Tag: guides (Page 1 of 4)

Resources for Educational Storytelling

In my quest to equip an army of educational storytellers, I have come across some other revolutionaries and sources or great help. I wanted to share a few of my favorites.



Query Letter Tips

I have been sending out query letters like a crazy person lately. Let me tell you, writing a novel is hard, but nothing compared to cramming a year of your life into a four-paragraph sales pitch. Nicole Wilson was a lifeline for me. She reviews the most important query letter tips.

In the process of getting Deception ready for agents, I’ve done quite a bit of research on query letters. As there’s no sense in keeping all this information floating around my head to myself, here are some tips I’ve learned along the way. (I’m leaving out some of the standard ones like include word count and genre because I’ve mentioned them in my annotated query example below):

  • DO customize your query for each agent. Put their name at the top (make sure it’s spelled correctly), and always include something that indicates you at least read their website (maybe a recent book they’ve represented, another author, etc.).
  • DO read their website for submission guidelines. Every agent has different guidelines. While this may seem like a hassle, they’re looking to see who is professional enough to research. They’re looking for business partners (as writing is a business). And they get an average of 100 query letters A DAY, so they need something to thin the pile.
  • DON’T expect feedback from them. Their job is not to provide you feedback. It’s to tell you if they are able to sell the book or not.
  • (This is my own personal advice) DON’T include words like “and then this happens” or “and another character enters” while telling your story. You want to engross your agent in your query letter. Make them feel like they’re reading a book and want to read more after they’ve finished your letter. Don’t remind them they’re at work, sifting through email. We all know how lame that feeling can be. :)
  • DON’T use a query blaster or CC/BCC a bunch of agents on the same email. This tacks onto my first “do.” You must customize for each agent. Also, several of them have said that nothing gets a query deleted unread faster than that (because they can tell).
  • DON’T try to be fancy or gimmicky. Like I said before, they’re looking for professionals, and your query letter is a business letter. This is not the time for pink or scented paper or gifts that represent the book. Send them what they want and nothing more.

Read the rest (there’s a lot more)…


Nicole Wilson spends her days planning for disasters and her nights writing about them. She lives in a small apartment with her husband and two cats, all who contribute to her writing endeavors. Nicole has written many books and short stories and is at work on more. Three of the short stories have been published online, which you can find on her website at www.nicolewilsonauthor.com.


Narrative Identity and Anime: A Brief Intro to Anime

This is part of a series that draws on ethnographic fieldwork with anime fans. The series creates a framework for exploring the relationship between narrative, performance, and identity. I explore a theory of narrative identity in which individuals incorporate elements from stories into their lives. I document how anime fans use anime-specific narrative resources such as archetypes, icons, and language to shape their personal identity narratives and perform those identities to both anime fans and non-anime fans.

Check out the rest of the series.

“Anime” literally means animation from Japan. In popular circles, however, and especially among fans, anime is characterized by a specific visual style. Merriam-Webster defines anime as “a style of animation originating in Japan that is characterized by stark colorful graphics depicting vibrant characters in action-filled plots often with fantastic or futuristic themes”(2005). While it is true that anime is as varied as any art form, anime fans, critics and the general population identifies anime with some common visual tropes such as large eyes with richly colored corneas, multi-colored hair, stark animation, exaggerated style, and dramatic camera angles.

Frequently, visual cues take root in Japanese comics, Manga. Often, manga series will spawn anime spinoffs or remakes. Many of the terms used to describe anime also have their roots in manga such as sojo (anime or manga for girls), shonen (anime or manga for boys up to 18), seinen (anime or manga for young adults), and seijin or hentai (anime or manga with adult, often graphic themes). Certain reoccurring anime themes also owe their existence to manga. The “giant robot” genre, “real robot”, and retelling of Japanese folklore were all made popular by the “god of manga,” Osamu Tezuka. Manga series are also known for their very long runs and extensively complex storylines. This has been adapted to anime in series like Gundam and Pokémon with universes more complex than almost anything found in Western literature.

Anime fandom became more prominent in Japan during the 1970s. The Japanese film market began to shrink because of television competition, which led to experimentation and the adaptation of manga styles. This created many of the current features of anime and gave rise to a couple key genres such as Mech and Space Operas. A subculture in Japan formed around magazines. This group called was called otaku which generally means someone obsessed with something, usually games, anime or manga.

Astro Boy (1963) was the first television-produced anime series, and the first anime to be widely distributed overseas (Clements 2006). Through the 1970s and 1980s the worldwide export of anime grew beginning what has been called the “golden age of anime” and the “second golden age” of Japanese cinema (Kehr 2002).

In America, anime fandom began growing 1980s, taking cues from the otaku of Japan. These small groups would gather to watch pirated episodes on VHS tapes. The imports of anime and manga were difficult because of price and translation issues. After the computer revolution in the 1990s, an undercurrent of anime culture began to grow in the United States, fueled by increasing interest in goods from Japan. The internet opened the door for anime fans to connect with other fans and share their media.

At the same time, main-stream television began replaying dubbed anime such as Gundam, Pokémon and Sailor Moon. Several networks reformatted their late-night programming around anime. Soon after, anime began to hit the mainstream market as “Japanimation,” graphic novels started to climb in the bookseller charts, many stores adding a dedicated manga section by the early 2000s.

By 2010, anime style had taken a powerful place in influencing popular culture. Many American films and television shows borrow hallmark anime style techniques, clothing and fashion has assimilated an anime look, and graphic novels in manga form have become bestsellers for children”™s and young adult fiction.

Even with this growing popularity, the kind of fanatical devotion many “true” anime fans exhibit has not been adopted by the mainstream. This will be discussed in detail later. Therefore, many anime fans sit just outside the cultural norm here in the United States. Many consider themselves a counterculture or a subculture, holding meetings to watch and discuss anime, dressing in anime character costumes, and interacting intensely with other fans through the World Wide Web.

The 2000s also gave rise to satires and non-Japanese competition (such as Transformers Galaxy Force and Avatar: The Last Airbender) that borrow anime aesthetics which become popular, showing the wide acknowledgement of anime. Anime has become such an important aspect of Japan”™s financial health that, in 2008, the Japanese government created the position of Anime Ambassador and appointed Doraemon as the first Anime Ambassador to promote anime worldwide in diplomacy (Doraemon Swon in as Anime Ambassador 2008).

In the next post, I will introduce Fan Studies and Anime Studies before we dive into our analytical framework for narrative identity.

What’s In a Title?

We all know you shouldn’t judge a book by its cover, but we all do. Just as important as the cover is the title. This is something thriller writers seem to have a real knack for, so here is an article from thriller author Nicole Wilson about the elements of a great fiction title.


In the process of writing my first serious novel, I ran into a bit of a snag: I didn’t know what to call it! I had the plot down, the characters drawn out, even a possible series developing from it, but I couldn’t figure out what to title the darn thing.

To me, titles are important. The old adage “Don’t judge a book by its cover” just doesn’t work for me. There are too many good books out there to read that I have to have some way to filter them. So a good title and cover design are really important. Besides, titles are generally the first thing a reader will see of a book, so it should help snatch a reader in.

Because I had this issue, I decided to do some research. And you know what I found? I was right! Titles are ever important. That being said, let me share a few of the tips I discovered:

  1. Identify the genre of your book and research books similar to yours. If you write thrillers, search Amazon.com or Goodreads.com for best-selling thriller titles. If you write literary fiction, do the same. Look for trends in those titles, and apply it to your book’s title.

  2. Use the theme or motif of your novel. If a certain piece of dialogue or story creeps up constantly throughout your book, consider that. Or if you have a theme that runs underneath the novel, use it as the title or at least as a base word to develop a title from.

Read the rest…


Nicole Wilson spends her days planning for disasters and her nights writing about them. She lives in a small apartment with her husband and two cats, all who contribute to her writing endeavors. Nicole has written many books and short stories and is at work on more. Three of the short stories have been published online, which you can find on her website at www.nicolewilsonauthor.com

(Five) Tips from a Designer, continued

In the last article, Reema Yeager brought us very practical tips to enhance our design. Now, she picks up where she left off.

Color or Colour

Color is very subjective, but there are general human psychologies that nearly all of us react to. Learn what colours mean, color psychology seems trivial but can have a huge impact on your project. For example: green – depending on the exact shade – can mean money or nature; blue – depending on the specific hue – can mean warm and inviting or cold and distant; yellow is a strong color that people either love or hate, period, it can also make babies cry more and elderly – especially in hospice care – shake more.

Combinations of colors can be pleasing or unsettling. Monochromatic colors (eg shades of grey to black) can be pleasant but boring, they need an accent color or two to bring life to them and draw attention to important items. Complimentary colors are complete opposites on the color wheel (eg orange and purple), they can be vibrant and contrasting when paired together, but they fight for dominance. Analogous colors are colours that are next to each other on the color wheel (eg green, blue and purple), these are often found in nature and are pleasing to the eye, but they recede and it becomes hard to tell what is important. Stay with a simple pallet and follow #1


To bring all the above points together, find or create a theme that your work revolves around. Make that theme narrow, but not too tight (eg water vs river; horror vs supernatural fiction). Too vague and you don’t know what to focus on, too tight and you won’t have enough inspiration material (eg mental disorders vs OCD handwashing due to fear of germs; high-end sports cars vs Lamborghini Diablo). Why do you need themes? It helps you pull inspiration to create your color scheme, find a balance, know what to focus on, and stay consistent.

Putting it all into perspective

I’ve recently worked on a new showroom design for a client, as well as their new website, marketing materials and presentation standards. In other words, their branding. While they had a logo, colors (royal blue and intense orange) and fonts picked out, they didn’t have consistency. Their former space and branding was alright, but it didn’t follow the above principles. The sales team had to explain to their clients what their mission and goals were, it was not self-evident. In the initial stages of design I researched their culture, clients and business model, called The Canoe Theory. I gathered inspirational pictures and reference materials to create a theme: canoeing down a river. For each of the above principles I asked myself, what would I see canoeing down a river and how does this translate into the design? I was able to create a simple color pallet for the showroom: blue and orange shades that subtly transition from before sunrise (cool, dark and intense) to mid-day (warm, bright and light) from the front to back of the showroom.

I could understand what balance I needed to strike, there’s some angularity and rigidity in the canoe, but then there’s fluid natural forms in the foliage and water, so the design is angular but juxtaposed with rounded, soft edges. Because of this theme, I could focus on simplicity, if it doesn’t fit, it doesn’t belong (on the existing presentations there was a lot of information that was not necessary, and so they were streamlined to show only pertinent information that fit with the whole brand). And, finally, I had all of these things guiding me so I could create consistency (eg all the artwork, abstract or otherwise, is centered on that feeling of nature you might experience while canoeing). This has become their brand. The story they were telling is now intuitive to client’s who’ve never heard of them, clients “get it” without being told. Now the story they tell their clients enhances their design, not the other way around. From digital to physical, the same principles apply no matter what you’re creating.

This post is by Reema F. Yeager, a designer, storyteller, artist, and good friend.

(Five) Tips from a Visual Designer

You’re probably wondering, or guessing, what a visual designer really is. “Designer” is a description that applies to so many professions and niches that it’s hard to know what it really means even if you are one. What I mean, is someone who visualizes everything and uses design principles to bring that concept from idea to reality. That’s who I am.

Tips to keep in mind when you are creating your next project:

  1. Consistency
  2. Less is More
  3. Balance
  4. Color
  5. Themes


Whatever you do, work on or create, keep it consistent! Keep consistent formatting, consistent colors/fonts/sizes/visuals, consistent layouts and styles, etc… Decide what you like or want or need for your project and keep repeating that over and over, everywhere. More than 3 fonts, more than a few layout styles, more than a few colors, basically too much going, on starts to look like a hodge-podge (technical term, lol).

Less is More

This started with the Bauhaus movement and became the foundation of minimalist design. Look at any high-end brands now-a-days, and you’ll notice a recurring theme: Minimalist. Less is more because the viewer knows what to focus on. It also makes the designer acutely aware of what’s really important. Ask yourself, what content, features, and extras can you cut out and still keep the integrity and intent clear to the viewer or user? Can you use images instead of words to get your meaning across? Are you using the right medium to get your ideas across in a simpler, more impactful way? Don’t be afraid of blank (negative) spaces, these are equally important. This leads into the next tip


There’s a balance of content vs negative space; large vs small; dark vs light; organic or fluid vs rigid or angular. This also includes too much vs too little; too big vs too small; too colorful vs too bland, and yes, there is such a thing as too minimal. There’s symmetrical and asymmetrical balance. Asymmetrical is still balanced. You might have lots of little items on the left that is balanced by one large item on the right. Asymmetrical can also have a grid or pattern that bounds items together. Our subconscious notices imbalances even if our conscious mind doesn’t, and we instantly feel uneasy and don’t know why. Balance allows people to focus on what’s important, not why we dislike what we are seeing. You need to find a balance so your content/idea/product shines.

This post was by Reema F. Yeager, a designer, artist, storyteller, and good friend of mine.

Narrative Identity and Anime: Fan Studies

This is part of a series that draws on ethnographic fieldwork with anime fans. The series creates a framework for exploring the relationship between narrative, performance, and identity. I explore a theory of narrative identity in which individuals incorporate elements from stories into their lives. I document how anime fans use anime-specific narrative resources such as archetypes, icons, and language to shape their personal identity narratives and perform those identities to both anime fans and non-anime fans.

Check out the rest of the series.

Why Study Fans?

“Most people are fans of something,” says Jonathan Gray in the introduction to Fandom: Identities and Communities in a Mediated World; from Potterheads, to Trekkies to Country Music Fans and Football Fanatics. “Fandom is beautiful, and [has become] an ever more common mode of cultural consumption.” (2007:1,7) Where fans were once seen as “odd”  or “absurd” in their dedication to a single show or pastime, this fervor has become increasingly accepted and even promoted by enterprise. No longer is a fan someone who has “lost touch with reality,” but simply someone who “really loves that show” in the words of David, an anime fan in his mid-fifties.

Moreover, fandom has become a means of identification, especially for those who may feel marginalized by mainstream society. As the world shrinks through globalization, individuals find themselves with a growing array of identities to choose from. No longer are we simply defined by kinship group, religion, or occupation. We can now identify with social movements (women, gay men, lesbians, ethnic groups, disabled persons, etc.), social circles (networks through online socialization like Facebook), or common interest groups such as motorcyclists, extreme sports, scrap bookers or anime fans (Linger 2005:23).

So, again, why study fans? Why specifically study anime fans?

One answer is simple from an anthropological perspective: anime fandom exists and is important to people. These fans create a culture around anime; a culture with its own rules, taboos, taxonomies, initiations, and language. A second answer is that anime is a fascinating media exchange. The very word anime has crossed from Latin to Anglo-Saxon to Modern English to Japanese and then back to Standard American English (Drout 2010). Anime as an art form is a Japanese interpretation of an originally Western art form: animation. Anime is imported to the States, where it is picked up by individuals, for the most part, with no Asian identity. Few better examples of globalization and transcultural media exchange exist.

Building on the assertions from Linde, Wertsch, and Hyden and leaning on Irving Goffman’s theories of symbolic interactionism (Goffman 2002), we can craft a theory of narrative identity in which individuals incorporate elements from narratives (fictionalized, social, and others) into their personal identity narrative. The individuals then project this identity narrative by way of a performative identity. By using anime fans as an illustration, we can investigate this phenomenon in a specific, real-world context.

All these definitions will be detailed in Chapter Two, but they suffice now to form a central question: How do anime fans use anime to perform their personal identity narratives? Even anthropologists and scholars not interested in anime could find the finding here applicable to other settings. Researchers of narrative studies, media studies, fan studies, identity studies, and cultural exchange may be interested in various elements of the ethnographic findings.

Fan Studies

Francis Hsu (1963) posited that, in societies where clans and castes have become de-emphasized, people seek social identification through a system of clubs. The clubs are groups that become”imagined communities with false borders”(Anderson 2006), and play an integral role in constructing and disseminating cultural norms. Clubs do this chiefly by offering social resources that create “communities of practice” in which individuals use common social-symbolic tools to construct and perform their identities.

So, in our case, anime fandom is a community of practice that provides narrative resources, allows fans a place to test-drive these identities, and provides contexts into the redefinition and projection of personal identity narratives

As we are using anime fans as our example, it is important to discuss the history and important literature of both fan studies and anime studies. Fan studies is not a new field, as fans have always existed. In the early 1980s, scholars became interested in fandom through Michel de Certeau’s discussion of the powerful, the powerless, and media consumption (1988).

Fandom is a common feature of popular culture in industrial societies. It selects from the repertoire of mass-produced and mass-distributed entertainment certain performers, narratives or genres and then takes them into the culture of a self-selected fraction of the people. They are then reworked into an intensely pleasurable, intensely signifying popular culture that is both similar to, yet significantly different from, the culture of more “normal” popular audiences. (Fiske 1992:36)

This first wave of scholarship saw fans as cast aside from the mainstream and looked down upon because of their devotion. It focused on the artifacts of extreme fandom such as conventions and gaming circles. Fandom was to be seen as a beautiful form of otherness and the study fans was dedicated to championing those disadvantaged within society. (Gray, Sandvoss, and Harrington 2007; Tulloch and Jenkins 1995).

This sort of binary did not do justice to those who loved a show and watched it religiously, but did not engage in any other forms of fan expression like fanfiction (fan-created texts based on more popular texts) and cosplay (costume-play). Meanwhile, the cultural status of fan changed, becoming more accepted and even promoted by corporate America, which wanted a dedicated consumer. This led to a focus on fan texts and a more literary investigation of fandom. The third wave of fandom strives to look at fandom as a more holistic and integrated aspect of life:

Here fandom is no longer only an object of study in and for itself. Instead, through the investigation of fandom as part of the fabric of our everyday lives, [this wave] aims to capture fundamental insights into modern life (Gray, Sandvoss, and Harrington 2007).

Contemporary fan studies has moved in many directions, mostly following fandom as it expanded to computer mediated, virtual spaces. As the field of interest matured, it became intertwined with a number of disciplines. Literary scholars still study fan produced texts, questions of canon, and textual evolution (Black 2006; Bronwen 2011; Kap 2006; Black 2007; Oviedo 2007). Many sociologists and psychologists investigate fandom in terms of intertextual conglomerations from multiple sources (Henry Jenkins 2007; Gray, Sandvoss, and Harrington 2007; Alters 2007). Fandom has even been looked at as therapeutic (Ashby 2010; Harris and Alexander 1998). Of course, business and marketing has a keen interest in fandom as consumption (Fiske 1992; Elliott and Wattanasuwan 1998).

While anthropologists have been slow to do ethnographic fieldwork in fandom, a number of researchers are looking at fandom on anthropological ways, specifically in fan interaction. Longhurst (2007:137) “seek[s] to connect contemporary cultural theory to the mundane practices of everyday life, and concludes that there is evidence for the analytic power of the simple, mass, diffused characterizations, among the audience continuum.” Roberta Pearson looks at self-identification in fandom, classifications, taxonomies, and stigma attached to certain types of fans (2007)

Studies in anime texts are proliferous. Not only are there textual studies on the anime itself (Newitz 1995; Drazen 2003) and media studies on theme and craft (Kono 2011; Gustines 2007), but many scholars have looked at anime fandom in particular. Madeline Ashby’s (2010) cyborg theory to explore a fan’s online identity in contrast to the fan’s offline identity. Others look at how different regions produce different fandom experiences and attitudes about fans (Frasier 2007; Manion 2005).

It is also important at this point to clarify the notion of subculture versus popular culture versus counterculture and so on. These terms have been traditionally fuzzy. Many anthropologists prefer the term “popular culture” when describing groups such as the anime fans I interacted with because that does not draw the same sort of “hard line” around a group. This is important to recognize: anime fandom is not isolated or separated from other social circles. One is not a fan here, but not a fan there. In this way, popular culture may be more appropriate. However, since the prevailing term in fan studies as well as among anime fans is “subculture,” subculture will be used here. In any sense, the discussion on “communities of practice” is most helpful when speaking of a social context for the analysis of narrative identity.

Now that we have grounding in our subject group, let’s turn to the analytical tools we will use to explore how fans construct and perform personal identity narratives.

Series: The Future of Content

I am a researcher, storyteller, and technologist. Nowhere does that all come together more than in the exploration of how content is evolving. I research how people interact with content and education. I tell stories that are mixed-media and interactive. I build tools and apps that help authors and geeks work together to make awesome content experiences.

the lines are blurring between different kinds of content. Books are becoming websites. Music is meshing with film. Websites and apps are taking over.

Not only is content presentation changing, but the content itself is evolving. Stories are interactive. Articles include videos. Everything is online and part of a conversation between reader and maker.

My research and experiments are about pushing these trends into new places. Those involved in the revolution want to erase the lines that divide presentations (books, movies, websites) so that the content itself gets the show it deserves.

This series explores what the future of digital content might look like. How will books and websites evolve together? Where to games fit in? How will we read, watch, learn, relax, and engage with all the stuff we love in 5, 10, or 20 years?

I focus six traits of content in the future. These traits are my roadmap in most of my research, stories, and experiments. I would like to share them with you and get feedback on how you think content will evolve.

1. Multi-Access

You want your content your way. And you want to access your content in multiple ways.

2. Mixed Media and Multimodal

Content will not just be one thing. A story will alternate between pictures, text, and audio. Articles will include videos. And they will engage more than just one or two senses.

3. Interactive

Bonus features and behind-the-scenes videos are interactive, but what about letting the reader actually change the story as it goes. Or movies where the audience talks with the characters. Oh, and personalized, too.

4. Collaborative

Maker and Audience are distinctions that are starting to fade. We can all work together to build content that is something unlike any one person could have planned.

5. Social

Yes, content will be shared, tweeted, digged, forked, thrown, liked, hated, reviewed, and even more. Content will be integrated into life.

6. Immersive and Expansive

Stories have universes, and we want to explore more than just the small part we see in a video or read in a book. Immersive means that we will be able to surround ourselves and explore content on our own terms. Expansive means that content will link together with other content.

Stick with me as I explore what each of these mean and we discuss how to push digital content forward into the future.

Ten Elements of Educational Storytelling

This post is part of a series that explores the Basics of Educational Storytelling. Largely taken from my master’s thesis, The Value and Principles of Educational Storytelling (which can be read here), this I will lay the foundation for an educational storytelling model regardless of setting and medium. We look at the basic elements of storytelling, five guiding principles and educational stories, and practical tips.

Check out the rest of the series.

This is it. We have taken a long journey through educational stories and barely scratched the surface. In the best tradition of “memory episodes” from T.V. shows we love, I wanted to walk down memory lane. Here is the entire series boiled down into ten-ish bite sized bits 🙂

1. Why Educational Stories?

Stories are part of humanity, and have been ever since, and probably before, humankind took to speech. John Niles even went as far as to call humankind Homo Narrans, storytelling man. Cultures have developed myths, legends, and works of fiction core to identity, history, and moral behavior, and the transmission of knowledge. This is not a past society phenomenon. Narrative still shapes our daily lives, be it intentional or unintentional. It seems that stories can be a great deal more than fun.

Fables are specifically useful in character education and the passing along of traditions, mores, and cultural ethics. Stories are not just effective in teaching social-oriented principles (like fables). Process-oriented principles like math, the scientific method, problem solving, and even computer programming can all benefit from storytelling.

2. A Good Story, Well told

At its heart, and educational story must be a good story. We can all relate to some cheesy special (though I bet you learned some good stuff). But, its simple: the better the story, the more attached we get, and the more powerful the opportunity to learn.

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Interactivity and Educational Storytelling

This post is part of a series that explores the Basics of Educational Storytelling. Largely taken from my master”™s thesis, The Value and Principles of Educational Storytelling (which can be read here), this I will lay the foundation for an educational storytelling model regardless of setting and medium. We look at the basic elements of storytelling, five guiding principles and educational stories, and practical tips.

Check out the rest of the series.

We are nearing the end of our Basics of Educational Stories series. In total, we have looked at the basic elements of story, the value of educational storytelling, the Hero’s Journey and how it can be used in educational stories, and the first four of five principles: Hero Audience Bonding, Emotion and Learning, Presentation, and Learning Profiles.

Now we dive into the fifth principle: Interactivity.

In many ways, interactivity is a capstone of the other principles. When a story is interactive, it gives a more genuine bonding experience and increases emotional involvement, makes a much stronger presentation, and complements a variety of learning profiles. If interactivity is the capstone, it can also be called the bedrock. When a story is interactive in some way (even if just encouraging the audience to picture themselves in the protagonists place), it encourages the other principles by design. Interactivity holds it all together and shoots steroids into an educational story.

By designing stories that are interactive and allow the student the chance to participate, the repetition of processes can be made more interesting. Younger students, especially, have a great ability to learn as they interact. The hero may ask the audience for help, the storyteller may include exercises into the story, and the story will most
definitely include the hero working through the processes in order to reinforce the learning.

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