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Cleaning Deep Fat Fryer
I have a TFAL Deep Fat Fryer that I use to form taco shells that is a bear to clean. The oil gets everywhere and turns into a gummy yellow mass. If I work really hard with an SOS pad it will remove some of the gunk but it's very difficult and I'm afraid of scratching the surface. The fact that I can't submerse the appliance in water compounds the problem. Are there any products that would desolve the grease buildup? The outside looks like stainless steel and the inside is aluminum. I may be able to use oven cleaner on the outside but not on the inside as it would corrode the aluminum. Any thoughts would be appreciated. Thanks!
Cleaning my deep fryer is one of my least favorite chores but i have an easy solution to make this one a little bit easier
Things You'll Need:
 Scraper or spatula
 Clean cloths or paper towels
 Water
 Dishwashing liquid
 Vinegar
 Degreasing solvent or baking soda
Step 1
Unplug the deep fryer and let the oil cool. When the oil has cooled to about 150 degrees F, drain the oil out of the fryer. Remove the basket and wash separately.
Step 2
Scrape the sides of the deep fryer to remove any caked on food or oil. Remove with a paper towel.
Step 3
Fill with water to the oil level and add a little dishwashing liquid. Plug in the deep fryer and allow the soap solution to come to a boil. Allow to boil 5 to 15 minutes. Turn off the deep fryer, unplug it and allow the water solution to cool.
Step 4
Drain the water from the deep fryer and discard. Rinse with a solution of 1 part vinegar to 9 parts water. Rinse a final time with clear water. Dry thoroughly with a clean cloth or paper towels.
Step 5
Clean the outside of the deep fryer by covering it with a degreasing solvent or a paste made from baking soda and water. Let stand 5 to 10 minutes. Rinse with a wet cloth or paper towel. Dry thoroughly.
I hope this helps!
Here is a link that might be useful: Green Home & Garden Tips
I use essentially the same method. Empty cooled oil out of the fryer. (I store it in the refrigerator for future use). Remove any grease you can with paper towels. Add hot water from the tap and a good squirt of Dawn Dishwashing liquid. Let sit, when water cools to about lukewarm bathwater temperature, dump out the fryer. Hand wash the inside of the fryer. Be careful at all steps. Never immerse the fryer in water. You're done.


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Manchester City held on with 10 men to grab a 1-0 victory over Bolton and end a poor run of scoring form at home in the Premier League. More
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Louisville upbeat despite 58-49 loss at Syracuse
Louisville was executing coach Rick Pitino's game plan to perfection against second-ranked Syracuse.
The Cardinals took a six-point lead over the Orange midway through the first half with hopes of ruining Senior Day in the Carrier Dome. But after Orange center Fab Melo was called for goaltending on Chane Behanan's hook in the lane to give the No. 19 Cardinals a 15-9 lead, they didn't get their next basket until Russ Smith's breakaway layup with 1:33 left.
A 12-0 run had Syracuse in control, and the Orange cruised to a 58-49 victory on Saturday over their nemesis, leading by as many 19 before it was over.
''I thought the first seven minutes we played as well offensively and defensively that you can play against their zone,'' Pitino said. ''But then - and it's been our Achilles' heel - we keep missing open shots.''
Lots of open shots. The Cardinals finished 2 of 23 (8.7 percent) from behind the arc - after Wayne Blackshear opened the game with a 3 from the left corner. Kyle Kuric was 1 of 7, and Russ Smith and Chris Smith combined to go 0 for 11 from long range.
Brandon Triche scored 18 points, Dion Waiters had 13, and Kris Joseph 11 as Syracuse finished the season unbeaten at home.
Syracuse (30-1, 17-1 Big East) capped only its second unbeaten season in the Carrier Dome since it opened in 1980, going 19-0. The only other team to go undefeated in the dome was the national championship squad of 2002-03 led by Carmelo Anthony, which finished 17-0.
''They've done everything you could ask them to,'' Orange coach Jim Boeheim said. ''It's a very unselfish team. They look for each other. They've had just a tremendous season.''
The Orange also matched the conference record for victories set in 1995-96 by Connecticut and finished the regular season with 30 wins for the first time in Boeheim's 36-year tenure.
''There are a lot of games they should've lost, but they didn't because they have veterans,'' Pitino said. ''The thing that I like so much about this (Syracuse) team is they make shots. We should have beaten them at our place. They're a very good team. We'll see if they're a great team come tournament time.''
Despite the setback, Pitino was optimistic as the Cardinals (22-9, 10-8) prepare to head to New York City for the Big East tournament.
''We're very excited,'' he said. ''I think we'll be a different basketball team then as we go in there, and we'll play a lot faster. We'll play faster against everybody and I think that will help us immensely. When you play slow and everything's a jump shot, that's difficult.''
Syracuse, which has a double-bye heading into Madison Square Garden, held the Cardinals to a season low in points.
''They played great defense and we stopped being aggressive,'' said Louisville point guard Peyton Siva, who took only two shots and had four points to go with six turnovers. ''They did a great job playing the lanes today and they made great adjustments. They're not ranked No. 2 for nothing.''
Chane Behanan and Smith led Louisville with 10 points apiece, while Gorgui Dieng finished with six on 3-of-13 shooting.
It was the Orange's second straight victory over Louisville after they snapped a seven-game losing streak against the Cardinals with a 52-51 victory at the KFC Yum! Center on Feb. 13, scoring the game's final six points. That game was a defensive struggle as both teams shot just under 35 percent, with the Orange going 1 of 15 from long range.
This one was more of the same at the outset before Syracuse came alive.
Waiters scored six points to key that 12-point run, his spinning layup through the lane eliciting a huge roar from the crowd. Fab Melo's block on Dieng then sent Triche in for a fast-break layup and two free throws by James Southerland gave Syracuse a 26-16 lead with 4:00 left in the first half.
Louisville lost at home to South Florida, 58-51 on Wednesday night, managing a season-low 17 points in the first half, and the Cardinals trailed 26-19 at the break in this one.
Triche, who hadn't reached double figures in the past seven games, scored the first eight points of the second half to boost the lead to 15. He hit a 3 from the right side to open the period and followed his own miss on a lob, forcing the Cardinals to call a timeout as the game kept slipping away. Triche then swished another 3, this one from the left corner after a pretty passing play with Melo, Joseph and Scoop Jardine.
Consecutive baskets by Russ Smith stopped the surge, but only briefly. Two layups by C.J. Fair, Joseph's 3, and a steal and layup by Waiters boosted the lead to 45-27 with 13:00 left.
The Cardinals had a late charge in them, though. Kuric converted a layup and a 3 from the left corner, his first baskets of the game, and Siva's layup moved Louisville within 50-40 as Syracuse went nearly 6 minutes without a point.
Four free throws by Triche and a 3 by Waiters in the final 3 minutes sent the hometown crowd into one last frenzy and put a stamp on a remarkable season.
''It's awesome to get 30 wins in a season,'' Triche said. ''Any time you can get a ''W'' it don't matter who it's against. We ended the season playing pretty well. That's all you want to do.
''It's pretty impressive when you look at it five years from now,'' he added. ''Right now, if we don't do well (in the postseason), 30 wins is going to mean nothing.''
Joseph, Jardine, who failed to score for the second time this season against Louisville, and reserves Brandon Reese, Nick Resavy and Matt Tomaszewski were honored in a pregame ceremony on Senior Day.
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MOVIEmeterSEE RANK
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Should Heaven Fall (2005)
Unrated | | Short, Action, Crime | 4 May 2005 (USA)
Ratings: 7.2/10 from 12 users
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Double-cross, triple cross, the age old problem of the abuse of power. In Film Noir style, dirty detective Nails interrogates Lips, while femme-fatal Rita gets her man, Hank.
Director:Jonathan Barli
Writer:Jonathan Barli
Stars:Carson Grant, David H. Rigg, Molly Ryman | See full cast and crew »


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Topic: Intuit
Which of These Four Small Businesses Deserves a Free Ad on the 2014 Super Bowl?
Intuit contest reaches finals
By David Gianatasio on Nov. 12, 2013 - 11:29 AM EST
Four finalists have emerged in software company Intuit's "Small Business Big Game" contest, which will give one lucky small business a commercial in the 2014 Super Bowl. All four companies will…


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Relive your precious memories day in and day out with the ADMPF118F 18.5" Digital Photo Frame with 4GB Built-in Memory from Aluratek. The 18.5" LCD panel and 1366 x 768 pixel resolution ensures your digital photos will come alive with crisp, clear details and radiate with vibrant colors. With generous internal memory, you can store hundreds of your multimedia files on board for display.
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I want to use some almond paste that I have stored in my refrigerator for quite a while. It's pretty firm since it's cold, but I wonder how to know if it's still any good. It doesn't taste or smell bad. Is there another test? Does it have an indefinite shelf life? Thanks.
how long is a while? It seems that the two ingredients in most almond paste (sugar and almonds) stay good for a long while, so if it doesn't taste like the refrigerator, the sugar has probably kept the almonds well preserved so it could be fine. Make some rainbow cookies! http://smittenkitchen.com...
It has been a long while, but it was in the butter compartment (with no butter). I'm going to make some Pignoli Nut Cookies. (I already made some Meyer Lemon Pots de Creme with a raspberry sauce for a dinner we're going to tonight, but four little ramekins seems insufficient. And I'm insane.) Thanks!
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Live From Cable-Tec Expo - Opening
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An introduction to CED's Live From Cable-Tec Expo 2010 coverage from CED Publisher Rhonda Rhodes.
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- Product Information
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Be sure you always have a flashlight handy with our Silver Rechargeable Flashlight Keychain. This practical light up silver flashlight not only saves you from ever being caught in the dark again, but thanks to a small recessed crank, you can always keep the batteries on this light up silver flashlight charged. Each silver rechargeable flashlight keychain measured 1 5/8 inches long by 1 3/8 inches wide and 5/8 inches high, making it the perfect size to attach to your key ring. A great party favor, stocking stuffer, gift, or prize, this light up silver flashlight is sure to be a hit and will give your guests the added assurance of always having the ability of finding their way through the dark. Each Silver Rechargeable Flashlight Keychain is sold by the piece.
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A special table was setup at a High School Choir Banquet for 2013 Graduates. A plastic tube filled with candy has this small recharable flashlight attached by a ribbon to each candy tube. Besides the table having the Seniors names, misc. music notes and photos of the Senior Choir members they also were able to take home a small thank you gift for their hard work during their last year in the Haw
(Posted on 6/11/13)
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Nice little flashlight. Bought several for grandchildren gifts, but using myself at home and work.
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These were a great hit! We have a store every 10 weeks for our kids church where the kids get to spend fake money they earned on toys. These were a higher priced item and once the kids figured out what they did, they went nuts for them. I see kids bringing them to services all the time now and it has been 2 months! Even the adults wanted to know if they could buy them! Very cool for all ages!
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Spend a Day in Paris with a Paris Party!
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Expanding understanding of emergent literacy: empirical support for a new framework.
Relatively little is known about the development of language and literacy in children with visual impairments (that is, those who are blind or have low vision). The research that has been conducted suggests that these children are at risk of experiencing delays in the development of language and literacy (Bigelow, 1987; Fraiberg, 1977; Preisler, 1995; Urwin, 1984). From early ages, children who are visually impaired show delays or differences in babbling (Fraiberg, 1977); speaking in one- and two-word combinations (McConachie, 1990; McConachie & Moore, 1994); and in using language (Anderson, Dunlea, & Kekelis, 1984; Bigelow, 1987; Sapp, 2001; Urwin, 1984). Furthermore, differences have been found between children with visual impairments and other children with respect to the frequency of reading storybooks and engaging in other literacy learning experiences (Stratton & Wright, 1991), as well as general opportunities to explore the world (Wormsley & D'Andrea, 1997). It appears that limited incidental learning through pictures, television, print in the environment, or events that occur silently in learning environments (Koenig & Farrenkopf, 1997) influences the language and literacy learning of children who are visually impaired.
As interest in understanding emergent literacy for children with visual impairments continues to increase, it seems important to develop or adopt a conceptual framework to guide both research and practice. Starting with a well-defined conceptual model will provide researchers and practitioners with a common language and conceptual understanding from which they can develop a model that will best fit the characteristics of literacy and of language learners who are visually impaired. Whether the field of visual impairment and blindness eventually chooses to adopt a conceptual framework that is developed to explain the development of literacy for sighted children or to create one of its own will depend largely on the fit between these models and the growing evidence base. In this article, we describe a conceptual framework of emergent literacy that was developed for sighted children and provide initial evidence of its applicability to children who are visually impaired using data that were collected in a field study that investigated literacy practices for young children with visual impairments in preschool settings.
Emergent literacy
The conceptual framework described here was selected because it encompasses a holistic understanding of emergent and early literacy that incorporates all aspects of written and oral language (Anderson, Hiebert, Scott, & Wilkinson, 1985; Clay, 1966, 1979; Teale & Sulzby, 1986). Furthermore, it encompasses the extant definitions of emergent literacy for young children who are visually impaired (D'Andrea & Farrenkopf, 2000; Stratton & Wright, 1991) and the specific practices for promoting emergent literacy that have been recommended in the literature (Swenson, 1999; Wormsley, 1997). The conceptual framework was also selected because it provides a description of the constructs underlying emergent and early literacy, rather than of the behavioral indicators or components of emergent literacy that are described in other models (see Mason & Stewart, 1990; Whitehurst & Lonigan, 1998). This distinction is important, given the likelihood that there will be substantial behavioral differences in the demonstration of an increasing knowledge of literacy by young sighted children and those with visual impairments, particularly those who will read braille.
The conceptual framework (see Figure 1) is based on the work of Senechal, LeFevre, Smith-Chant, and Colton (2001), who suggested that emergent literacy is comprised of at least three important constructs: oral language, metalinguistic skills, and literacy knowledge (conceptual and procedural). In explaining the framework, we offer no distinction between emergent literacy as an initial phase and early literacy as a transitional phase (see Chall, 1983; Holdaway, 1979). Rather, we describe emergent and early literacy as a continuum of all the behaviors, skills, processes, and concepts about written and oral language that precede and develop into conventional literacy skills (Sulzby, Branz, & Buhle, 1993; Teale & Sulzby, 1986). Furthermore, we do not describe the behavioral indicators or components of emergent literacy (as do Mason & Stewart, 1990, or Whitehurst & Lonigan, 1998), but define the constructs that constitute early and emergent literacy.
The interrelationships among the constructs that make up early and emergent literacy have been well documented (Bowey, 1994; Bowey & Patel, 1988; Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003; Dickinson & Snow, 1987; Scarborough, 2001; Tabors, Roach, & Snow, 2001), but the interrelationships do not preclude the observation, measurement, development, and description of the three as separate constructs. At the most basic level, two of the three constructs are separated on the basis of arguments that oral language is "biologically primary" and develops for most children in the absence of any formal instruction or particular opportunities, whereas print or literacy skills are "biologically secondary" and require specific exposure to experiences or instruction to develop (Geary, 1995; Jordan, Snow, & Porche, 2000; Senechal et al., 2001; Snow, 1983). From an empirical perspective, the existence of the three separate constructs has been confirmed by statistical models that demonstrate that a separation of the three constructs (in contrast to one or two) best explains children's developing literacy skills (Lonigan, Burgess, & Anthony, 2000; Senechal et al., 2001; Whitehurst et al., 1994). Furthermore, oral language abilities in early childhood explain the variance in later reading achievement that is unique from metalinguistic skills or literacy knowledge as separate constructs (Biemiller, 1999; Cunningham & Stanovich, 1997; Dickinson & Tabors, 2001; Senechal & LeFevre, 2002). Likewise, metalinguistic abilities are individually strong predictors of later reading achievement (Scarborough, 1998; Senechal & LeFevre, 2002; Wagner et al., 1997).
Recent research with sighted children has suggested that the processes, skills, and knowledge that fall under the construct of oral language are the best composite predictors of later success in the acquisition of literacy (Catts, Fey, Tomblin, & Zhang, 2002; NICHD Early Child Care Research Network, 2005). Oral language has long been accepted as a critical construct in emergent and early literacy (Clay, 1966; Holdaway, 1979; Teale & Sulzby, 1986; Whitehurst & Lonigan, 1998). It is used here to specify those oral language processes, skills, and understandings that exist in the linguistic domain whether or not the interaction involves literacy. At a minimum, they include receptive and expressive vocabulary, comprehension beyond the word level, semantic knowledge, conceptual knowledge, and narrative knowledge.
Metalinguistic skills have been the focus of a great deal of attention in the literature and in practice over the past decade (Cronin & Carver, 1998; Foorman & Torgesen, 2001; Speece, Roth, Cooper, & de la Paz, 1997; Vellutino & Scanlon, 2001; Wagner et al., 1997), including two investigations with young children with visual impairments (Barlow-Brown & Connelly, 2002; Gillon & Young, 2002). The term metalinguistic denotes an awareness of language that is secure enough for individuals to talk about it (Herriman, 1991). The construct label metalinguistic skill is used here to define both phonological awareness (a variety of skills related to awareness of the sound structure of oral language, including phonemic awareness as a specific subset of phonological skills) and syntactic knowledge (an understanding of the way in which sentences are constructed). The relationship between the development of metalinguistic skills and later reading performance is strong and has been well documented for sighted children (for a complete review, see Dickinson et al., 2003; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004) and supported by research with children with visual impairments (Barlow-Brown & Connelly, 2002; Dodd & Conn, 2000; Gillon & Young, 2002).
The construct literacy knowledge is used here to reflect all the processes, skills, and understandings in emergent or early literacy that relate directly to written language. Literacy knowledge includes conceptual knowledge, such as perception of oneself as a reader or writer, knowledge of the functions of print, and knowledge of the act of reading. It also includes procedural knowledge, such as concepts about print, knowledge of the alphabet, letter-sound knowledge, and phonetic spelling. The distinguishing feature of all these processes, skills, and understanding is that they develop only when print or its equivalent is present in the environment. Unlike oral language and metalinguistic knowledge, which are often viewed as biologically primary, the development of literacy knowledge is viewed as biologically secondary and requires activities and experiences that directly involve print or its equivalent (Geary, 1995; Senechal et al., 2001). To support the application of this conceptual framework to young children with visual impairments, we use data from an investigation of preschool classrooms serving young children who are visually impaired to demonstrate our assertion that it can serve as a framework for both emergent literacy intervention and research with young children with visual impairments.
The study
The specific examples that we use in the following description of the constructs underlying Senechal et al.'s (2001) model came from a formal field study; however, for the purposes of this discussion, we culled the data for specific "best examples," rather than analyzed them through some form of grounded theory. In other words, the proposed conceptual framework did not result from data; the data are used to support the applicability of the model.
The participants in the study were three preschool teachers of children with visual impairments--Wendy, Pat, and Nancy (pseudonyms)--who work exclusively with young visually impaired children at specialized agencies that provide services to young children with visual impairments in three regions of the United States. Wendy, Pat, and Nancy have all been teaching young children who are visually impaired for more than 20 years. Wendy and Nancy each had the same group of five to seven children (aged 4-6) in their respective preschool and kindergarten classrooms five days each week. The nine children, including two with multiple disabilities, in Pat's classroom attended preschool two or three mornings a week.
The data reported here came from field notes, interviews, and reviews of documents that were used to collect data for the study. Written informed consent was obtained from the teachers and parents of children in the three classrooms using procedures approved by the institutional review board of the university where we are employed. Data were collected in the schools by research assistants and transmitted to the authors who reviewed the data for completeness, and summarized, and analyzed it. A total of eight observations were conducted in each classroom, with no more than one observation completed in a single week. The three preschool classrooms were observed for a combined total of 24.5 hours, with the average length of each observation being 61.5 minutes. In addition, the teachers were interviewed formally at the beginning of the study and informally during and after observations. Reviews of documents included reviews of books used by the teachers during their sessions, lesson plans, and samples of the students' work.
In the sections that follow, examples are drawn from the data and discussed with reference to the constructs of early and emergent literacy that were described earlier: oral language, metalinguistic awareness, and literacy knowledge. Each section of the findings begins with an overview of the literature relating the construct to children with visual impairments, followed by specific examples from the data that relate to the construct.
McComiskey (1996) included oral language in her description of braille readiness skills as "listening and attention" and "concept" knowledge. Concerns about the development of oral language by children who are visually impaired, including listening, attention, and concept development, have been documented for the past decade (Stratton, 1996). Differences are noted early in that infants with visual impairments appear to babble less than do sighted infants (Fraiberg, 1977). The differences continue into early childhood, since toddlers with visual impairments are often delayed in the use of one- and two-word combinations (McConachie, 1990; McConachie & Moore, 1994), and slightly older children with visual impairments exhibit differences and delays in their overall use of language, such as prolonged periods of echolalia, the atypical use of pronouns, and the extensive use of questions (Anderson et al., 1984; Bigelow, 1987; Sapp & Hatton, 2005b; Urwin, 1984).
There are many possible explanations for the differences and delays that are noted in the development of oral language by young children who are visually impaired. It is clear that these children often have fewer opportunities to explore the world than do sighted children (Warren & Hatton, 2003). The development of oral language may also be influenced by the children's inability to perceive nonverbal communication (through eye contact, facial expressions, and gestures) from caregivers (Preisler, 1995) and their lesser use or nonuse of facial expressions and eye contact (Fraiberg, 1977; Rogers & Puchalski, 1984). Whatever the case, the literature has consistently revealed potential delays and differences in the development of oral language by young children with visual impairments.
The literature on young children with visual impairments offers some information on the ways in which interactions with children can have a positive influence on the children's language learning. For example, providing rich descriptions and feedback to children as they explore their environment and engaging in literacy activities can have a positive effect on oral language outcomes (Conti-Ramsden & Perez-Pereira, 1999; Sapp & Hatton, 2005b; Wormsley & D'Andrea, 1997). It has also been suggested that parents, teachers, and practitioners can improve language outcomes by modeling more descriptive language in their interactions (Kekelis & Andersen, 1984; Sapp, Murphy, & Hatton, 2005; Warren & Hatton, 2003), and modeling language in age-appropriate ways during storybook interactions (Hatton & Sapp, 2005; Stratton, 1996).
The three teachers demonstrated their understanding of the importance of language through their words and actions. There were numerous instances in which they supported the development of the children's vocabulary by offering simple labels of the objects that the children encountered during the day. Whether handing out props for use during storybook reading, sharing food for a snack, or passing out materials for an activity, the teachers consistently labeled the objects that the children touched. In some instances, the teachers were observed providing substantial information beyond one- and two-word labels for items. For example, during one observation, Wendy's class was preparing for a Japanese tea party. Wendy began with a label for the Japanese fan and then explained that people in Japan use fans to keep cool, to dance with, and to use as decorations. The data collector wrote:
She passed around two different fans for the children to inspect visually and tactilely as she explained that one has beautiful flowers painted on it and the other folds up. While the children took turns fanning one another, they pointed out things to one another like the butterfly that appeared on one. Wendy then extended the observation and pointed out the writing on one of the fans. She explained that the writing is Japanese and probably says something like, "Have a great day" or "Good luck."
In this example, the teacher not only modeled rich, descriptive language that promoted concept development, vocabulary, and oral language, but promoted an awareness of the function of print when she noted the writing on the fans.
Another example of this kind of language expansion was observed in response to a child's interaction with some plastic spiders. The class had been singing the "Eensy Weensy Spider." During the observation, Pat was working with one child as she made a tactile picture representing the spider going up the waterspout. The child had a plastic spider to tape down on the page. While the child worked, Pat explained, "I have a teeny-teeny tiny eensy spider. I have a very little plastic spider.... You want to know what kind of spider it is? Plastic. It's a fake spider. You probably wouldn't want to hold a real spider." While it could be argued that there is more to be gained conceptually from using a real spider for an activity such as this, Pat was precise in distinguishing the plastic spider from a real spider and used the type of redundancy in teaching vocabulary that has been identified as one of the indirect means of teaching vocabulary that is supported by research (National Reading Panel, 1998).
The teachers also built oral language in the context of storybook reading. The three often guided children through acting out the story, using props and actions as a way to support comprehension. When asked about the format of her storybook reading interactions, Pat explained:
We work on a story for about a month; the children are here two to three times a week. The difference between just hearing the story the first time and what they end up doing at the end of the month is pretty remarkable. We have adapted a process to work on just listening [comprehension] at first; then we add a lot of characterization to the adults' parts in the story.... We're really looking at language at that time, a lot of nuances of sound and sound production if the children aren't speaking yet. And then we gradually add in the tactile component as much as we can, using the real concrete objects that are part of the story. We get into directed role-playing, so lots of movement is involved and to connect meanings to the actions. We let the work into their own role-playing with each other, and this is the fun part because this is when the stories always change and go off on tangents, and it's a delight to see what the kids do with that.
Throughout the 24.5 hours of observation, the teachers spent a considerable amount of time engaged in activities and interactions that were designed to support the development of oral language. Many of their interactions reflected the few suggestions in the literature of ways to enhance the development of oral language by young children with visual impairments, yet few of their interactions beyond repeated readings of a storybook involved print or its equivalent. All three teachers consistently used real-life objects and experiences to promote the development of vocabulary and concepts, thereby promoting oral language. For children who did not initiate language, the teachers used chants and music to encourage oral expression. If the field of visual impairment and blindness adopts the proposed conceptual framework of the development emergent literacy, future research and practice must focus more explicitly on oral language as it relates to literacy. As a field, we must increase the breadth of our understanding of the development of language in young children with visual impairments, as well as our understanding of interventions that serve to support the children's development of oral language. The literature and current investigation demonstrate that oral language has been acknowledged as an important issue in the lives of young children with visual impairments. The proposed framework should focus attention on this area.
Metalinguistic knowledge, particularly phonological awareness, has been the source of several investigations involving older children with visual impairments. In one study, elementary school--aged children who were blind demonstrated better-than-expected phonological awareness skills, given their reading level, and another group of 7- to 12-year-olds who read uncontracted braille demonstrated phonological awareness skills that were commensurate with those of same-aged sighted readers (Dodd & Corm, 2000). These findings were replicated in a larger study of children with visual impairments (Gillon & Young, 2002). In another study that examined the phonological awareness of young children who were visually impaired, the relationship between knowledge of the alphabet and phonological awareness was found to be the same for the groups of children with and without visual impairments (Barlow-Brown & Connelly, 2002).
A comprehensive review of the literature revealed no report of the metalinguistic skills of preschool-aged children with visual impairments. Descriptions of braille readiness skills do not include indicators of metalinguistic development (McComiskey, 1996). However, a current study involving 4- and 5-year-old children who are visually impaired (Hatton & Erickson, 2006) has already produced findings that suggest that the recognition of letters in print or braille is not a prerequisite for the development of phonological awareness. Several preschool-aged braille readers were not able to identify a single letter presented in braille, but they achieved at least minimal success with segmenting syllables, isolating the initial sound in spoken words, and identifying nonrhyming words from a set of four. Although we may not be able to draw any generalizable conclusions about the development of metalinguistic skills in children who are visually impaired from these preliminary results, they do provide evidence that young children with visual impairments can and do develop phonological awareness, even in the absence of a knowledge of the alphabet.
The classroom observations again reflect the literature in that not a single instance of direct phonological-awareness intervention was recorded during the 24 observations in the three classrooms. The teachers indirectly supported the development of phonological awareness, however, by reading storybooks, singing songs, and repeating chants that contained rhymes. One example of indirect instruction in phonological awareness was observed in Nancy's class. Two of the children in her class were in a room that was designed to support orientation, mobility, and the development of gross motor skills. One boy was rocking in a boat humming along to a CD playing the song "Michael, Row the Boat Ashore." When the lyrics "Sister, help to trim the sail" were sung, the boy said, "Ssssssssssssssssssail, sail." Nancy replied, "Sister, sail, shore." As the song continued to play, she said, "Soul, sail, shore." While the "sh" sound at the beginning of the word shore did not precisely match the "s" sound at the beginning of the words soul and sail, the modeling of the alliteration with soul and sail is one means of indirectly supporting the development of phonological awareness in children.
Given the findings of research on the interrelationship among knowledge of the alphabet, vocabulary, and phonological awareness (Senechal & LeFevre, 2002), the teachers were supporting children's eventual development of phonological awareness through the many braille- and alphabet-awareness and vocabulary experiences they offered their young students. For example, one teacher was observed helping a student locate the braille name tag in his cubby using the hand-underhand technique to help him move his fingers across the braille and saying each letter one at a time before telling him, "That spells [your name]."
Another teacher used alphabet braille boxes for each letter of the alphabet as a free-choice activity for children. Each print- and braille-labeled box contained items that began with the particular letter on that box. As the child explored and named the objects in the box, the teacher sounded out the beginning sound, asked the child about beginning sounds, and provided rich descriptions of each object and its function. This activity promoted phonological awareness, alphabetic awareness, and the development of concepts and vocabulary, as well as of oral language.
Nancy used a child's homemade book of favorite things to teach knowledge of the alphabet. For example, during one observation, she was reading the homemade alphabet book with a boy. The observer wrote the following:
Nancy began, "This is [the boy's name] book of favorite things" while she turned the page. The boy immediately identified the foil lid from a yogurt container and said, "Yogurt." Nancy repeated "yogurt" and continued, "And [the boy] really likes to drink his --?" The boy responded, "Milk," and Nancy continued, "Can you find the 'm' in milk?" As the boy touched the letter, she said, "'M' says ...," and the boy replied, "Mmmm."
Metalinguistic knowledge involves the development of phonological awareness and syntactic awareness in young children. While there was some evidence that the teachers were supporting the eventual development of phonological awareness through instruction focused on awareness of the alphabet and the development of vocabulary, there were few observations of planned direct or indirect efforts to support syntactic development. One of the three teachers allowed the children to dictate experience stories, letters, and notes, thereby promoting syntactic awareness as well as awareness of the functions of print. Certainly, the teachers provided models of appropriate syntax in their own language, but they were not observed expanding or rephrasing the children's own utterances to model syntax that was slightly more sophisticated than what the children produced independently. They were also not observed engaging in shared writing lessons or other activities that would specifically promote the development of syntactic knowledge.
It is likely that the lack of research-based information on metalinguistic knowledge in young children who are visually impaired explains the lack of attention that was paid to this area during our observations of literacy instruction in preschool classrooms. However, if the proposed conceptual framework is used to guide efforts to understand emergent literacy for young children with visual impairments, research and intervention must be focused more specifically on metalinguistic knowledge.
McComiskey (1996) included literacy knowledge in her description of braille readiness skills as "tactile," "fine motor," and "book and story" knowledge. These areas encompass many of the perceptions, skills, and understandings that are believed to be important for any child's development of conceptual and procedural literacy knowledge; miss others; and include some that do not have to be considered for children who will read and write in conventional print. For example, training in tactile perception clearly represents procedural literacy knowledge that is not a part of early and emergent literacy discussions for sighted children. Although there are many approaches to promoting efficient tactile perception, the suggestions provided by Lamb (1996) seem most consistent with the proposed conceptual framework. As Lamb noted,
Reading is essentially a language task, so it is within this context that teachers need to investigate strategies and resources for fostering early braille skills. Therefore, early braille reading activities must be language based, and associated with meaningful text. To be relevant for the reading process, training in tactile perception must be concerned with language, must be meaningful to the child, and should take into account the special skills required for reading by touch. (p. 186)
Children develop literacy knowledge through independent explorations and adult-supported interactions with print or braille materials. Unfortunately, the literature suggests that young children with visual impairments have fewer opportunities in these areas than do those who are sighted (Craig, 1996). For example, children who will be braille readers have significantly fewer opportunities for incidental interactions with braille and fewer direct experiences in learning the braille alphabet than do children who are sighted with print and the print alphabet. (Craig, 1996; Rex, Koenig, Wormsley, & Baker, 1995). The development of literacy knowledge in young children who are visually impaired is also complicated by the fact that it is often difficult to determine which learning medium (print, braille, or both print and braille) is appropriate for young children and how children's needs may change over time. To ensure that children with visual impairments have adequate opportunities to develop literacy knowledge, early interactions with print should include braille for any child who may require braille at some later point. Because there is a significant correlation between the age at which braille is introduced and later braille reading speed, braille should be introduced as early as possible (Legge, Madison, & Mansfield, 1999).
The development of procedural literacy knowledge in the form of tactile perception, fine motor skills, and the mechanics of using a braillewriter played a prominent role in the classrooms we observed. Pat, in particular, emphasized the development of these skills. In her interview, she said, "I suspect kids are getting fine motor skills in every activity that they do." When probed further, Pat identified specific activities that were completed every week for the purpose of developing motor and tactile perception skills that would support the literacy skills that "will come" later. For example, a regularly observed activity involved selecting a penny bank from an elaborate classroom collection, lining up and counting out 10 pennies, and depositing the pennies in the bank one at a time. When asked in an informal interview why the penny banks were an important preliteracy activity, Pat replied:
It's a fun activity that incorporates fine motor skills--searching on the tray [for the pennies], finding and manipulating individual pennies from top to bottom or left to right, holding the pennies in a pincer grasp with the index finger and thumb, and remembering which three things are needed to do [the activity with] pennies (a tray, pennies, and a bank of the child's choice).
We also observed several lessons in two of the three classrooms on the use of Braille-writers and on the promotion of awareness of the alphabet that were clearly intended to build procedural literacy knowledge. In one setting, the children practiced the appropriate finger placement and typed individual letters while singing a song (such as "A, A, What do you say?"). In another, Pat emphasized braille skills in her interactions during each observation. For example, during the morning group, the children found their name cards and hung them on an attendance chart. Four of the children had their names in uncontracted braille on their name cards. When one student had difficulty finding his card, Pat provided hand-over-finger support to help him find, "that good feeling of braille; it starts here."
The children seemed engaged during the braillewriter activities, even though they seemed focused on the mechanics of braille writing, rather than on the use of the braillewriter to produce functional communication. The third teacher had a writing center in her classroom that was always available for students to write notes and letters using a braillewriter; a stylus; and a variety of markers, crayons, and adaptive writing materials. Although this teacher also provided direct braille instruction, she seemed to be focused mainly on the function, rather than the mechanics, of braille.
All three teachers consistently provided the children with access to both print and braille as they directly and indirectly supported children in developing an awareness of the alphabet. For example, in each classroom, name cards were used to label cubbies, clipboards, and seats and to indicate choices of a variety of activities. The specific format of these name cards varied slightly from room to room, with one teacher's decision to include a unique tactile symbol for each child, but all the cards included the children's names in print and braille. The teachers regularly spelled out the names on the cards as they encouraged the children to read the print and braille.
All three teachers provided accessible books in print, braille, and print and braille, and read storybooks using vocal and sound effects to keep the children engaged. Two of the three teachers provided opportunities for the children to act out the stories, and one provided opportunities for the children to dictate or write or scribble about their experiences, thereby providing the children with conceptual literacy knowledge.
Compared to oral language and metalinguistic development, literacy knowledge received a great deal of attention in the classrooms we observed. This finding is not surprising, given that literacy knowledge is the part of the conceptual framework that is considered to be biologically secondary. In other words, it is not surprising that teachers would emphasize the skills that children are least likely to develop in the absence of intentional intervention.
During the past l0 years, the collective understanding of emergent and early literacy has grown dramatically, including knowledge of literacy for children, in general, and for children with visual impairments, in particular. If the field of visual impairment and blindness is going to build this knowledge base in a systematic and meaningful manner, the field needs a conceptual framework that best represents the constructs that serve as the basis of our growing understanding. Both empirical data and the literature suggest that the framework that was proposed by Senechal et al. (2001) provides a reasonable place to start.
To promote the three components of emergent literacy proposed by Senechal et al. (2001) in young children with visual impairments, we recommend the strategies described in Box 1. Many of these strategies were used in the three classrooms that we observed in our field study of preschool and kindergarten teachers of children with visual impairments, and others were adapted from Sapp and Hatton (2005a).
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Vellutino, F. R., & Scanlon, D. M. (2001). Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 295-321). New York: Guilford Press.
Wagner, R. K., Torgeson, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
Warren, D. H., & Hatton, D. D. (2003). Cognitive development of children with visual impairments. In I. Rapin & S. Segalowitz (Vol. Eds.), Handbook of neuropsychology. Volume 8, Part II: Child neuropsychology (2nd ed., pp. 439-458). New York: Elsevier.
Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86, 542-555.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Wormsley, D. P. (1997). Fostering emergent literacy. In D. P. Wormsley & F. M. D'Andrea (Eds.), Instructional strategies for braille literacy (pp. 17-55). New York: American Foundation for the Blind.
Wormsley, D., & D' Andrea, F. (Eds.). (1997). Instructional strategies for braille literacy. New York: American Foundation for the Blind.
Preparation of this article was made possible, in part, by Grant H324D020047 from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and endorsement by the federal government should not be assumed. The authors thank Dana Lee Fox and Jeanne L. Murphy for their contributions to the project.
Karen A. Erickson, Ph.D., director, Center for Literacy and Disability Studies, University of North Carolina, Campus Box 7335, Chapel Hill, NC 27599-7335; e-mail: <firstname.lastname@example.com>. Deborah Hatton, Ph.D., senior scientist, Frank Porter Graham Child Development Institute, University of North Carolina, Campus Box 8040, Chapel Hill, NC 27599-8040; e-mail: <email@example.com>.
Box 1 Facilitating the three components of emergent literacy: oral language, print and braille concepts, and metalinguistic awareness Promoting oral language in young children with visual impairments * Encourage children to initiate communicative exchanges and follow the children's lead * Expand the children's language by adding meaningful descriptive information * Encourage children to interact with each other in social learning activities * Encourage children to tell stories to learn more about narrative structure * Provide functional meaningful experiences to promote vocabulary and concept development * Encourage families to engage their children in meaningful reciprocal conversations * Encourage families to read storybooks to their children in an interactive manner * Use music to encourage children who do not talk much to use oral language * Use evidence-based practices to promote communication and language (Sapp et al., 2005) Promoting metalinguistic awareness (phonological and syntactical awareness) * Play rhyming games that encourage attention to the end sounds of words * Encourage awareness of letters and sounds in words that are used throughout the day * When introducing letters of the alphabet, model the sounds that the letters make and ask the children to model the sounds, too * Use chants, rhymes, and songs related to the daily routine to encourage awareness of the sounds of words * Promote developmentally appropriate awareness of the sounds that letters and phonemes make through planned activities and instruction * Provide developmentally appropriate opportunities for children to write or scribble to promote invented spelling and to sound out words * Encourage families to provide opportunities for their children to use invented spelling in developmentally appropriate activities Promoting print and braille literacy knowledge * Provide a variety of accessible books * Allow children to choose the book they would like to read * Encourage pretend reading and writing during pretend play (at an office, restaurant, and school) * Involve children in routine reading and writing throughout the day * Use hand-under-hand prompts to facilitate understanding of braille reading and writing * Provide adaptive materials and opportunities for print and braille scribbling and writing * Use functional activities to promote understanding of the function of print and braille * Encourage parents to teach their children how to write and spell during developmentally appropriate activities at home * Use evidence-based practices to promote print and braille literacy knowledge (Hatton & Sapp, 2005)
Reader Opinion
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|Journal of Visual Impairment & Blindness
|May 1, 2007
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After a spring training hampered by tendinitis, the Phillies made it official on Friday that Cole Hamels will begin the season on the disabled list.
Nationals Talk
Mark joined Brian Mitchell on last night's SportsTalk Live to talk about the Doug Fister news.
The Nationals may have the easiest first month schedule in the NL East. Will they take advantage?
Doug Fister is unlikely to be ready to open the season on time, but there's no need for Nationals to try to get him back on the mound too soon.
Country star Jason Aldean made a surprise announcement on Thursday night: Adam LaRoche has joined Twitter.


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Some of Friday's midday movers:» Read More
NEW YORK— A look at the 10 biggest percentage decliners on New York Stock Exchange at the close of trading:. FutureFuel Corp. fell 9.2 percent to $10.82. Peabody Energy Corp. fell 8.4 percent to $5.13.
Larger for-profit education companies, including Apollo Education Group Inc and ITT Educational Services Inc, have seen their enrollments dwindle in the face of increased regulatory scrutiny for issues including student loans, poor placements and low graduation rates. For-profit education providers should increase focus on shorter online courses to...
Total enrollments at Apollo's flagship University of Phoenix dropped 20.4 percent to 592,853 in the quarter ended Nov. 30. Corinthian Colleges Inc and ITT Educational Services are under the U.S. government's scrutiny over their student loans and placement rates. Phoenix, Arizona-based Apollo forecast revenue of $580 million- $595 million for the second...
Oct 30- The U.S. Department of Education will introduce new regulations next year in its latest attempt to improve the job prospects of those graduating from for-profit colleges and universities. "They dropped the cohort default so people say it's less bad than it was three months ago," Steve Gunderson, chief executive of the Association of Private Sector...
Oct 21- Apollo Education Group Inc said it expects new student enrollments at its flagship University of Phoenix to decline at a smaller rate in the coming year, offering hope that the worst is over for the beleagured U.S. for-profit education industry. Apollo's shares rose as much as 6 percent to their highest in over a month after the company said sign-ups at the...
*Q2 new enrollments fall 8.1 pct vs forecast of 10-15 pct. Oct 17- ITT Educational Services Inc said an increase in scholarships helped it sign up more students than previously forecast in the quarter ended June, offering some relief to the struggling U.S. for-profit education sector. Shares of other for-profit education providers, including Corinthian...
Oct 17- ITT Educational Services Inc said it signed up more students than it forecast in the quarter ended June 30, more than doubling its market value and offering some relief to the U.S. for-profit education sector. The data, the first from ITT since May, drove up shares of other for-profit colleges including Corinthian Colleges Inc, which also nearly doubled.
Oct 17- ITT Educational Services Inc said it signed up more students than it forecast in the quarter ended June 30. ITT said on Friday it expects total student enrollments for the quarter ended Sept. 30 to have declined by 6.3 percent, compared with a 7.1 percent fall a year earlier. The company's shares were up 1.6 percent at $5.66 before the bell.
Some of Friday's midday movers:
Some of the names on the move ahead of the open.
Some of Thursday's midday movers:
When the Consumer Financial Protection Bureau sued ITT Education Thursday, there was one comment that should send shivers through the for-profit education industry.
Some of Thursday's midday movers:
Companies making headlines after the bell Monday.
ITT Educational Services has been parked at long-term lows, but now the bears are getting nervous.
CARMEL, Ind.-- ITT Educational Services Inc. said Thursday that its third-quarter net income fell 36 percent as enrollment fell amid stricter federal regulations that hold for-profit online schools more accountable for graduation rates and job placement.
When the University of Phoenix, the country's largest university, announced this week it's closing 115 campuses and satellite locations, it signaled more than a sudden availability of commercial real estate near highway interchanges, where for-profit colleges like to set up shop as a student convenience.
*Credit Suisse cuts ITT Educational Services Inc to underperform from.
The clock is ticking on tax rules that may change on January 1, 2013 and could impact the way parents contribute to a college education.
Mountain Home Career Academies High School has taken a big gamble over the last decade. It transformed itself from a traditional high school into one consisting of three academies--engineering, communications, and healthcare.


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|A pencil crayon commission of the best female in all beat em ups!
|A pencil crayon commission of the best female in all beat em ups!
Free 35 min marker tutorial for you guys!Happy Holidays to those who celebrate!Omar-Dogan
So this is a little gift for you guys and an introduction to my tutorial / work process site on Patreon!
In this video i work on an Ibuki head sketch form scratch and give you a little tour of my office and how this patreon site works .
I intend to post a video every week that will be about 30 - 45 minutes and you will be able to get the file here and download it for your own consumption. You have various options on how to pledge, but the most affordable would be the 1$ / video!
I appreciate your support, I promise to teach you guys lots of cool stuff!
All your support helps me continue working on my book 5th Capsule!
read it here for free:
Current Residence: CA
Favourite genre of music: 80's Rock, Jazz, Dance and R&B
Favourite style of art: All kinds
Operating System: Mac
Wallpaper of choice: Game themed
Favourite cartoon character: Dio Brando


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Latest Data conferencing Stories
Telcom & Data Introduces ClearOne Collaborate All in-One Video Conferencing System, A Simple and Comprehensive Solution
2014-11-28 23:04:08
ClearOne Collaborate All-in-One Video Conferencing System is a complete video conferencing solution for small businesses, executive offices, and conferencing rooms. Milwaukee,
2011-06-08 08:00:00
SALT LAKE CITY, June 8, 2011 /PRNewswire/ -- ClearOne (NASDAQ: CLRO), a global communications and entertainment solutions company, announced it will demonstrate Collaborate(TM), an all-in-one voice, video, and data collaboration solution, next week in Orlando at InfoComm 2011, America's largest trade show for business A/V and presentation technologies.
ClearOne Introduces All-In-One Video Collaboration Solution for Users of Unified Communications and Internet Telephony
2011-02-28 05:00:00
SALT LAKE CITY, Feb.
2010-11-26 00:01:50
e-tail network, Inc.
2008-10-20 09:00:11
RADVISION(R) Ltd.
Word of the Day
- The governor of a province or people.
The word 'ethnarch' comes from a Greek word meaning 'ruler of a tribe or nation'.


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OP Junior Member
Thanks Meter: 0
1 posts
Join Date:Joined: Aug 2014
I have bad english excuse me i will try to explain best i can
I have installed that rom on my ace 2 everything works fine but no signal, tried searching phone network manual and automatically didnt work, also noticed airplane mode activate and deactivate random every minute.
My pc had those speakers signal sounds, looks like phone try to send/receive signal then stop without connection.
I have installed official 2.3.6 rom again all works fine signal too.
My phone is unlocked.


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Syracuse Tech Meetup: All things Tech in CNY
Cleantech Open Northeast Syracuse Business Briefing
Come learn how cleantech startups can get going and growing with Cleantech Open Northeast and our partners at The Tech Garden! Host speakers: Dan Cowen, Program Manager... Learn more
- The Tech Garden
- 235 Harrison Street, Syracuse, NY (map)
Hosted by: Lynn H. (Organizer)
Hack Upstate Demo Day
Come see what the hackers of Hack Upstate have created. Demo pitches and prizes will be awarded! Learn more
- The Tech Garden
- 235 Harrison Street, Syracuse, NY (map)
Hosted by: Tony K. (Co-Organizer), Doug C., and Mitchell P.
Social Media Breakfast
- The Tech Garden
- 235 Harrison Street, Syracuse, NY (map)
Recent Meetups
5 days ago · 6:00 PMMeet the City of Syracuse Broadband Consultants: Magellan AdvisorsMeet Magellan Advisors! The City of Syracuse is advancing its planning and implementation ideas for municipal broadband. Magellan Advisors is a national leader in... Learn more
March 20 · 8:30 PMWatch Brand Yourself on Shark TankBrandYourself will be featured on ABC's Shark Tank on Friday, March 20th at 9/8c! Shark Tank pits top companies and entrepreneurs seeking an investment against a panel... Learn more
March 20 · 11:00 AMMWBE "Minority & Women-Owned Business Enterprise"Wladis Law Firm along with WISE Women's Business Center are pleased to present this informative program. They will cover items such as.... What is MWBE "Minority and... Learn more
March 18 · 5:30 PMStartup Grind Syracuse, Guy Kawasaki RebroadcastOn March 18, directly from Google HQ in Silicon Valley, Startup Grind CEO, Derek Andersen will have a fireside chat with Guy Kawasaki, former Apple Evangelist in Chief... Learn more
March 2 · 5:30 PMTech Communication Made SimpleIf you are a developer, engineer, scientist, or other professional who works with complex topics but needs to be able to communicate to those outside your field you have... Learn more
- See all past Meetups


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air monitoring Companies in Malta
Codel International Ltd
based in Bakewell, UNITED KINGDOM
CODEL are world leaders in the design and manufacture of systems for continuous emissions gas monitoring (cems) and combustion control analysers, such as in-situ and extractive flue gas emissions analysers (analyzers), pollution sensors, dust monitor/particulate monitors, opacity/smoke monitors, flue gas analysers (analyzers), road tunnel atmosphere sensors and velocity ...
Cerex Monitoring Solutions, LLC.
based in Atlanta, GEORGIA (US) (USA)
Cerex Monitoring Solutions develops and manufactures high-tech CEMs, Process, Open Path Ambient and Portable real-time multi-gas monitoring solutions. Providing simple, effective, customized systems for industry, government and the community, Cerex systems have the capability to perform multi-component analysis with a single instrument.
HOCER Instrumentation
based in Nantes, FRANCE
HOCER Instrumentation engaged itself in developing and producing water analysis systems for protection of all drinking water resources. HOCER Instrumentation manufactures a wide range of analyzers for professionals working in the fields of water pollution detection and water quality analysis. Our products are built to increase the productivity of professionals in fields, ...
Technical Associates
based in Canoga Park, CALIFORNIA (USA)
Technical Associates founders designed and built the first industrial grade radiation monitors to safeguard the scientists building the world's first atomic bomb. TA excels in product engineering for radiation measurement and safety instruments for diverse requirements; the result of 60 years of dedication and commitment to radiation monitoring. Technical Associates ...
Adrona SIA
based in Rīga, LATVIA
Company "ADRONA" Process and Laboratory Systems was established on May 2003 on the bases of company "AMETO" (founded on 1994). Main activities of ADRONA are supplying of laboratories and measuring instruments, as well technical and application assistance and service. Our engineers carry out installation of supplied instruments, perform customer training and provide full ...
Joseph Cachia & Son Ltd (JCS)
based in Valletta, MALTA
JCS offers a complete service to contractors and suppliers, both local and foreign, in tendering for infrastructural projects. It has established relationships with top local business concerns and its experience proves vital in handling all contractual obligations that come with large turnkey projects. JCS is also involved in trading activities in sectors such as ...
Ecotech Pty Ltd
based in Knoxfield, AUSTRALIA
Ecotech is an Australian owned company with more than 35 years experience in servicing, maintaining, designing, manufacturing, installing and commissioning ambient air and emission monitoring systems around the world. Ecotech is ISO17025 accredited for the operation and maintenance of ambient air and continuous emission monitoring systems and was first accredited in 1999. ...
recordum Messtechnik GmbH
based in Wiener Neudorf,, AUSTRIA
Environmental protection is the main issue of the 21st century. The European Union, climate alliances and other environmental confederations have aimed high to improve our environment - especially the air quality. However, a continuous air quality monitoring has to be the basis for any improvement. recordum® develops and manufactures the most advanced solutions for ...
Teledyne Advanced Pollution Instrumentation, Inc. (TAPI)
based in San Diego, CALIFORNIA (USA)
Teledyne-API, Inc. designs and builds precision gas analyzers in San Diego, California for use worldwide in ambient, CEMS, and process applications. Teledyne Advanced Pollution Instrumentation, Inc. (TAPI) is a world leader in the design and manufacture of analytical instrumentation for precision gas analysis. Known for Environmental Instrumentation. TAPI offers a ...
Environmental Devices Corp.
based in Plaistow, NEW HAMPSHIRE (USA)
Environmental Devices Corporation is a manufacturer of scientific instrumentation specializing in real-time monitoring of airborne particulates. Since its incorporation in 1990, EDC has designed and commercialized several advanced product lines or air monitoring equipment. All of EDC`s products are highly portable, lightweight and compact. EDC has gained world wide ...


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If you're not there in Chicago to check it out live, tune in to MMAWeekly.com at 3 p.m. ET / Noon PT for the Jon Jones UFC on Fox 6 Q&A live video stream. read news >>
Watch the UFC 169 Fight Club Q & A featuring light heavyweight champion Jon Jones live from the Prudential Center in Newark, N.J. on Friday at 2 p.m. ET. read news >>
The complete UFC 182 fight card will air later this evening (Sat., Jan. 3, 2015) on two different stations -- FOX Sports 1 and pay-per-view (PPV) -- as well as online via "Fight Pass" digital network read news >>
Ultimate Fighting Championship (UFC) returns to FOX Sports 1 this Friday night (Sept. 5, 2014) with UFC Fight Night 50: "Jacare vs. Mousasi 2" from Foxwoods Resort Casino on Mashantucket Reservation read news >>
Watch the UFC Fight Club Q&A with Daniel Cormier and Urijah Faber live streaming video on Friday at 3 p.m. ET / 12 p.m. PT on MMAWeekly.com. read news >>
Tune in to MMAWeekly.com on Friday at 5 p.m. ET / 2 p.m. PT for the UFC on Fox 6 weigh-in live video stream. read news >>
Friday's UFC 132 weigh-ins will stream live from Las Vegas on Sherdog.com at 7 p.m. ET.
UFC bantamweight champion Dominick Cruz and his challenger, Urijah Faber, will each aim for 135 pounds to pu read news >>
Saturday's UFC Live 4 weigh-ins will stream live from Pittsburgh on Sherdog.com at 4 p.m. ET.
Former middleweight contender Nate Marquardt will attempt to make 170 pounds in his UFC welterweight d read news >>
UFC Fight Night 62 results live online: UFC returns to FOX Sports 1 again TONIGHT (Sat., March 21, 2015) with "Maia vs. LaFlare," which features a re-worked main event between established Welterweigh read news >>
Check out the full bout order and all the pre-fight hype, odds, predictions, and festivities for UFC 187: Jones vs. Johnson, which takes place at the MGM Grand Garden Arena on May 23rd in Las Vegas, read news >>
UFC Fight Night 61 results live online: UFC returns to FOX Sports 1 again TONIGHT (Sun., Feb. 22, 2015) with "Mir. vs Bigfoot," which features a Heavyweight potential "Loser Leaves Town" match betwee read news >>
UFC Fight Night 60 results live online: UFC returns to FOX Sports 1 TONIGHT (Sat., Feb. 14, 2015) with "Henderson vs. Thatch," which features the Welterweight debut of former Lightweight champion, Be read news >>
The UFC on Fox 14 main event between Anthony "Rumble" Johnson and Alexander Gustafsson was billed as a top contender's match to decide the next in line to face light heavyweight champion Jon Jones. W read news >>
One great rivalry is dead. As a result, another great rivalry is born. Ultimate Fighting Championship (UFC) light heavyweight smashing machine, Anthony Johnson, got poked in the eye during his light read news >>


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IT project coordinator
The project coordinator works across groups, aligning internal team members and external stakeholders. IT project coordinators may coordinate project phases and schedules, arrange support services, order supplies, and track progress. The coordinator typically reports to the project manager and serves as a department liaison to product developers and marketing executives.
IT project coordination brings together business administration expertise and a background in information technology. Most IT project coordinators get their start with a computer science degree or information technology certification. A bachelor's degree in management information systems (MIS), for example, offers a combined business and technology education. Coordinators can advance into project management with Project Management Professional (PMP) certification or an MBA.
Perceptual computing is the ability for a computer to recognize what is going on around it. More specifically, the computer can perceive the... Read More »Apple Pay Promises to Strengthen Payment Security
Experts believe that Apple Pay and other competitive payment systems will be far more secure than cards, even cards equipped with EMV chips. Read More »The Great Data Storage Debate: Is Tape Dead?
Tape clearly is on the decline. But remember, legacy systems can hang for a shockingly long time. Read More »
A network is a group of two or more computer systems or devices, linked together to share resources, exchange files and electronic communications.... Read More »Computer Architecture Study Guide
This Webopedia study guide describes the different parts of a computer system and their relations. Read More »Webopedia Polls
The trend for the past two years has been for shoppers to spend more online during the holiday season. How do you typically shop for holiday... Read More »
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text: PINEHURST, NC - JUNE 12: Rory McIlroy of Northern Ireland reacts to a missed putt on the seventh green during the first round of the 114th U.S. Open at Pinehurst Resort & Country Club, Course No. 2 on June 12, 2014 in Pinehurst, North Carolina. (Photo by Ross Kinnaird/Getty Images)


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We had Wurstsalat and Knödel with mushrooms. Food is good and the beer brewed here was excellent. Service was friendly and pricing is reasonable. In summer they offer outside tables to the nice Schlossplatz
Awesome food good atmosphere traditional german food very tasty. Nice to sit after walking aroundthis beautiful town.
We where here with a group of 8 people. We where all satisfied with our dishes. The portions where more than enough. It's s a typical German restaurant where you get homemade food. I liked the interior it was very warm and welcoming. We where there in Dec so the deco outside looked very nice..They also have there own beer...
located in front if the castle, very convenient location, outdoor seating is very nice! Good bradwurst and beer, service ia average
We had the Flammkuchen and sausages and both were very good. Excellent beer from their brewery. Lots of outdoor seating and located just across the road from Schloss Schwetzingen.
Besides good food and beer, the outdoor seating is right in front of the Schwetzingen Palace. I recommend eating a full meal and then taking a stroll through the palace gardens. If you prefer, there is indoor seating, but on my visit today everyone was sitting outside. Even though the weather was hot at lunch, we were shaded by the...
After a visit to the gardens we chose the Schwetzinger Brauhaus zum Ritter at random and were very thankful that we did. The view from the outside tables is lovely and made the perfect choice for a spot of relaxation after so much walking!
The traditional dishes we sampled (goulash and pork loaf) were tasty but the highlight was the...
This restaurant was recommended to us by two of the asparagus vendors with stalls in the plaza. We had come to Schwetzingen for the spargel and the schloss garten. Neither was disappointing. The restaurant is in the plaza opposite the castle entrance. Lots of outdoor tables with umbrellas where we ate as it was a beautiful sunny day so I...
Excellent location, with wide range of seating options, outside / umbrellas or inside in rustic bar or restaurant. Children welcomed. 2 beers light and dark which are brewed on site both lovely.
Only slight downside smoking is permitted in bar area.
After touring the castle, our group had an arranged lunch here and it was great. Excellent beer (of course) and a big surprise to me, great steaks, even more surpising since it was a large group and yet the steaks were cooked perfectly.
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