I wasn't the one who you are asking, but I have created PDF in 3 ways
Open Office
PDF995  (trade off is sponsored ads.)

but I recently discovered this version, which I just started using:
http://www.pdfforge.org/products/pdfcreator
I think I will recommend this in the future after I've field tested it a bit
longer.

Lucie





On 9/14/07, Bill Clark <<a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>> wrote:
>
>  Interested in how you created the PDF's …remember that Openffice can
> create PDF's natively, which makes it worth the price of admission.
>
>
>
> Remote desktop has saved me a ton of time w/issues of software
> installation…I do not necc need to physically touch machine,  and leave the
> desk.
>
>
>
> One more opportunity to multi-task.
>
>
>
> I wish MS and Adobe cld agree to bundle Adobe reader …
>
>
>
> Bill Clark
>
> Austine School for the Deaf
>
>
>  ------------------------------
>
> *From:* School Information Technology Discussion [mailto:
> <a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>] *On Behalf Of *Lucie deLaBruere
> *Sent:* September 13, 2007 7:28 PM
> *To:* <a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>
> *Subject:* youtube and other filters and restriction issues
>
>
>
> Ah Adam,  your post is timely.
>
>  interesting to hear that your perspective as you have changed roles from
> network admin to the classroom, is still committed to the philosophy we
> shared Way Back when we co-presented on this topic (with Bill Rommond)  at
> the Pizza Conference.  And back then,  Web 2.0 was just emerging.   Now
> you don't need a "echo"  of Adam's post, so let me move the conversation to
> the next step.
>
> If you are one of the ones who subscribes to some or all of the philosophy
> Adam puts forth,  then let's talk about what strategies "WORK"  for
> implementing such a strategy responsibly.
>
> I heard Adam mention "imaging software".  Who is using Imaging software
> and what software and is this helpful in implementing a less restrictive
> environment?
>
>
>
> I'd also be interested in hearing from if schools are allowing teachers to
> download and upgrade software and plug-ins on their computers at school.
> And if so, are their any strategies to doing this successfully and
> responsibly.
>
>
>
> For example, our school just saved a couple thousand dollars in printing
> by making the  Staff handbook as a PDF.  Sounds like a great idea... OOPS...
> we discovered that probably half of the computers in the school don't have
> Adobe Reader installed.    So I sent out a link to download Adobe Reader.
> OOPS again.  Nobody can download it because of the school filter.  We
> convinced the network admin to change the filter settings to allow the
> download.  OOPS  again,  nobody can run the Adobe Reader install because of
> they lack "privleges".  SIGH!  The only solution is for our ONE understaffed
> tech person go around and "TOUCH" every machine  (easily 150 of the 300)
> that need this.  OOPS... it's the first few weeks of school and our tech
> person is backlogged with opening of school service tickets.  Hmmm should we
> call the printer and see how long it will take to get the handbooks printed?
> And weren't we acting like good stewards of resources (environment,
> taxpayer money, and teacher time)  when we first came up with this idea!
> Again,  I'm thinking... hmmm  $$$ (1) tech staff time to do all the software
> upgrades;  $$$$ (2) taking the PDF to the printers
>
> $$$ (3) money to buy imaging software in hopes that we can lift
> restrictive environment.
>
>
>
> I'd like to pursue solution number 3 and would welcome any advice from
> those who are implemented it (from which imaging software to strategies for
> for creating a user account that allows our teachers to download and intall
> something like a PDF writer update.  (incidentally we have server2003 and
> have not yet implemented active directory - which I hear is coming, but not
> yet)
>
>
>
> Thanks ahead of time to all of you who take some much time to share your
> expertise and experience on this list.  It's so valuable.
>
>
> Lucie
>
> P.S.  Adam  -- there is a school in Vermont that use to ban GOOGLE.  I
> don't know if they still do.
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>  Teaching collaboration, fast paced research and creative problem solving
> just can't be canned.
>
>
>
>
>
>
>
>
>
>
>
>
>  Old behaviorist models don't work too well or do justice to new
> classrooms. New needs in education naturally dictates new approaches in
> network administration.
>
> Out of curiosity how many network administrators setup systems for
> themselves to go around filters and securities that are in place ? Be
> honest! If filters and security restrictions are frustrating for a network
> admin, they are certainly for someone working with kids.
>
> For years tech support in K-12 has aspired to have progressive, perhaps
> even more technically literate users. Now that some of those users are here
> and  aspiring to do more, how are they going to be supported ? It seems
> unlikely that dumb terminals, locked out desktops and hardware, and
> centralized filtering where a blanket one size fits all will fit the bill. I
> heard recently of a school where blogger.com was blocked. All...
> Blogger.com <http://blogger.com/>. Is that education ? Should we have an
> 18 and under filter at the bookstore and public library ? Maybe it's just me
> but for years the evolution of filtering, workstation management and
> "protecting our students" has had the old book burning feel. While
> convenient on the management side, its not very user, literacy or
> intellectually friendly. Especially for them new generations who go home and
> aren't so 'protected.'
>
> Having been at this for a bit I always ask myself, are the needs of
> education driving the school or is the technology or its management
> dictating how people learn ?
>
> Back in the age before e-rate we seemed to be having more sophisticated
> discussions about how to teach technical/communication literacy. Students
> were trusted and so were adults.
>
> Switch to Gmail for domains, turn on the collaboration tools, use some of
> the cost and time savings to get a quicker internet connection. Polish up
> the fancy imaging system, open up the desktops so people can do their jobs,
> actually learn to use technology and ultimately be less dependent. Filter
> porn sites. Spend more time and money on sophisticated training for teachers
> that promotes interaction and literacy in this new era. Seems a logical
> approach, more fitting to the word 'education.'
>
> I remember having a discussion at a conference about filtering and someone
> mentioned that they were blocking travel sites like orbitz, expedia and
> priceline because a teacher was using the computer for personal business to
> book travel dates. I asked the person who setup the filter if they used
> their work computer for professional reasons all the time. They said "no, or
> course not."
>
> I remember working with Craig at SB years ago. We both sat a bit numb
> after a meeting where people were jumping on the filtering bandwagon.
> "Seemed more like a book burning meeting" I said. "Yup. This could get very
> scary" he replied.
>
> In another discussion recently a friend told me " I hope we don't look
> back on this whole filtering and security item years from now and be
> embarrassed about how we handled it." Food for thought.
>
> Great note, Ray. Thanks for posting it. Adam
>
>
>
>  ------------------------------
>
> *From: *Raymond Ballou <<a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>>
> *Reply-To: *School Information Technology Discussion <
> <a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>>
> *Date: *Wed, 12 Sep 2007 14:49:29 -0400
> *To: *< <a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>>
> *Conversation: *youtube as an educational tool
> *Subject: *youtube as an educational tool
>
> 1.) At a presentation at DL'07 Bill R. asked how many schools blocked
> youtube. If I recall right the vast majority of schools did. Some b/c it is
> a student time waster and others for bandwidth reasons. We don't block it
> (no bandwidth issue).
>
> I came back this fall and talked over with a HS science teacher about
> potentially blocking it (wasted bandwidth could be better used) and some
> content on there is objectionable for certain. He understood those points,
> but said he finds educational uses for it all the time and that even
> intermittent access is not enough (I asked him about turning it on and off
> as needed), he said it needs to be spontaneous or it becomes MUCH less
> useful, if not useless.
>
> Our filtering treats all users the same (as does our AUP by the way,
> lifted model VTSBA)
>
>
> R.
>
> -from the teacher.
>
> Video on demand via Youtube.com <http://youtube.com/> is an indispensable
> tool in the modern classroom. Some examples from my physics class:
> 1. Starting a unit on vectors I usually draw vector diagrams of an
> airplane landing in a crosswind but  with the video clips available  online
> I can show the class exactly what I am talking about and they have a much
> greater understanding of the concept. Then when they solve vector problems
> they understand the reality of the problems rather than just feeling like
> math class came to physics.
> 2. A student asks a question? Can Snowmobile that does not float skim
> across the water? Of course not say some, of course yes, say others. Quick
> check on Youtube.com <http://youtube.com/>; lo and behold the answer to
> the question that then leads to more discussion of vectors and forces. i.e.
> physics alive!
>  3. Tsunamis and wave motion, the Tacoma narrows bridge, dangerous
> chemistry labs (what if we threw a great big chunk of sodium in the lake?),
> etc.
> True you can teach all of these without such spontaneous access but then
> why not get rid of those graphing calculators and/or the access to Microsoft
> excel for graphing. I sincerely hope that computer technology in the
> classroom is not just being used for word processing. Electric typewriters
> worked just fine with much lower ink costs!
>
>
>
>
>
> --
> Lucie deLaBruere
> www.LearningWithLucie.com <http://www.learningwithlucie.com/>
> www.InfiniteThinking.org <http://www.infinitethinking.org/>
>
> http://twitter.com/techsavvygirl
>
>
> Work: 802 527  0565 x 3206
> Cell:  802  752  6086
>
> <a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>
>



-- 
Lucie deLaBruere
www.LearningWithLucie.com
www.InfiniteThinking.org

http://twitter.com/techsavvygirl


Work: 802 527  0565 x 3206
Cell:  802  752  6086

<a href="/cgi-bin/wa?LOGON=A3%3Dind0709%26L%3DSCHOOL-IT%26E%3Dquoted-printable%26P%3D608850%26B%3D------%253D_Part_1436_2413073.1189783783256%26T%3Dtext%252Fplain%3B%2520charset%3DWINDOWS-1252" target="_parent" >[log in to unmask]</a>