was a child, he became fascinated with Native American Culture. This led him to a lifelong passion for myth and storytelling. When Campbell was studying maths and biology, he recognized that he is inclined towards humanities. Soon he became an English literature student at Columbia University. Campbell was interested in knowledge above all else. In 1924 Campbell traveled to Europe with his family. On the ship during his return trip, he encountered the Messiah elect of the Theosophical Society, Jiddu Krishnamurti. They discussed Indian philosophy which leads to Campbell’s interest in Hindu and Indian philosophy. Campbell studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany. He learned to read and speak French and German. When Campbell did not have any work after his graduation (in depression era), he used to read nine hours a day for five years. He soon discovered the works of Carl Jung who is the founder of analytical psychology. Campbell could recognize recurring patterns of all the stories he had read, from Carl Jung’s work. This must have encouraged Joseph Campbell in comparative mythology. How did Joseph Campbell become the world's foremost scholar on mythology? How did the Great Depression benefit his education? Joseph Campbell received BA in English literature and MA in Medieval literature from Columbia University. Campbell also received a fellowship from Columbia University to study in Europe. He studied Old French, Provencal and Sanskrit at the University of Paris and the University of Munich in Germany.
    [Show full text]
  • 105 Love and Goddess
    File Name: JC 105-IPF Transcriber I-Source QA/QC Comments Length of file: 0:57:42 Audio Category List volume, accent, background noise, ESL speakers. Any Comments (e.g. times of recording not needing transcription, accents, etc.) Any Problems with Recording (e.g. background noise, static, etc) Unusual Words or Terms: Must be completed (e.g. Abbreviations, Company Names, Names of people or places, technical jargon) Number of Speakers 2 Love and Goddess Page #1 [Music Playing] [04:59:52] Moyers: [05:00:11]So through the eyes love attains the heart, for the eyes are the scout of the heart and the eyes go reconnoitering for what it would please the heart to possess. And when they are in full accord and firm all three in one resolve at that time perfect love is born from what the eyes have made welcome to the heart. [05:00:41] For as all true loves know, love is perfect kindness [00:01:00], which is born there is no doubt from the heart and the eyes. [Music Playing] [05:01:11] Moyers: Joseph Campbell once wrote an essay called the mythology of love. It was one if his most eloquent. What a wonderful theme he wrote and what a wonderful world of myth one find in celebration [05:01:44]of this universal mystery, so ways of love have long fascinated the human race and Campbell made their interpretation one of the great passions of his own life as a scholar and teacher. Like a [00:02:00] weaver of fine clothe, he spun the tails and legends of love into an amazing tapestry of the human psyche.
    [Show full text]
  • GSV Timeline Fall 2004 Toby Johnson Keynote
    It's Always About You: Joseph Campbell and How to Read a Myth Toby Johnson Gay Spirit Visions Fall Conference, 2004 Well, so I am going to explain what "Inner Fabulosity" means!!! Three ideas come up immediately for me. One's a loose association. One's a political slogan. The other's a "secret meaning." First, the loose association. "Oh Fab, I'm glad, they put real borax in you." I tried to figure out how to make that into a mantra, but no matter what, it doesn't work very well. Borax just isn't a good example of something gay! Mark Weaver When Kip and I were running the gay bookstore in Austin, there was a local anti-gay Christian preacher named Mark Weaver who was offended by the very thought of homosexuality. He was famous for carrying a sign with him wherever he went that said "Gay is not OK" He had a little following, mostly of guilty homosexuals it looked like, who'd carry these signs along with him and they'd picket gay events (and AIDS education seminars -- for which he got sued and driven out of Austin). They used to bring their signs out to Hippie Hollow, the gay nude beach at Lake Travis, about 15 miles outside town. There was a saying that "there is no distance too far for Mark Weaver to go to be offended." We sold a T-shirt at Liberty Books based on Mark Weaver's signs. In black block letters, like his signs, it read: "Gay is Not OK," then in bright pink script below that, it continued "It's fabulous!" So "fabulous" is on the other side of just OK.
    [Show full text]
  • Appendix-2-Reading-List.Pdf
    Joseph Campbell The Mythic Dimension Appendix 2: Reading List for Joseph Campbell’s Class on Mythology at Sarah Lawrence College This short appendix is one of the most requested media items on the Joseph Campbell Foundation website. It comprises a master reading list for Campbell’s famous Introduction to Mythology class, which he taught at Sarah Lawrence College from the late 1930s to the mid-1970s. This reading list gives a sense of the material covered in this class, but also an insight into the authors and books that most influenced Campbell in his own thinking. It has been published in The Mythic Dimension: Selected Essays 1959–1987, edited by former JCF Publishing Director Antony Van Couvering. Joseph Campbell Foundation Click here for more information on The Mythic Dimension The Foundation was created in 1990 in order to preserve, protect and perpetuate the work of one of the twentieth century’s most original, influential thinkers. www.jcf.org • 800-330-Myth © 2003 by Joseph Campbell Foundation. This article is intended solely for the education and entertainment of the reader. Reproduction, alteration, transmission or commercial use of this article in any form without written permission of the Joseph Campbell Foundation is strictly prohibited. Please contact the Foundation before reproducing or quoting extensively from this article, in part or in whole. © 2003, Joseph Campbell Foundation • All rights reserved Reading List Page 2 Appendix 2: Reading list for Joseph Campbell’s Class on Mythology at Sarah Lawrence College The following books were characteristically assigned by Joseph Campbell for his mythology course at Sarah Lawrence College.
    [Show full text]
  • Strategies and Resources
    Sullivan, Religions of the World (Fortress Press, 2013) Introduction Teaching Tips Approach to Teaching The subject of religion infiltrates just about every area of human life; political beliefs, culture, relationships, academia, even one’s profession, are, to some extent, shaped by religion. To introduce this course and textbook, the instructor might want to appeal to such familiarities by using various projects such as a scavenger hunts. In a scavenger hunt, students might do a tour of a certain geographical area, listing all the different religious sites or houses of worship that they discovered. This should generate much discussion on the first day of class. For this scavenger hunt students could use the web to identify religious places of worship in a given geographic region. Students might start with a general search on religions in the area, and then narrow down their search to houses of worship. Some possible online directories that might be helpful are the Pluralism Project Directory of Religion Center, American Religion Data Archive and American Church List. These can all be googled. Churches could be found from sites such as Church Angels or the common yellow pages. It would be helpful to have a spread sheet prepared with columns for churches, religions, addresses, observations and reflection. Students would fill out information as they find their targets. As an ice breaker, this class could also start with students writing a brief religious biography or time line. This can be woven into the discussions of the class. This timeline would plot the influence of religion on their lives. The goal of this assignment is to further raise student’s consciousness to the pervasive influence of religion on cultures and people.
    [Show full text]
  • Joseph Campbell- the Hero's Journey
    JOSEPH CAMPBELL- THE HERO'S JOURNEY By Ryan Robertson • Was born in 1904, New York • He released books on his • Died in 1987, Hawaii unifying concepts of mythology such as: • He Inspired many with his - The Hero With a Thousand Faces work on the comparisons on - The Power of Myth mythology and religion - The Masks of God JOSEPH CAMPBELL 1. The Hero begins in their ORDINARY WORLD 2. They then receive a CALL TO ADVENTURE 3. The Hero may be RELUCTANT or REFUSE THE CALL 4. Then they meet their MENTOR, whom helps guide them 5. Enters a new world, CROSSING THE FIRST THRESHOLD 6. Where they face TEST, ALLIES & ENEMIES 7. The Hero cross a second threshold as they APPROACH THE INMOST CAVE 8. Experiences the ORDEAL, of their most difficult challenge 9. Receive a REWARD 10. Finally are on route to THE ROAD BACK to the Ordinary World 11. Cross their third and finally threshold, experiencing RESURRECTION 12. They RETURN TO ELIXIR THE 12 STAGES OF THE JOURNEY 1. THE HERO’S ORDINARY WORLD Maximus thinks and dreams about his ordinary world with his family but has not been for sometime 2. CALL TO ADVENTURE Maximus is leading the Roman army to battle 3. REFUSES THE CALL The Emperor offers Maximus to take his place once he dies but he turns it down 4. MEETING THE MENTOR Promximo bought Maximus as Slave, trained him to become a magnificent Gladiator 5. CROSSING THE THRESHOLD Maximus is captured as slave and introduced into the slave world as a Gladiator TESTS ALLIES ENEMY 7.
    [Show full text]
  • The Heroic Pattern in Life of Pi ◆ 95 ◆
    Hui-Fen Hsu The Heroic Pattern in Life of Pi ◆ 95 ◆ The Heroic Pattern in Life of Pi Hui-Fen Hsu Applied English Department National Taichung University of Science and Technology Lecturer Abstract This paper examines the universal structure of a mythological hero’s adventure in Life of Pi. The theory is based on Joseph Campbell’s The Hero with a Thousand Faces, which illustrated and distilled heroic patterns from various cultures. The hero’s journey has three stages: separation, initiation, and return. Answering a call to adventure, the hero departs from his familiar world and ventures into a region of supernatural wonder. Miraculous forces are encountered there and a decisive victory is won. He then returns from this mysterious land, bringing an elixir to benefit his fellow men. Through this journey of trials, the hero transforms his former self and achieves spiritual growth. Such heroes range from monster slayers to spiritual leaders such as the Buddha and Christ. Life of Pi is a fantasy adventure novel about an Indian boy who survives a shipwreck by drifting on a lifeboat with a tiger. His adventure fits Joseph Campbell’s hero archetype. Similar to the mythological hero, Pi departs from his familiar land of India, answering the call for adventure to a new country. Protected by the supernatural powers of Hinduism, Catholicism, and Islam, he penetrates the dangerous and mysterious realm of the Pacific Ocean. After experiencing harsh ordeals, he returns to the human world with a life-enhancing boon to share. In this study, Campbell’s insights on the heroic pattern are appropriated as an analytical tool to deepen the meaning of the novel and reveal the common mode of the heroic quest.
    [Show full text]
  • In the Kingdom Ofthe Blind: the Deconstruction of the Hero with a Thousand Faces
    Articulāte Volume 1 Article 11 1996 In the Kingdom ofthe lindB : the Deconstruction of The Hero With A Thousand Faces Kent Huffman Denison University Follow this and additional works at: http://digitalcommons.denison.edu/articulate Part of the English Language and Literature Commons Recommended Citation Huffman, Kent (1996) "In the Kingdom ofthe lB ind: the Deconstruction of The Hero With A Thousand Faces," Articulāte: Vol. 1 , Article 11. Available at: http://digitalcommons.denison.edu/articulate/vol1/iss1/11 This Article is brought to you for free and open access by Denison Digital Commons. It has been accepted for inclusion in Articulāte by an authorized editor of Denison Digital Commons. symbols [in myth], and as a key to this mystery, I know of no better modem tool than psychoanalysis" (Preface). In presenting his theories in this way, a nicely self-perpetuating cycle is established, one · In the Kingdom ofthe Blind: the Deconstruction theory presented as "proof' of the other and vice-versa, and the multiple examples and stories Campbell of The Hero With A Thousand Faces fills the book with distract the reader from ever questioning either. by Kent Huffinan, '96 Campbell's usage of these examples in Hero With A Thousand Faces serves a second function as The structuralist view of the heroic/epic form would have us believe that all heroes, whether in well: in trying to outline a uniform structure to all myth, the author sometimes overreaches himself and literature or in myth, conform to a basic cycle. According to Joseph Campbell, that basic structure is the fails to explain how certain aspects of specific stories flt into his overall design.
    [Show full text]
  • Hero and Villain: a Study of Joseph Campbell's Monomyth in Neil Gaiman's the Graveyard Book Fadhillah Fatihatullaily Nim. 11
    HERO AND VILLAIN: A STUDY OF JOSEPH CAMPBELL’S MONOMYTH IN NEIL GAIMAN’S THE GRAVEYARD BOOK A Bachelor Degree Thesis Submitted to Letters and Humanities Faculty In Partial Fulfilment of the Requirements for the Degree of Strata One By: FADHILLAH FATIHATULLAILY NIM. 1112026000024 DEPARTMENT OF ENGLISH LANGUAGE & LITERATURE FACULTY OF LETTER & HUMANITIES STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2017 ABSTRACT Fadhillah Fatihatullaily, Hero and Villain: A Study of Joseph Campbell’s Monomyth in Neil Gaiman’s The Graveyard Book. Thesis: English Letters Department, Letters and Humanity Faculty, State Islamic University of Syarif Hidayatullah Jakarta, 2017. Ever since Joseph Campbell's Monomyth is founded, the live journey of a hero in many literary works has long been studied by many researchers; however, far less attention has been devoted to analyzing the journey of the villain. Whereas, the villain is the essential part of the story and the presence of villains and the obstacles posed by them is the one who determines the hero's journey. According to Faria, a researcher that study the villain journey, the concept of Monomyth proposed by Joseph Campbell can work for the villain. Based on Faria's statement the writer wants to ascertain whether or not Joseph Campbell's Monomyth that is used to analyze the hero's journey, can also work for the journey of the villain. The writer chose a novel titled The Graveyard Book (2008) written by Neil Gaiman as a research corpus. The method used in this research is qualitative method and the result of the research is written in descriptive analysis technique.
    [Show full text]
  • Bashing Joseph Campbell: Is He Now the Hero of a Thousand Spaces?
    Volume 18 Number 1 Article 9 Fall 10-15-1991 Bashing Joseph Campbell: Is He Now the Hero of a Thousand Spaces? Coralee Grebe Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Grebe, Coralee (1991) "Bashing Joseph Campbell: Is He Now the Hero of a Thousand Spaces?," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 18 : No. 1 , Article 9. Available at: https://dc.swosu.edu/mythlore/vol18/iss1/9 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Defends Joseph Campbell against recent attacks on his scholarship and personal beliefs. Additional Keywords Campbell, Joseph; Campbell, Joseph—Theory of the monomyth; Campbell, Joseph. The Hero with a Thousand Faces This article is available in Mythlore: A Journal of J.R.R.
    [Show full text]
  • “In a Land of Myth and a Time of Magic”: the Role and Adaptability of the Arthurian Tradition in the Twentieth and Twenty-First Centuries Sarah Wente St
    St. Catherine University SOPHIA Antonian Scholars Honors Program School of Humanities, Arts and Sciences 4-2013 “In a Land of Myth and a Time of Magic”: The Role and Adaptability of the Arthurian Tradition in the Twentieth and Twenty-First Centuries Sarah Wente St. Catherine University, [email protected] Follow this and additional works at: https://sophia.stkate.edu/shas_honors Part of the English Language and Literature Commons Recommended Citation Wente, Sarah, "“In a Land of Myth and a Time of Magic”: The Role and Adaptability of the Arthurian Tradition in the Twentieth and Twenty-First Centuries" (2013). Antonian Scholars Honors Program. 29. https://sophia.stkate.edu/shas_honors/29 This Senior Honors Project is brought to you for free and open access by the School of Humanities, Arts and Sciences at SOPHIA. It has been accepted for inclusion in Antonian Scholars Honors Program by an authorized administrator of SOPHIA. For more information, please contact [email protected]. “In a Land of Myth and a Time of Magic” The Role and Adaptability of the Arthurian Tradition in the Twentieth and Twenty-First Centuries By Sarah Wente A Senior Project in Partial Fulfillment of the Requirements of the Honors Program ST. CATHERINE UNIVERSITY April 2, 2013 Acknowledgements The following thesis is the result of many months of reading, writing, and thinking, and I would like to express the sincerest gratitude to all who have contributed to its completion: my project advisor, Professor Cecilia Konchar Farr – for her enduring support and advice, her steadfast belief in my intelligence, and multiple gifts of chocolate and her time; my project committee members, Professors Emily West, Brian Fogarty, and Jenny McDougal – for their intellectual prodding, valuable feedback, and support at every stage; Professor Amy Hamlin – for her assistance in citing the images used herein; and my friends, Carly Fischbeck, Rachel Armstrong, Megan Bauer, Tréza Rosado, and Lydia Fasteland – for their constant encouragement and support and for reading multiple drafts along the way.
    [Show full text]