[stylist] optogon

Fri Nov 20 01:57:03 UTC 2009

Atty,
I know what you mean. Braille is best. If only it wasn't so hard to
come by. That's one of the down sides of intigration. At least you
learnt braille before you went into that environment. Was it why you
learnt opticon to try and actually read books instead of having to
listen to them?

Helene

On 19/11/2009, The Crowd <the_crowd at cox.net> wrote:
> 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
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>>>>>>>>> > >>>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
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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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>>>>>>>>> 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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>>>>>>>>> >
>>>>>>>>> >
>>>>>>>>> >
>>>>>>>>>
>>>>>>>>>_______________________________________________
>>>>>>>>>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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>>>>>>>
>>>>>>>
>>>>>>> _______________________________________________
>>>>>>> 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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>>>>>
>>>>>
>>>>> _______________________________________________
>>>>> Writers Division web site:
>>>>> http://www.nfb-writers-division.org
>>>>> <http://www.nfb-writers-division.org/>
>>>>>
>>>>> stylist mailing list
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>>
>> _______________________________________________
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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
> 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/dreamavdb%40googlemail.com
>