(NAME-MCE) "Ruby Payne workshop"
Paul C. Gorski
gorski at edchange.org
Thu May 8 08:57:52 EDT 2008
Theresa,
I agree with you--people should do independent reviews of her work (as long
as they don't spend money buying her book :) ...)
About Ed Leadership... I challenged them on this. They invited me to write
that article and told me at the time that Payne would have an article, too.
I pushed them because ASCD, the publisher of the magazine (and Ed Leadership
is a magazine, not a "respected journal"), claims to be a big advocate of
research-based approaches. They've sort of built an identity around that
notion. And here they are publishing somebody whose work is inconsistent
with every ounce of research we have on the intersections of class, poverty,
and education. (And if you question this claim, read the critiques of her
work published in Teachers College Record and Equity and Excellence in
Education, which detail the gaps between what she writes and the whole
history of scholarship and research.) When I raised this with the editors of
Ed Leadership, the response was that the magazine's readers know and like
Payne's work. My interpretation of this--and this is just my
interpretation--was that they sold out: they published Payne because it
would make readers happy, not because her work is suitable for publication
or, in their own language, "research-based."
I urge folks to look at her article in Ed Leadership. One thing you'll
notice is how outdated her sources are, for the most part. Would any of
us--anybody on this listserv--get away with submitting an article for
publication with such outdated sources? I'm fairly well-established and I'm
quite certain they wouldn't have published my article had the references
been so old and sparse. And would anybody among us get away with writing
something with such obviously simplistic and decontextualized arguments?
They published her piece for the same reason people continue to spend
upwards of hundreds of thousands of dollars to bring her into schools and
districts: because she's popular. And people--those familiar and unfamiliar
with her work--ought to be horrified about the fact that schools are using
her work to prepare teachers to have more stereotypes and to be misinformed,
and paying ridiculous amounts of money (to her for-profit business) in order
to do so. Because this wouldn't happen in any other field. Somebody in your
town wouldn't look at the way somebody with no expertise at all decided we
should start building bridges, and how it was being implemented in the town
next door, and without any evidence that the bridges were sturdy or that the
method was sound, and with piles of evidence that the bridge-builder's
method actually was extremely problematic and likely harmful (which exists
in regards to Payne's work) adopt that method for building bridges. We
wouldn't do that in medicine or science or any other profession. But we do
it in education all the time, and we've done it with Ruby Payne. And this is
symptomatic of why we haven't made a dent in the achievement (read:
opportunity) gaps and why the inequities in our schools look roughly the
same now as they have for the past few decades.
Paul
******************************
Paul C. Gorski
Founder, EdChange: www.EdChange.org
Social Justice News: www.SocialJusticeNews.net
Multicultural Pavilion: www.EdChange.org/multicultural
SoJust History Project: www.SoJust.net
Feminist Tees Shop: www.cafepress.com/feminist_tees
Social Justice Store: www.cafepress.com/edchange
Multicultural Poster Store: www.edchange.org/posters
NAME: www.nameorg.org
> -----Original Message-----
> From: name-mce-bounces at nameorg.org
> [mailto:name-mce-bounces at nameorg.org] On Behalf Of verb21826 at aol.com
> Sent: Thursday, May 08, 2008 4:50 AM
> To: name-mce at nameorg.org
> Subject: Re: (NAME-MCE) "Ruby Payne workshop"
>
>
>
>
> What I find particularly disturbing is that people are judging Ruby
> Payne and her work and they admit that they have never heard
> of her nor
> have they read anything about her work. They appear to be
> making their
> assessements or judgments based on Gorski's comments. As educational
> leaders it is a wise thing to do independent research and come to
> independent conclusions. I also find it very enlightening
> and somewhat
> amusing to know that both Gorski and Payne are published in
> April's Ed
> Leadership. Ed Leadership is a well respected educational journal.
>
>
> -----Original Message-----
> From: Fanale, Theresa S <tfana2 at uis.edu>
> To: name-mce at nameorg.org
> Sent: Wed, 7 May 2008 1:55 pm
> Subject: Re: (NAME-MCE) "Ruby Payne workshop"
>
>
>
>
>
>
>
> I find it disturbing that this woman has so many negative
> allegations surrounding her work, and yet people on the
> Missouri State Teacher
> Association
> would actually spend their time absorbing her nonsense. I
> find it all
> too
> common nowadays to instantly stereotype children without knowing all
> the facts.
> I do believe that districts should include workshops and seminars to
> tackle the
> topics that we as educators face, however, it by the way it sounds in
> Mr.
> Gorski's letter, more "homework" needs to be done on who is
> chosen as a
> speaker
> before releasing their bias views on teachers. Personally, I have
> never heard
> of Ruby Payne, but I will defiantly keep a eye and ear out for her
> work. Thanks
> for the info.
>
> Theresa Fanale
>
> ________________________________
>
> From: name-mce-bounces at nameorg.org on behalf of
> name-mce-request at nameorg.org
> Sent: Wed 5/7/2008 11:00 AM
> To: name-mce at nameorg.org
> Subject: Name-mce Digest, Vol 807, Issue 1
>
>
>
> Send Name-mce mailing list submissions to
> name-mce at nameorg.org
>
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>
>
> Today's Topics:
>
> 1. Re: Name-mce Digest, Vol 805, Issue 2 (taduest at aol.com)
> 2. New Report: Asian American Students Do Not Benefit from NCLB
> (Anselmo Villanueva)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 06 May 2008 10:54:35 -0400
> From: taduest at aol.com
> Subject: Re: (NAME-MCE) Name-mce Digest, Vol 805, Issue 2
> To: name-mce at nameorg.org
> Message-ID: <8CA7DA03C23DB20-8AC-43D7 at Webmail-mg05.sim.aol.com>
> Content-Type: text/plain; charset="us-ascii"
>
>
> Please?post as a question
>
> Metrics
>
> I was hoping some of you would be willing to share any information or
> assessment
> tools you have on measuring a diversity/inclusion initiative for a
> school or
> school district.? We are using Dr Ray Terrell's Cultural Proficiency
> model in
> one of the largest school districts in Ohio and want to be sure over
> the next
> 2-3 years we are capturing our success.? We have just begun
> the process
> with
> forming an Inclusion Leadership Council (Internal for the
> Superintendent) and
> will them form a Community Advisory Council.? Other parts of our plan
> include
> enough training to staff are culturally proficient, assessing
> disproportionality
> data, School Equity Councils at all of the schools, family engagement
> sessions,
> student engagements sessions, a cultural audit, an evaluation of HR
> practices
> and much more.
>
> Do any of you have assessment tools you would be willing to share on
> ways you
> have measured your work at other schools or school districts doing
> similar work?
>
> Thanks,
>
> Tracey DuEst
> Program Director
> Developing Inclusive School Communities and Organizations
> (DISCO) www.developinginclusion.com
>
>
>
> -----Original Message-----
> From: name-mce-request at nameorg.org
> To: name-mce at nameorg.org
> Sent: Mon, 5 May 2008 12:00 pm
> Subject: Name-mce Digest, Vol 805, Issue 2
>
>
>
> Send Name-mce mailing list submissions to
> name-mce at nameorg.org
>
> To subscribe or unsubscribe via the World Wide Web, visit
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> When replying, please edit your Subject line so it is more
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>
> Today's Topics:
>
> 1. Ignore the "Invitation from Yolanda" email (YSealey at aol.com)
> 2. Parent Involvement Liaison Certificate Program June 5-6 Los
> Angeles CA (Anselmo Villanueva)
> 3. FW: Your Upcoming Payne Workshop (Paul C. Gorski)
> 4. Last chance this year to acquire innovative and free US
> materials (Thomas Ladenburg)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Sun, 4 May 2008 00:08:03 EDT
> From: YSealey at aol.com
> Subject: (NAME-MCE) Ignore the "Invitation from Yolanda" email
> To: YSealey at aol.com
> Message-ID: <c64.23d81276.354e90a3 at aol.com>
> Content-Type: text/plain; charset="US-ASCII"
>
>
> Hello,
>
> If you receive an email with the above text in the subject
> line, please ignore it.
>
> An email was sent to me from someone I know, I responded to
> this and apparently an email was sent to everyone in my address book.
>
> I apologize for any inconvenience.
>
> Thanks,
>
> Yolanda
>
>
>
>
> **************Wondering what's for Dinner Tonight? Get new twists on
> family
> favorites at AOL Food.
> (http://food.aol.com/dinner-tonight?NCID=aolfod00030000000001)
>
>
> ------------------------------
>
> Message: 2
> Date: Sun, 4 May 2008 08:36:35 -0700
> From: "Anselmo Villanueva" <anselmo.villanueva at gmail.com>
> Subject: (NAME-MCE) Parent Involvement Liaison Certificate Program
> June 5-6 Los Angeles CA
> To: name-mce at nameorg.org
> Message-ID:
> <88024d6b0805040836p49adc202j1634d31827698189 at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
>
> Parent Involvement Liaison Certificate Program
>
> June 5-6, 2008 Almansor Court, Los Angeles, California
>
> California Parent Center
>
> Beth Sondak bsondak at projects.sdsu.edu 619.594.4756
>
> http://parent.sdsu.edu/
>
>
> ------------------------------
>
> Message: 3
> Date: Sun, 4 May 2008 22:10:00 -0600
> From: "Paul C. Gorski" <gorski at edchange.org>
> Subject: (NAME-MCE) FW: Your Upcoming Payne Workshop
> To: "'Multicultural Pavilion's discussion group on equity, social
> justice, and multicultural education.'" <mcp at edchange.org>,
> <name-mce at nameorg.org>, <rs at criticalteach.org>
> Cc: team at edchange.org
> Message-ID: <007401c8ae65$e93677d0$aa02a8c0 at Desktop>
> Content-Type: text/plain; charset="US-ASCII"
>
> Hello, friends.
>
> I thought you might enjoy the following letter, which I
> emailed to the Missouri State Teachers Association at the
> urging of a few of its
> members,
> concerned over its hosting of a two-day Ruby Payne training.
>
> Paul
>
> ******************************
> Paul C. Gorski
> Founder, EdChange: <http://www.edchange.org/>
> www.EdChange.org Social Justice News:
> <http://www.socialjusticenews.net/>
> www.SocialJusticeNews.net
> Multicultural Pavilion: <http://www.edchange.org/multicultural>
> www.EdChange.org/multicultural
> SoJust History Project: <http://www.sojust.net/>
> www.SoJust.net Feminist Tees Shop:
> www.cafepress.com/feminist_tees Social Justice Store:
> <http://www.cafepress.com/edchange>
> www.cafepress.com/edchange
> Multicultural Poster Store: www.edchange.org/posters
> NAME: <http://www.nameorg.org/> www.nameorg.org
>
> -----Original Message-----
> From: Paul C. Gorski [mailto:gorski at edchange.org]
> Sent: Sunday, May 04, 2008 10:06 PM
> To: 'kking at msta.org'; 'bmoe at msta.org'; 'gmmcray at msta.org';
> 'chrdina at msta.org'; 'rharmon at msta.org'
> Cc: 'Paul C. Gorski'
> Subject: Your Upcoming Payne Workshop
>
>
> Hello MSTA Board,
>
> Did you know that by hosting Ruby Payne you are spending a
> lot of money
> on
> somebody whose work has been shown summarily to be both completely
> wrong and
> extremely oppressive? Did you know that her "framework" is
> based on a concept, the "culture of poverty," which was
> introduced by Oscar Lewis
> in
> the early 1960s and completely discarded as erroneous and
> unfounded by
> the
> early 1970s? Did you know that an analysis of the truth claims in her
> book,
> A Framework for Understanding Poverty, uncovered hundreds of
> inaccurate statements--points throughout her book that
> conflict directly with
> decades
> of research on the intersections of poverty and schooling?
> Did you know
> that
> not a single leading scholar (as in, people who base their work on
> research
> and collect their own data, who make "data-driven decisions"
> as we like
> to
> say in education) or anti-poverty activist has endorsed her work, and
> most
> have rallied to point out the destructiveness of her work?
>
> Did you know that low-income adults actually work more hours per week
> than
> their wealthier counterparts?
>
> Did you know that decades of research has shown that
> low-income parents
> hold
> the exact same attitudes toward education as wealthy parents,
> but that
> they
> don't enjoy the same access to involvement because parent
> involvement is usually structured around assumptions that
> people don't work multiple
> jobs?
>
> Did you know that wealthy people are more likely than
> low-income people
> to
> be substance abusers?
>
> Did you know that most low-income people are hard-working,
> ethical, intelligent, and non-violent? Did you know that
> these people are
> invisible
> in Ruby Payne's work?
>
> Did you know that sessions critiquing Payne's work have been
> delivered
> at
> all of the top education conferences in the country,
> including the AERA conference? Did you know that some of the
> top journals in the country
> have
> published articles critiquing her work? Did you know that not
> a single
> one
> of these journals has published an article supporting her work or
> showing it
> to be effective?
>
> Did you know that Ruby Payne has contributed thousands of dollars to
> extreme
> right-wing politicians? Did you know she has written several
> articles in support of No Child Left Behind despite being
> from Texas, where its precursors were devastating to
> low-income students?
>
> Did you know that Ruby Payne self-publishes and that she's making
> millions
> of dollars through a for-profit organization that she founded?
>
> Did you know that Payne has never worked in a high-poverty school?
>
> Did you know that researchers in Indiana are about to release
> an article that shows empirically how Payne's work increases
> stereotyping among teachers who participate in her workshops?
>
> The fact that most of us in education don't know these
> things--that we continue to use Payne's work despite the fact
> that it's not grounded in
> any
> sort of reality--is symptomatic of why our schools are so rife with
> class
> inequities and why we've made hardly a dent in these
> inequities. We're fighting a battle that we don't understand
> because we're trying to understand it through lenses smeared
> with inaccuracy and prejudice. We'd never teach math teachers
> that 2+2=8, then encourage them to use that knowledge in
> their own classrooms. But we will teach them that
> low-income
> students are incapable, have uncaring parents, can't
> communicate, tend toward violence--all things she argues
> which are 100% false--and send
> them
> into their classrooms to apply this bias in their
> interactions with low-income students and their families.
>
> At the very least, I implore you to bring somebody else in,
> as well--somebody who can challenge the damage Payne will do.
>
> Please see attached several of the aforementioned articles. Just a
> sampling.
>
> Paul
>
> ******************************
> Paul C. Gorski
> Founder, EdChange: <http://www.edchange.org/>
> www.EdChange.org Social Justice News:
> <http://www.socialjusticenews.net/>
> www.SocialJusticeNews.net
> Multicultural Pavilion: <http://www.edchange.org/multicultural>
> www.EdChange.org/multicultural
> SoJust History Project: <http://www.sojust.net/>
> www.SoJust.net Feminist Tees Shop:
> www.cafepress.com/feminist_tees Social Justice Store:
> <http://www.cafepress.com/edchange>
> www.cafepress.com/edchange
> Multicultural Poster Store: www.edchange.org/posters
> NAME: <http://www.nameorg.org/> www.nameorg.org
>
>
>
>
> ------------------------------
>
> Message: 4
> Date: Sat, 03 May 2008 12:34:03 -0400
> From: Thomas Ladenburg <t.ladenburg at verizon.net>
> Subject: (NAME-MCE) Last chance this year to acquire innovative and
> free US materials
> To: <name-mce at nameorg.org>
> Message-ID: <C4420C3B.30AA%t.ladenburg at verizon.net>
> Content-Type: text/plain; charset=ISO-8859-1
>
>
>
> I am still offering copies of what I and many others
> consider to be
> the
> best supplementary free material available for making US
> History classes more interesting and meaningful. Do you want
> an informed discussion,
> trial,
> simulation, or only a more in-depth understanding of important
> episodes in
> your US History class ? simply email me and I'll send you two
> lists of
> free
> units and lesson-chapters ? one for average high school students, and
> the
> other accessible for all in high and many in middle school. My latest
> units
> at the more accessible level are on the Civil Rights Movement
> and the Vietnam War.
>
>
> Tom Ladenburg
> t.ladenburg at verizon.net
>
>
>
>
>
> ------------------------------
>
> _______________________________________________
> This is a mailing of the National Association for Multicultural
> Education -
> (NAME) Listserv. The materials included reflect diverse
> perspectives of
> NAME
> Listserv participants and do not necessarily reflect a
> position of the
> National
> Association for Multicultural Education. If you would like to
> subscribe
> (or
> unsubscribe) to this listserv go to
> http://mail.nameorg.org/mailman/listinfo/name-mce_nameorg.org.
> You can read all past postings in the archives at
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>
>
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>
> End of Name-mce Digest, Vol 805, Issue 2
> ****************************************
>
>
> ------------------------------
>
> Message: 2
> Date: Tue, 6 May 2008 08:25:22 -0700
> From: "Anselmo Villanueva" <anselmo.villanueva at gmail.com>
> Subject: (NAME-MCE) New Report: Asian American Students Do Not Benefit
> from NCLB
> To: name-mce at nameorg.org
> Message-ID:
> <88024d6b0805060825w681595ado1100fcbadf9ec746 at mail.gmail.com>
> Content-Type: text/plain; charset=WINDOWS-1252
>
> From: Brian Redondo [bredondo at aaldef.org]
> Sent: Monday, May 05, 2008 4:45 PM
> Subject: NEW REPORT: ASIAN AMERICAN STUDENTS DON'T BENEFIT
> FROM NO CHILD LEFT BEHIND ACT - MAJOR REFORMS NEEDED
>
> MEDIA RELEASE
>
> FOR IMMEDIATE RELEASE
>
> Monday, May 5, 2008
>
> FOR MORE INFORMATION, CONTACT:
>
> Khin Mai Aung, Staff Attorney
> 212.966.5932 x219
> kaung at aaldef.org
>
> Brian Redondo
> 212.966.5932 x210
> bredondo at aaldef.org
>
> NEW REPORT: ASIAN AMERICAN STUDENTS DON'T BENEFIT FROM
> NO CHILD LEFT BEHIND ACT--MAJOR REFORMS NEEDED
>
> New York, NY ? At the first-ever National Asian American Education
> Advocates
> Summit held at Columbia University last month, the Asian
> American Legal Defense and Education Fund (AALDEF), a 34-year
> old civil rights organization, released its new report
> detailing several provisions of
> the No
> Child Left Behind Act (NCLB) that must be overhauled in order to meet
> the
> needs of Asian American students.
>
> AALDEF's report, Left in the Margins: Asian American Students
> and the No Child Left Behind Act, demonstrates how Asian
> Americans who are English Language Learners (ELLs) are
> currently set up to fail under NCLB.
> Citing
> Census statistics and numerous examples in school districts
> around the country, AALDEF illustrates how this marginalized
> community is falling through our public education system's
> cracks. Left in the Margins puts
> a
> spotlight on particular school districts where Asian American ELL
> students
> are the most visible and also highly vulnerable due to the
> lack of appropriate services.
>
> Margaret Fung, AALDEF executive director, said: "Since the No
> Child Left Behind law was enacted, we have not seen
> significant improvements in the quality of public education.
> Instead, Asian Americans-- especially immigrant, poor and
> non-English speaking students--have been left
> behind to
> fend for themselves in securing basic educational services. "
>
> Key recommendations from AALDEF's report propose several
> major changes
> in
> NCLB:
>
> Provide targeted language services for Asian American ELLs, since
> nearly a
> quarter of all Asian American students are ELLs. Among those between
> the
> ages 5 and 17, over half of Hmong Americans, 39% of Vietnamese
> Americans,
> and 34% of Bangladeshi Americans are ELLs.
>
> Use absolute numerical thresholds and/or population ratios in
> smaller districts or counties (rather than states) to
> determine the need for
> native
> language materials. Asian American ELLs are densely populated in
> specific
> neighborhoods throughout the country. For example,
> Vietnamese-speaking
> ELLs
> in Seattle constitute 16% of all ELLs in the city, but only 4% of the
> total
> ELL population in the state of Washington . If native language
> materials
> were available only for language minority groups that made up
> at least
> 10%
> of ELLs in a state, then large numbers of Vietnamese-speaking ELLs
> would not
> benefit from native language materials.
>
> Use multiple forms of assessment to measure ELL student
> achievement and limit the use of testing-based sanctions to
> abate high dropout rates
> among
> ELL students. In New York City , the class of 2006's ELL population
> had a
> dropout rate of 30% compared to 6.9% of all students citywide.
>
> Provide states with funds to hire more ESL specialists, bilingual
> education
> specialists, and teachers bilingual in Asian languages. Although
> Vietnamese
> is the second most common native language of ELLs in
> California , there
> is
> only one bilingual teacher for every 662 Vietnamese-speaking students
> in the
> state.
>
> Provide states with more funds to translate school documents,
> hire interpreters, and conduct community education for
> immigrant families.
> Over
> 40% of Vietnamese, Korean, and Chinese households are
> linguistically isolated.
>
> Require every state to collect comprehensive student data
> that is disaggregated by ethnicity, native language,
> socioeconomic status, ELL status, and ELL program type.
> Without this information, the educational needs of individual
> groups are concealed and will remain unaddressed.
>
> Copies of Left in the Margins: Asian American Students and
> the No Child
> Left
> Behind Act are available at
> www.aaldef.org/docs/AALDEF_LeftintheMargins_NCLB.pdf.
>
> ###
>
> The Asian American Legal Defense and Education Fund (AALDEF),
> founded in 1974, is a national organization that protects and
> promotes the civil
> rights
> of Asian Americans. By combining litigation, advocacy,
> education, and organizing, AALDEF works with Asian American
> communities across the
> country
> to secure human rights for all.
>
>
> ------------------------------
>
> _______________________________________________
> This is a mailing of the National Association for Multicultural
> Education -
> (NAME) Listserv. The materials included reflect diverse
> perspectives of
> NAME
> Listserv participants and do not necessarily reflect a
> position of the
> National
> Association for Multicultural Education. If you would like to
> subscribe
> (or
> unsubscribe) to this listserv go to
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>
> End of Name-mce Digest, Vol 807, Issue 1
> ****************************************
>
>
>
>
> _______________________________________________
> This is a mailing of the National Association for Multicultural
> Education -
> (NAME) Listserv list - www.nameorg.org. The materials
> included reflect
> diverse
> perspectives of NAME Listserv participants and do not necessarily
> reflect a
> position of the National Association for Multicultural Education. If
> you would
> like to subscribe (or unsubscribe)to this listserv go to
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>
>
> Name-mce mailing list
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>
>
> _______________________________________________
> This is a mailing of the National Association for
> Multicultural Education -
> (NAME) Listserv list - www.nameorg.org. The materials
> included reflect diverse perspectives of NAME Listserv
> participants and do not necessarily reflect a position of the
> National Association for Multicultural Education. If you
> would like to subscribe (or unsubscribe)to this listserv go
> to
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