1840 Wilson Blvd.

Arlington, VA 22201-3092

Tel.: 703-243-7100

Fax: 703-243-7177

www.nsta.org

NSTA Press Publications

2003 — 10 new publications

2004 — 14 new publications

NSTA Journals

Science & Children (elementary)

Science Scope (middle level)

The Science Teacher (high school)

Journal of College Science Teaching (college)

NSTA Newspaper

NSTA Reports

E-newsletters

NSTA Science Class

NSTA Express®

NATIONALSCIENCETEACHERS

ASSOCIATION

NSTA at a GlanceMembers: 55,000

Number of countries represented: 98

State chapters and associated groups: 95

Affi liate organizations: 8

Student chapters: 55

Average yearly convention attendance: 20,000

NATIONALSCIENCETEACHERS

ASSOCIATION

The Mission of the

National Science Teachers Association

is to promote excellence

and innovation in science

teaching and learning for all.

Page 2

Letter from the Presidents

Page 3

Letter from the Executive Director

Page 4–8

Highlights

Page 9

NSTA Partner Profile: Toyota

Page 10–13

Financial Statement and Auditors’ Report

Page 14–17 NSTA Partners and Contributors

2004 ANNUAL REPORT

A Commitment to Teaching for 60 Years

n 2004, NSTA celebrated its 60th anniversary. Throughout our long history, we have

been instrumental in shaping the course of science education in this country and ensuring

exemplary science education for all. We take great pride in the accomplishments we’ve made

throughout the years.

As President-Elect, President, and Retiring President of NSTA, we have worked together to develop

consistent priorities to move the association—and the profession—forward. These include a bold

strategic plan for NSTA, which will guide us well into the next decade. Part of that plan is an exciting

effort to reach out beyond our own borders to make the most of our collective wisdom about what

works in science teaching and learning. We introduced an e-membership to connect teachers from

outside of the United States to NSTA’s numerous online resources and services, and we established

an International Task Force, which is outlining our international engagement strategy. To help guide

our strategy, we brought educators from 43 different countries together in a unique new learning

and sharing experience at our national convention.

All the while, NSTA continued its efforts to support teachers in many ways. Innovative new

professional development resources and opportunities were created; NSTA Press® produced a record

number of useful and well-received books for science teachers; our award-winning journals continued

to deliver the best in timely, teacher-vetted classroom activities and lessons; our advocacy efforts

ensured that the voices of science educators were heard; and our many partner programs fl ourished

and grew.

NSTA will continue to play a prominent role in supporting science educators and ensuring that

science education is a priority in the classroom and for the nation. We hope you enjoy reading about

some of our organization’s most recent accomplishments in the pages to follow.

2003–2004 President 2004–2005 President 2005–2006 President

John Penick Anne Tweed Mike Padilla

I

2 2004 ANNUAL REPORT

Meeting the Challenges of Today’sScience Classroom

ecent years have brought about tremendous change in science

education, especially with the increased federal demands placed on

schools and teachers. As the needs of science educators have changed,

so have NSTA’s products, resources, and services. With the support of so many

partners, NSTA focused its efforts in three major areas to address this new environment.

· We’ve enhanced our conventions by making two signifi cant additions to

our portfolio of professional development opportunities—NSTA Professional Development Institutes

and “conferences within the convention,” starting with Linking Science and Literacy in the Class-

room. These quick-response programs on important emerging issues allow teachers to explore these

topics in greater depth.

· We’ve launched two new products in a series of online professional resources and learning

opportunities, dramatically expanding the scale of our reach to science educators. The fi rst is

SciGuides™, an online subscription “science enhancement tool” that provides teachers with

access to vetted web resources directly related to their curriculum. Also online is our series of

NSTA Web Seminars that engage teachers in learning opportunities on various topics.

· To address the larger system of science education reform at the local level, NSTA has established

a consulting service for school districts called Science Program Improvement Review

(SPIR) that fi rst assesses programs, then recommends solutions to help schools and districts

strengthen their science instruction.

Our new products and services are providing much-needed resources and professional development

opportunities to a greater number of teachers than ever. As always, we undertook these exciting projects

through partnerships. It has been a long-standing guiding principle of NSTA to join with others

to address the challenges in science education. We are extremely grateful to the partners you will fi nd

listed in this report. In particular, I invite you to read about one of our longest, most successful partner-

ships with Toyota, sponsors of the TAPESTRY Grants for Science Teachers program (see page 9).

Thanks to all whose support helped make us the premier science education organization we are today.

We look forward to another 60 years of advancing the profession and supporting quality science teaching.

We invite you to join us on this journey.

Gerry WheelerExecutive DirectorNational Science Teachers Association

R

2004 ANNUAL REPORT 3

4 2004 ANNUAL REPORT

NSTA offers many products and services for science educators. The one

with the longest history—and perhaps considered the signature of

the organization—is our conventions. It is at these gatherings that

professionals exchange ideas, discover new products and learning opportunities

for students, and fi nd a forum to present innovative ideas to their colleagues.

Over the past few years, participants have told us that they want even more

opportunities to explore important topics. We also recognized that our conventions

need to be increasingly responsive to and refl ective of the topics of the day—evolu-

tion and assessment are two examples. NSTA launched two signifi cant additions to

our convention portfolio—NSTA Professional Development Institutes and the fi rst

in a planned series of topical conferences, Linking Science and Literacy in the

Classroom—to address these challenges.

Professional Development Institutes

NSTA Professional Development Institutes (PDIs) are focused, content-based learn-

ing events that explore topics in greater depth. First presented in 2004, they began

with a full-day session before an NSTA convention, then continued with a focused

four-day itinerary of related convention sessions. The PDIs addressed important

topics, including inquiry, the role of literacy in developing student understanding

of science, assessment, the creation of effective science lessons, and the analysis of

instructional materials aligned to standards and state frameworks. Well-known

professional development providers—and NSTA partners—such as BSCS; Education

Development Center, Inc. (EDC); First Hand Learning, Inc.; Lawrence Hall of

Science, University of California, Berkeley; Mid-continent Research for Education

and Learning (McREL); and WestEd presented sessions. Because of their enormous

success, the PDIs will be a familiar offering at future NSTA conventions.

Science and Literacy Conference

With science struggling to keep its place in many elementary classrooms, NSTA

realized teachers need tested, practical ways to effectively connect science and lan-

guage arts—domains long suggested to be synergistic. In 2004 we presented Linking

Science and Literacy in the Classroom, a conference for preK–8 teachers and admin-

istrators. In plenary sessions and multiple small-group workshops, speakers

presented fi ndings from their National Science Foundation-funded research that

described potential roles of literacy in science instruction. Focusing on practical

applications, presenters illustrated effective strategies for linking the two subjects,

highlighted best practices in science-literacy integration, and provided scientifi cally-

based research on students’ science learning in a literature-rich environment.

Enhancing Conventions

2004 ANNUAL REPORT 5

For 53 years, NSTA has been hosting

national and regional conventions, which

attract nearly 20,000 educators annually.

Expanding Our Reach

6 2004 ANNUAL REPORT

SciGuides offer teachers a pathway

to top-quality online resources that

can be counted on to be effective,

accurate, up-to-date, and appropriate

for their students.

or reform efforts to succeed, we recognized the need to increase the scale

of our efforts to reach and engage many more teachers of science. Two new

NSTA online resources are connecting with teachers in exciting new ways:

SciGuides™ and NSTA Web Seminars.

SciGuides

Thanks to generous support from three partners—the National Science Foundation

(NSF), NASA, and the National Oceanic and Atmospheric Administration (NOAA)—

we launched SciGuides, an online “science enhancement tool” that allows teachers

to bring vetted web resources directly into their curriculum. Teachers can avoid

exhaustive internet searches for topical instructional resources and instead use

specially developed SciGuides tools to quickly and easily fi nd targeted science con-

tent information and teaching materials. Best of all, resources are fi rst reviewed and

vetted by NSTA. Teachers can also use SciGuides’ unique capabilities to transform

science content into effective classroom resources by locating and incorporating

online lesson plans, tips for teaching the content, effective student assessments, and

hands-on investigations. Many SciGuide titles can now be purchased by individual

teachers and in bulk by schools and districts.

Web Seminars

As a leading provider of online learning resources for teachers, NSTA expanded

its popular Web Seminars to enable teachers to learn from and interact live with

presenters on numerous science topics. Off-site participants use tools such as online

polls and chats and can ask the presenter questions by telephone. These engaging

online events are presented by NASA scientists, engineers, and education specialists,

as well as NSTA Press authors and other well-known educational experts.

NSTA Press

NSTA’s book publishing division continued to offer an unprecedented number of

new titles on topics of great interest to science educators. Our most popular series

by Bill Robertson—Stop Faking It! Finally Understanding Science So You Can Teach

It—added two new titles, Electricity & Magnetism and Air, Water, & Weather.

To highlight the success of the series, Education Week featured Robertson in a news

story; several Web Seminars and SciGuides are based on his books. Other popular

new books include Picture-Perfect Science Lessons, Doing Good Science in Middle

School, How to Weave the Web Into K–8 Science, and Clones, Cats, and Chemicals:

Thinking Scientifi cally About Controversial Issues.

As a further indicator of our success, two new books—Inquiring Safely and Evolution

in Perspective—received 2004 Distinguished Achievement Awards from the Associa-

tion of Educational Publishers. 2004 ANNUAL REPORT 7

F

8 2004 ANNUAL REPORT

Reaching the System of Reform

Science Program Improvement Review

o address the larger system of science education reform, NSTA has established a consulting service

for school districts called Science Program Improvement Review (SPIR). Through this service, NSTA-

trained facilitators can be retained to assess a school or district science program and recommend

solutions to help strengthen the science instruction provided to students.

NSTA-trained SPIR facilitators will look at the whole-school effort—from curriculum to classroom practic-

es—and help align science instruction more closely to the standards for teaching, professional development,

assessment, content, and program. SPIR teams will visit classrooms, examine the school’s documentation, and

conduct interviews with the principal, teachers, parents, and students. Areas assessed in SPIR are organization,

leadership, curriculum, instruction, training and development, school climate, evaluation, and assessment.

The fi rst SPIR facilitator teams are expected to be in the fi eld in Fall 2005.

T

NSTA Partnership Profile: Toyota

“Toyota is a company driven by innovation. We are proud to partner with NSTA to recognize and

support teachers whose ideas refl ect this mindset. So many teachers today are developing new and

creative ways to present science to our youth. TAPESTRY has become a catalyst for a lifetime of

creativity and science exploration.”

—Irv Miller, Group Vice President of Corporate

Communications, Toyota Motor Sales U.S.A.

2004 ANNUAL REPORT 9

Toyota is a company with an eye

toward the future. It is not only

developing innovations in

automotive design and technology,

but also supporting innovations in the

teaching and learning of science to

prepare tomorrow’s scientists, skilled

workforce, and educated citizens.

Toyota believes in helping people

improve the quality of life in their

communities. In 2004, Toyota U.S.A.

contributed $31 million to U.S.

philanthropic programs, with 44

percent going to education. Toyota

partners with many organizations to

support this mission. One of its most

successful partnerships is with NSTA

on the Toyota TAPESTRY Grants for

Science Teachers program. Now in

its 15th year, the program is NSTA’s

longest and most successful partnership

program.

Sponsored by Toyota Motor Sales,

U.S.A., Inc., and administered by

NSTA, TAPESTRY awards 50 grants

of up to $10,000 and at least 20 mini-

grants of $2,500 each year to deserving

K–12 teachers. Award-winning projects

focus on environmental science,

physical science, or science and literacy

topics and demonstrate outstanding

creativity and a visionary quality.

What sets this program and partner-

ship apart from others is that TAPESTRY

has an immediate effect on the teach-

ing and learning of science, both in

the classroom and in the community.

The grants give science teachers the

means to put their innovative ideas

into action, enabling students to learn

through doing, not just through theory.

From habitat restoration to fl ood

control and from kitchen chemistry

to garden investigation, the innovative

projects made possible through

TAPESTRY are “creating a lifetime

of creativity and science exploration.”

TAPESTRY is the largest K–12 science

teacher grant program in the United

States, with more than $6.5 million in

grants awarded to 750 teams of teachers

throughout the program’s history. By

continuing to work together, NSTA and

Toyota help increase the possibilities

for quality science education.

Tracy Underwood, Toyota’s national manager for corporate contributions, holds up a full-page ad in USA Today announcing the TAPESTRY winners.

Statement of Financial Position F I S C A L Y E A R E N D I N G

ASSETS Fiscal Year Ending Current Assets May 31, 2004 May 31, 2003

Cash and cash equivalents

Short-term investments

Accounts receivable—net of allowancefor uncollectable accounts of $45,910 in 2004 and $111,697 in 2003

Contracts and grants receivable

Contributions receivable

Inventory

Prepaid expenses

Total current assets

Noncurrent Assets

Long-term Board-designated investments

Long-term life member investments

Other long-term investments

Inventory—net of current portion and allowance for obsolete inventory of $42,743 in 2004 and $43,474 in 2003

Deposits

Property and equipment, net

Collection items

Undistributed bond proceeds held in escrow

Deferred bond issuance costs

Total noncurrent assets

Total Assets

10 2004 ANNUAL REPORT

3,635,915

3,815,140

861,734

655,441

25,850

423,493

167,720

9,585,293

1,079,885

286,133

1,399,328

253,837

1,000

6,643,380

6,525

59,896

174,918

9,904,902

19,490,195

3,705,005

3,787,550

632,486

677,183

55,300

464,276

250,885

9,572,685

854,223

251,707

1,201,473

200,030

21,000

6,828,919

6,525

59,540

186,143

9,609,560

19,182,245

LIABILITIES AND NET ASSETS

Current Liabilities 2004 2003

Accounts payable and accrued expenses

Deferred membership dues

Deferred contracts, grants, and special projects

Deferred SciLinks®

Deferred deposits

Current maturities of bonds payable

Current maturities of capital lease obligation

Total current liabilities

Noncurrent Liabilities

Bonds payable, less current maturities

Long-term deferred deposits

Deferred life member dues

Postretirement benefi ts obligation

Total noncurrent liabilities

Total liabilities

Commitments and Contingencies

Net assets

Unrestricted—undesignated

Unrestricted—Board designated

Total unrestricted net assets

Temporarily restricted

Total net assets

Total Liabilities and Net Assets

2004 ANNUAL REPORT 11

1,194,903

2,139,554

1,667,250

1,545,866

278,559

205,000

7,031,132

4,355,000

193,299

311,054

1,693,314

6,552,667

13,583,799

4,531,785

1,079,885

5,611,670

294,726

5,906,396

19,490,195

1,214,495

2,232,396

2,500,165

1,156,409

277,177

200,000

5,783

7,586,425

4,560,000

211,095

275,199

1,326,875

6,373,169

13,959,594

4,039,603

854,223

4,893,826

328,825

5,222,651

19,182,245

12 2004 ANNUAL REPORT

Description Total

Revenue, Gains, & Other Support

Conventions & meetings 5,588,469

Contributions, contracts, grants, & special projects 7,373,157

Membership dues 3,434,330

Book sales 1,820,138Less cost of goods sold (838,877)

Journal advertising 1,159,307

Rental income 498,139Less rental expense (315,351)

Other income 1,129,247

Total Revenue 19,848,559

Expenses

Contributions, contracts, grants, & special projects 7,327,300Less allocated indirects (891,758)

Conventions & meetings 3,103,806

Publications 1,455,488

Journal advertising 579,916

Membership 2,624,071

Other programs 735,766

Administration 3,569,762

Board of Directors/Committees 660,463

Total Operating Expenses 19,164,814

Change in Net Assets 683,745

2004 Statement of Activities

Rental Income1%

Other Income6%

Membership Dues17% Contributions,

Contracts,grants, &special projects37%

Conventions & Meetings28%

Membership Expenses

14%

Administration 19%

Contributions, Contracts, Grants, & Special Projects 33%

Other Program Expenses

4%

Conventions & Meetings16%

Journal Advertising

3%

Board of Directors/Committees

3%

2004 2004 ExpensesExpensesJournal

Advertising 6%

Book Sales 5%

2004 2004 RevenueRevenue

Publications 8%

NSTA closed the 2004

fi scal year with an

operating surplus

of approximately

$684,000. Growth in

overall revenue was

due to an increase

in federal funding.

Management

continued to

effectively contain

costs and control

overall operating

expenses. Total

unrestricted net

assets increased from

$4.9 to $5.6 million

during 2004, which

demonstrates NSTA’s

solid growth path.

2004 ANNUAL REPORT 13

To the Board of Directors National Science Teachers Association Arlington, Virginia

e have audited the accompanying statement

of fi nancial position of the National Science

Teachers Association (the Association) as of

May 31, 2004, and the related statements of activities,

changes in net assets, and cash fl ows for the year then

ended. These fi nancial statements are the responsibility

of the Association’s management. Our responsibility is to

express an opinion on these fi nancial statements based

on our audit. The prior year summarized and compara-

tive information has been derived from the Association’s

2003 fi nancial statements and, in our report dated

September 12, 2003, we expressed an unqualifi ed opinion

on those fi nancial statements.

We conducted our audit in accordance with auditing

standards generally accepted in the United States of

America and the standards applicable to fi nancial audits

contained in Government Auditing Standards, issued

by the Comptroller General of the United States.

Those standards require that we plan and perform the

audit to obtain reasonable assurance about whether the

fi nancial statements are free of material misstatement.

An audit includes examining, on a test basis, evidence

supporting the amounts and disclosures in the fi nancial

statements. An audit also includes assessing the

accounting principles used and the signifi cant estimates

made by management, as well as evaluating the overall

fi nancial statement presentation. We believe that our

audit provides a reasonable basis for our opinion.

In our opinion, the fi nancial statements referred to above

present fairly, in all material respects, the fi nancial position

of the National Science Teachers Association as of May 31,

2004, and the changes in its net assets and its cash fl ows

for the year then ended in conformity with accounting

principles generally accepted in the United States of

America. As described in Note 10 to the fi nancial statements,

the Association changed its cost allocation method.

In accordance with Government Auditing Standards,

we have also issued our report dated September 3, 2004,

on our consideration of the Association’s internal control

over fi nancial reporting and on our tests of its compliance

with certain provisions of laws, regulations, contracts,

and grant agreements and other matters. The purpose

of that report is to describe the scope of our testing on

internal control over fi nancial reporting and compliance

and the results of that testing, and not to provide an

opinion on the internal control over fi nancial reporting

or on compliance. That report is an integral part of an

audit performed in accordance with Government Auditing

Standards and should be considered in assessing the

results of our audit.

Our audit was performed for the purpose of forming an

opinion on the basic fi nancial statements taken as a whole.

The accompanying Schedule of Expenditures of Federal

Awards is presented for purposes of additional analysis as

required by U.S. Offi ce of Management and Budget Circular

A 133, Audits of States, Local Governments, and Non-Profi t

Organizations, and is not a required part of the basic

fi nancial statements. Such information has been subjected

to the auditing procedures applied in the audit of the basic

fi nancial statements and, in our opinion, is fairly stated,

in all material respects, in relation to the basic fi nancial

statements taken as a whole.

BDO Seidman, LLPBethesda, Maryland September 3, 2004

Independent Auditors’ Report

W

NSTA Partners and ContributorsAppalachian Math Science Partnership Program

AVIS

ALAMO

American Association for the Advancement of Science

American Council on Education

American Geophysical Union

American Museum of Natural History

Apple Computer, Inc.

Association of Science Materials Centers

Battelle

Biological Sciences Curriculum Study

Blue Springs R-IV School District

Brooks/Cole

Carolina Biological Supply Co.

Children’s Book Council

Children’s Museum of Richmond

Ciba Specialty Chemicals Education Foundation

City University of New York

CourtTV

CPO Science

Delta Education LLC

Discovery Channel

Discovery Communications

(The) Dow Chemical Company

Dragonfl yTV, Twin Cities Public Television

Drug, Chemical & Associated Technologies Association

DuPont Co.

Earthlink

Education Development Center, Inc., Center for Science Education

Educational Innovations, Inc.

Educational Products, Inc.

Eduware, Inc.

El Centro School District, El Centro, California

Environmental Literacy Council

Estes Industries

ETA/Cuisenaire

ExxonMobil Foundation

Faraday Studios

Fernbank Museum of Natural History

First Hand Learning, Inc.

Frey Scientifi c, a Division of School Specialty, Inc.

GEICO

General Educational Development Testing Service

Georgia Science Teachers Association

Glencoe/McGraw-Hill

Great Source Education Group

Harcourt School Publishers

(The) Heart of Georgia Regional Educational Services Agency

Holbrook Travel, Inc.

Holt, Rinehart and Winston

Horizon Research, Inc.

Intel Foundation

International Reading Association

JASON Academy

Ken-A-Vision Manufacturing Co., Inc.

Kendall/Hunt Publishing Co.

Lawrence Hall of Science, University of California, Berkeley

LEADS Etc., Inc.

Lesley University Science in Education Program

Lockheed Martin Corporation

MARSH

MBNA

McDougal Littell

Merisant

Microsoft Corporation

Mid-continent Research for Education and Learning

Minnesota Science Teachers Association

14 2004 ANNUAL REPORT

Montana State University, National Teachers Enhancement Network

NASA

National Alliance of State Science and Math Coalitions

National Council for the Accreditation of Teachers of Education

National Parks Foundation

National Science Foundation, Division of Elementary, Secondary, and Informal Education

National Science Foundation, Offi ce of Integrative Activities

Nevada State Science Teachers Association

Newbridge Educational Publishing

NOAA

Ohaus Corporation

OutStart, Inc.

Pacifi c Science Center

(The) Partnership for 21st Century Skills

Paul F-Brandwein Institute

Pearson Learning Group

Pearson Prentice Hall

Pearson Scott Foresman

Pennsylvania Science Teachers Association

(The) Planetary Society

Premier Science for Middle Schools from Frey Scientifi c

Puget Sound Energy

RadioShack Corporation

(The) Roasterie, Inc.

Science City

Science Museum of Virginia

Science Teachers of Missouri

Science Teachers Association of Texas

SciTrek Museum of Science

Sears Craftsman®

SeaWorld Adventure Parks

Shell Oil Co.

South Florida Water Management District

Space Foundation

Spencer Foundation

Sundance Publishing

TeacherWeb, Inc.

Texas Council of Elementary Science

Texas Instruments

Toshiba America Foundation

Toshiba America, Inc.

Toyota Financial Services

Toyota Motor Sales, U.S.A., Inc.

University of California, Santa Cruz

University of Maryland, College of Life Sciences

University of Massachusetts Extension Nutrition Education Program

University of Missouri

U.S. Department of Education

U.S. Department of the Interior, Bureau of Land Management

U.S. Department of Transportation

U.S. Food and Drug Administration

Vernier Software & Technology

Virginia Association of Science Teachers

Virginia Manufacturers Association

Virginia Science Resource Network

Washington Science Teachers Association

Washington NASA Space Grant Consortium

The Weather Channel

WestEd

2004 ANNUAL REPORT 15

NSTA Corporate Advisory Group

Richard SchaarChair of the Corporate Advisory Group

Executive Advisor, Mathematics and Science EducationTexas Instruments

John AndersonPresident

Toshiba America Foundation

Truman BellProgram Offi cer

ExxonMobil Foundation

George E. BorstPresident/CEO

Toyota Financial Services

Arnold W. DonaldChairman

Merisant Company

Stacy KingConsultant

Wendy Ramage HawkinsExecutive DirectorIntel Foundation

Len RobertsChairman/CEO

RadioShack Corporation

NSTA wishes to thank the members of its Corporate Advisory Group. This group advises NSTA leadership on effective practices, principles, and strategies

that it can use to operate effectively and serve the science-teaching community.

16 2004 ANNUAL REPORT

NSTA wishes to thank the following donors for their individual contributions to NSTA and its many programs and services.

Upcoming NSTA Conventions

Area

Hartford, ConnecticutOctober 20–22, 2005

Chicago, IllinoisNovember 10–12, 2005

Nashville, TennesseeDecember 1–3, 2005

NationalAnaheim, California

April 6–9, 2006

Vania & Rosie Aberengo-Melo Elizabeth E. Block & Andrew M. PockroseTom BlockVictor Block Leah A. BrickerElizabeth Cantor & Paul BlockJoseph S. D’Agostino Mario DachilleDewey D. DavisNancy DesmondArthur EisenkraftMoira Birkely FathySeymour A. FaustAlonzo L. & Frances T. FergusonDiane GoodmanGeorge R. GrossFyllis S. HockmanDr. Louis D. & Linda L. KaplanMaurice E. Kaplan

John B. MartinMarilyn M. MeyersBeverly J. NelsonJanet W. NelsenNancy R. Noeske, Ph.D.Edward P. OrtlebBeverly PasquaJohn E. PenickHarold A. PrattKen G. RosenbaumMun RyeomWilliam SchichtSylvia ShugruePatricia SimmonsMarie K. StavridesMary Catherine ThompsonJim & Emma Walton

Gerald F. Wheeler