<div dir="ltr">Two more pieces on the convergence of neuroscience, biology, development, physical and social context, culture, <div>pdp</div><div><br></div><div>Kris Gutierrez will, I am sure, have others to add. </div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Sat, Feb 20, 2021 at 8:21 AM P Pearson <<a href="mailto:ppearson@berkeley.edu">ppearson@berkeley.edu</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-style:solid;border-left-color:rgb(204,204,204);padding-left:1ex"><div dir="ltr"><div dir="ltr">This 2017 piece by Carol has a specific section on neuroscience and it demonstrates how the Science of Learning and Development can be brought to bear on vexing educational problems.<div><br></div><div><font face="arial, sans-serif">The SOLD piece is from the Not for Profit website of </font><span style="color:rgb(0,0,0)"><font face="arial, sans-serif">Science of Learning and Development Alliance in, of all places, Berkeley, CA. </font></span><br><div><br></div><div>David</div><div><br></div><div><br></div></div></div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Sat, Feb 20, 2021 at 7:49 AM P Pearson <<a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-style:solid;border-left-color:rgb(204,204,204);padding-left:1ex"><div dir="auto">I owe whatever new understanding of the neuroscience that implicates contextual, social, and cultural perspectives to hanging out with Carol Lee. We can start with a couple or recent pieces by her. But the 2018 chapter on culture and context in how people learn 2 on the NAT ACADEMY OF SCIENCE website is also relevant. <div><br></div><div><a href="https://www.nap.edu/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures" target="_blank">https://www.nap.edu/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures</a></div><div><br></div><div>WHEN I GET TO MY COMPUTER I’ll send more links or papers. <br><div><div dir="ltr">P David Pearson 510 543 6508 <a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a></div><div dir="ltr"><br><blockquote type="cite">On Feb 20, 2021, at 7:27 AM, Marjorie Lipson <<a href="mailto:mylipson@gmail.com" target="_blank">mylipson@gmail.com</a>> wrote:<br><br></blockquote></div><blockquote type="cite"><div dir="ltr"><div dir="ltr">I was just going to ask the same favor. I am especially intrigued by your thinking that some of the basic science will need us eductor sorts to figure out the implications for instruction. It's a point I have been grappling with myself. Thanks in advance. Marge</div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Sat, Feb 20, 2021 at 10:16 AM David P. Reinking <<a href="mailto:David.Reinking@uga.edu" target="_blank">David.Reinking@uga.edu</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left-width:1px;border-left-style:solid;border-left-color:rgb(204,204,204);padding-left:1ex">
<div lang="EN-US">
<div>
<p class="MsoNormal">Carol, Shirley, and David,<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">Could you share full references for a few key sources that explain relevant new perspectives from neuroscience that enhance understanding of reading and how it might be taught. Even better would be to attach a copy of an article or chapter,
if that wouldn’t be too much trouble. I suspect others would be interested and may also have suggestions. It would be especially helpful to me and my co-authors as we revise and resubmit a ms that alludes to the extent to which neurological research informs
literacy research and practice. <u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">Much appreciated, David R<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">David Reinking<u></u><u></u></p>
<p class="MsoNormal">Adjunct Professor of Education<u></u><u></u></p>
<p class="MsoNormal">Dept. of Language and Literacy Education<u></u><u></u></p>
<p class="MsoNormal">Mary Frances Early College of Education<u></u><u></u></p>
<p class="MsoNormal">University of Georgia<u></u><u></u></p>
<p class="MsoNormal">David.Reinking @<a href="http://uga.edu" target="_blank">uga.edu</a><u></u><u></u></p>
<p class="MsoNormal"><a href="https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.davidreinking.info-252F-26data-3D01-257C01-257Clg40-2540txstate.edu-257Cd43f2d8241584a0ca81608d50aa7b5c9-257Cb19c134a14c94d4caf65c420f94c8cbb-257C0-26sdata-3Dji-252FNnlYJBKtAbG0lEfttgJUZxsi6BinXvN1OaPMm5Uc-253D-26reserved-3D0&d=DwMFAg&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=gUnMZ3Xw_juA4Q4q8MsCC_IKO_x_v_mImmv8TQcuKAs&m=UedHPeoTlZDAK_Y35nsdvaZ1tvfVsAXM3l43vQNlACI&s=5qWqgpYErOqlfng1rqjL41TgwAGTYZ6oMB15g45RwUc&e=" target="_blank"><span style="color:rgb(5,99,193)">http://www.davidreinking.info</span></a>/<u></u><u></u></p>
<p class="MsoNormal"><a href="http://orcid.org/0000-0001-8040-6673" target="_blank">orcid.org/0000-0001-8040-6673</a><u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<div style="border-style:solid none none;border-top-width:1pt;border-top-color:rgb(181,196,223);padding:3pt 0in 0in">
<p class="MsoNormal"><b><span style="font-size:12pt;color:black">From: </span></b><span style="font-size:12pt;color:black"><<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a>> on behalf of P Pearson <<a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a>><br>
<b>Date: </b>Friday, February 19, 2021 at 11:58 PM<br>
<b>To: </b>Carol D Lee <<a href="mailto:cdlee@northwestern.edu" target="_blank">cdlee@northwestern.edu</a>><br>
<b>Cc: </b>Shirley B Heath <<a href="mailto:sbheath@stanford.edu" target="_blank">sbheath@stanford.edu</a>>, reading hall of fame <<a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a>><br>
<b>Subject: </b>[Reading-hall-of-fame] Re: Walter MacGinitie<u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<p class="MsoNormal" style="margin-bottom:12pt"><span style="color:rgb(186,12,47)">[EXTERNAL SENDER - PROCEED CAUTIOUSLY]</span><u></u><u></u></p>
<div>
<p class="MsoNormal">Interesting perspective from Carol in response to Shirley’s concern that neuroscience is lined up on the context-free cognitive side of the ledger and will end up casting doubt on sociocultural and sociocognitive understandings of literacy
and language. <u></u><u></u></p>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">Because I have been working on a project (the NAEP Reading Assessment Framework) in which this very issue is prominent, I have been, through Carol, introduced to a completely different neuroscience perspective from the one that those of
us in reading research see so prominently displayed in the so-called Science of Reading debate, which is focused on the neuroscience (read FMRI) research demonstrating that even (maybe especially) expert readers recode orthographic representations into a phonemic/phonological
representation in the journey to a semantic representation of meaning.<u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">The neuroscience perspective that Carol has brought to my intention is well documented in the Science of Learning and Development literature that is carefully reviewed in several papers by Carol and others AND featured prominently in the
2018 How People Learn II volume. The fundamental move in these accounts is to demonstrate that context, culture, and situation actually shape the physical and neural processes that learners use in the search for coherent understandings of phenomena, including
those inscribed in text. <u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">So rather than think of neuroscience as aligned with a narrower view of cognitive, language, and literacy development, we should think of neuroscience as reflecting the same tensions we encounter in developmental and pedagogical accounts
of these three phenomena.<u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">That’s my 2 cents worth in support of Carol’s. And endorsement would bring us up to a nickel.<u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal" style="margin-bottom:12pt">Pdp<u></u><u></u></p>
<div>
<p class="MsoNormal">P David Pearson 510 543 6508 <a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><br>
<br>
<u></u><u></u></p>
<blockquote style="margin-top:5pt;margin-bottom:5pt">
<p class="MsoNormal" style="margin-bottom:12pt">On Feb 19, 2021, at 6:41 PM, Carol D Lee <<a href="mailto:cdlee@northwestern.edu" target="_blank">cdlee@northwestern.edu</a>> wrote:<u></u><u></u></p>
</blockquote>
</div>
<blockquote style="margin-top:5pt;margin-bottom:5pt">
<div>
<p class="MsoNormal">Hi All,<u></u><u></u></p>
<p class="MsoNormal">So I always find interesting these generational distinctions between who is old guard and not. At 75 I like to push elderhood, except when I talk to Edmund Gordon, who will turn 100 in June, for whom I’m still a youngin. However, because
I didn’t enter the academy until I was in my mid-forties, I guess I’m somewhere in that in between generational space.<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">So thinking in response to Shirley’s comments --- I think emerging work in the neurosciences opens up interesting opportunities for more traditional language and literacy folks, just as the cognitive revolution and attention to the role
of schema played a useful role in research around reading comprehension. The uptake of that cognitive work was less so taken up by strict cognitive psychologists. In the same vein, emerging findings from the neurosciences have deep implications for the practice
of reading or the practice of teaching others to comprehend texts, it is not likely that they will be the folks to take up the implications of that work. Dan Schwartz co-authored several articles a few years ago on the limitations of basic research in the
neurosciences around brain functioning for the teaching of mathematics.<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">I think the task of the emerging generation of language, literacy and culture researchers is to spread their wings to understand the basic research in relevant areas of the neurosciences, spread their wings to understand fundamental propositions
in the field of human development, and then to test empirically the implications of foundational work in these areas.
<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">I have been deeply interested in the last decade in the implications of physiological processes we inherit from our evolution as a species for what it means on the ground to think about the design of robust learning environments – in my
own area with regard to literacy. I initially begin to explore these ideas in my 2010 AERA Presidential Address.
<b>That was the time when Dick Anderson and I were great dance partners at my presidential party !!!!</b> Since that time I’ve spread my wings to co-author a handbook chapter with two folks in the neurosciences (Andy Meltzoff and Pat Kuhl). Boundary crossing
is challenging but really interesting.<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">So Shirley I don’t think the neurosciences will take over our field. Rather I think they will make substantive contributions to our understanding of the sheer complexity of text comprehension, but we need to support and encourage upcoming
generations to learn to cross intellectual borders.<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">My 2 cents!<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">Carol <u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<div>
<p class="MsoNormal">Carol D. Lee, Ph.D. <u></u><u></u></p>
<p class="MsoNormal">Professor Emeritus<u></u><u></u></p>
<p class="MsoNormal">School of Education and Social Policy<u></u><u></u></p>
<p class="MsoNormal">Northwestern University<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
<p class="MsoNormal">Member, National Academy of Education<u></u><u></u></p>
<p class="MsoNormal">Member, American Academy of Arts and Sciences<u></u><u></u></p>
<p class="MsoNormal">Fellow, American Educational Research Association<u></u><u></u></p>
<p class="MsoNormal">Fellow, National Conference on Language and Literacy<u></u><u></u></p>
<p class="MsoNormal">President-Elect, National Academy of Education<u></u><u></u></p>
<p class="MsoNormal">Member, Reading Hall of Fame<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
</div>
<div style="border-style:solid none none;border-top-width:1pt;border-top-color:rgb(181,196,223);padding:3pt 0in 0in">
<p class="MsoNormal"><b><span style="font-size:12pt;color:black">From: </span></b><span style="font-size:12pt;color:black"><<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a>> on behalf of Shirley_Brice_Heath Heath <<a href="mailto:sbheath@stanford.edu" target="_blank">sbheath@stanford.edu</a>><br>
<b>Date: </b>Friday, February 19, 2021 at 4:34 PM<br>
<b>To: </b>Richard Anderson <<a href="mailto:csrrca@illinois.edu" target="_blank">csrrca@illinois.edu</a>>, "Leu, Donald" <<a href="mailto:donald.leu@uconn.edu" target="_blank">donald.leu@uconn.edu</a>><br>
<b>Cc: </b>reading hall of fame <<a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a>><br>
<b>Subject: </b>[Reading-hall-of-fame] Re: Walter MacGinitie</span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"> <u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">You are so right, for he was such a gentleman, ever ready to help younger scholars. I first met him in that role after I began seeing my work interpreted as related to reading research. He seemed
puzzled by that, as was I in many ways, but he was so helpful to me and many other scholars. </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"> </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Yes, I see the "old guards" leaving us with greater frequency than we could have imagined. What we do not know is what will replace what we now think of as the "old guard" along with their ideas.
I predict it will be neuroscience research with more and more revelations about how the brain works in both oral language and in written texts. That work now appears in many different journals, so we will see further division within that field, all to our
advantage in learning more about the many miracles of just how we learn by taking in information from very varied sources.</span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"> </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Thanks to all willing to share memories about the full humanity of the "old guard." What will happen now that much of the research on reading and related activities has gone to neuroscience will
be increasing divisions within that field. Keeping up will get harder and harder, for sure. My fear is that those working within departments with titles such as "language, literacy, and culture" will begin to feel either left behind or pushed in new and
exciting (though challenging) directions. I wonder if others are seeing similar patterns within their departments and among their colleagues in the age bracket of 40s-60s. </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"> </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Best to all, and thanks for the memories!</span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"> </span><u></u><u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Shirley </span><u></u><u></u></p>
</div>
</div>
</blockquote>
</div>
<pre><u></u> <u></u></pre>
</div>
</div>
<pre>This message and any attachment are intended solely for the addressee
and may contain confidential information. If you have received this
message in error, please contact the sender and delete the email and
attachment.
Any views or opinions expressed by the author of this email do not
necessarily reflect the views of the University of Nottingham. Email
communications with the University of Nottingham may be monitored
where permitted by law.
</pre></div>
_______________________________________________<br>
Reading-hall-of-fame mailing list<br>
<a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a><br>
<a href="http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame" rel="noreferrer" target="_blank">http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame</a><br>
</blockquote></div><br clear="all"><div><br></div>-- <br><div dir="ltr">Marjorie Y. Lipson, Ph.D.<div>802.310.8268</div></div><pre>This message and any attachment are intended solely for the addressee
and may contain confidential information. If you have received this
message in error, please contact the sender and delete the email and
attachment.
Any views or opinions expressed by the author of this email do not
necessarily reflect the views of the University of Nottingham. Email
communications with the University of Nottingham may be monitored
where permitted by law.
</pre>
<span>_______________________________________________</span><br><span>Reading-hall-of-fame mailing list</span><br><span><a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a></span><br><span><a href="http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame" target="_blank">http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame</a></span><br></div></blockquote></div></div></div></blockquote></div><br clear="all"><div><br></div>-- <br><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><span style="border-collapse:separate;font-family:Cambria;border-spacing:0px;font-size:medium"><span style="font-family:"Arial Rounded MT Bold""><span style="border-collapse:separate;font-family:Helvetica;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-family:"Arial Rounded MT Bold";border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-size:12px;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-family:Helvetica;border-spacing:0px"><div style="word-wrap:break-word"><div>+++++++++++++++++++++++++++++<br></div><div><span style="font-family:"Helvetica Neue";font-size:13px">"There are always flowers for those who want to see them." - </span><b style="font-family:"Helvetica Neue";font-size:13px">Henri Matisse</b><br></div><div>+++++++++++++++++++++++++++++</div><div>P. David Pearson</div><div>Evelyn Lois Corey <b>Emeritus</b> Professor of Instructional Science</div><div>Graduate School of Education</div><div>University of California, Berkeley</div><div><br></div><div>email: <a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a></div><div>other e-mail: <a href="mailto:pdavidpearsondean@gmail.com" target="_blank">pdavidpearsondean@gmail.com</a></div><div><span style="text-decoration:underline">website for publications</span>: <a href="http://www.pdavidpearson.org" target="_blank">www.pdavidpearson.org</a></div><div></div><div>*******************</div><div><b><font color="#674ea7">Please use HOME ADDRESS for responses</font></b></div><div>Home: 851 Euclid Ave</div><div>Berkeley, CA 94708 -1305</div><div>iPhone: 510 543 6508</div><div>****************************************</div><div><br></div></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></span></span></div></div></div></div></div></div></div>
</blockquote></div><br clear="all"><div><br></div>-- <br><div dir="ltr" class="gmail_signature"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><span style="border-collapse:separate;font-family:Cambria;border-spacing:0px;font-size:medium"><span style="font-family:"Arial Rounded MT Bold""><span style="border-collapse:separate;font-family:Helvetica;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-family:"Arial Rounded MT Bold";border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-size:12px;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;border-spacing:0px"><div style="word-wrap:break-word"><span style="border-collapse:separate;font-family:Helvetica;border-spacing:0px"><div style="word-wrap:break-word"><div>+++++++++++++++++++++++++++++<br></div><div><span style="font-family:"Helvetica Neue";font-size:13px">"There are always flowers for those who want to see them." - </span><b style="font-family:"Helvetica Neue";font-size:13px">Henri Matisse</b><br></div><div>+++++++++++++++++++++++++++++</div><div>P. David Pearson</div><div>Evelyn Lois Corey <b>Emeritus</b> Professor of Instructional Science</div><div>Graduate School of Education</div><div>University of California, Berkeley</div><div><br></div><div>email: <a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a></div><div>other e-mail: <a href="mailto:pdavidpearsondean@gmail.com" target="_blank">pdavidpearsondean@gmail.com</a></div><div><span style="text-decoration:underline">website for publications</span>: <a href="http://www.pdavidpearson.org" target="_blank">www.pdavidpearson.org</a></div><div></div><div>*******************</div><div><b><font color="#674ea7">Please use HOME ADDRESS for responses</font></b></div><div>Home: 851 Euclid Ave</div><div>Berkeley, CA 94708 -1305</div><div>iPhone: 510 543 6508</div><div>****************************************</div><div><br></div></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></div></span></span></span></div></div></div></div></div></div></div>