From the The Educational Technology: ICT in Education website
Articles on e-learning and information & communication technology containing practical advice
Computers in Classrooms #20
By Terry Freedman
Tue, 8 Aug 2006, 14:04
Computers in Classrooms #20
ISSN 1470-5524
~ For colleagues who teach or manage information and
communication technology (ICT) in schools ~
From Terry Freedman
Home Page: http://www.ictineducation.org
Email: terry@ictineducation.org
8 August 2006
In this issue...
=======================
+ Leading & Managing Educational Technology
+ eBooks for sale
+ Free ebooks
+ How can the worldwide web be used in education?
+ A great aggregator
+ A request for information
+ Who controls content on the web?
+ Photo Story 3
+ Some Possible Uses for digital storytelling
+ Digital Storytelling: A Practical Classroom Management Strategy
+ Excel Tips: Change the interface -- 1
+ Next issue
+ Disclaimer
+ Pass it on/How to subscribe
+ To unsubscribe
This is a short newsletter, intended mainly as a kind of "welcome back" bulletin to those subscribers who return to work around now. I'm hoping to bring out another one in early September. But this one has some great news, and a few items which I hope you will find interesting and useful.
Leading & Managing Educational Technology
-----------------------------------------
This is the *new* name of the paid subscription service. We have changed the name of the paid subscription from Leading & Managing ICT to Leading & Managing Educational Technology, as the term "educational technology" appears to be more readily understood by a large number of countries than does ICT.
If you've been reading my website or newsletter for a while, you'll have realised that a particular bugbear of mine is the preponderance of people who seem to have visions all the time, but no real idea of how to achieve their grandiose ideas. To give you an idea of where I'm coming from, I always find myself thinking, when I am listening to these people at a conference, "OK, but how does this help Mrs Soames with her class on Wednesday morning?"
Don't get me wrong: I am as visionary as the next person, or so I like to think, but Rome wasn't built on visions alone: somebody had to actually *do* something!
What I've tried to do in the Leading & Managing Educational Technology section is to focus on the practical issues that leaders and managers of educational technology in schools need to know about in order to implement their visions. For example, there has been a series about the importance of classroom display, and at the moment I am in the process of completing two series which complement each other, how to recruit an educational technology manager, and what you need to know about hiring an educational technology consultant. There has also been a series about creating a technology-rich school, and one about how to make ICT (Information and Communication Technology, ie educational technology) lessons boring -- not because I think teachers ought to make them boring, but to know how to avoid doing so.
Now, the thing about these series is that they are all on fairly narrow topics, because in my opinion it is the detail that matters.
We have also introduced a number of improvements to the paid subscription service:
1. We now have a new single member annual subscription to replace the original annual subscription. This costs �21.15 or approximately $40.00 per year. This gives you access to not only all the articles on the website but also all of the ebooks. Note that the ebooks alone are currently worth around $130, and include a large database of over 1000 records and 23 fields, with exercises, for use in the classroom. Of course, if you prefer to download only specific series of articles, they are usually made available in the form of an ebook for sale soon after the series has been competed -- more details below.
2. We are extending the functionality of the original annual subscription. As soon as the software upgrade is available that will enable us to do so, we will change it from a single user to an institutional membership option, for up to 10 people. That means that subscribers will be able to allow up to 9 of their colleagues to access the article archive and the collection of ebooks. The price will remain the same at �70.50 or approximately $130.00 per year.
We cannot say at the moment when the new functionality will be in place, although we have been told it will be around 4 weeks� time. Therefore, we have taken it off the sign-up page on the website for now. If you're interested in this option though, please send me an email: terry@ictineducation.org.
3. We have discontinued the monthly subscription to new members with immediate effect, although we will maintain it as long as possible for current subscribers' benefit as a goodwill gesture.
We hope you will agree that these changes represent an improvement to the service we offer. If you have any queries about any of this, please do not hesitate to email us.
If you've been thinking about subscribing, but are not really sure, I've put together a collection of articles from various series. It's called The Leading and Managing Educational Technology Sampler, and is in PDF format. You can get it from the Free Samples section of the website, here:
http://www.terry-freedman.org.uk/cgi-script/CSDownload/forms/frmsamples.htm
or look on the right-hand side of the website and click on "Get free samples".
eBooks for sale
---------------
I mentioned that we have ebooks for sale. The titles available at the moment are:
* A big database
* A Practical Guide to the importance of display
* Using computers in classrooms
* Characteristics of boring ICT lessons
* Getting a job as an ICT manager in a school
* Managing ICT
* Briefing paper on Management Information Systems in schools
* Creating a technology-rich school
You can find out more information from here:
http://www.terry-freedman.org.uk/ebooks/
Coming soon:
* Recruiting an educational technology manager, and hiring an ed tech consultant
Free eBooks
-----------
There are a few free ebooks available too:
* An introduction to the NEW worldwide web
* Every Child Matters and the ICT Teacher
* Leading and managing educational technology sampler: A small selection of articles taken from the Leading & Managing Educational Technology area of our website
* Computers in Classrooms sample newsletter
You can get these from the Free Samples section of the website, here:
http://www.terry-freedman.org.uk/cgi-script/CSDownload/forms/frmsamples.htm
or look on the right-hand side of the website and click on "Get free samples".
How can the worldwide web be used in education?
------------------------------------------------
I've started the ball rolling to bring out a second edition of the "Coming of Age: An Introduction to the NEW Worldwide Web" book, which is an introduction to what is often referred to as "Web 2.0", and it would be great to have your help....
But first, you may be interested to learn that it has been downloaded at least 3,000 times and read, we estimate, by at least 30,000 people! We have plans for a print-on-demand version, with the $3 profit on each sale going to the Electronic Freedom Foundation, and an audio version as well.
So where do you fit in? Assuming you downloaded the first edition, it would be really useful if I could include mini case studies of how people such as yourself have used the first edition, and why you found it useful. Just a few sentences would do. I'll include your name and work details in the write-up, unless you request otherwise.
The main aim of the book was to introduce teachers to these new tools, such as podcasts and blogging, and to give them the knowledge and confidence to try something out for themselves. So, even if you think you have nothing of significance to report, you could be completely wrong! For example, telling me that Mr Jones, who retires next year, did a podcast with his students, or that a teacher you passed the book onto now keeps her own blog, or opened a Flickr account, would be most acceptable! And if you can tell me of any impact the first edition of the book had in the classroom, that would be even better!
At the very least, I would find it very useful to hear how many people you passed the book onto.
I'd need this by 15th September if possible. Thanks very much, and I look forward to hearing from you.
If you're interested in seeing how the new edition is shaping up, look at the Web 2 Booklet blog:
http://web2booklet.blogspot.com
You can be kept up-to-date by subscribing to the RSS feed:
http://web2booklet.blogspot.com/atom.xml
Not sure what an RSS feed is? Then listen to John Evans' explanation at the new audio version of the Coming of Age book. This is being put together by Shawn Wheeler, and it's here:
http://comingofage.podomatic.com and the RSS feed is http://comingofage.podomatic.com/rss2.xml.
If you do look at the blog, you'll notice that I have a few slots left for writers, where there is a chapter title accompanied by the text "Need an author for this". If you think you could be the person we're looking for, please drop me an email stating which chapter you have in mind, and pointing me to examples of your writing.
If you think we've missed out a crucial chapter, let me know that too.
In either case, please email me by 1st September 2006.
A great aggregator
-------------------
You'll need an aggregator to handle all your RSS subscriptions. An aggregator is a program that collects all the RSS feeds in one place. Basically, it means that instead of checking all of your favourite websites every day, you just check one place -- your aggregator -- and you can see what's changed at a glance.
Now, as a rule I have always preferred web-based aggregators, such as www.bloglines.com, because you can access them from anywhere in the world. However, I've been trying out a computer-based one called Jet Brains Omea Reader, and so far I am very impressed.
As soon as you start the application, you have the option to import your subscriptions from Bloglines, and also your Favorites from Internet Explorer and Firefox. It's a pity that it didn't offer to import from Google's RSS reader too, but it is possible to import the subscriptions from any RSS aggregator that allows you to export the subscriptions in a format called an OPML file. In the case of Google, what you do is go into the settings, choose Import/Export, and then export the subscriptions. Then, back in Omea, you click on File, then Import Feed Subscriptions, and then select OPML files.
There are several things I like about the program. It has a very easy interface: you can see a lot on the screen at any one time, but it doesn't come over as overcrowded.
It's pretty intuitive to use as well.
You can also add notes and contacts. In fact, there's a ton of things you can do, all of which looks useful, especially if you do a lot of research on the internet.
Also, unlike Bloglines and other web-based applications, it doesn't play up when my wireless router decides to play havoc, so it's available all the time.
Find out more, and download it for nothing, here:
http://www.jetbrains.com/omea/reader/
A request for information
---------------------------
I should like to have a more comprehensive picture of the people who subscribe to Computers in Classrooms and Leading & Managing Educational Technology, so I have set up a survey. Your privacy is respected and you won't be spammed, and the survey will take just minutes to complete. If all that isn't incentive enough, I am offering a free ebook by way of a "thank you". I am in the process of writing the book now, and it will go on sale as soon as possible (I was hoping to have it ready in June but I ran out of time due to workload).
The survey is in two locations on the ICT in Education website:
If you want to download some free samples as well as complete the survey, go here: http://www.terry-freedman.org.uk/cgi-script/CSDownload/forms/frmsamples.htm
If you just want to complete the survey, go here:
http://terry-freedman.org.uk/landingpages/doc_page5.html
Who controls content on the web?
--------------------------------
Unless you live in China or some other country where access to information on the web is strictly regulated (in which case you're probably not reading this), your answer to that question would be, naturally, that it is content providers.
You might also go a step further and take the view that it is, ultimately, the people who use the internet who decide what's provided and what is not.
However, Elaine, my wife, drew my attention to something a couple of days ago which gave me a shock. I did some research, and it seems to have not been picked up, or not discussed very widely in the edublogosphere (ie the realm of educational blogging) -- although the issue seems to me to be absolutely crucial.
The issue is known as "net neutrality", and it's about the fact that internet access providers have already started influencing the availability of content on political grounds, say -- there have been a few isolated (I think) incidences of this in various parts of the world that are usually regarded as democracies.
In the USA, it seems that access providers either have the right, or soon will have the right, to deliberately slow down or speed up traffic according to how much the content provider is paying. What they are proposing, in effect, is a fast lane which, like a toll road, the content provider will pay for, and a slow lane, for content providers who can't or won't pay.
So what?
Well, the web pages of the paying content providers will load much faster than those of the non-paying ones. It doesn't take a powerful computer to work out that, given the average wait time of about 8 seconds (see http://www.websiteoptimization.com/speed/1/), it won't be too long before we see small companies and non-profit organisations being unable to compete effectively.
Suppose there is a special concession made for educational organisations. That would still mean that content providers such as myself, Dave Warlick (http://davidwarlick.com/2cents/), Steve Dembo (http://www.teach42.com/), Shawn Wheeler (http://shawnwheeler.blogspot.com/), Will Richardson (http://weblogg-ed.com/), Stephen Downes (http://www.downes.ca/news/OLDaily.htm), Barbara Ganley (http://mt.middlebury.edu/middblogs/ganley/bgblogging/) and a host of others would find it hard to increase our readerships. That would be unfortunate for us, and not good for education as a whole -- because left to themselves large educational content providers don't always get it right.
In any case, as a matter of principle, it seems wrong that oligopilistic or monopolistic concerns can create artificial scarcity in order to earn money twice for the same thing: once for the access itself and then again for fast access.
Note that this has nothing to do with technicalities, such as the non-feasibility of providing fast access in a particular location. It also has nothing to do with fast-tracking high priority traffic such as the emergency services.
I think we ought to have a wider debate about this. In the USA at the moment is a group of people who are trying to get the Government to introduce a net neutrality clause which will prevent this situation from arising. Apparently, the German and Italian access providers have been talking about slowing some types of traffic. How long before access providers in one country slow down traffic from other countries?
For more information see:
http://www.educause.edu/content.asp?PAGE_ID=645&PARENT_ID=807&bhcp=1
and the Center for Digital Democracy (http://www.democraticmedia.org/)
I don't think we can afford to be silent on this issue, even if we don't live in the USA.
Digital storytelling
--------------------
I've started to become interested in the idea of digital storytelling. Definitions of what that is vary, and as always seems to be the case, purists of various hues will argue and argue about what is, and what isn't, digital storytelling.
I prefer to take a very pragmatic view, which is that of using photographs to tell, or help one tell, a story.
The following three articles are intended to give you the information you need in order to experiment with this in your classroom. The first one is about some free software you can use. The second gives suggestions about where you might use digital storytelling in the curriculum; and the third is by Mechelle De Craene, who gives some practical guidance about organising the children to achieve the best results.
Photo Story 3
--------------
I've been experimenting with a free programme from Microsoft called Photo Story 3, which I discovered by attending a session at the NECC conference.
Being the eternal optimist, I tend to think, in a way which would have infuriated Voltaire, that all is for the best in the best of all possible worlds. Thus it was that although the session on digital storytelling turned out to be about Photo Story 3, it has all worked out for the best. Why? Because I got excited about the possibilities of using this program, which is free by the way.
What the software enables you to do, very easily indeed, is to take a collection of images and pan across them and zoom into and out of them, in a sequence of your choosing, with transition effects of your choice (from an extensive menu), and all to a musical accompaniment which starts and finishes bang on cue. The result can be quite impressive even if, like me, you haven't tried to read any help sheets and have certainly done very little planning beyond the most rudimentary ("Hmm, think I'll have that picture and that one, and put this one first...".)
I can think of some great uses for this. For example, imagine compiling a set of photos celebrating a loved one's life, or a particular issue of concern to the community, or even just to one person.
For example, at some point every student, at least in England, is instructed to do a presentation called "About Me", which is usually about as interesting as chewing paper or watching paint dry -- not least because of the inept way in which tools not designed for the purpose are used. (If you don't believe me, then I challenge any young man reading this to propose marriage to the girl of your dreams with the assistance of a PowerPoint presentation.)
Given that you can import your own music into the programme, there is no reason to suppose that you could not record a commentary to accompany the "movie", although you'd probably have some work to do as far as accurate timings are concerned.
The only two disadvantages of the programme are that as far as I can tell, it doesn't allow you to compile it as a stand-alone movie that will play on Macs as well as PCs, as it saves the movie in Windows Media format (unless, I suppose, you're able to boot up your Mac in PC mode).
The other problem I had, which I doubt is included as a program feature, is that my file became corrupted and so, although I was able to save it as a movie, I wasn't able to save it as a project. That means that I am no longer able to edit it.
I suppose another disadvantage is that it's so easy to use that it's tempting to not bother with storyboarding and other planning. That would be a grave mistake because, arguably, it's in the planning and discussion and negotiation amongst pupils that goes into any collaborative project where the most value lies.
Tomorrow I will be publishing an article about the planning of digital storytelling. It's a very practical approach, written by Mechelle De Craene, who is a practising classroom teacher in Florida, USA.
In the meantime, here is a useful link for you to explore, courtesy of Peter Scott, the presenter at NECC. Enjoy!
http://twi.classroom.com/workshops/pscott/schedule_ds.htm
Some Possible Uses for digital storytelling
-------------------------------------------
* Telling the class about yourself, without using PowerPoint
* Telling a story without words. A blogger called Barbara Ganley (see http://mt.middlebury.edu/middblogs/ganley/bgblogging/) uses this technique a lot, and will be writing about it in the 2nd edition of "Coming of Age.7..."
* Photojournalism, eg a presentation about a school or local issue
* Field trip or museum visit record
* Illustrating a poem
* Because digital storytelling relies so heavily on photographs, it could be used as a means of providing a context for digital photography undertaken by students.
* It can be used as a means whereby students are taught storyboarding techniques.
Digital Storytelling: A Practical Classroom Management Strategy
-----------------------------------------------------
By Mechelle M. De Craene
Mechelle De CraeneDigital storytelling is a great idea, but where do you start? Mechelle De Craene outlines some practical strategies to enable you and your students to get the most out of this exciting medium.
Before "Roll-em!" is yelped through a paper-made bullhorn, students and teacher tread in pre-production territory. But what does this look like in the everyday classroom? Moreover, what are some effective ways that teachers can embark in the creation of a digital story without utter chaos in a classroom full of 30 or more youngsters?
Every teacher goes through trial-and-error when learning something new such as digital storytelling, and every teacher tailors to his or her classroom needs -- but thankfully teachers share and share alike. As such, as a teacher, I wanted to share a few classroom practicalities that worked well for me. Therefore, this article contains some of the gems that I gleaned from my experiments. To date, I've ventured into two digital storytelling projects both with gifted students and students with special needs.
Digital storytelling is when an individual or group of people craft a movie from start to finish. The entire process of digital storytelling consists of three phases: (1) pre-production, (2) production, and (3) post-production. This article will focus on the pre-production phase geared for teachers because whilst much is written about digital storytelling itself little is written in the way of classroom management practicalities for the everyday classroom.
Pre-production is the cornerstone of building a digital story. It is the first stage of producing a video when idea sharing takes place, responsibilities are assigned, and when sketches and text seem to animatedly evolve as the storyboard is written. Therefore, organisation of roles and responsibilities is essential.
Children at this phase are excited about the production and all want their ideas included. Left without a game plan, pre-production can be quite a fiasco for a teacher with 30 or more youngsters. Many students get hyped up a notch upon telling them the plans to create a digital story. As such, almost always all hands go up and a gaggle of students waddle up to surround you.
So, one Friday afternoon whilst proactively thinking about how to keep the kiddies from swinging from the chandeliers, I thought of various grouping strategies. Then, (thankfully) I had a bit of a weekend epiphany that I found was key for classroom management success in digital storytelling. Namely, I decided to incorporate the literature circle model in the pre-production phase to be tried out the following Monday. Literature circles were already a part of my students� Language Arts curriculum. Therefore, it was a familiar learning framework for my students to anchor onto whilst learning the process of digital storytelling -- and to get the creative ball rolling, so to speak.
In the literature circle model, there are many different roles that each member of the group takes. These roles traditionally include:
Discussion Director (i.e. captain)
Summariser
Investigator
Illustrator, and
Connector.
Furthermore, I included three additional roles to help in the pre-production phase of digital storytelling for the larger groups. They are as follows:
The Travel Tracer (i.e. transition master)
The Timekeeper and
The Recorder.
Note: (Teacher-tip from the get-go) Providing a folder for each literature circle group and numbering them by table to be turned in to teacher at the end of the class period is an effective way to keep track of each group progress as well as materials. All notes from the recorder are kept here as well as storyboard drafts. Moreover, keeping a master teacher folder of the finalised storyboards and providing copies to the students for practice helps if a student may loose their work or in case their work has been �eaten by the family pet�.
Here is a brief synopsis of the roles:
Discussion Director (i.e. team captain):
He or she leads and encourages group discussion, whilst redirecting those who may be off task. Additionally, the discussion director reports directly to the teacher on their group�s daily outcomes.
Summariser:
This individual summarises the discussion. Therefore, he or she gives a brief synopsis of the main ideas and character generation gleaned from the discourse. This person sums up the daily discussion and recaps the previous day�s discussion at the beginning of each new discussion meeting.
Investigator:
The investigator�s job is to "dig up" useful bits of information that may be helpful to the group, such as background knowledge or the latest research advances on a particular subject. He or she may also do interviews similar to a reporting style to gather information. The investigator is also the one who may leave the circle as needed to glean information via the Internet. (However, if possible a laptop or two at each circle�s table works best.)
Illustrator:
He or she creates some kind of visual image of the ideas cultivated during the discussion. He or she can do this via graphic organisers such as diagrams, concept maps, or flow charts (e.g. using Inspiration software), a cartoon (e.g. via Apple Comic Life), or even sketching stick figures on the eventual sidebar of the storyboard.
Connector:
The connector strives to make connections between the ideas and information shared in the group with practical use for the real world. The connector asks the group such questions as: What do you hope the audience will take away by watching the film? Do you want the audience to take action? Do you want the audience to advocate? What are the real world applications? What is the main message we want to send to our viewers?
Travel Tracer (i.e. transition master):
Frequently when creating a digital story the scenery will change. It is this individual�s job to make sure that transitions are discussed and written into the overall storyline. He or she is also responsible for leading the discussion on what supplies, sets, and costumes are needed from location to location and/or stage setting. Eventually, the travel tracer helps label the clapperboard at each take.
Teacher Tip: Using a clapperboard during production is very helpful when editing in post-production, and it�s fun for the kids to say, �take two� -- or should I say, �one hundred and thirty two.�
Timekeeper:
It is the timekeeper�s job to do just that: keep time. He or she holds the stopwatch. Time is essential in creating a digital storytelling project. Therefore, in the storyboard phase drafted roles should be rehearsed by students and timed. Even if the times may not turn out exact from storyboard to production at least you and your students will know an estimated time on how long each section of your class story will take.
Recorder:
Whilst your kinaesthetic learners will want to take notes -- and rightly so -- it is the recorder�s primary duty to take notes or type notes on the literature circle discussion. Typed notes work best because edits are made easily and each group can be added into the whole-class storyboard. He or she will type the drafts of the storyboard for the group, type script into a teleprompter if used in a school TV production room, and make cue cards as needed for on location shots.
The teacher�s pre-production role is to facilitate all circle discussions. Additionally, you may notice that many zealous students will send e-mails to you of various ideas that sprung up whilst at home. If this is the case for your classroom, an effective way for students to continue their collaboration and share their ideas is to have the students extend their collaboration virtually via the blogosphere. Encourage each discussion director (i.e. captain) to set up a team blog. It not only serves to keep the group�s sudden ideas (i.e. light bulb moments) organised, it can be a record displaying the contributions of each group member. In addition, blogs are a great platform for students to reflect on their creative process of their digital storytelling project.
In summary, each literature circle group should produce a rich storyboard, which is essential for digital storytelling. Good storyboards display pictures and text, which lead each group into production (i.e. videotaping). This includes a timeline and side notes about voice-overs, close-ups, extreme long shots, freeze frames, desired special effects such as the �Ken Burns Effect� (i.e. zooming and panning stills to add illusion of motion), and pace. Overall, the literature circle model can be an effective classroom management strategy for teachers and students alike organising the pre-production phase of digital storytelling, whilst encouraging teamwork and confidence that readies students to heartedly yelp "Roll-em!"
This article will appear in the forthcoming second edition of Coming of Age: An Introduction to the NEW Worldwide Web. Don't miss out on the developments concerning "Coming of Age..." the FREE book about using Web 2.0 tools in the classroom!
Mechelle De Craene loves being a special education teacher in Florida. She is also a MirandaNet Scholar researching child development and ICT (i.e.Cybernetic Developmental Theory) with the MirandaNet Academy. She has an undergraduate degree in psychology and a Masters Degree in Special Education with a Gifted Education endorsement.
Excel Tips
------------
Spreadsheets don't have to be boring, and they certainly don't have to look boring. In this new series I'll be giving you a few tips on how to make your Excel spreadsheets much more interesting for your students. Look out for further instalments at http://www.ictineducation.org.
Change the interface -- 1
By default, a new Excel spreadsheet shows 3 blank worksheets labelled Sheet1, Sheet and Sheet3; has a daunting grid; and generally speaking looks small, boring and off-putting.
In this small project we're going to change all that. Basically, we're going to change the way it looks, and we're going to make it nice and attractive for youngsters.
OK, start by loading Excel and starting a new spreadsheet.
Let's make the grid and the text bigger. Click in cell A1 and type "Please type your name here:" Then change the font to Ariel size 14. When you've done that, click on the format paintbrush and select cells A1 to E10, in order to make any text typed in that area have the same look and feel as the text you've just typed and formatted.
Click in cell B1 and use the color fill option to colour it yellow.
Now select the column headings A to E and, holding the left mouse button down, drag the mouse to the right in order to make the cells wider.
It's already starting to look more user-friendly, but there is still more we can do!
Click on the tab labelled Sheet2, hold the Ctrl key down, and click on the Sheet3 tab. Now right-click and select Delete.
If you want to, click on the remaining tab and press F2, which will enable you to rename the worksheet to something relevant. Type a alternative name, and press Enter. Bear in mind that you may not be able to have spaces in the name -- you can use the underscore instead. For example, "rainfall_statistics".
Add any text you like, and change the colours as you like. Then when you have made all the changes you want to, save the workbook in the usual way.
Next issue:
------------
Reviews, plus a special offer for UK subscribers on the DigiMemo pad. (What's that? You'll have to wait for issue #21 to find out!). Plus more hints and tips, updates, and news.
Disclaimer
===========================================
Good morning, Judge. I wasn't even there; it wasn't my fault; he made me do it, etc. Seriously, though, all the information and links in this newsletter have been checked, and offered in good faith. For the full text of the disclaimer, please see:
http://www.terry-freedman.org.uk/about.html.
Pass it on/How to subscribe
===========================================
Now pass this newsletter on to someone else please!
Alternatively, direct them to
http://terry-freedman.org.uk/amember/signup.php, where they can obtain it automatically by completing a short form. (Just think what a fantastic present a subscription would make, and it won't even cost you a penny!)
To unsubscribe
===========================================
To unsubscribe, please see the instructions at the bottom of this message. To subscribe, go to
http://terry-freedman.org.uk/amember/signup.php.
This newsletter is � 2006 Terry Freedman and individual contributors.
© Terry Freedman Tue, 8 Aug 2006