Live Blog Of MSNBC Democratic Debate In Las Vegas, Nevada (January 15, 2007)
January 15, 2008 | Permalink
8:20: Dennis Kucinich has apparently lost his appeal and will not be appearing on stage tonight. That leaves Clinton, Obama, and Edwards.
8:47: Exit polls and early results seem to indicate a good night for Romney in Michigan, even though a few polls are still open.
8:53: Over to MSNBC. Their debate graphic is a boxing ring, which immediately makes me wonder if the debate is rigged. I’m affirmed in that stance by the news that Hillary Clinton was endorsed by and will campaign with Ugly Betty.
8:54: Chuck Todd is in the house, and predicts race will come up on the birthday of MLK.
8:56: Candidates are paraded on stage, Obama, Clinton, Edwards left to right. Harry Reid shows up to hug everybody and lead the debate in a moment of ceremonial non-productivity.
8:57: They’re sitting in a conference table that looks like it was an outcast from a bad King Arthur movie. Chuck Todd wonders what questions the candidates will ask each other, as if they’ll be anything really different. Olbermann is curious if the debate format makes it harder to attack someone sitting down. Seriously, that’s the analysis you’re missing. Apparently Republicans are dying to sit down, too.
9:00: Mitt Romney gets his big win in Michigan, and the Republican race is officially mucked up.
9:02: Harry Reid gets another shout out in yet another moment where nothing is accomplished. I think that’s enough Reid-karma for tonight. No applause tonight, and lights for time. There’s another moderator with just email questions.
9:04: Question to Clinton on how did we get here on race. Clinton says neither race nor gender matters, and cites Edwards being shockingly the son of a mill worker. Clinton says sometimes supporters are ‘uncontrollable’ in their exuberance. She recognizes MLK. Obama gets the same question and agrees. Edwards agrees and decides to add that he lived in the south when there was segregation there. He saw it! He lived with it! He takes a bold stance against going back to segregation.
9:09: On accountability, Russert asks if he regrets pushing the story. Obama agrees with Clinton that there were overzealous staffers, and that’s why he spoke yesterday. He says it was not a deliberate attempt to marginalize him as “the” black candidate. Russert asks about his campaign support falling off in NH. Umm, Tim, Clinton got a ten point bounce; Obama stayed more or less where he was. Obama says change happens because of what people say, not what candidates say. Russert asks if Robert Johnson will be asked to leave Clinton’s campaign after the faux pas. Clinton mentions the clarification he issued (that was complete BS) and moves on to a general line about people listening to what candidates say, not endorsers. Clinton says the comments were out of bounds “and he said that.” True, if today is opposites day.
9:15: Why choose between a black man or a woman? Edwards says it is about change and what type of change you want, etc. It’s personal for him! What is a white male to do? The audience laughs at the inanity of the question. Fifteen minutes in, and we’ve got undeniably the worst question of the night. Can we get to something that matters?
9:17: Question on women voting for Obama. Was his “likable enough” comment the cause of his loss? Obama points out how much of a non issue this is. I’m starting to regret live blogging. Get to something that at least might matter, please. Question for Edwards on whether he tag teamed with Obama. Edwards takes a bold stance in favor of telling the truth. Clinton gives him the stare of death.
9:22: Someone starts yelling in the back of the room briefly. Clinton is asked about the general election race. Clinton says there will be unity, and that what matters is who is ready on day 1, etc. She cites the highest home foreclosure rate in the country. Her experience is “rooted in the voices” she has heard. When asked if Edwards and Obama are prepared enough, she says that is up to the voters to decide. Obama is asked about saying he is not an executive officer. He says that being President means setting an agenda and having a vision, not making sure paperwork is done effectively. Bold argument to make, in that it’s almost surely going to be used against him should he be nominated.
9:26: Greatest strength and weaknesses: Obama, bringing people together. His weakness is organizing his desk, he needs people around him to do that. Edwards’ greatest strength is fighting for his whole life. He had to fight to survive! His weakness is a powerful emotional response. He tells a story about how he feels it in a personal way. Clinton says she wants to be an instrument for helping children. Change, Change, Change. Her weakness is impatience for not getting more change! Change! She segues into an attack on Obama, but that being president is being an executive officer. She says Bush failed at managing the bureaucracy. Obama says you do have to be a good manager, and hold your team accountable. He says in a light moment Bush was always on time and never lost any papers, but did not bring in different perspectives.
9:33: Question for Obama about the Muslim emails and slurs. He confirms he is a Christian and took the oath on a Bible, and leads the pledge of allegiance on occasion. He says people are smarter than to believe that. Again cites real issues that could be discussed, although denying this isn’t as much as a waste of time as the first 15 minutes.
9:39: Back from commercials.
9:40: Clinton is asked about Citigroup and Merrill Lynch getting loans from overseas. Clinton says they are ’sovereign wealth funds.’ She would like to know more, but looks at why this happened, specifically citing these companies betting on subprime mortgages. Edwards agrees with Clinton on calls for transparency. He further says all growth is as a result of the top 1% or multinational corporations. (Fact check?) He says the middle class does not feel secure in their jobs or health insurance. Obama says the lack of an energy policy is at root of the problem. He also says it happened because there was a lack of oversight by the Bush administration.
9:45: Edwards regrets his vote on the bankruptcy bill in 2001. He says universal health care and fighting for more change can help. He says getting rid of banks as an intermediary in student loans also can help. Clinton also regrets her vote on the 2001 bill, and points out it does not happen. She talks about changes to regulation that could help prevent another Countrywide disaster. Obama says he opposed both bankruptcy bills, and cites a bill he submitted a year and half ago. Cites the influence of special interest lobbyists on the issue. Calls for relief for those who cannot meet payments for health care based reasons.
9:52: Obama is asked about changes to the tax codes, and says he would consider exempting the middle class from dividends and capital gains, but that those like Buffet should not be taxed at a lower rate than his secretary. Refers to Edwards’ example of the top 1 percent. Clinton is asked about long term effects of the foreclosures. She says that interest rates will stabilize the market, and is in line with what the Fed is doing in the monetary area of the economy. Talks more about her stimulus program, which is intended for now, and not on or after inauguration, so I’ll leave the details out. Joking referral to timed lights.
9:58: Time for questions from each candidate to the others. Edwards says Obama recently passed Clinton for how much they raised from drug companies. Obama talks about the details of the donations not being directly from the companies, and that he has a record fo small donations. He says he wants to fight for public financing of campaigns. Apparently, there’s now only one question. Clinton says Bush is making the argument that he can make an agreement with the government in Iraq and have it be binding without passing the Senate. Obama says “Well we can work on this Hillary.” He says there is unity on the matter. Obama talks at length about his views on Iraq as Clinton looks like she loses interest. Clinton agrees on the pledge to start withdrawing troops, and Edwards’ cites his aggressiveness. Russert wonders why they did not pledge to him to be out by 2013. Obama says there may be a need for some troop presence to protect the embassy and fight Al Qaeda. Clinton says it is more than Bush, saying McCain wants troops there for 100 years. Edwards says everyone wants to protect the embassy, but there will be no permanent bases. Obama says you are either going after terrorists or you are not. Williams seems to indicate that this is his question. Edwards says he will keep troops in Kuwait, and that is different because it is not an occupation.
10:13: Back from the last commercial. Will she vigorously enforce statutes that require ROTC and military recruiters to have campus access? Yes. She talks at length about the valor of troops, and signing bonuses being taken away from wounded soldiers. She says campuses can work out ways aside from ROTC as a means of meeting the standard. Obama also says yes, saying how much more poorer communities are bearing the burden of fighting the war. Talks about an enlargement of the army to help out people going on multiple cycles. Edwards will also enforce it. He says its more than those who are fighting, but also homeless voters. Talks about narrowing gap between regular workers and military workers. Obama says he could not believe veterans paid for meals and phone calls in Walter Reed. Clinton says the traumatic brain injury in particular is problematic.
10:20: Yucca Mountain time! Williams points out that everyone promises to end it. Obama says he will end Yucca, as it is not based on sound science, and does not want to spend billions more on a situation that is not safe. He wants to get experts together. Clinton voted against it and held a hearing on it. Clinton points out that an Obama supporter wants Yucca and Edwards voted for it twice. Obama says its a testimony to the science that he never supported it as Clinton gives him the ‘who are you kidding’ face. Edwards says he is against it, but moreover is against nuclear power. Clinton points out that he voted for it, but Edwards points out that that was before some documents were revealed as forged, and he changed on it many years ago.
10:24: Obama defends his vote on the Energy Bill because of how much of an investment it had for green energy. Says if he could find a safe way to make nuclear power than it should be on the table. Obama wants to see where the science goes. Clinton says that the Energy Bill was the Cheney-Lobbyist bill that had enormous giveaways. Talks about ‘breaking the lock’ of special interests, as suddenly Obama is status quo and Clinton is change.
10:28: Edwards says the nuclear power does not solve the problem, and therefore cannot be part of the problem (?). He says Clinton raised more money from the lobbyists she referred to than anyone else. He says investing in more biofuels could help, and a moratorium on coal power plants. Clinton says her plan has been put forward, and does not allow for more coal plants. Obama talks about reducing the consumption of energy and the need to get more efficient.
10:32: Why not English as an official language? Edwards talks about a path to citizenship, and earned citizenship, as Williams points out that does not answer the question at all. He talks about learning to speak English to become a citizen.
10:33: Clinton is asked about the statement of a pollster who said there was not a lot of affinity of Latino voters for black candidates. She says it is a historical analysis, but that there needs to be focus on issues, saying she regrets not talking about more black and brown issues tonight.
10:35: Obama says Latinos in Illinois voted for him. He specifically cites standing with Kennedy and McCain during the immigration debate.
10:36: Email question for Obama about black dropouts from schools. Obama says it is about youth starting behind, and that early childhood education is critical early on. Obama talks about families and black fathers needing to do more. Clinton talks about families being crucial, and about a school she helped found in New York. Edwards says universal pre-K for every children is needed, as are second chance schools.
10:39: The leading cause of death for young men is gun violence. Clinton is asked about statements she made about requiring license for guns. Clinton says she is against illegal guns but is a realist. She says she wants a registry of people who are felons or mentally ill. She also talks about the assault weapons ban. Obama also allows that he cannot get a mandatory registry done. He talks about actions on illegal guns getting fixed. Talks about the difference between lawful gun owners and students who are subject to violence. Edwards says it is important to protect second Amendment rights, and that you can also protect against assault weapons. Anyone want to mention guns as protection? Anyone? Bueller?
10:47: Brian Williams welcomes us back to Los Angeles and people jeer, and Williams rubs in that he’s up $130. Williams asks Clinton about saying Bush threatened in 2004, but said that Al Qaeda attacked Gordon Brown. She stands by her comments that ‘we face a very serious adversary.” Williams is briefly shown on camera and looks to be falling asleep. Obama says America has been dominated by a politics of fear since 9/11, and compliments Clinton for her work in New York, but that citing it in the way Clinton did was a politics of fear. Says Iraq was a consequence of such thinking. Clinton clarifies to Russert that she was not saying Obama would be tested quicker than her, but rather that Al Qaeda tested Brown quickly. She says there is a difference between using fear like Bush and recognizing the gravity of the spectre of terrorism.
10:54: Edwards is asked if it was appropriate for him to talk to Musharraf the day Bhutto died. Edwards says he only requested a call, and gave tough talk to Musharraf, including calls for democratization and independent investigators.
10:56: When did you decide to run for President? Clinton, over New Years a year ago. She somehow segues to a plug for a town hall in Reno. I wonder if Dangle is handling security. Edwards made the decision in December a year ago. Obama says the time was the same, in December in 06. He touts his family handling the stress. He says the question is not whether he could win, but whether he should. None of these timeframes are accurate in any but the most esoteric way.
And that’s a wrap, for what was really not that memorable a debate.
Sphere: Related Content
Well, really, I personally thought it was way better than that really unmemorable one a ways back… see, I can’t even remember it. Okay, okay, it was NH.
Actually, HRC was more boring and vague and fake than before, Edwards was wonkier, but Obama was loads better than before.
Thanks for the running commentary as my screen kept freezing and the sound cutting out. Amusing commentary!
Writing for Professional Publication in National Refereed Journals A Session for Faculty and Doctoral Students
University of Nevada at Las Vegas
College of Education
June 26th 2008
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University/The Texas A&M University System
1. Professional reasons for writing for publication
2. Personal reasons for writing for publication
3. How real writers behave
4. Writer’s write for the following reasons
5. How to get started
6. What will “sell” the editor on your work?
7. Formula: Brilliant Ideas + Good Luck + Knowing the Right People = Publication
8. On scholarly work
9. Reasons to write and publish journal articles
10. Writing and publishing journal articles enables you to…
11. Three basic types of articles: practical – review or theoretical – research
12. Quantitative Studies
13. Qualitative Research
14. On writing books
15. Four phases of book publishing (Fun – Drudgery – Torture – Waiting)
16. Some reasons to write a book
17. Where does the dollar go after a book is published?
18. What do editors and reviewers really want?
19. Earning approval from editors and reviewers
20. What to remember about bad writing
21. How to get fired as a reviewer
22. Publish or perish or teach or impeach
23. I’ve been rejected many times – should I give up?
24. In writing, how you read is important
25. How teachable is writing?
26. “I can’t seem to tell how my writing is going while I am doing it. Can you help?
27. Remember your purpose in writing
28. What differentiates ordinary writing from writing with style
29. It must get somewhat easier to write, otherwise, how would some authors become so prolific?
30. If writing for publication does not prove to be lucrative, why bother?
31. Why creative work is worthwhile
32. Show respect for your writing. It is about what the readers should know. If this puts a strain on a professional relationship, then so be it.
33. “Why I Write” (Orwell) Sheer egoism, aesthetic enthusiasm, historical impulse, and political purpose.
34. What really makes an academic write?
35. The Writer’s Essential Tools – words and the power to face unpleasant facts.
36. No human activity can sap the strength from body and life from spirit as much as writing in which one doesn’t believe.
37. “Because it was there.” Edmund Hillary. And with this comment he supplied generations with a ready-made and unanswerable defense for any new undertaking even writing.
38. Why we write.
39. Climbing Your Own Mountain
40. Be yourself. Have fun writing.
Please list any other topics you want Dr. Kritsonis to discuss.
281-550-5700 Home; Cell: 832-483-7889 – williamkritsonis
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
National FORUM of Applied Educational Research Journal
21 (3) 2008
An Exploratory Phenomenological Study of African American Male Pre-Service Teachers at a Historical Black University in the Mid-South
Lucian Yates, III, Dean
Barry A. Pelphrey, Associate Dean
Patricia A. Smith, Assistant Professor
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
________________________________________________________________________
ABSTRACT
This exploratory phenomenological study was conducted to ascertain which factors caused African American male pre-service teachers to persist at a HBCU in the Mid-South. The work is grounded in the conceptual framework called resiliency. Resiliency asks the question, “How do children, adolescents, and young people “make it” when they are exposed to or face major stress and adversity? The results of this study point to what are commonly called “protective factors” that exist in the lives of these young men. They are: (1) families/communities, (2) the individual, and (3) the school. To see entire article, go to: http://www.nationalforum.com
________________________________________________________________________
Concluding Remarks
This study underscored the notion that despite the abject conditions that many African American males face in the country and despite the current conditions and dearth of African American male teachers in America’s schools, colleges or schools of education can create programs and conditions that will improve the number of African American males in the teaching profession. This article showcases the work done by a program called Protégés and Provocateurs at a small HBCU in the mid-south. Replication of this model and further research is suggested to triangulate and institutionalize these results.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. http://www.nationalforum.com
FOCUS on Colleges, Universities, and Schools
VOLUME 3 NUMBER 1, 2009
Functions of the Doctoral Dissertation Advisor
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
The Texas A&M University System
Prairie View, Texas
Invited Visiting Lecturer
Oxford Round Table
Oriel College in the University of Oxford
Oxford, England
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
The purpose of this article is to provide suggestions for doctoral dissertation advisors. The content was developed from discussions with colleagues, doctoral candidates, recipients of advanced degrees, and reviewing literature pertaining to doctoral studies. This article provides some general guidelines and practical functions for doctoral dissertation advisors.
Introduction
Those who succeed in academic scholastic writing at the advanced levels typically write an excellent doctoral dissertation. In writing a dissertation, there appears to be an enjoyment of the constant flowing of ideas. At the doctoral level, mentors are critically important in helping their students complete the dissertation, and later in getting graduates published at the national level in refereed, juried, peer-reviewed scholarly journals.
Purpose of the Article
The purpose of this article is to establish some basic functions of the doctoral dissertation advisor. Hopefully, the suggestions will help others in the doctoral advisement process.
Basic Functions of the Doctoral Dissertation Advisor
The following suggestions are functions of a doctoral dissertation advisor:
1. Keep a folder for each doctoral student. This will give you the opportunity to review previous and current work completed by the student. It will give you the opportunity to review your own comments. Reviewing the folder periodically enables you to firmly grasp the student’s concerns with conducting research.
2. Keep track of emails that you send and other correspondence. Make certain that you communicate to students frequently. Not communicating with doctoral students is condescending and shows disrespect.
3. Establish a personal, but professional relationship with your doctoral student advisees. Being a mentor is a very serious responsibility. See each of your students first as people. They have goals and aspirations just as you do.
4. Develop your own style in dissertation advising. The best way to develop your own style is simply by doing it.
5. Be positive in working with doctoral students on their dissertation. Make certain to provide feedback that is constructive and useful. Always strive to be positive and enthusiastic in working with doctoral students on their dissertations. Be cheerful, optimistic, and helpful. Direct advisees to relevant sources of information.
6. Know your strengths, attributes, weaknesses, and limitations.
7. Do you homework in working with each advisee. Make certain to study the dissertation topic your advisee is interested in developing.
8. Think about your own dissertation experience. Avoid any mistakes that were made. Incorporate effective strategies that work.
9. Encourage advisees to document what they want to do as a dissertation topic.
10. Strive to make a difference as an advisor to your advisee. Model appropriate behavior.
11. Make your presence matter in the life of the doctoral student.
12. Accept the responsibility of doing a good job.
13. Accept the fact you know more about writing a dissertation than your advisee.
14. As an advisor, recognize the time when the dissertation topic must be revised or changed. Do not be afraid to tell an advisee when they are wasting time on something that will not work or is not relevant.
15. Be ready to suggest to your advisee the need to shift the research time to other areas of the dissertation if you see the advisee bog down.
16. Do not hesitate to tell the advisee to put more effort into the dissertation.
17. Make certain to realize as an advisor there are many different strategies for writing a doctoral dissertation.
18. Encourage doctoral students to talk with others who are writing their dissertation. They often can provide practical feedback and encouragement.
19. Encourage doctoral students to communicate with others in different colleges or departments who are writing their dissertation.
20. Encourage advisees to explore ideas beyond your suggestions.
21. Tell your advisees how you like to work with them. If you need to work from an outline – tell the advisee. Let advisees know your own work habits.
22. Remember, it is the advisee’s dissertation – not yours. They must do the work.
23. If you are an inexperienced dissertation advisor, try to work with a colleague who has successful experience. As an advisor, you are there to help. Help as much as you possibly can.
24. Be supportive of the advisee’s work. Use specific examples in telling advisees their work is good or not acceptable. Point out where the work needs improvement.
25. Make certain you develop the habit of getting things back to students in a timely manner; hopefully, within five - ten business days. Through being diligent in your efforts, the advisee will keep focused. Read dissertation chapters at your earliest convenience. Do not let too much time elapse. Remember, you are a busy person and so is your advisee. Establish timelines with the advisee and meet them.
26. Give your doctoral students the responsibility of meeting deadlines.
27. Encourage students to contact you if you have taken too long to respond to them.
28. As an advisor, give lots of suggestions. Be specific, exact, concise, detailed, and comprehensive in all aspects of your advising.
29. Encourage your doctoral students to talk with their committee members throughout the entire process. Other committee members might suggest different approaches or a new study altogether. When this happens, meet with the advisee. Perhaps you will agree or disagree. Keep the dialogue open and positive.
30. It is your duty to encourage your advisees to do the work that must be done to have a quality and professionally satisfying dissertation.
31. Be available. If this means meeting with a doctoral student at a location other than the university, do it. Some advisees need a lot of attention, guidance, and direction. Others are self-directive. Be flexible and adaptable.
32. The advisee should not hear major changes for the first time at the proposal defense.
33. In giving guidance to your advisees, constantly prepare them for their proposal defense and ultimately defending their dissertation. This will keep them focused.
34. Do not take on the job of advisor if you do not intend to make it a priority. Dissertation advisement takes an enormous amount of time and commitment. During the entire process, it will be necessary for you to meet with the other members of the dissertation committee to discuss the progress of the doctoral student.
35. You want your students to tell you “I like the way you are always available, keep up the good work.”
36. The doctoral student and advisor should consult someone other than the student’s committee members for special advising or expertise.
37. Help your advisee when there is a need to clarify the dissertation topic.
38. Try to obtain adequate funding for your advisee’s research.
39. Link students with similar dissertation topics together.
40. During the advisement process, dissertation advisors should mentor students by helping them to prepare manuscripts for publication in national, refereed, peer reviewed journals.
41. Consider or recommend doctoral students for university responsibilities, such as facilitating classes when professors are unavailable, and giving examinations at distance learning facilities. This gives them experiences in higher education.
42. Involve doctoral students with coordinating orientation sessions for new students.
43. As a dissertation advisor, develop an approval form for both the proposal and dissertation defense that must be signed by all committee members prior to scheduling a formal meeting. By doing so, the committee members agree the student is ready to present and defend.
Concluding Remarks
In conclusion, the purpose of this article was to establish some general functions of a dissertation advisor. There are numerous functions of a dissertation advisor and these are only a few. In addition, my intention was to provide some general guidelines for thoughtful consideration. Perhaps, you can add to the list.
References
Dave, R. (2007 December). Quality time with your dissertation. Retrieved December 4,
2007, from the Association for Support of Graduate Students Website: http://www.asgs.org/
Eastwood, J.S. (2000). Comprehensive editing. Retrieved December 2, 2007, from
http://www.jeastwood.com
Jensen, S. (2000). Dissertation news. Retrieved December 3, 2007, from
http://www.dissertationdoctor.com
________________________________________________________________________
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas http://www.nationalforum.com
Good day! The babes are here! This is my sexiest site to visit. I make sure I am alone in case I get too hot. Post your favorite link here.
Hey! The babes are here! This is my best site to visit. I make sure I am alone in case I get too hot. Post your favorite link here.