81. SIECUS: Teaching Our Teachers To Teach the vast majority require or recommend teaching about sexuality education programsare to prove effective, teachers must training in how to teach these subjects http://www.siecus.org/pubs/teach/teac0000.html

Home Search Site Navigation Contact Us ... Publications Teaching Our Teachers to Teach A SIECUS Study on Training and Preparation for HIV/AIDS Prevention and Sexuality Education (Published in the SIECUS Report, Volume 28, Number 2 - December 1995/January 1996) The teaching of comprehensive sexuality education from kindergarten through 12th grade begins with the proper training of the teachers. Too often, they do not have the skills, knowledge, or inclination to teach such courses. Few have received training in sexuality education, and even fewer have received certification as sexuality educators. Colleges and universities need to provide training in HIV/AIDS prevention and sexuality education for pre-service teachers, and must ensure that this training is comprehensive. To assess such efforts, SIECUS developed this study of undergraduate teacher preparation programs and their ability to provide sexuality education based on the six key concepts outlines in its Guidelines for Comprehensive Sexuality Education: Kindergarten - 12th Grade. These concepts are human development, relationships, personal skills, sexual behavior, sexual health, and society and culture.

82. IPFW Human Resources: Associate Faculty Opportunities experience and expertise of communication professionals to teach communication fundamentals holdthe master's degree and have evidence of effective teaching. http://www.hr.ipfw.edu/Jobs/assoc_faculty.htm

I NDIANA U NIVERSITY -P URDUE U NIVERSITY F ORT W AYNE Employment Associate (Part-Time) Faculty IPFW Human Resources Employment Job Opportunities Associate (or, part-time) faculty are very important to IPFW's mission. Associate faculty are members of the community who teach one or more classes in their area of expertise on the campus of IPFW or at one of several satellite locations. Click on one of the links below for information on teaching in one of these departments: Center for Academic Support and Advancement (CASA) Music Communication Philosophy ... History The Center for Academic Support and Advancement (CASA) periodically hires part-time faculty to teach its reading and study skills course. Applicants must have a master's degree, preferrably in education or English. Contact Gregory Anderson, 481-6817. [top of page] The Department of Communication [top of page] The Department of Computer Science regularly hires part-time faculty to teach specialized topics in Computer Science and Information Systems. Applicants must have a master's degree or a bachelor's degree and substantial professional experience. Typical courses offered by the department may be reviewed at

83. VIII lead seminars on effective teaching and serve as advisors; teaching Associateshipsprovide advanced teaching assistants opportunities to teach classes on their http://naples.cc.sunysb.edu/Pres/boyer.nsf/webform/VIII

VIII. Educate Graduate Students as Apprentice Teachers Research universities must redesign graduate education to prepare students for teaching undergraduate students as well as for other professional roles. Although graduate education is not at the center of our concern, clearly the metamorphosis of undergraduate education at research universities can not occur without suitable adjustments in the way that graduate students are prepared for their professional roles. Over the last several decades, universities have prolonged doctoral study, but they have not necessarily improved it by doing so. A graduate degree is a professional degree, intended both to furnish credentials and to prepare students for their life's work. But important aspects of their life's work have been neglected or ignored in their doctoral programs, to their detriment and that of the undergraduates they are expected to teach. More than half of all doctoral students will seek employment in colleges and universities, 54 per cent according to the National Research Council's 1995 Survey of Earned Doctorates. The percentage of Ph.D.'s who become faculty varies broadly between fields, ranging from 83 per cent of humanities majors to 22 per cent of engineering majors. Most future faculty, however, cannot realistically expect to find positions at the 3 per cent of the nation's colleges and universities that are research universities. Yet graduate education severely neglects the professional goal of the majority of students who will become college professors, that is to say, teaching.

84. Learning Disabilities OnLine: LD In-Depth: For Teachers: Teaching Strategies And behaviors, as well as designing effective interventions. Using Children's Literatureto teach Friendship Skills teaching Tolerance, Harriet Arnold, Their World http://www.ldonline.org/ld_indepth/teaching_techniques/strategies.html

For Teachers offers a collection of information for regular and special educators , and direction to an array of teaching resources. Our selections highlight newly published works from leading researchers in the field. Identification and Assessment Issues for Teachers Inclusion: Issues Teaching the Individual with ADD/ADHD Teaching with Technology ... Bibliotherapy: Fiction Books for Students with LD Teaching Strategies and Techniques The focus of these articles is on helping students with learning disabilities become more efficient and effective learners by teaching them how to learn. Several of the nation's leading researchers and educational consultants have contributed materials on current strategies proven to be effective within the context of many instructional settings. By utilizing these techniques and equipping students with a repertoire of strategies for learning, teachers can provide students with the tools for a lifetime of successful learning. RESEARCH UPDATES: Researchers and Teachers Working Together to Adapt Instruction for Diverse Learners Two Decades of Research in Learning Disabilities: Reading Comprehension, Expressive Writing, Problem Solving and Self-Concept

85. National K-12 Foreign Language Resource Center - Institutes foreign language educators in effective teaching strategies, new Web site The activityof teaching language is a Understanding how we teach, how students learn http://www.educ.iastate.edu/nflrc/inst.htm

"Decisions on participation in NFLRC institutes are made without regard for gender, age, race, ethnicity, or special needs." New! 2003 Summer Institutes 2003 Institutes, Descriptions and Applications Past Institutes 2002 Institutes, Day-by-Day photos and Descriptions 2001 Institutes, Day-by-Day photos and Descriptions Listing of Previous Institutes 2003 Institutes, Descriptions and Applications The NFLRC offers both summer institutes and workshops to prepare foreign language educators in effective teaching strategies, new technologies, and performance assessment. See 2003 summer institutes: Mentoring, Leadership and Change This new institute will bring together participants of previous NFLRC institutes who have developed expertise in a) action research, b) elementary school foreign language education, c) technology, and/or d) thematic planning to synthesize their knowledge and skills in all four topic areas, to expand their perspectives on initiating and sustaining change, and to acquire research-based techniques for creating effective change through mentoring and leadership. 2002 Institutes, Day-by-Day photos and Descriptions

86. Open Faculty Positions - College Of Arts & Sciences Ability to teach American political institutions, public an interest in teaching ina Responsibilities include effective teaching, scholarly activity, advising http://www.gcsu.edu/facultyjobs/fla/gov.html

COMPARATIVE POLITICS AMERICAN POLITICS COMPARATIVE POLITICS The Department of Government and Sociology invites applications for a tenure-track assistant professor position in comparative politics beginning August, 2003. A Ph.D. in political science or a related field is required at the time of appointment. An ability to teach comparative politics with a Latin American specialization is required, but other exact areas of specialization are open. Ability to teach American political institutions, public law, and/or analytical techniques and methodology will strengthen an application, as will teaching fields that complement the current department faculty. The successful candidate must have an interest in teaching in a liberal arts setting. Responsibilities include effective teaching, scholarly activity, advising, and service, all required for tenure. The normal teaching load is 12 hours per semester. The Department offers a NASPAA accredited MPA and a master’s in public affairs that this position supports. In addition, the Department offers undergraduate majors in political science, criminal justice, and sociology.

87. Helping Teachers Teach student learning through the effective teaching of writing provides opportunitiesfor both teaching professionals and and single subject credentials to teach. http://ucsdnews.ucsd.edu/ucsdandyou/outhelpteachers.htm

2000 Summer Clinical Institute The Pacific Southwest Addiction Technology Transfer Center, based in the UCSD School of Medicine, Department of Psychiatry, annually convenes a Summer Clinical Institute to enhance the knowledge, skills, and attitudes of those offering treatment and recovery services; performing health, correctional, and social services; and for patients troubled by alcohol and other drug use. Director: David Deitch Contact: Kathie Gorham Email: kgorham@ucsd.edu Phone: AETC develops, coordinates and provides HIV/AIDS clinical training and continuing education for community-based clinicians in San Diego County, Imperial County, and Tijuana. The federally-funded program includes weekly HIV conferences, consultation services, off-site clinics at Donovan State Prison and Bailey County Jail, and participation in binational border health education and with the San Diego County Ryan White Planning Council. The AETC staff is available to assist with planning and coordination of small and large HIV-related conferences. Director: Heather Baldwin Email: hbaldwin@ucsd.edu

88. Taking Time Out English Language to Adults (CELTA) you can teach children with it for those withlittle or no experience in teaching, but who Planning for effective teaching. http://www.careers.ed.ac.uk/STUDENTS/Something_different/timeout.HTM

home students alternatives time out taking time out Many students and graduates consider the prospect of taking time out, before, during or after time at university. The benefits of taking time out are many, but two stand out: It is probably easier to take off for a long period of time now rather than later in your career when you may have financial and other commitments; Many employers will regard this experience favourably (providing you can prove how you have gained some good experience and developed skills useful to a work environment). What can you gain from taking time out? An insight into different careers, helping you decide on your own career path; Work-related skills such as team working, communications, decision-making; A chance do something different, to live abroad, give something back and the opportunity to earn some extra money. What sort of things can you do? The list is endless, from taking part in a Tiger Census in India to working on Wall Street with a major investment bank. But remember it is worth thinking about what you want to do with your career when you come back. If you can plan something related to this you can really show that your time out was useful and improve your employment prospects. Here are a couple of ideas to get you started: Teaching English abroad Expeditions Teaching English abroad For many people the idea of teaching abroad is very attractive. The chance to travel, see new places, try new things and get paid is appealing. For most people, gaining an English teaching qualification is the best starting place. TEFL (Teaching English as a Foreign Language) certificates are the most common and widely recognised. The courses available are both full and part-time, with full-time courses lasting between 4-6 weeks. Costs vary depending on the institution, but expect to pay around £600-1100. Once armed with a TEFL qualification you can then apply to language schools around the world.

89. BEATING THE NUMBERS GAME 1997 ASEE Annual Conference, Milwaukee, WI, June 1997. BEATING THE NUMBERS GAME effective teaching IN LARGE CLASSES Richard M. Felder Department of Chemical Engineering North Carolina State University When we find ourselves teaching a mob, it's easy make large classes almost as effective as their smaller counterparts. http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Largeclasses.htm

1997 ASEE Annual Conference, Milwaukee, WI, June 1997. BEATING THE NUMBERS GAME: EFFECTIVE TEACHING IN LARGE CLASSES Richard M. Felder Department of Chemical Engineering North Carolina State University Phil Wankat wrote somewhereand I agreethat anything you can do in a large class you can do better in a small one. When we find ourselves teaching a mob, it's easy to throw up our hands, conclude that there's no chance of getting any responsiveness out of 150 or 300 students in an auditorium, and spend 45 hours showing transparencies to the listless 60% who bother to show up from day to day. We can generate some interest by bringing demonstrations to class, but there are only so many hydrogen balloons we can explode and even they lose their impact after a while. Fortunately, there are ways to make large classes almost as effective as their smaller counterparts. Without turning yourself inside out, you can get students actively involved, help them develop a sense of community, and give frequent homework assignments without killing yourself (or your teaching assistants) with impossible grading loads. Following are some ideas for doing all that. In-Class Exercises Lectures as a rule have little educational value. People learn by doing, not by watching and listening. If you're teaching a small class and you're good, you may be able to prod many of your students into activityget them asking and answering questions, discussing issues, challenging conclusions, laughing at your jokes, whatever. No matter how good you are, though, you probably won't be able to persuade most students to open their mouths in front of 120 classmatesit feels too risky for them. If you hope to move away from the wax museum-like aspect of most large lectures, you'll have to try a different approach.

90. CTE Teaching Tips: Teaching Roles: Effective Teaching Skills Advancing the knowledge and practice of our profession”. teaching RolesEffective teaching Skills. Return to teaching Tips. General Principles. http://www.ku.edu/~cte/resources/teachingtips/skills.html

University of Kansas Center for Teaching Excellence Teaching Roles: Effective Teaching Skills Return to Teaching Tips General Principles Effective teachers interact with students in a skillful manner. They are generally able to: Establish a rapport with the class. Most students learn better when they are relaxed, confident and not feeling threatened. A comfortable atmosphere makes learning more enjoyable and encourages individuality and creativity. Nurture this atmosphere by remaining approachable, keeping our office hours, and encouraging students to visit during that time. An important thing to remember is that as an instructor our response and comments carry great weight. When a student asks a question, respond with respect. We need not spend five minutes answering an irrelevant question, but we can still be courteous by offering to discuss the matter with the student after class. Be open to student questions. Students appreciate it when we are open to questions and willing to answer questions. It is important, then, to encourage students to ask questions and help them to learn to frame questions that get the kinds of information they need in order to learn. If we watch our students instead of the chalkboard or our notes, we can often encourage questions simply by pausing whenever they appear confused and even by saying, "I see you have some questions, what are they?" Enthusiasm Enthusiasm comes with confidence, excitement about the subject, and pleasure in teaching. When students suggest that an instructor is enthusiastic, they often mean that "the teacher liked the subject and has a way of making us like it." Enthusiasm is conveyed in a variety of ways, including facial expressions and smiles, attentiveness to students, movement away from the podium or chalkboard, and eye contact which is long enough to observe students' expressions. It involves vocal inflections to emphasize and de-emphasize material, humor appropriate to the subject, a willingness to listen to students and to express interest in their contributions and a genuine concern for their learning.

91. How To Play Better Basketball Coach's Survival Kit IMAGINE ALL YOUR COACHES teaching THE SAME WAY. play better because each coach teachesthe same Basketball skills, knows the drills used to teach these skills http://www.howtoplay.com/basketball/survival_kit.html

Basketball Coach's Survival Kit You really can give the players professional coaching. We'll show you exactly how... ...with HowToPlay.com's "Basketball Coach's Survival Kit". The entire team hears the same baseball skills taught the same way from all the coaches! Link To "How To Play Better Basketball" National Association of Basketball Coaches ATHLETIC LEAGUE DISCOUNT PROGRAM The "How To Play Better Basketball" Recommended Reading List in association with Amazon.com "HowToPlay.com" - The Internet's Premier Site for Sport's Skills The "HowToPlay.com" prescription for sport's success... supply an athlete with a dream and the drive to achieve this dream. "HowToPlay.com" offers the proven skills professional coaches use to bring out exceptional performances from their players... and here's proof! Other 'HowToPlay.com' Sports Links Complete How To Play Site Map How To Play Better Baseball How To Practice Better Baseball How To Play Better Basketball How To Play Better Football How To Practice Better Football How To Coach (Any Sport) Better How To Play Better Softball How To Practice Better Softball How To Play Better Soccer How To Practice Better Soccer How To Play Sports' Links About How To Play How To Play Order Page Bookmark "How to Play" to your Favorites!

92. The Penn State Teacher II Those who teach at Penn State can use the online order form Matching Methods to Objectivesteaching with the Lecture Method effective ExplanationsJohn P http://www.psu.edu/celt/PST/pst.shtml

93. Pet First Aid, Effective Teaching, Effective Communication, First Aid And CPR Ti Tips for effective teaching. Have you got paradigm paralysis? Do youteach the same way all the time? Do you feel you are on auto pilot? http://www.oesl.com/tips.html

Visit our web site every month for new tips! Tips for January / February 2003 Tips for First Aid/CPR Tips for Pet First Aid Tips for Effective Communication Tips for Effective Teaching ... Archive of Tips Tips for First Aid/CPR A New Year and the time to make resolutions. Have you made any this year and are you still keeping them, or are they already broken? Perhaps it is because you were unrealistic about the number of resolutions you made or the magnitude of the resolution. Very often in life we make unrealistic goals and then, when we do not achieve them we become stressed, and that stress can affect our health in a detrimental way. Whether it is a New Year's Resolution or a "to do" list, be realistic. Do things in bite sized pieces to ensure that you do achieve your goals and feel fulfilled rather than stressed! Tips for Pet First Aid Do you have lots of recent photographs of your pet? Are they easily identified through tags, tattoos and chips? We always hope we will never lose a pet, but if your pet went missing are they easily traced and would you be able to distribute a clear photograph of them to help people recognize the missing member of your family. Tips for Effective Communication Do you have an elderly relative or friend who is finding it harder to move around, or finding it hard to follow conversations because their hearing is not quite as sharp as it used to be? Perhaps the next time you are at a family gathering, take time to sit beside that person and have a "one on one" conversation. When people are having hearing difficulties, it is often hard to follow all the conversations going on at once, or to hear a conversation when there is a lot of background noise. Take time to focus on that one person and both of you can have an enjoyable time chatting.

94. ED380847 1995-00-00 How Effective Communication Can Enhance Teaching At The Coll what to teach and how best to teach it. enter graduate school with no teachingexperience, and environment may help in designing effective training programs http://www.ericfacility.net/databases/ERIC_Digests/ed380847.html

ERIC Identifier: Publication Date: Author: Sensenbaugh, Roger Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN. How Effective Communication Can Enhance Teaching at the College Level. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC This Digest focuses on verbal and nonverbal communication behaviors in the college classroom. The Digest reviews research on the kinds of behaviors instructors (many of whom are graduate teaching assistants) exhibit, and students' reactions to and attitudes about those behaviors. BACKGROUND For better or worse, in most large colleges and universities graduate teaching assistants (GTAs) teach many of the introductory courses in a wide variety of academic disciplines. Administrators of academic departments which hire the GTAs often assume that the GTAs know both "what" to teach and "how" best to teach it. Most GTAs, however, enter graduate school with no teaching experience, and in many universities, they receive only the most cursory teacher training. Investigating how these instructors communicate with students and what students need and expect from the classroom communication environment may help in designing effective training programs and make GTAs and students more aware of the importance of classroom communication behaviors.

95. CREDE - Standards For Effective Teaching: Evidence Of Effectiveness villages or ghettos, in which schools of the common tradition were failing to teachlocal populations Pedagogy matters Standards for effective teaching practice http://www.crede.ucsc.edu/standards/effectiveness.shtml

Proofs and Evidence: Effectiveness of the Five Standards for Effective Pedegogy EFFECTIVE TEACHING Document Series: Roland G. Tharp January, 1999 However, establishing direct proofs and evidence of the effectiveness of the Five Standards, taken in whole or in part, is a somewhat different enterprise that requires examining the field from a different angle. The purpose of this brief report is to assemble the various proofs and evidence, including both existence proof and evidence of effectiveness. Existence Proof Proof of Effectiveness The record for effectiveness comes from classrooms of several types. Some are largely unsupported efforts by individual teachers. Many more are from systematic programs of three general types. The first are hand-crafted small programs, often designed by educator/researcher teams, many in out-of-the-way villages or ghettos, in which schools of the common tradition were failing to teach local populations. Second, there are several long-term programs with systematic evaluation data, tending to focus on various combinations of the Five Standards, but not emphasizing them all. The third type includes the full Five Standard implementation, with evaluation/experimentation data of various depths. 1) Fine examples of individually created classrooms have been published, in Alaska by Lipka (1990), and in Florida by Lee and Fradd (1996a, 1996b), using substantial portions of the Five Standards. Classrooms with these standards foster higher student performance, compared to those without (Estrada, 1997).

96. Teaching Positions In Private Schools Private schools are wonderful places in which to teach. make them some of the mosteffective schools in the doing what they are supposed to be doing teaching. http://www.capenet.org/teach.html

Henry Adams once said, "A teacher affects eternity." Teachers in private schools profoundly appreciate the eternal dimensions of their work, for they nourish not only the minds but also the hearts and souls of their students. Serving in schools that emphasize a child's complete development, private school teachers have the privileged opportunity to transmit the core academic skills as well as the lessons that count most in life: lessons about spirituality, love, values, the wonder of creation, the purpose of existence. Can any work be more important? Indeed, the work of the private school teacher is of such significance, it is often regarded as a ministry and a calling, rather than just a job. Patty Quinn, a teacher at a private school in Maryland, described it this way: "I look at this job as a vocation, not as a career. I really think that the work that I'm doing has eternal consequences." ( Education Week , March 29, 2000) Private schools are wonderful places in which to teach. They offer caring, orderly, safe, and nurturing environments; they emphasize the education of the whole child; they insist on academic excellence; and they treat teachers as professionals, giving them considerable autonomy and independence in matters of instruction. The disciplined environment, rigorous curriculum, caring communities, and high expectations private schools provide make them some of the most effective schools in the country. Teachers in private schools can spend their time doing what they are supposed to be doing: teaching.

97. Heinemann: Workshops Barry Lane, Revision How to teach It, Learn 2003, Sharon Taberski, Systematic teachingConnecting the Balanced Literacy Program for effective Instruction, Grade http://www.heinemann.com/workshops.asp

Welcome to Heinemann Search Advanced Search Browse New Titles Firsthand Reading Writing ... View All Topics >> Professional Development Planning Services Heinemann Workshops Heinemann Speakers HeinemannU ... Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... EMAIL this page to a friend To make the most of your limited inservice time, spend a day with Heinemann Workshops. Engage in professional dialog with Heinemann's celebrated authors and colleagues to get answers to your most urgent teaching questions. Also, get CEU credit and a comprehensive resource packet designed to help you implement strategies from the workshop. Summer Institutes Learn more about each of the summer institutes. Download the brochure. (Adobe Acrobabt Reader required) 2003 Walloon Institute (You may also learn more and register online by visiting www.walloon.com Two-day Summer Institute presented by Sharon Taberski Four-day Summer Institute presented by Kylene Beers Two 3-day Summer Institutes with Irene C. Fountas

98. Teachers.Net - TEACHER CHAT - Teachers.Net Chat Center Provide 24 Hour Discussio Caplbo. teach English in China, 3/09/03, by Ryn ShaneArmstrong. MessageEFFECTIVE teaching Gazette columns by Harry Rosemary Wong http://teachers.net/chat/

Meetings Today 11 a.m.E Retired Teachers' Chat. THEN at 9pmE Substitute Teachers' Chat. (11am,9pm ET Mtg Rm Tell Congress to Keep Kids Learning Chat Resources Chatboard ... United Kingdom State T-NETs Select State AL Teachers AK Teachers AZ Teachers AR Teachers CA Teachers CO Teachers CT Teachers DE Teachers FL Teachers GA Teachers HI Teachers ID Teachers IL Teachers IN Teachers IA Teachers KS Teachers KY Teachers LA Teachers ME Teachers MD Teachers MA Teachers MI Teachers MN Teachers MS Teachers MO Teachers MT Teachers NE Teachers NV Teachers NH Teachers NJ Teachers NM Teachers NY Teachers NC Teachers ND Teachers OH Teachers OK Teachers OR Teachers PA Teachers RI Teachers SC Teachers SD Teachers TN Teachers TX Teachers UT Teachers VT Teachers VA Teachers DC Teachers WA Teachers WV Teachers WI Teachers WY Teachers Teachers.Net Gazette: April, 2003 FEATURING... We're Still Leaving the Teachers Behind by The Effective Substitute Teacher by 10 Ways to Actively Involve Every Reader by Approaches of Outstanding Teachers by Dr. Marvin Marshall Bureaucrat's Field of Dreams: If You Test Them They Will Learn - A Rousing, Rip-Roaring,Raving Rant by Bill Page Eat More Spinach by Goose FREE Printables - And Much More!!!

99. AERA News: Januray 21, 2002 by the most skilled practitioners as principles for effective teaching and examples Strategiesteach strategies for thinking and doing, overtly teaching the http://www.aera.net/communications/news/020121.htm

AERA NEWS American Educational Research Association www.aera.net 1230 Seventeenth St. NW, Washington DC 20036 For Immediate Release Outstanding Teacher Skills Align with Achievement by Secondary Students in English Classes WASHINGTON, January 21, 2002Student achievement in reading, writing and English is higher among middle and high school students in response to skills their teachers possess. Researcher Judith Langer of the University at Albany, State University of New York and her team compare student performance in 25 schools, some of which demonstrated higher literacy achievement levels than their demographically comparable counterparts. Increased performance, Langer notes, is measured by students' engagement in thoughtful reading, writing and discussion, use of knowledge and skills in new situations, and performance on reading and writing assessment, including high-stakes testing. This study of English instruction examines both higher performing and more typical schools and appears in the winter issue of the American Educational Research Journal , published by the American Educational Research Association. Researchers examined underlying principles, beliefs, and approaches in individual classrooms instead of focusing on basic content and form of instruction.

100. Intel Innovation In Education workshop Intel has a new free professional development offering designed for teachersand education leaders responsible for improving the effective use of http://www.intel.com/education/

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-100 of 101    Back | 1  | 2  | 3  | 4  | 5  | 6  | Next 20