[stylist] optogon
The Crowd
the_crowd at cox.net
Thu Nov 19 19:05:36 UTC 2009
Not really, I wanted braille. I was just a kid really, 16 or so and couldn't
understand why in my public school I coudln't have books like i had in my
school for the blind. It was frustrating.
I went from reading my textbooks to having to listen to them and it made me
have to learn a whole other way of retaining info. Not a very practical
thing at all.
Atty
----- Original Message -----
From: "helene ryles" <dreamavdb at googlemail.com>
To: "Writer's Division Mailing List" <stylist at nfbnet.org>
Sent: Thursday, November 19, 2009 12:03 PM
Subject: Re: [stylist] optogon
> Atty,
> I used an opticon to read with although I never could get any speed up
> in my reading even though I practiced every day. You do have to put a
> lot of effort into training if you want to get anywhere at all with
> these machines. I'm sad that they are not made any more. I believe
> some blind took to them, and some didn't. I gather you are one of the
> ones who didn't.
>
> Helene
>
> On 19/11/2009, The Crowd <the_crowd at cox.net> wrote:
>> I learned that machine as a junior in high-school. It used little
>> prickling
>> points to make the letters.
>>
>> Not practical.
>>
>> I meant I couldn't imagine trying to read lips.
>>
>> I'd love to get my hands on a KM read, I think that is what they are
>> called!
>>
>> I guess I'd rather have something you can carry around that reads braille
>> like a notetaker or packmate or something to that effect. How handy that
>> would be! They are just way too expensive for me.
>>
>>
>> Atty
>>
>> ----- Original Message -----
>> From: "helene ryles" <dreamavdb at googlemail.com>
>> To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>> Sent: Wednesday, November 18, 2009 12:29 PM
>> Subject: Re: [stylist] Reading Lips
>>
>>
>>> Hi Atty,
>>> An opticon is a machine that used to exist that turned print into
>>> tactile print so having no sight at all wouldn't have prevented you
>>> from learning how to use it. However, it did take a lot of practice.
>>> Some people mastered it. Unfortunately it is no longer been made since
>>> reading machines are so much smaller.
>>>
>>> If a parent of a blind child put as much effort into teaching their
>>> blind children the opticon as some parents of deaf children put into
>>> teaching their children how to read lips then I'm sure more most blind
>>> kids would pick it up eventually. I think they did teach them with
>>> opticon routinely in italy.
>>>
>>> However, would it have been right to deprive the blind child of
>>> braille in favor of the opticon, just so they could read print? It's
>>> what some parents and educators of deaf children were doing.
>>>
>>> Helene.
>>>
>>> On 18/11/2009, The Crowd <the_crowd at cox.net> wrote:
>>>> When I started going blind I couldn't even see mouths. So it sure
>>>> wouldn't
>>>> have helped me one bit if I'd needed to rely on something like that for
>>>> comunication.
>>>>
>>>> Thanks for sharing,
>>>> Atty
>>>>
>>>> ----- Original Message -----
>>>> From: "helene ryles" <dreamavdb at googlemail.com>
>>>> To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>>>> Sent: Tuesday, November 17, 2009 12:46 PM
>>>> Subject: Re: [stylist] Reading Lips
>>>>
>>>>
>>>>> Atty,
>>>>> Do you realise that reading lips for a deaf person is like a totally
>>>>> blind person getting by just by reading print on an opticon. It takes
>>>>> about as much effort and their is probably just as much guess work
>>>>> involved.
>>>>>
>>>>> As someone who was born HOH (now profoundly deaf) I always miss not
>>>>> being taught how to sign.
>>>>>
>>>>> Helene
>>>>>
>>>>> On 17/11/2009, The Crowd <the_crowd at cox.net> wrote:
>>>>>> I would say that reading lips is a literacy issue for deaf people.
>>>>>> It would be much easier in the work place for them if they could.
>>>>>> Atty
>>>>>>
>>>>>> ----- Original Message -----
>>>>>> From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
>>>>>> To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>>>>>> Sent: Monday, November 16, 2009 3:20 PM
>>>>>> Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille
>>>>>> Princess
>>>>>>
>>>>>>
>>>>>>> thanks Lori,
>>>>>>>
>>>>>>> I always have trouble knowing when capitolize and capitalize are
>>>>>>> appropriate.
>>>>>>>
>>>>>>> spell check, its not going to know when its referring to Mr. Braille
>>>>>>> the
>>>>>>> french dude, or when the subject is the everyday symbolic system we
>>>>>>> use
>>>>>>> instead of lower case ink, lower case pen, or lower case
>>>>>>> handwriting.
>>>>>>> jc
>>>>>>> Jim Canaday M.A.
>>>>>>> Lawrence, KS
>>>>>>>
>>>>>>> At 02:47 PM 11/16/2009, you wrote:
>>>>>>>>I would agree, but my spell check says to capitalize (no o in that
>>>>>>>>word,
>>>>>>>>by
>>>>>>>>the way) Braille whenever it appears. Like Kleenex. It may take
>>>>>>>>a
>>>>>>>>little longer to get to be lower case.
>>>>>>>>Lori
>>>>>>>>
>>>>>>>>In a message dated 11/16/09 9:48:57 AM, jbron at optonline.net writes:
>>>>>>>>
>>>>>>>>
>>>>>>>> > JC I agree with you. I'm sure that a man named Robert Brown
>>>>>>>> > exists
>>>>>>>> > in
>>>>>>>> > the
>>>>>>>> > world, but JC wearing brown pants doesn't require the adjective
>>>>>>>> > to
>>>>>>>> > be
>>>>>>>> > capitolized. Judith
>>>>>>>> > ----- Original Message -----
>>>>>>>> > From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
>>>>>>>> > To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>>>>>>>> > Sent: Monday, November 16, 2009 2:08 AM
>>>>>>>> > Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille
>>>>>>>> > Princess
>>>>>>>> >
>>>>>>>> >
>>>>>>>> > > Pat et al,
>>>>>>>> > > you have said some that connects with something I've been
>>>>>>>> > > thinking
>>>>>>>> > about.
>>>>>>>> > > it was started by a question at a chapter meeting.
>>>>>>>> > >
>>>>>>>> > > should we capitolize the word braille when it doesn't refer to
>>>>>>>> > > Louis
>>>>>>>> > > Braille but instead refers to his creation?
>>>>>>>> > > we don't capitolize ink, pen, typewriter, paper, or maybe
>>>>>>>> > > Crayon
>>>>>>>> > > gets
>>>>>>>> > > capitolized because its a brand name. bandage doesn't get
>>>>>>>> > > capitolized
>>>>>>>> > but
>>>>>>>> > > Bandaid certainly does as a brand name.
>>>>>>>> > >
>>>>>>>> > > if we only capitolize Braille when it refers to Louis Braille,
>>>>>>>> > > as
>>>>>>>> > > in
>>>>>>>> > > the
>>>>>>>> > > 2009 Braille memorial silver dollar, for example, that is of
>>>>>>>> > > course
>>>>>>>> > > rig
>>>>>>>> > ht.
>>>>>>>> > > but if as in this conversation we're talking about the braille
>>>>>>>> > > princess
>>>>>>>> > > (operhaps capitolized as a title of a work), but the tag on her
>>>>>>>> > > chair
>>>>>>>> > > would be in braille, lower case/uncapitolized. the class
>>>>>>>> > > should
>>>>>>>> > > learn
>>>>>>>> > > braille, uncapitolized. just as we say the class is learning
>>>>>>>> > > reading
>>>>>>>> > and
>>>>>>>> > > writing, neither reading nor writing are capitolized.
>>>>>>>> > >
>>>>>>>> > > this may seem like a small thing, but fits with the question of
>>>>>>>> > > whether
>>>>>>>> > we
>>>>>>>> > > want to be unique and highlight our uniqueness. whether
>>>>>>>> > > braille
>>>>>>>> > > is
>>>>>>>> > > something foreign, special, isolated, separate, or just like
>>>>>>>> > > ink,
>>>>>>>> > reading,
>>>>>>>> > > writing.
>>>>>>>> > >
>>>>>>>> > > my answer: only capitolize when referring to Mr. Braille the
>>>>>>>> > > french
>>>>>>>> > dude.
>>>>>>>> > >
>>>>>>>> > > jc
>>>>>>>> > > Jim Canaday M.A.
>>>>>>>> > > Lawrence, KS
>>>>>>>> > >
>>>>>>>> > > At 11:09 PM 11/15/2009, you wrote:
>>>>>>>> > >>The fact that Braille is reading and writing can never, ever be
>>>>>>>> > overlooked
>>>>>>>> > >>by touchy pictures, wild straw drawings, noodle art or colorful
>>>>>>>> > >>paint
>>>>>>>> > >>globs. BRAILLE IS READING. It is not always read by a cute
>>>>>>>> > >>little
>>>>>>>> > >>boy
>>>>>>>> > or
>>>>>>>> > >>girl on grade level in public schools who happens to have
>>>>>>>> > >>diligent
>>>>>>>> > >>parents. No matter what, BRAILLE IS READING. At its basic
>>>>>>>> > >>level,
>>>>>>>> > >>it
>>>>>>>> > >>
>>>>>>>> > >>is
>>>>>>>> > >>language.
>>>>>>>> > >>
>>>>>>>> > >>If we believe blindness is a simple characteristic present in
>>>>>>>> > >>an
>>>>>>>> > >>individual the way curly hair is, we must not call too much
>>>>>>>> > >>attention
>>>>>>>> > >>
>>>>>>>> > >>to
>>>>>>>> > >>the touch technique required for finger reading. Demands for
>>>>>>>> > >>reading
>>>>>>>> > and
>>>>>>>> > >>writing must resemble those of the demands for students using
>>>>>>>> > >>print.
>>>>>>>> > >>We
>>>>>>>> > >>long to have our blind children included in classes, not set
>>>>>>>> > >>apart
>>>>>>>> > because
>>>>>>>> > >>he or she happens to be cute and "sort of" smart. Inclusion
>>>>>>>> > >>must
>>>>>>>> > >>mean
>>>>>>>> > >>inclusion. Braille must be reading and writing!
>>>>>>>> > >>
>>>>>>>> > >>Braille literacy is beautiful without drawings and photographs
>>>>>>>> > >>to
>>>>>>>> > >>appeal
>>>>>>>>
>>>>>>>> > >>to the eye. We can add them for fun, but Braille is at its
>>>>>>>> > >>best
>>>>>>>> > >>plain
>>>>>>>> > and
>>>>>>>> > >>basic.
>>>>>>>> > >>
>>>>>>>> > >>
>>>>>>>> > >>(When I deliver speeches or programs to groups, I tell my life
>>>>>>>> > >>story
>>>>>>>> > >>as
>>>>>>>> > >>"Princess-want-to-be" because I always believed my life was
>>>>>>>> > >>supposed
>>>>>>>> > >>to
>>>>>>>> > be
>>>>>>>> > >>luxurious and problem-free. Wrong!)
>>>>>>>> > >>----- Original Message ----- From: "Robert Newman"
>>>>>>>> > >><newmanrl at cox.net>
>>>>>>>> > >>To: "'Writer's Division Mailing List'" <stylist at nfbnet.org>
>>>>>>>> > >>Sent: Sunday, November 15, 2009 10:43 AM
>>>>>>>> > >>Subject: [stylist] New THOUGHT PROVOKER #151- The Braille
>>>>>>>> > >>Princess
>>>>>>>> > >>
>>>>>>>> > >>
>>>>>>>> > >>>Fellow Writers
>>>>>>>> > >>>RE: The Braille Princess
>>>>>>>> > >>>
>>>>>>>> > >>>With this 200th year celebration of Louis Braille's birthday
>>>>>>>> > >>>and
>>>>>>>> > >>>our
>>>>>>>> > >>>thank
>>>>>>>> > >>>you to him for Braille, I have written a TP centering on the
>>>>>>>> > >>>importance
>>>>>>>> > >>>of
>>>>>>>> > >>>literacy and learning to read early, print for the print
>>>>>>>> > >>>reader
>>>>>>>> > >>>and
>>>>>>>> > >>>Braille
>>>>>>>> > >>>for the Braille reader. If you have not read the PROVOKER, it
>>>>>>>> > >>>follows.
>>>>>>>> > >>>Recall that I collect responses and post them upon my web site
>>>>>>>> > >>>for
>>>>>>>> > >>>all
>>>>>>>> > >>>the
>>>>>>>> > >>>WWW to read and learn from and that URL is-
>>>>>>>> > >>>Http://thoughtprovoker.info
>>>>>>>> > >>><http://thoughtprovoker.info/> If you wish to receive
>>>>>>>> > >>>THOUGHT
>>>>>>>> > PROVOKERS
>>>>>>>> > >>>sent directly to you, just write me and ask, at-
>>>>>>>> > >>>newmanrl at cox.net
>>>>>>>> > >>>
>>>>>>>> > >>>THOUGHT PROVOKER 151
>>>>>>>> > >>>The Braille Princess
>>>>>>>> > >>>
>>>>>>>> > >>>"This is our first day of kindergarten." The faces of the
>>>>>>>> > >>>small
>>>>>>>> > children
>>>>>>>> > >>>grouped around the teacher all looked up with energy filled
>>>>>>>> > expectation.
>>>>>>>> > >>>"I
>>>>>>>> > >>>want us to talk about one very, very important skill all
>>>>>>>> > >>>teachers
>>>>>>>> > >>>want
>>>>>>>> > >>>their
>>>>>>>> > >>>students to learn. It is reading. First, to make sure we
>>>>>>>> > >>>understand
>>>>>>>> > >>>new
>>>>>>>> > >>>words --- what is a skill?" Teacher and students shared back
>>>>>>>> > >>>and
>>>>>>>> > >>>forth,
>>>>>>>> > >>>clarifying several key words.
>>>>>>>> > >>>
>>>>>>>> > >>>The teacher asked, "How many of you can read?" Nearly all
>>>>>>>> > >>>hands
>>>>>>>> > >>>shot
>>>>>>>> > up.
>>>>>>>> > >>>"Oh
>>>>>>>> > >>>my, what a smart class." Testing prior to the beginning of
>>>>>>>> > >>>school
>>>>>>>> > >>>had
>>>>>>>> > >>>shown
>>>>>>>> > >>>the teacher each student's skill level. Nearly all of them
>>>>>>>> > >>>could
>>>>>>>> > >>>read,
>>>>>>>> > >>>most
>>>>>>>> > >>>only a few words and a very few could actually read beginning
>>>>>>>> > children's
>>>>>>>> > >>>books.
>>>>>>>> > >>>
>>>>>>>> > >>>"Why do you think being able to read is important?" Many
>>>>>>>> > >>>voices
>>>>>>>> > >>>and
>>>>>>>> > hands
>>>>>>>> > >>>answered her question.
>>>>>>>> > >>>
>>>>>>>> > >>>Pointing to a small girl bouncing on her knees, hand pumping,
>>>>>>>> > >>>the
>>>>>>>> > teacher
>>>>>>>> > >>>chose, "Breanna."
>>>>>>>> > >>>
>>>>>>>> > >>>"To read to your mommy and daddy."
>>>>>>>> > >>>
>>>>>>>> > >>>"Good answer. Reading to your parents is an excellent reason.
>>>>>>>> > >>>Thank
>>>>>>>> > you."
>>>>>>>> > >>>
>>>>>>>> > >>>After taking several more answers the teacher moved into the
>>>>>>>> > >>>next
>>>>>>>> > >>>phase
>>>>>>>> > >>>of
>>>>>>>> > >>>the day's plan. "It is also important for you children to
>>>>>>>> > >>>learn
>>>>>>>> > >>>from
>>>>>>>> > one
>>>>>>>> > >>>another. Today, I have asked two students to bring one of
>>>>>>>> > >>>their
>>>>>>>> > favorite
>>>>>>>> > >>>books and read it to the class. And by the end of this school
>>>>>>>> > >>>year,
>>>>>>>> > >>>I
>>>>>>>> > >>>expect
>>>>>>>> > >>>that you all will have your turn." Indicating the kid-size
>>>>>>>> > >>>chair
>>>>>>>> > >>>at
>>>>>>>> > >>>her
>>>>>>>> > >>>side, "Michael, you are first."
>>>>>>>> > >>>
>>>>>>>> > >>>Seated, the small boy nervously fingered his brightly colored
>>>>>>>> > >>>book,
>>>>>>>> > >>>holding
>>>>>>>> > >>>its cover forward to show it to his audience. "My favorite
>>>>>>>> > >>>book
>>>>>>>> > >>>is
>>>>>>>> > >>>'Ruffles,
>>>>>>>> > >>>The Big Red Dog." Positioning it on his lap, he began reading.
>>>>>>>> > >>>
>>>>>>>> > >>>"Thank you Michael. And now, Kendra. Please come up to our
>>>>>>>> > >>>reading
>>>>>>>> > >>>chair."
>>>>>>>> > >>>Tapping the chair, the teacher watched the small girl with her
>>>>>>>> > >>>arching
>>>>>>>> > >>>cane
>>>>>>>> > >>>home in on the sound guide.
>>>>>>>> > >>>
>>>>>>>> > >>>"Students, remember, earlier today, we learned about why
>>>>>>>> > >>>Kendra
>>>>>>>> > >>>uses
>>>>>>>> > >>>
>>>>>>>> > >>>a
>>>>>>>> > >>>white
>>>>>>>> > >>>cane when she moves around the school."
>>>>>>>> > >>>
>>>>>>>> > >>>A young voice from the audience said, "She blind."
>>>>>>>> > >>>
>>>>>>>> > >>>"Yes, she is blind." Carrying on, the teacher said, "And so
>>>>>>>> > >>>now
>>>>>>>> > >>>we
>>>>>>>> > >>>are
>>>>>>>> > >>>going
>>>>>>>> > >>>to learn about Braille, which is how Kendra can read."
>>>>>>>> > >>>
>>>>>>>> > >>>The small girl seated, cane at her feet, the teacher asked,
>>>>>>>> > >>>"Kendra,
>>>>>>>> > >>>first
>>>>>>>> > >>>please show and tell us the name of your book. Then tell the
>>>>>>>> > >>>class
>>>>>>>> > >>>
>>>>>>>> > >>>a
>>>>>>>> > >>>little
>>>>>>>> > >>>about Braille."
>>>>>>>> > >>>
>>>>>>>> > >>>Composure intact, Kendra answered, "I learned to read when I
>>>>>>>> > >>>was
>>>>>>>> > >>>three.
>>>>>>>> > >>>You
>>>>>>>> > >>>read print because you can see it. I read Braille, because I
>>>>>>>> > >>>am
>>>>>>>> > >>>blind
>>>>>>>> > and
>>>>>>>> > >>>blind people read Braille with their fingers. Braille is
>>>>>>>> > >>>raised
>>>>>>>> > >>>dots. I
>>>>>>>> > >>>can
>>>>>>>> > >>>read as good as anybody." She raised the book up for all to
>>>>>>>> > >>>see
>>>>>>>> > >>>its
>>>>>>>> > >>>cover.
>>>>>>>> > >>>"My favorite book is the 'Princess and the Pea.' My daddy
>>>>>>>> > >>>calls
>>>>>>>> > >>>me
>>>>>>>> > >>>his
>>>>>>>> > >>>Princess."
>>>>>>>> > >>>
>>>>>>>> > >>>"Hey," exclaimed a student! "No picture! No letters!"
>>>>>>>> > >>>
>>>>>>>> > >>>After the stories were read, the teacher again addressed her
>>>>>>>> > >>>class.
>>>>>>>> > "Miss
>>>>>>>> > >>>Young, my assistant has arranged the chairs in a circle. Each
>>>>>>>> > >>>of
>>>>>>>> > >>>you
>>>>>>>> > have
>>>>>>>> > >>>your own chair, your name is on it. So to find your chair, you
>>>>>>>> > >>>must
>>>>>>>> > read
>>>>>>>> > >>>the
>>>>>>>> > >>>name-tag." The classroom noise level fell, then swelled;
>>>>>>>> > >>>expressions
>>>>>>>> > >>>
>>>>>>>> > >>>on
>>>>>>>> > >>>faces ranged from blank wonderment, to knowing intelligence.
>>>>>>>> > >>>"Reading
>>>>>>>> > is
>>>>>>>> > >>>important. I know some of you cannot read yet. However, soon I
>>>>>>>> > >>>expect
>>>>>>>> > >>>that
>>>>>>>> > >>>you will. So for help now, ask your neighbor or Miss Young or
>>>>>>>> > >>>me
>>>>>>>> > >>>to
>>>>>>>> > >>>assist
>>>>>>>> > >>>you." The noisy reading and sorting began.
>>>>>>>> > >>>
>>>>>>>> > >>>"She's sitting in my chair!" The outcry of the small
>>>>>>>> > >>>red-haired
>>>>>>>> > >>>boy
>>>>>>>> > >>>was
>>>>>>>> > >>>all
>>>>>>>> > >>>but lost in the overall noise level.
>>>>>>>> > >>>
>>>>>>>> > >>>"Kendra --- Tommy, we need to check the label," intervened the
>>>>>>>> > >>>frazzled
>>>>>>>> > >>>Para. Lightly touching the petite blind girl sitting quietly
>>>>>>>> > >>>on
>>>>>>>> > >>>the
>>>>>>>> > chair
>>>>>>>> > >>>in
>>>>>>>> > >>>question, "Honey, did you feel for the Braille label on the
>>>>>>>> > >>>back
>>>>>>>> > >>>of
>>>>>>>> > >>>the
>>>>>>>> > >>>seat?" Leaning forward to look herself as she spoke.
>>>>>>>> > >>>
>>>>>>>> > >>>"A problem here?" The teacher walked up.
>>>>>>>> > >>>
>>>>>>>> > >>>"Oh my," Miss Young looked at her boss, "the name-tag is
>>>>>>>> > >>>missing."
>>>>>>>> > >>>
>>>>>>>> > >>>"Tommy knocked it off and it fell on the seat," said the boy
>>>>>>>> > >>>from
>>>>>>>> > >>>the
>>>>>>>> > >>>next
>>>>>>>> > >>>chair over.
>>>>>>>> > >>>
>>>>>>>> > >>>"Yes, I'm sitting on my name," said Kendra. "And Tommy, you
>>>>>>>> > >>>need
>>>>>>>> > >>>to
>>>>>>>> > learn
>>>>>>>> > >>>to
>>>>>>>> > >>>read Braille."
>>>>>>>> > >>>
>>>>>>>> > >>>The eyes of the two adults met, both smiled, the teacher said,
>>>>>>>> > >>>"Kendra,
>>>>>>>> > >>>we
>>>>>>>> > >>>are going to call you, our Braille Princess."
>>>>>>>> > >>>
>>>>>>>> > >>>
>>>>>>>> > >>>
>>>>>>>> > >>>Robert Leslie Newman
>>>>>>>> > >>>Email- newmanrl at cox.net
>>>>>>>> > >>>THOUGHT PROVOKER Website-
>>>>>>>> > >>>Http://www.thoughtprovoker.info
>>>>>>>> > >>>
>>>>>>>> > >>>_______________________________________________
>>>>>>>> > >>>Writers Division web site:
>>>>>>>> > >>>http://www.nfb-writers-division.org
>>>>>>>> > >>><http://www.nfb-writers-division.org/>
>>>>>>>> > >>>
>>>>>>>> > >>>stylist mailing list
>>>>>>>> > >>>stylist at nfbnet.org
>>>>>>>> > >>>http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>>>>>>>> > >>>To unsubscribe, change your list options or get your account
>>>>>>>> > >>>info
>>>>>>>> > >>>for
>>>>>>>> > >>>stylist:
>>>>>>>> > >>>
>>>>>>>> >
>>>>>>>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/pharmon222%40comcast.net
>>>>>>>> > >>
>>>>>>>> > >>_______________________________________________
>>>>>>>> > >>Writers Division web site:
>>>>>>>> > >>http://www.nfb-writers-division.org <
>>>>>>>> > http://www.nfb-writers-division.org/>
>>>>>>>> > >>
>>>>>>>> > >>stylist mailing list
>>>>>>>> > >>stylist at nfbnet.org
>>>>>>>> > >>http://www.nfbnet.org/mailman/listinfo/stylist_nfbnet.org
>>>>>>>> > >>To unsubscribe, change your list options or get your account
>>>>>>>> > >>info
>>>>>>>> > >>for
>>>>>>>> > >>stylist:
>>>>>>>> > >>
>>>>>>>> >
>>>>>>>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/n6yr%40sunflower.com
>>>>>>>> > >
>>>>>>>> > >
>>>>>>>> > > _______________________________________________
>>>>>>>> > > Writers Division web site:
>>>>>>>> > > http://www.nfb-writers-division.org <
>>>>>>>> > http://www.nfb-writers-division.org/>
>>>>>>>> > >
>>>>>>>> > > stylist mailing list
>>>>>>>> > > stylist at nfbnet.org
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>>>>>>>> > > To unsubscribe, change your list options or get your account
>>>>>>>> > > info
>>>>>>>> > > for
>>>>>>>> > > stylist:
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>>>>>>>> >
>>>>>>>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/jbron%40optonline.net
>>>>>>>> > >
>>>>>>>> >
>>>>>>>> >
>>>>>>>> > _______________________________________________
>>>>>>>> > Writers Division web site:
>>>>>>>> > http://www.nfb-writers-division.org
>>>>>>>> > <http://www.nfb-writers-division.org/>
>>>>>>>> >
>>>>>>>> > stylist mailing list
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>>>>>>>> > for
>>>>>>>> > stylist:
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>>>>>>>> >
>>>>>>>> >
>>>>>>>> >
>>>>>>>>
>>>>>>>>_______________________________________________
>>>>>>>>Writers Division web site:
>>>>>>>>http://www.nfb-writers-division.org
>>>>>>>><http://www.nfb-writers-division.org/>
>>>>>>>>
>>>>>>>>stylist mailing list
>>>>>>>>stylist at nfbnet.org
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>>>>>>>
>>>>>>>
>>>>>>> _______________________________________________
>>>>>>> Writers Division web site:
>>>>>>> http://www.nfb-writers-division.org
>>>>>>> <http://www.nfb-writers-division.org/>
>>>>>>>
>>>>>>> stylist mailing list
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>>>>>>>
>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> Writers Division web site:
>>>>>> http://www.nfb-writers-division.org
>>>>>> <http://www.nfb-writers-division.org/>
>>>>>>
>>>>>> stylist mailing list
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>>>>>> stylist:
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>>>>>>
>>>>>
>>>>> _______________________________________________
>>>>> Writers Division web site:
>>>>> http://www.nfb-writers-division.org
>>>>> <http://www.nfb-writers-division.org/>
>>>>>
>>>>> stylist mailing list
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>>>>
>>>>
>>>> _______________________________________________
>>>> Writers Division web site:
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>>>> <http://www.nfb-writers-division.org/>
>>>>
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>>>
>>> _______________________________________________
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>>> <http://www.nfb-writers-division.org/>
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>>
>>
>> _______________________________________________
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>> <http://www.nfb-writers-division.org/>
>>
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>
> _______________________________________________
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