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- Musician's Friend Best Selection, Price & Service. Guaranteed.
Call our Gear Heads
at: 800-449-9128
Call our Gear Heads
at: 800-449-9128
The first re-amplifier and attenuator in one easy-to-transport, USA-made housing.
Unleash the world's first re-amplifier/attenuator. The Unleash Amplifier / Attenuator Booster will take any amplifier from 1 to 100 watts and either attenuate or boost, from whisper quiet in the bedroom, to 100-plus blaring watts in the club. Two footswitchable volume controls allow for rhythm and lead volumes. Unleash also offers an effects loop and direct out. Another first from the engineers at Bad Cat.
The Unleash is very simple to use in application. To boost, plug the speaker output of your low-wattage amp into the unleash input and the output of the Unleash into a speaker cabinet. Now you have your favorite small-wattage amp with the tone intact and 100 watts of available power. Don't forget that the Unleash has an effects loop to plug that delay or chorus pedal into.
How often have you wound up the gain on your 100-watt firebreather, rolled back the volume on your attenuator and hit the front end with a booster and got nothing? It just got dirtier with no appreciable boost in volume. With the Unleash you have boost to spare without changing the tone that you took so long to dial in. Having two channels to switch between affords the ultimate clean boost. Try putting an EQ in the effects loop and the tonal shaping options expand.
Sound Transparent
The Unleash leaves your tone intact like no attenuator that has come before it. The reactive load circuitry fools the tube amps output section into thinking it is still reacting with a speaker cabinet. It will bloom and squash just as if you are plugged into your cab.
Input Trim
When the input trim LED lights up, it is an indication of sufficient signal to drive the full potential of the Unleash output. Try to set the input trim to light up when signal is peaking. Feel free to push it harder. You cannot hurt it.
Effects Loop
Don't forget the ability to insert effects post tube power amp. Try placing an EQ after your favorite amp and open all kinds of tonal possibilities. The Unleash come with a direct out to record or send to a board while doing away with the necessity of plugging your amp into a cab. This is useful for those late-night recording sessions.
Direct Out
The Unleash comes with a direct out to record or send to a board. This is useful for those late night recording sessions. This direct out is a line level signal.
Pump up your power without losing your essence. Order today!
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Comments about Bad Cat The Unleash Amplifier / Attenuator:
Good product that does what it says it would. Changes the tone slightly when comparing the amp with the Unleash to the amp without the Unleash and matching the levels.
Having said that, it's not a whole lot, and certainly no more than how switching cables might affect it. Very disappointed with MF's customer service, however. My order was backordered for several months and communication from them was non-existent throughout the process.
I have been ordering from MF from the very beginning, but may have placed my last order with them as a result of this experience.
Best Uses
Comments about Bad Cat The Unleash Amplifier / Attenuator:
I love the idea of this thing, but have yet to try it out because it does not come with a 1/4" coupler or a footswitch. I guess you don't need the coupler if you are using a head/cabinet approach, but for us combo users you need this piece. There appears to be no way to switch between channels A and B without the footswitch. I guess I assumed everything would come in the box, but my expectations were off. I'm sure it's not a bad product once i get around to using it...
Best Uses
Comments about Bad Cat The Unleash Amplifier / Attenuator:
I needed something to tame my 15 and 22 watt hand wired tube amps on the church stage. I was also interested in the effects loop although I thought my effects were not bad running in the front of my amp. The attenuator works very well except at low attenuation and that's to be expected since the speaker has to move enough to sound good. So don't kid yourself thinking you can get anything to sound good at really low volume, it's not going to happen. It sounds better just keeping your volume low. I have my amp at the edge of breakup, then attenuated about half way and my effects running through the loop and into a seperat cab for a wet dry setup. This is were it really sounds awesome. I did have to change the routing of my pedals a little. If you want your volume pedal to work with both the dry and wet signal, put it after your last drive pedal into the amp input and not before your time based effects into the loop. I'm really impressed with this setup. Make sure you get an additional
speakon cable, speaker cable and 1/4" cable coupler. Also, John from Bad Cat personally walked me through different setups over the phone. That's customer service. Thanks John
Best Uses
Comments about Bad Cat The Unleash Amplifier / Attenuator:
To my ears this works as advertised. It just takes your low wattage amp's tone and just makes it louder. I did not purchase this for attenuation as every amp I own is 5 watts or less. I have every one of the 50th Anniversary Marshall 1 watts and all of them sound great through the Unleash. Very transparent and the tone of the amps stay the same but as much volume as I need. I can say though that the amp that most impressed me with it is the Class 5. It actually sounds better to me boosted and into a more efficient speaker like a Celestion Gold. The effects loop works great and I hear subtle nuances of the effect like adding modulation to my TC Nova Delay that I didn't notice as much when using it either in front of an amp or through an amp's effects loop.
Overall this piece of gear is perfect for players like me that have done the band thing in the past but are basically home players now with amps to match but still like getting out every now and then to jam with friends. With the Unleash I can do that with whatever amp I want to use and get great tone with volume and a great post power stage effects loop. Love this thing.
Best Uses
Comments about Bad Cat The Unleash Amplifier / Attenuator:
Really nice Attenuator plus has an effect loop so if you are working with a cranked amp can take the EFX out of the front of the amp and have a clean signal for your delay and etc.
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Oct 05 - Homily: Jesus' Prayer to the Father
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Uploaded by AirMaria on Oct 5, 2013
Jesus' prayer during his public ministry was of thanksgiving, giving His "Yes" and "Amen" to the will of the Father, foreshadowing Our Lady's "Fiat" at the foot of the Cross. Ave Maria! Mass: Saturday 26th Week of Ordinary Time - Wkdy - Form:ĀOF Readings:Ā 1st: bar 4:5-12, 27-29 Resp: psa 69:33-35, 36-37 Gsp: luk 10:17-24 To Download Audio go to http://airmaria.com?p=38760
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Again, the gorgeous Varry Niven
Taken 7 October 2013Equipment: Canon 40D 17-85mm lensf/10, ISO 100, 1/60sec, F/L 17mmLocation: Studio in BerryStrobist: ?
Uploaded 29 January 2013
varry niven, hat, short, black and white, lorraine creagh
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Kate the Great
Maple Chai Brown
Irish Red (with Rye)
Do you have an extract/partial mash version of this (I guess you'd just replace the 2 row with pale DME) recipe?
This looks awesome
Check out Page 3, I think that's where the extract recipe was.
So I made this a couple of months ago I replaced one pound of honey with grain and used 8 oz of ginger at the 30 minute mark and 8 oz at the 10 minute mark, put all the trub in to the primary and racked to secondary at 8 days. Got busy and left it in the secondary for three weeks and bottled just over a month ago. It will be on the schedule for late this winter, I want this for drinking next summer. The honey gives it the lightness of body, the ginger gives it a real bite, the lemon off sets the ginger nicely. Everyone that has tried my American Wit likes it but after tasting the Ginger Ale the want seconds of the GA. Thanks for the inspiration.
So, I love the idea of trying this out, but this will be my third batch, and my first partial mash. Also, I'm in Sweden and my local store has slightly different ingredients available. I'll be doing this tomorrow unless I'm told I'm an idiot beforehand!
I'm sorry if this is the wrong place to post this.
Here are my plans, if anyone would be so kind as to provide feedback (positive or negative) I'd REALLY appreciate it. I've had to convert things, and swap things, I have no idea if this will remotely resemble the original. I had to switch the yeast to S-04 vs the recommended S-05. It's all they had in stock.
Recipe: Ginger Ale PM modded
Brewer: Kit
Asst Brewer:
Style: Spice, Herb, or Vegetable Beer
TYPE: Partial Mash
Taste: (35.0)
Recipe Specifications
Boil Size: 5.72 gal
Post Boil Volume: 5.22 gal
Batch Size (fermenter): 5.02 gal
Bottling Volume: 5.02 gal
Estimated OG: 1.048 SG
Estimated Color: 3.5 SRM
Estimated IBU: 40.2 IBUs
Brewhouse Efficiency: 72.00 %
Est Mash Efficiency: 72.0 %
Boil Time: 60 Minutes
Amt Name Type # %/IBU
1 lbs 1.6 oz Pilsner Picture link! its local. Grain 1 15.2 %
3 lbs 15.5 oz Muntons Liquid Malt Extract - Light Extract 2 54.5 %
1.52 oz Cascade [5.50 %] - Boil 60.0 min Hop 3 38.0 IBUs
6 oz Ginger Root (Boil 30.0 mins) Herb 4 -
2.00 Items Lemon Juice (per lemon) (Boil 30.0 mins) Spice 5 -
1 tsp Irish Moss (Boil 15.0 mins) Fining 6 -
2.00 Items Lemon Zest (Boil 10.0 mins) Flavor 7 -
2 oz Ginger Root (Boil 10.0 mins) Herb 8 -
1.02 oz Williamette [5.50 %] - Boil 2.0 min Hop 9 2.2 IBUs
1.0 pkg SafAle English Ale (DCL/Fermentis #S-04) Yeast 10 -
2 lbs 3.3 oz Honey (1.0 SRM) Sugar 11 30.3 %
2.5 oz Ginger Root (Secondary 7.0 days) Herb 12 -
I brewed this and scaled up to 11 gallons
I used a bit more ginger than called for and grated it with a cheese grater, next time I'll look int food processors instead lol
Only other change I made was an aroma/flavor addition of some Sorachi Ace hops to add a bit more herbal notes.
Overall I really like the final product, thanks for the recipe!


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Distance Learning Plan Revision Dates: 07/2005, 07/2006 Table of Contents Introduction------------------------------------------------------------------------------------------------------------ 3 KCTCS Mission, Vision, and Goals ------------------------------------------------------------------------------- 4 Hazard Community and Technical College Mission, Value Statements, and Goals -------------------- 4-5 Distance Learning Committee ------------------------------------------------------------------------------------- 6 Distance Learning Accessibility Policy and Procedures ----------------------------------------------------- 7-8 Goals of Distance Learning ----------------------------------------------------------------------------------------- 9 Identifying DL Course Delivery Methods, Policies, and Remedies ---------------------------------------- 10 Interactive Television (ITV) Courses ------------------------------------------------------------------- 11 KET College Courses (Telecourses)-------------------------------------------------------------------- 14 Web-enhanced, Web-Local, and Web-KYVU Courses --------------------------------------------- 15 Staff Support and Training ---------------------------------------------------------------------------------------- 17 Student Support ----------------------------------------------------------------------------------------------------- 18 Contact Persons ----------------------------------------------------------------------------------------------------- 19 Identifying Access Barriers to DL Courses --------------------------------------------------------------------- 20 Appendix ITV Request Form -------------------------------------------------------------------------------------------------- 21 ITV Activity Form ------------------------------------------------------------------------------------------------- 22 Online Course Review Form---------------------------------------------------------------------------------- 23-24 Criteria for evaluating online courses ----------------------------------------------------------------------- 25-26 KCTCS Policy 4.14 - Policies and Procedures Relating to Implementation of Distance Learning Instructional Support in Academic Affairs, Student Affairs, and Business Affairs ------------------ 27-29 2005 Recommendations ------------------------------------------------------------------------------------------- 30 2006 Recommendations --------------------------------------------------------------------------------------- 31-32 Syllabus Format--------------------------------------------------------------------------------- External Document Faculty Web Page Handbook ----------------------------------------------------------------- External Document With Web Guidelines and Procedures 2 Introduction Technology is consistently changing and is changing the worldincluding many aspects of education. The wealth of information and communications technologies are changing the way people work, learn, communicate with each other, and do businessand education is no exception. The world is becoming increasingly digital; higher education must make progressive steps toward its educational practices to take advantage of the speed and benefits of digital technology. Hazard Community and Technical College (HCTC) is using technology to enable students to be successful in their academic careers, as citizens, and as workers in a knowledge-based society. Making courses available to all students in an anyway, anytime, anywhere format is the trend of classes in today's society. Students want to be able to do their coursework around their schedules and anywhere they choose even if that is in the comfort of their own homes. Interactivity, material organization, technology delivery methods, cost containment, and the impact on student and faculty satisfaction is consistently being reviewed to give the students and the faculty the ultimate distance learning experience. In recent years and especially over the last decade, information technology has driven the U.S. economy. Businesses are scrambling to use the Internet to increase productivity, boost exports, cut the time required to develop new products, and forge closer relationships with customers and suppliers. The current federal administration has pursued a market-led approach to global electronic commerce that relies whenever possible on private sector leadership and seeks to eliminate legal and regulatory barriers to electronic commerce while protecting the public interest. Digital College and High School Programs are springing up across the United States. In Kentucky, entities such as the Kentucky Virtual High School and the Kentucky Virtual University have been created to provide a statewide educational service delivering high school and college courses and online learning opportunity to Kentuckians. Students in any part of the state can enroll in classes at a variety of educational institutions, including Kentucky's Virtual University. Having truly diverse educational systems, it requires that these colleges and schools fully integrate computers, networks, training and software to achieve computer literacy in all pupils and faculty, and to improve academic achievement. Recent studies indicate that households are increasingly abandoning traditional home technology and media for the Internet. Teenagers may choose to chat online with ten friends at once, rather than calling each friend individually on the telephone. Much of today's younger population prefers to surf the Net than to watch television. Recent Nielsen Ratings show that men ages 18 to 24 (the group that drives advertising returns) are watching 12 percent less prime-time television than they did one year ago. Source: http://www.connectkentucky.com - 2005 Annual Report 3 The KCTCS Mission The mission of KCTCS is to improve the quality of life and employability of the citizens of the Commonwealth by serving as the primary provider of the following postsecondary education programs, training, and services: • Certificate, diploma, technical degree, associate degree, and transfer programs • Workforce training to meet the needs of existing and new businesses and industries • Remedial and continuing education • Short-term, customized training for business and industry • Adult education • Associated services KCTCS Vision To create a comprehensive community and technical college system recognized as the nation's best. KCTCS Goals [2006-2010] I. Promote excellence in teaching and learning II. Increase student access and success III. Expand diversity and global awareness IV. Enhance the economic development of communities and the Commonwealth The Hazard Community and Technical College Mission Hazard Community and Technical College delivers accessible, high-quality education by providing academic programs, technical education, and training in a learning-centered environment. The College provides learners with varied experiences while supporting their transfer to other colleges and universities; training for employment; entrepreneurial, economic, cultural, and leadership opportunities; and collaborative efforts with other schools and institutions. Hazard Community and Technical College values excellence in teaching, lifelong learning, and service with the highest regard for ethics and the dignity of work, the heritage of Appalachia, and a shared appreciation for cultural diversity. Hazard Community and Technical College, a member of the Kentucky Community and Technical College System, is a public, comprehensive learning community serving southeastern Kentucky. Hazard Community and Technical College Vision Hazard Community and Technical College will be a comprehensive, spacious, state-of-the-art, multi- campus community college, which exists as a catalyst for transformation in individuals and communities it serves, thereby enhancing the quality of life for the citizens of Southeastern Kentucky. Aware of the region's ever changing conditions and the ongoing traditions of the Appalachian culture, Hazard Community and Technical College will anticipate emerging needs and offer diverse range of quality educational programs and services, at the associate degree level and beyond. These programs and 4 services will be made flexible, adaptable, and accessible through partnership with other institutions, the use of technology, and a dedication to constant improvement. Hazard Community and Technical College's primary commitment will continue to be personal attention to the whole student through excellence in instruction and service. Hazard Community and Technical College Value Statements We value the freedom of students to pursue truth, knowledge, and understanding through a lifelong exposure to the various disciplines of inquiry. We value the right of faculty to teach and pursue research without political, ideological, or religious constraints. We value the uncompromised commitment of students, faculty, staff, and administration to excellence in their respective quests. We value the growth and transformation of all individuals as they continually adapt to the ever-changing demands of the world. We value community and its inherent obligations as a catalyzing and motivating force for our relationships with colleagues, students, and citizens of the region. We value community which obligates its members to work together effectively and communicate efficiently, honestly, and openly. We value our cultural diversity and Appalachian heritage as they inform and enrich our understanding of the human experience. We value technology as a means of enhancing instruction and broadening global access. Hazard Community and Technical College Goals [2006-2010] Goal 1: Promote excellence in teaching and learning: a) by developing innovative and quality programs and b) by investing in faculty and staff. Goal 2: Increase access, support, and success of each student, full-time and part-time. Goal 3: Expand external collaboration to enhance student success. Goal 4: Expand student, faculty and staff diversity and promote regional, state, national, and global awareness. Goal 5: Develop an environment that promotes economic development and a higher quality of life Goal 6: Lead our community in addressing the health and lifestyle of the population. Goal 7: Develop support among internal and external constituents to address the future financial requirements of the college. 5 2006-2007 Distance Learning Committee Type, Members, Mandate, and Charge David Frazier, Chair Ella Strong, Distance Learning Coordinator, co-chair Doug Fraley [ADA] or Support Services Representative Bart Massey, Web Master Tonya Reynolds, Allied Health Division Representative Stephanie Vergne, Business and IT Division Representative Carolyn Bush, Occupational Technologies Division Representative Scott Lucero, Heritage & Humanities Division Representative Paul Currie, Sciences & Mathematics Division Representative Randy Bryant Madeline Flannery Esther French Debbie Jett Ludrenia Hagans-Shepherd Scott May Marcella Moore Becky Neace Chestina Turner, SSS Rep. Anna Napier, (ex-officio) TYPE: Institutional Committee Mandate: This committee was recommended by the KCTCS 504/ADA Effective Communications Work Group and the increased need for distance education procedures at the local level. (September 27, 2004) Charge: This committee is charged to create, maintain, review, recommend, and evaluate all distance learning procedures, processes, and issues at the local level including 504/ADA distance education compliance. This committee will review concerns from faculty, division chairs, program coordinators, administrators, and students. This committee shall assume the responsibility of creating and updating a Distance Learning Plan on an annual basis as well as other distance learning initiatives. This committee will communicate with the Academic Leadership Team. Membership: Distance Learning Coordinator, Dean of Distance Education (ex-officio), Web Master, faculty representation from all areas who teach via distance learning mechanisms, Distance Learning support members, a representative from Student Services, and a student representative. Reports to: Goal Team A 2005-2006 Committee Members 2004-2005 Committee Members Ella Strong, Chair Ella Strong, Chair David Frazier, Business and IT Division Rep, co-chair Doug Fraley [ADA] or Support Services Doug Fraley [ADA] or Support Services Representative Representative Bart Massey, Web Master Bart Massey, Web Master Tonya Reynolds, Allied Health Division Rep Tonya Reynolds, Allied Health Division Rep Carolyn Bush, Occupational Technologies Division Carolyn Bush, Occupational Tech Division Rep Rep Scott Lucero, Heritage & Humanities Division Rep Heritage & Humanities Division Representative Randy Bryant, Sciences & Mathematics Division Rep David Frazier, Business and IT Division Rep Ester French Randy Bryant, Sciences & Mathematics Division Rep Laura Brashear Margaret Colwell/Laura Brashear Ludrenia Hagans-Shepherd Anna Napier, ex-officio Johnnie Napier Becky Neace Anna Napier, ex-officio 6 Distance Learning Accessibility Policy and Guidelines Establishment, Purposes and Background: Hazard Community and Technical College (HCTC) is committed to provide equal and comparable access to all learners regardless of race, color, origin, age, religion, sex, or disability; in all educational programs, services, and activities. This includes access to electronic information, educational programming and services. Accessibility is not only an affirming idea, or a privilege, but it is the law. Several Amendments/Laws require organizations to be in compliance with learners that have disabilities. The laws include: Section 504 of the Federal Rehabilitation Act of 1973 requires that disabled persons not be "excluded from the participation in, denied the benefits of, or subjected to discrimination under any program or activity receiving Federal financial assistance." The 1998 amendments to the Rehabilitation Act— Section 508 of the Federal Rehabilitation Act of 1986 requires that electronic and information technology developed, procured, maintained, or used by the Federal government be accessible to people with disabilities. In response to a 1998 amendment to Section 508, the US Access Board has created standards for electronic and information technology that utilize the W3C guidelines extensively. Kentucky KRS 61.980 to 61.988 covers accessibility, which defines access requirements and standards for Commonwealth information technology equipment and software used by employees, program participants, and the general public. Distance Learning (DL) access allows non-traditional learners to take classes at their convenience. DL courses are designed to reach the learners in an anytime, anyway, anywhere format. DL creates new learning opportunities for an expanded range of learners that otherwise could not take classes; this includes the learner with disabilities. In mid September of 2004, Hazard Community and Technical College's Distance Learning Coordinator requested that a Distance Learning Committee be formed to help address distance learning initiatives and strategies including ADA compliancy issues. The committee was approved by the President of Hazard Community and Technical College on September 27, 2004. The members for the committee were added in the month of October 2004, and the first meeting occurred on November 5, 2004. The Distance Learning Committee of Hazard Community and Technical College will create a distance learning plan that will include initiatives and strategies for Hazard Community and Technical College. The DL Plan will include DL course delivery methods, access issues of delivery methods, best practices, guidelines for instructors, training requirements, recognition of barrier types to distance learning, and contact persons. The DL Plan will be reviewed each academic year and edited as necessary. Hazard Community and Technical College's distance learning programs and courses will move forward to meet accessibility guidelines for Section 508/504 and W3C guidelines. The Distance Learning Committee of Hazard Community and Technical College constructively provide the following processes as a starting point to meet the goal of ADA compliance: Guidelines: 1. All syllabi of Hazard Community and Technical College will have an accommodations policy with contact names and information. (This is already included in the required standard syllabi format for all faculty including full and part- time instructors.) In addition, the online syllabus should include at least two links to ADA accommodations. 2. All students with special accommodations will be required to document their special needs with the Disability Services Representative for the specific campus on which they are registered. Upon completion of the accommodation documentation, reasonable accommodations will be made to meet the students' every need. 3. Each semester all distance learning courses offered will be evaluated (by a sub group of the Distance Learning Committee) for compliance and accessibility according to 504/508/W3C guidelines. (All courses are currently evaluated for quality each academic year through the office of academic affairs. This will be in addition to the normal evaluation process to evaluate content and compliance.) 4. All distance learning courses will be either managed through a Course Management System (CMS) approved by KCTCS if the course is a web course or through a personal college web page if the course is a web enhanced course and approved by the DL Coordinator. 5. All personal college web pages used in a course that is web-enhanced must meet ADA compliancy. The web page content must contain image tags and text entries for all sound/image components and 504/508 and W3C guidelines. 6. All faculty who plan to use book publisher-generated course web sites must be approved by the distance learning coordinator. 7. All distance learning faculty will attend on-going training each semester to strengthen and ensure the ability to meet the ever-changing needs and requirements for compliance with web page accessibility as well as course management upgrades and updates. All DL faculty must attend training sessions each semester. 8. Beginning January 1, 2005, all new faculty must be trained in the semester prior to the semester they plan to teach a distance learning class. The training will include setup of electronic web site with content and ensure compliance access of content for learners with disabilities. All new DL faculty must follow the procedures for initiation of distance learning courses before they will be allowed to teach a DL course. 7 9. Audio visual materials broadcasted over distance learning media must provide: a. closed captioned format and/or written transcripts. b. for students with documented sight impairment, instructors must to the best of their ability find audio or brail formats and forward all audio or brail book information to the Disability Services Representative for the delivery campus. 10. Documentation will be kept on file as evidence of Hazard Community and Technical College's good faith effort to ensure accessibility and as certifying material for ADA compliance. 11. All DL issues, technical problems, or accessibility issues with DL courses are to be reported to the coordinator of distance learning, to the Disability Services Representative of the campus on which they are registered, or to the webmaster. The coordinator of distance learning, the Disability Services Representative, or the webmaster will have one week to respond to the student and provide solutions or progress of the request or report. 12. All faculty will receive access to a copy of the Distance Learning Plan. Recognized Contacts: The following Hazard Community and Technical College contacts provide ADA related services and resources: The Vice President of Student Services facilitates ADA compliance for the Hazard Campus, Knott County Branch, Leslie County Center and the Technical Campus. The Director of Student Life Services facilitates ADA compliance for the Lees College Campus. The Distance Learning Coordinator provides support to individuals with disabilities in regard to access of technology, course materials, and requirements for distance learning courses. Other Information: Each page of Hazard Community and Technical College's website will include a link to notify the webmaster if users encounter trouble accessing the content within the site. HCTC utilizes a program called Betsie. Betsie is a server that works as a text transcoder. The program will automatically take the HCTC webpage information and transcode it into text format so readers can use the site. The program also allows us to meet the standards of compliancy without additional training for each of the participants and the program works throughout the HCTC website and can be accessed at the top of each page. Hazard Community and Technical College recognizes the need for additional training on the awareness of ADA, KCTCS' disability's policy, state and federal statutes and access issues regarding web technology. Accessibility Perspective: Information supporting accessibility can be found at: KCTCS Compliancy Checklist and HTML Code Checklists – "Draft" http://unity.kctcs.edu/dscgi/ds.py/Get/File-138313/Manual_section_2_-_ADA_Compliant_Check_List_revised_09-02-03.doc UK Engaging Differences Project http://www.uky.edu/TLC/grants/uk_ed/ W3C World Wide Web Consortium (The Consortium provides strong world-wide support for its Web Accessibility Initiative.) http://www.w3.org/WAI/ George Mason University http://www.gmu.edu/accessibility/ University of Washington Videos (Helpful videos for understanding the perspective and needs of those with disabilities) http://www.washington.edu/doit/Video/l Accessibility Law: Department of Justice, Section 508 Home page http://www.usdoj.gov/crt/508 This home page provides links to Section 508 of the Rehabilitation Act and to the Access Board's regulations. Tools: LIFT (Free online. Available as stand-alone help with FrontPage and Dreamweaver in LCC's Technology Resource Center. Online version can validate up to 5 pages of a web site. Stand-alones allow unlimited pages to be validated.) http://www.usablenet.com/ Blackboard Accessibility Tips (Free succinct advice for those teaching online courses using Blackboard.) http://company. blackboard.com Lynx Viewer (Lynx enables the user/author to view a web page from the format of a text-model.) http://www.delorie.com/web/lynxview.html DISCLAIMER Every attempt will be made to provide 504/508 ADA requirements, however, the ultimate responsibility for providing a 504/508 ADA accessible site is the sole responsibility of the web author and owner of the web site. This information is being provided only as a resource reference guide based upon today's technology and standards. 8 Goals of Distance Learning Goal 1: Be a provider of distance learning courses and expand Hazard Community and Technical College distance learning opportunities by providing innovative courses that will benefit Hazard Community and Technical College students. Objectives: 1. Continue to offer various distance learning classes throughout each academic year. 2. Provide courses for support of the KCTCS online programs, diplomas and certificates. 3. As needed and requested, collaborate with KYVU to assist in providing distance learning resources for training and other development. Goal 2: Maximize distance learning instruction by Hazard Community and Technical College that is available "anytime, anywhere, anyway." Objectives: 1. Continue to consolidate management and coordination of all distance learning modalities including KET telecourses, ITV, and Internet (online). 2. Maintain policies and publish a Distance Learning Plan that includes guidelines and ensure all Hazard Community and Technical College employees have access to the plan. 3. Establish and maintain web site for students and faculty. 4. Examine policy and procedures for externally provided web-based courses and review existing web- based programs. Goal 3: Improve coordination and quality assurance of all distance learning classes and support for Hazard Community and Technical College students enrolled in distance learning courses. Objectives: 1. Establish and implement "Best Practices" for ITV, KET, and all Web Classes. 2. Pursue college-wide collaboration of all ITV technicians and facilitators, distance learning facilitators, instructional specialists, ARC staff, library staff, student support services, and other staff as related to the assistance of students. 3. Establish appropriate support of students that carries out goals related to coordination of distance learning at Hazard Community and Technical College. 4. Review and update local ITV, KET, and Web Classes policies and procedures. 5. Evaluate ITV, KET, and Web Classes and select assessment/review instruments to be used as reference. Goal 4: Maintain technological support and training for faculty, staff, and students in distance learning. Objectives: 1. Provide and schedule distance learning training sessions to be available in the fall and spring semesters. Training sessions will provide professional development in various computer applications in relation with distance learning, pedagogy, and quality procedures. 2. Provide access to appropriate tools for use by faculty for authoring of Internet courses (online). 3. Provide distance learning assistance as a resource for advisors. 4. Provide distance learning assistance for faculty and staff involved in developing, delivering or receiving learning by technology. 5. Provide distance learning assistance for students enrolled in distance learning courses including how to access and participate as a full member of their class. 9 Identifying Distance Learning Course Delivery Methods, Policies and Remedies Distance learning courses are designed to reach out to students from anywhere. Designed correctly, distance learning options create learning opportunities for a broad range of students. Designed poorly, they erect new barriers to equal participation in academics and careers. Employing universal design principles can bring us closer to making learning accessible to anyone, anywhere, at any time. The data shows the desire and need for more distance learning classes. Distance learning course delivery media include audio; video; CD-ROM; DVD and text components of courses or communication delivered via satellite; Compressed video / Instructional (or Interactive) Television (ITV); Local Area Network/Wide Area Network; Internet; telephone; print materials or any other form of electronic transmission. Currently, HCTC offers distance learning courses through the methods of ITV, KET telecourses, and eLearning courses using a Course Management System (CMS). In compliance with both state and federal law (Sections 504 of the Federal Rehabilitation Act and Section 508 of the Federal Rehabilitation Act and Kentucky KRS 61.980 to 61.988) the distance learning courses and programs offered through Hazard Community and Technical College will be accessible to those with properly documented disabilities. All potential students should be considered when developing a distance learning course. Faculty teaching and designing distance learning courses must proceed with the needs of all students in mind, making their courses accessible to students with disabilities by complying with federal and state laws and distance learning ADA guidelines. An ADA accommodation statement should be addressed on the syllabi of all distance learning courses. The following policy is to be on the standard syllabi format: Accommodations Policy Students needing accommodations should contact the local disabilities service representative to complete an Accommodations Plan which will ensure that the student receive full benefits and that the instructor is aware and can make the proper adjustments in his/her courses for the student. Hazard Community & Technical College contacts are as follows: Hazard Campus, Knott County Branch, Leslie County Center, and the Technical Campus – see Doug Fraley and at the Lees College Campus – see Cluster Howard. **Add the additional statement for all eLearning courses (Web-enhanced, local, hybrid, or all online) Every effort is being made to meet the ADA 508 and W3C guidelines but if you find any distance learning class to be limiting in any way please contact the course instructor and the Disability Services Representative, Hazard Community and Technical College, One Community College Drive, Hazard, KY 40351; phone (606)-487-3086; email: firstname.lastname@example.com. Distance learning classes will have additions to the standard syllabi format depended on the mode being taught. The new formats would be added to the standard syllabi format. For example, ITV courses would have additions to the syllabus including ITV sites, contacts, locations, and directions; eLearning courses would have links like help, KCTCS Distance Learning, and others; and KET College Courses would have broadcast schedule, video-feed purchases and stream information. Benefits for web-enhancing a class regardless of mode (In-Person, ITV, or KET): This will allow syllabi, course assignments, and materials to be easily shared between students and faculty. This will allow classes missed due to inclement weather, equipment failures or technical problems, faculty illness, etc. to have assignments posted on the class web site ensuring class consistency without class gaps. For full web courses, this will allow students who cannot attend a traditional class setting to attain their educational goals. 10 Compressed Video or ITV (Interactive TV) ITV is 2-way audio and 2-way video. There are numerous locations within Hazard Community and Technical College's service region. This delivery system is transmitted via special phone lines called a T-l which will be switching over to IP in the summer of 2005. This system is part of the statewide telecommunications network. Utilizing this delivery system requires students and faculty to be in a specific location (an ITV video classroom) at a specified time for instruction to occur. Recommendations: It is required that all courses scheduled as ITV be web-enhanced. Having the course web-enhanced will allow students to have access to class materials, less need to have the documents faxed or sent to all campuses as the students can print the required materials off before coming to class, and the instructor can have test online or even proctored at each campus site. Procedures and Responsibilities: The division chair is responsible for completing the "ITV Request Form" in the required time frame. Form is in the appendix. If a faculty decides that they would like to offer a class via ITV, the faculty needs to do the following: work with division chair to have the class added to the ITV schedule. travel to all connected sites at least twice per semester as class schedule allows [faculty will be reimbursed through required travel account pending budget and travel fund status]. Travel records will be keep at each site when an instructor visits. the mode needs to be BI to reflect ITV web-enhanced and faculty will need to meet required training hours using a CMS for ITV. deliver class materials and tests at least 24 hours prior to class start times and fax should only be used for emergencies. inform the ITV technicians if class will be cancelled. Guiding principles for materials that are to be sent between ITV sites to or from the instructor. One or a combination of these methods will need to be utilized: Intercampus mail will be used unless the instructor specifies a different address or mode of delivery. Have the test proctored Add a grading percentage for attendance to ensure students will attend. Have assignments submitted through the class website. Request that the ITV technician copy the tests before being sent through campus mail. Request the documents be mail with tracking versus using the intercampus mail system. (this may not be practical all the time with money spent to mail the items.) Travel to the Lees site or other sites when a test or final is scheduled. Work with a faculty member to bring documents to your designated campus. 11 Class Scheduling Process: To insure scheduling is a fair process, the following process for requesting an ITV slot will be followed. 1. At the beginning of each semester [the first week of classes] an email will be sent to all division chairs from the distance learning coordinator. The email will include an attachment [the "ITV Request Form"-see form at the end of this section]. 2. No requests will be accepted prior to the initial email to all division chairs. 3. It is the responsibility of the division chairs to notify program coordinators / facilitators / instructors that it is time to request an ITV slot and to complete the "ITV Request Form". 4. The division chair will compile all the requests from his/her division and will forward them to the distance learning coordinator by the specified DUE DATE on the first email sent out. NOTE: No request form will be accepted by program coordinators / facilitators / faculty. 5. The distance learning coordinator will give each request a receipt number. The receipt number is based on the date and time that each request as it is received. Once the DUE DATE is reached, the distance learning coordinator will compile the ITV schedule for the following term. 6. If there are date and time conflicts, the request received first will be honored. The request that was second, third, etc. will be returned to the division chair for a new request with link to the Tentative ITV schedule for the following term. This site will be updated daily until all time slots are full. 7. The division chair will have one week to return the revised request to the Distance Learning Coordinator. Access Issues: Students who are deaf or hard-of-hearing will not be able to hear conversations. Students who are blind or have low vision will not be able to see instructional materials. Remedies: Provide real-time closed or open captioning, an on-screen interpreter or (if possible) an interpreter at the student's location. To facilitate communication from the student, provide a TTY link in the studio or classroom, provide TRS service or provide a dedicated, electronic chat room for real-time conversation exchange. For blind and low vision, provide all print materials in alternative formats and include descriptive video narration as needed. Any alternate accommodation necessary will have every effort or attempt to be met. All students with documented requests will be accommodated. List of contacts, directions to each sites, and information about the site will be made available to all students enrolled in ITV classes. Training: New faculty will be required to attend a minimum of two hours of training in using the ITV equipment and attend a session in best practices for using ITV. The training will be in either 30-60 minute segments and spread over a specific time period to allow better use of the ITV equipment. Existing faculty will be required to attend a minimum of one hour of training in using the ITV equipment and attend a session in best practices for using ITV. The training will be in a round table format allowing faculty to share ideas about the things that works well in an ITV setting. The training is required prior to the first day of the ITV class. If the faculty member has not taught an ITV in over a three-semester time frame [not including summer terms], that faculty member will be considered a new faculty using ITV and all training requirements apply. NOTE: If the Codec or other equipment is upgraded in the ITV rooms additional update training may be necessary and required. 12 CMS for ITV: All new faculty will be required to attend a minimum of three hours of training in using the required CMS to learn the basics of the class shell and features consistently used in an ITV environment. All existing faculty will be required to attend a minimum of one hour of training in using the required CMS to learn the basics of the class shell and features consistently used in an ITV environment. The training will be provided in three one-hour sessions. The training is required prior to the first day of the ITV class. If the faculty member has not taught an ITV class using a CMS in over a three semester time frame [not including summer terms], that faculty member will be considered a new faculty using a CMS for ITV and all training requirements apply. Training for using CMS for ITV will include: Uploading and posting a syllabus, editing a syllabus Adding assignments to the Calendar Uploading a file to the Lessons [or content area] How to add a drop box and grade submissions How to check and send email in the class shell Utilizing a discussion board and/or chat rooms Backing up and downloading a course Other features as deemed necessary or as requested by the faculty member 13 KET College Courses (Telecourses) A video-based college credit course (telecourse) that students can take from home. Courses are usually viewed via broadcast or cable television. In addition to viewing the videos, students read assigned sections in the accompanying text and study guide prior to completing written assignments. Hazard Community and Technical College, in cooperation with Kentucky Educational Television (KET), offers credit through KET College courses. Requirements: It is necessary and required that all classes scheduled as KET be web-enhanced to allow links for video- streams to be available to students twenty-four hours a day. Procedures and Responsibilities: The division chair is responsible for adding the class to the course schedule with the mode of BK. If a faculty decides that they would like to offer a class via KET, the faculty needs to do the following: work with division chair to have the class added to the KET college course schedule (if it is a class offered by KET, the instructor needs to review the KET Coordinator and Faculty Site at: http://www.ket.org/collegecourses/coordinators/). meet required training hours using a Course Management System. Access Issues: Students who are deaf or hard-of-hearing will not be able to hear conversations. Students who are blind or have low vision will not be able to see instructional materials. Remedies: Captioning or class transcripts should be provided for those who have hearing impairments and audio descriptions or class transcripts (that describes audibly the visual content) should be provided for those who are blind. Newer pre-produced telecourses have closed captioning. Training: New faculty will be required to attend a minimum of three hours of training in using the required CMS to learn the basics of the class shell and features to be consistently used in a KET environment. The training will be provided in three one-hour sessions or one-half day session. Existing faculty will be required to attend a minimum of one hour of training in using the required CMS to review the basics of the class shell and features to be consistently used in a KET environment. The training is required prior to the first day of the KET class. If the faculty member has not taught a KET class using a CMS in over a three semester time frame [not including summer terms], that faculty member will be considered a new faculty using a CMS for KET and all training requirements apply. Training for using CMS for KET will include: Uploading, editing and posting a syllabus Adding assignments to the Calendar Uploading a file to the Lessons [or content] How to add a drop box How to check and send email in the class shell Utilizing a discussion board and/or chat rooms Adding links for video streams and other resources Backing up and downloading a course Other features as deemed necessary or as requested by the faculty member 14 eLearning: Web-enhanced, Web-Local, Web-Hybrid, and Web-KYVU Online Courses The World Wide Web (WWW) can be used in multiple ways to deliver instruction, assess student learning, and provide an interaction among students and between the instructor and students. World Wide Web instruction can be designed to be accessed by students at their convenience. Blackboard (Bb) is the current course management systems [CMS] that Hazard Community and Technical College utilizes. Blackboard runs over the Internet a separate server from HCTC. Procedures and Responsibilities: If a faculty decides that they would like to offer a class as web-enhanced, web-local, or web-KYVU, the following procedures should be followed: 1. in the first semester peer reviewing a similar class through the KCTCS Peer Review Program. 2. develop course plan with details about alternative delivery of materials and research online resources for your course. 3. in the second semester work with division chair to schedule a class as a web-enhanced class. 4. after completion of required training and the above procedures, a faculty member can then teach a web-local or web-KYVU class. a class entered as web-enhanced will still meet the required amount of time as an in- person class. Some classes may be utilized as web, but a majority of the class will have class meetings. a class entered as web-local may or may not have associated class times associated with the class but will only be available to Hazard Community & Technical College students. a class entered as web-hybrid is a class that will meet the course half online and half in- person with instruction Classes utilized as hybrid classes use the web-local mode. a class entered as web-KYVU will not have any class meetings and generally only have two proctored exams throughout the semester. The class is available to all students across the state. 5. the faculty will be required to attend training in the semester prior to the semester the class is scheduled-See Training. The faculty is responsible for attending pre-scheduled group training or for setting up training times according to their semester schedule. 6. the division chair is responsible for adding the mode BP (for web-enhanced) or BL (for Web Local and Web-Hybrid) or BW (for web-KYVU) to the schedule submission form when submitted to academic affairs according to the production schedule. 7. if the class is listed as a KYVU class, the faculty is responsible for completing the eRMA about their class including test proctoring, required hardware and software, required books, etc. to the Distance Learning Coordinator. The DL Coordinator will send an email out with the process for completing the eRMA. Classes will not be posted to KYVU until the eRMA is submitted by the faculty and approved by the Distance Learning Coordinator. 8. once class is scheduled ensure proper People Soft coding – the mode of the class with proper CMS listed. 9. if web-enhanced, web-local, or web-KYVU, check class shell by midterm of the prior term [to ensure the shell is showing correctly and in the right CMS format]. Faculty are to notify the Distance Learning Coordinator if it is not showing correctly or not showing at all. 15 10. if web-enhanced, web-local, or web-KYVU, the Friday prior to classes starting, email all class students with a welcome to the class OR you could have as the first assignment for the students to email you on the first day or in the first week. 11. the following materials should be posted at least one week prior to the class start date: A syllabus Calendar outline for at least the first eight weeks Assignments and associated features [like drop boxes, quizzes, etc.] ready for at least the first eight weeks An email assignment for the first week (optional) 12. if web-enhanced, web-local, or web-KYVU, after the first week, check your class shell and peoplesoft roster to see who has not logged on. Contact the student, they could be having log on problems. 13. teach and manage course in quality fashion that is equal to or better than a physical class using KCTCS "Best Practices". 14. answer E-mail, grade's, and conduct class in an organized manner, submit timely reporting of all materials. If faculty cannot follow the above responsibilities, it is suggested that a faculty not teach a class in any web mode. A faculty member cannot just throw up content and forget about. The class content must be continuously reviewed, quality measures must be used, and communication with the student is a critical factor. Faculty that do not follow the proper procedures may be allowed to teach in a distance learning mode until the instructor has followed these guidelines. Training: For all web-enhanced new faculty will be required to attend a minimum of five hours training using the CMS. For all web-enhanced existing faculty will be required to attend a minimum of two hours training using the CMS. This training is required prior to the first day of teaching web-enhanced class. If the faculty member has not taught a web-enhanced class in over a three semester time frame [not including summer terms], that faculty member will be considered a new faculty and all training requirements apply. For all web-local or web-KYVU new faculty will be required to attend a minimum of six to eight hours training using the CMS. For all web-local or web-KYVU existing faculty will be required to attend a minimum of two to four hours training using the CMS. This training is required prior to the first day of teaching web-local or web-KYVU class. If the faculty member has not taught a web-local or web- KYVU class in over a three semester time frame [not including summer terms], that faculty member will be considered a new faculty and all training requirements apply. NOTE: If a new platform is adopted and used instead of the currently selected platform, new faculty training requirements will apply. Access Issues: Students who are blind will be unable to access graphic images, text formatted in complex ways, Java applets and video clips. Students who are deaf or hard-of-hearing will not be able to hear the auditory content of the Web site. Some students with severe learning disabilities may be unable to process large amounts of text information without the use of assistive technologies. 16 Remedies: Web-enhanced and Web-based (Online/Internet) courses should at a minimum meet the Priority I of the W3C Guidelines developed by the Web Accessibility Initiative (WAI) (http://www.w3.org/WAl) as a working group of the World Wide Web Consortium (W3C) at http://www.w3.org/TR/1999 /WAI-WEBCONTENT-199905 05/full-checklist scroll down about the middle of the page to see Priority 1 checkpoints and Hazard Community and Technical College Web Guidelines at http://www.hazard,kctcs.edu. If course content falls within scope of Priority 2 or Priority 3, the appropriated W3C guidelines will be met. (http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/full-checklist scroll down to see Priority 2 checkpoints and Priority 3 checkpoints). CMS Training for web-enhanced, web-local, and web-KYVU will include: Uploading and posting a syllabus and adding required distance learning links Editing a syllabus Editing CMS rosters against Peoplesoft Rosters Adding assignments to the Calendar Uploading files to the Lessons [or content area] and saving as a word file or HTML file How to add a drop box How to check and grade drop box submissions How to check and send email in the class shell How to create and edit quizzes or tests How to add synchronous sessions such as chat or whiteboard sessions How to add a discussion board and properly use the discussion board How to change preferences in the CMS system How to add links to other sites How to backup class and download backup How to restore or import class backup Other features as deemed necessary or requested by the faculty member Class Review: The classes utilizing the web in any form will have their class web site reviewed during a semester by the distance learning coordinator, a member of the distance learning committee, or a member of the distance learning team. If there are serious problems with an instructor's web site, a review report will be sent confidentially to the faculty member within two weeks of the review. Staff Support and Training All staff including instructional specialists, ITV technicians, ARC staff, Student Support Services Staff, and Library staff will need to have the basic training to support students in distance learning courses. By having all appropriate staff trained with basic course management system features will give college-wide support to all students enrolled in distance learning courses. Training will include the following: Email [CMS and KCTCS email accounts] logon and basic use (such as attaching files) KYVU logon and basic portal use Downloading, saving and printing of class assignments, syllabi, or other materials Uploading of assignments to a drop box Replying on a discussion board Test taking (with passwords, being aware of pop-up blocker) Using help, or how to get help How to convert file formats to .rtf [example: from Works to Word] 17 Student Support All students will receive support through orientation sessions and as requested. Students need to have the support of checking email through their KCTCS account as well as support for logging into their web- enhanced, web-local, or web-KYVU class and other class specific items such as test taking, downloading and uploading assignments, etc. This support will be provided in a variety of ways including assistance from instructional specialists during open lab times, ARC staff, Library staff, Student Support Services Staff, and ITV technicians. All instructors and students will have access to the following information at the beginning of each semester: All students enrolled in any elearning course needs to know how to use their KCTCS email account, as well as how to use the messages feature in Blackboard. Logging-on to a Web-enhanced, Web-local, Web-Hybrid, or Web-KYVU class: 1. Point your browser to http://elearning.kctcs.edu 2. Go to the login box in the middle of the window that opens and enter your username and password which is the same to access your email or student self serve account. Checking Your KCTCS E-Mail As a student of the KCTCS System, you have been issued a login ID and password. NOTE: this is a different login from the one described with the Web class account. E-mail is an integral part of the distance learning process as well as your everyday process as a student of Hazard Community and Technical College. As you get grade information, class registration, and other related information on your email account. In addition all of your KCTCS information will come through student E-mail. Click on the following link to check your e-mail: https://webmail.kctcs.edu/exchange/ Enter the student ID number and password you were provided when prompted in the following format: The login entry is the domain name (KCTCSACC), followed by a "right slash" (/), ending with the PeopleSoft student ID that you were given during registration. Login: KCTCSACC/jdoe0001 Password: yourpassword (whatever the password is) *For more information about student email, go to the following site: http://www.kctcs.edu/student/email.html Resource Links: Web-KYVU Calendar: Student need also be aware that Web-KYVU classes do not necessarily always follow the same calendar as their home college. To check the calendar for the Web-KYVU classes go to the following site: http://www.kctcs.edu/distancelearning/Calendar.htm Distance Learning Tutorials: http://www.kctcs.edu/distancelearning/tutorials.htm Bookstore: http://www.kctcs.edu/distancelearning/bookstore.htm Distance Learning Proctor's Site link. http://www.kctcs.edu/distancelearning/testingcenters.htm HCTC DL Orientation: http://18.104.22.168/faculty/ESTRONG0001/DLOrientation/index.htm Online Program Advising Guides: http://www.kctcs.edu/distancelearning/programchecklist.htm College Contacts: http://www.kctcs.edu/distancelearning/collegeContacts.htm KCTCS Student Code of Conduct: http://www.kctcs.edu/student/studentcodeofconduct.pdf - refer to section 2.3.1 KCTCS Distance Learning: http://kctcs.edu/distancelearning/ KCTCS Student Services: http://www.kctcs.edu/distancelearning/advising.htm KCTCS Web orientation: http://www.kctcs.edu/distancelearning/orientation.htm Kentucky Virtual Library. http://www.kyvl.org/ 18 Contact Persons If you have a question or ADA-related need for distance learning courses contact Ella Strong, Distance Learning Coordinator, phone (606)-487-3208; email: email@example.com If you use a Web site to promote academic departments or academic programs, contact Bart Massey, Webmaster, phone (606)- 487-3267; email: email@example.com assistance with ADA requirements. Students with a disability or students with any inquiries about an accommodation or lack thereof of should contact to Doug Fraley, Disability Services Representative, phone (606)-487-3086; email: email@example.com. All at Hazard Community and Technical College, One Community College Drive, Hazard, KY 41701. . 19 Identifying Access Barriers to Distance Learning Courses Described below are examples of access challenges faced by students and instructors in typical distance learning courses. Blindness Students who are blind may use a computer equipped with screen reader software and a speech synthesizer. Basically, this system reads with a synthesized voice whatever text appears on the screen. They may use a Braille refreshable display that prints screen text line by line. They can use a text-only browser to navigate the World Wide Web or simply turn off the graphics-loading feature of a multimedia Web browser. They cannot interpret graphics (including photographs, drawing and image maps) unless text alternatives are provided. Printed materials, videotapes, televised presentations, overhead transparencies, and other visual materials also create access challenges for them. These barriers can be overcome with alternative media such as audiotapes. Braille printouts, electronic text, tactile drawings, and aural descriptions. Other Visual Impairments Students who have limited vision can use special software to enlarge screen images. They may see only a small portion of a Web page at a time. Consequently, they can easily become confused when Web pages are cluttered and when the page layout changes from page to page. Standard printed materials may also be inaccessible to them; they may require large print or electronic text. Individuals who are colorblind cannot successfully navigate Web pages or understand content when distinguishing between colors is required. Specific Learning Disabilities Some specific learning disabilities impact the ability to read, write, and process information. Students with a learning disability may use audiotaped books. To help them read text efficiently, they may also use a speech output and/or a screen enlargement system similar to those used by people with visual impairments. They may have difficulty understanding Web sites when the information is cluttered and when the screen layout changes from one page to the next. Mobility Impairments Students with mobility impairment may not be able to move their hands; they may use an alternative keyboard and mouse or speech input to gain access to Internet-based course materials and communication tools. Other students may be able to use standard input devices, but lack the fine motor skills required to select small buttons on the screen. If their input method is slow, a person with mobility impairment may not be able to effectively participate in real-time "chat" communications. If any place-bound meetings are required in a distance learning course, a participant with mobility impairment may require that the location be wheelchair-accessible. Hearing Impairments Most Internet resources are accessible to people with hearing impairments because these resources do not require the ability to hear. However, when Web sites include audio output without providing text captioning or transcription, a student who is deaf is denied access to the information. Course videotapes that are not captioned are also inaccessible to this student. He may also be unable to participate in a telephone conference or videoconference unless accommodations (e.g., sign language interpreters) are provided for that part of distance learning Speech Impairments A student with speech impairment may not be able to effectively participate in interactive telephone conferences or videoconferences. However, modes of participation that do not require the ability to speak, such as electronic mail, are fully accessible. Seizure Disorders Some attention-grabbing features of Web pages include flickers. Flickers at certain rates (often between 2 to 55 hertz) can induce seizures for people who are susceptible to them. Every effort is being made to meet the ADA 508 and W3C guidelines but if you find any distance learning class to be limiting in any way please contact the course instructor and the Disability Services Representative, Hazard Community and Technical College, One Community College Drive, Hazard, KY 41701; phone (606)-487-3086; email: email@example.com. 20
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BMW will be showing a production version of its new i8 plug-in hybrid supercar at the upcoming Frankfurt Motor Show, and while we're quite excited about seeing the company's second i product in the flesh. According to a new report from Automotive News Europe, BMW is expecting its largest markets to be the United States, United Kingdom and Germany. Notable for its absence in that list is everybody's favorite mega-market, China.
- Photos
- Aug 8, 2013
2014 BMW i8 Prototype: First Drive
2015 BMW i8 Prototype
- Matt Davis
- Aug 7, 2013


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Latest Mars exploration Stories
Media and public are invited to attend events hosted by NASA and the Smithsonian's National Air and Space Museum (NASM), in Washington, to commemorate 10 years of roving across Mars.
Saturday will mark the 10th anniversary of the date NASA's Mars Exploration Rover Spirit touched down on the Martian surface.
Out of 200,000 applicants to establish a colony on Mars by 2025, Mars One announces the selection of 1058 candidates. Mars One is a non-profit organization with the goal of establishing a permanent human settlement on mars.
Having successfully completed a software upgrade, the team operating NASA's Mars rover Curiosity now plans to check the vehicle's wheel for wear-and-tear, officials with the US space agency announced on Friday.
NASA planetary scientist Christopher McKay is calling for the establishment of an American lunar base in a recent editorial published in the journal New Space.
With a new year around the corner, redOrbit decided to take a look back at NASA's most-prized rover's accomplishments over the past year, looking at everything from breakthrough discoveries in Martian soil samples to Curiosity's 100,00th laser shot.
A giant crane will tower above NASA's Jet Propulsion Laboratory in Pasadena, Calif., shooting out of a hilly mesa like an oversized erector set, ready to help test components of NASA's Low Density Supersonic Decelerator (LDSD) project.
It might sound like something out of a science-fiction movie, but an initiative to colonize Mars is one step closer to fruition after garnering support from US aerospace giant Lockheed Martin.
Newly released data from the Curiosity rover indicate that Martian radiation levels are very close to being acceptable for future manned missions to the surface of the Red Planet.


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Melon question
I have an idea and don't know if it will work. I am burdened with these ugly clothes-line poles in my yard. Your basic T, about 36" wide at the top, about 6' tall. One is in full sun. Last year build a little box, about 2 feet square, at the base of it, ran strings down it, filled it with compost and planted some scarlet runner beans. They got neglected and didn't do so well, but I like the idea of growing something there.
I was wondering if I were to get some nylon trellis stuff and "tent" it over the post, fastening it down to either side of the box, could I plant 2-4 cantaloupes in the box? Would it grow up thru and climb the trellis? Or would it just spill all over the yard.
If I understand your question, you want to know if cantaloupes trellis. EG has some great pics proving they do. However I think they need help.
I will be growing Minnesota Midgets on a trellis this year.
I think the main concern you'll have is the need to support the fruit hanging down in mid air. Panty hose are good, as is plastic netting.
Good luck and take pics please.
Here is a link that might be useful: Sinfonian's garden adventure
We're trellising 'MN Midgets' this year as well, and are saving any sort of nylon netting we find - onion bags, etc. for this purpose. Hopefully it'll do better than on the ground, as the taste is quite fine.
Nonetheless, 4 cantaloupes in that size box will not work. Maybe two will. Your nylon netting for a 'trellis' should be able to hold enough weight, as these will be quite heavy. You'll have to train the vines up the netting so they won't sprawl.
I know they "will" trellis, and I know I'll need slings. What I really want to know is if I plant them on the inside of the "tent" of netting, will they grow up through it? It'll be a skinny "tent" - 2 ft across at the bottom and about 6 ft tall.
I was thinking of this kind of net.
Here is a link that might be useful: trellis netting
Ive had better luck w/ cantelope (Ambrosia variety) than w/ anything else. I put 2 along the back of a 4x4 and train them up nylon netting, supporting the melons w/ pantyhose slings. I've tried letting them run along the ground but pillbugs and other nasties get to them. I train them straight up, vertically and horizontally, letting the plant do most of the deciding.
Watermelon I just let sprawl, and FTR I've had terrible luck w/ watermelon. This will be the third year trying--I'm an optimist and we love watermelon.


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What Does Genital Herpes Feel Like
Here's a taste of what TheBody.com has to offer on this topic:
Get the Facts
Understanding Genital Herpes... Overview Cause Transmission Symptoms Diagnosis Treatment Prevention Complications Overview Genital herpes is a sexually transmitted infection (STI). According to the Centers for Disease Control and Prevention, in the United States, one of every five teenagers and adults is infected with genital herpes. Women are more commonly infected
Ask the Experts
Can I Woo Hoo Doctor Bobby?Dr. Bob,I had been suffering for 8 1/2 months thinking that I have HIV in my body. I was in Germany when I had a minimal exposure and panicked a lot. I wrote to you within one one month after exposure and you said that my risk is 'negligible to...
Response from Robert J. Frascino, M.D.
The Robert James Frascino AIDS FoundationHello Sam,It's time (way past time, actually) to stop worrying and start WOO-HOOing. No further tests are warranted. HIV is not your problem. No way. No how.Dr. Bob Read more »
Genital HerpesDr Frascino,How are you? I hope you are doing well.Quick question, can one get genital herpes from just skin to skin contact?I recieved a handjob from a masseuse but who knows how many handjobs she gives in a day and for some reason she didnt wash...
Response from Robert J. Frascino, M.D.
The Robert James Frascino AIDS Foundation...Hi T,Can someone contract genital herpes just from skin-to-skin contact? Yes, absolutely.As for whether your rub-a-dub-dub-and-tug gal washes her hands between clients, Read more »
genital herpes and antibioticsI have had genital herpes for about 3 years and was on zovirax suppression therapy. I recently decided to stop zovirax and at the same time I got bronchitis and was put on the antibiotic AUGMENTIN. About 3 days into my antibiotics I got a horrible...
Response from Rick Sowadsky, M.P.H.
Nevada State Health Division AIDS Program...symptoms persistdespite supressive therapy, I suggest you see your physician again. If you have any further questions, please feel free to e-mail me at"email@example.com" or call me at 1-800-842-AIDS (Nationwide). I'm glad tohelp! Read more »
Herpes casual contactMy brother has Genital Herpes (HSV-2). Whenever he comes home to visit from University I feel uncomfortable and wash my hands after I touch anything he may have touched. I am very worried because I am always avoiding things that he may have...
Response from Ryan M. Kull, C.S.W
Columbia University's Health & Related Services...coming into DIRECT CONTACT with herpes sores on your brother's skin. It is highly unlikely that you would get infected with genital herpes through any other route besides sexual contact.The same goes for other sexually transmitted infections.RMK Read more »
Survey Finds Genital Herpes Is Common Among New Yorkers...reported today that more than a fourth of adult New Yorkers are infected with Herpes Simplex Virus-2, the virus that causes genital herpes. HSV-2 is a lifelong sexually-transmitted infection that can cause painful genital sores in a minority of... Read more »
Herpes Simplex (Cold Sores and Genital Herpes)...signs. Herpes simplex virus 1 (HSV1) is the common cause of cold sores (oral herpes) around the mouth. HSV2 normally causes genital herpes. However, through sexual activity, HSV1 can cause infections in the genital area, and HSV2 can infect the... Read more »
Experimental Genital Herpes Vaccine Fails Major Clinical Trial... Researchers said on Thursday that an experimental vaccine to protect women from genital herpes disease had failed in a Phase III trial. GlaxoSmithKline, which manufactured the candidate, said it is abandoning its work on Read more »
Genital Herpes... What is genital herpes? How common is genital herpes? How do people get genital herpes? What are the signs and symptoms of genital herpes? Read more »
Connect With Others
Genital Herpes Question..
Posted by scared83, 1 Reply...the redness was present. I took an IgG blood test on tuesday and I'm awaiting the results. Does anyone think this could be genital herpes? I just want to feel comforted really. Hopefully my test results on monday will come back negative. Read more »
Posted by songchi, 4 RepliesHas anyone else kept this from their friends and family besides me..?? Only my husband knows. I have had HIV for 16 years, on meds for 3 years and only been married for 5 years. It's been our secret. Read more »
Genital Herpes
Posted by Anonymous, 1 Reply...I know this is an hiv forum but I was wondering if the first episode of genital herpes is extremly painful or not? What do the lesions look like and how long do they take to go away? Please answer! Read more »
genital herpes or herpes simplex
Posted by Anonymous, 1 ReplyCould herpes cause changes in your mouth like dry mouth, white hairy tongue? Thanks for your response. Read more »
Resource Centers
Guides for People With HIV


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Childcare in the Brooklyn - Old Brooklyn Area
Meals provided, Plenty of Toys for kids to play with
Fenced in BackYard (Have a swingset and outdoor toys)
Over 25 years of providing Childcare. Do activities occasionaly.
For more info Contact: Betty at 216-661-6442
Feb 25 -
Keep Your Child Out Of School Suspension
Program with 20 year proven track record to keep your child from school suspension.
Your child will learn how to release anger and still stay in school.
With this proven method your child will learn how to communicate effectively with teachers without getting into trouble.
Feb 21 -


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My dad got the shipment this morning and he was so excited. He was so surprised. I told him to expect a surprise from fedex. He called me and told me the lobsters were wiggling and moving.... more
Ready for dessert?
What a way to top off a fabulous Maine Lobster Dinner than with Maine's own Jewell Island Cheesecake - made right here in Portland, Maine.
Each Cheesecake is 8 oz.(a generous 2 person serving) of delicious, creamy, melt in your mouth, sinfully good Cheesecake.


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Corporate Office:
456 E. Ave. K-4, Suite 8
Lancaster, CA 93535
Local: 661.945.5634
Fax: 661.723.7757
Toll-free phone: 877.247.9288
Toll-free fax: 877.247.9188
Sailors aboard USS Freedom (LCS 1) demonstrated the future concept of operations (CONOPS) for manned and unmanned helicopters aboard littoral combat ships during an underway off the coast of San Diego April 25-May 16, in preparation for an initial deployment of the aircraft later this year.
Courtesy photograph Several projects will break ground at McConnell Air Force Base, Kan., in the upcoming weeks, including construction of one- and two-bay hangars like those depicted in this rendering. The construction is part of the beddown effort for the Air Forceís new fleet of KC-46A aerial tankers, expected to arrive in 2016. The Air…
NASA graphic The CISboomDA software integrates aircraft and environmental data with a real-time, local-area moving-map capable of displaying an aircraftís sonic boom footprint, allowing pilots to select a flight path to either avoid generating a sonic boom or to place the sonic boom in a specific location. Aerospace engineers at NASA's Armstrong Flight Research Center…
NASA photograph by Ken Ulbrich A black cloak is pulled to reveal the new name of NASA's Neil A. Armstrong Flight Research Center to conclude ceremonies May 13 honoring the center's new designation. Two aerospace legends and their families were honored at a formal dedication ceremony May 13, marking the rededication of NASA's Armstrong Flight…
A new NASA study finds that a major 2010 earthquake in northern Mexico triggered quiet, non-shaking motions on several Southern California faults that released as much energy as a magnitude 4.9 to 5.3 earthquake.
Residents of Lancaster, Calif., will experience ìhands onî history next week when the Commemorative Air Forceís iconic Boeing B-29 Superfortress bomber, FIFI, lands at Fox Field accompanied by a P-51 Mustang and several other vintage World War II airplanes. The airplanes will be on display May 19 through 21. Visitors will be able to tour…
Three crew members from the International Space Station returned to Earth May 13 after 188 days in space, during which they orbited Earth more than 3,000 times and traveled almost 79.8 million miles.
DAPRA photograph The DEKA Arm System is capable of handling objects as delicate as grapes and eggs and also manipulating power tools, such as a hand drill. DARPA launched the Revolutionizing Prosthetics program with a radical goal: gain U.S. Food and Drug Administration approval for an advanced electromechanical prosthetic upper limb with near-natural control that…
NASA took to the skies May 7 - along with international partners the German Aerospace Center and National Research Council of Canada - to begin a series of flight tests to gather critical data that may aid in the development of cleaner aircraft fuels.
Apache helicopters, teamed with Gray Eagle and Shadow unmanned aerial vehicles, are a winning combo, according to Col. Thomas von Eschenbach.


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Five apps to enhance file management on your Android smartphone
Five apps to enhance file management on your Android smartphone
Some Android smartphones, such as the Samsung Galaxy S4, ship with a built-in file manager (called My Files). Although it's not very powerful or flexible, it gets the job done. But if you need more in the way of features or control — or you purchased an Android device without a built-in file manager — where do you turn?
To the Google Play Store. There, you will find any number of file managers to choose from. The big challenge is figuring out which ones offer the most power and flexibility. I have narrowed the selection to my five favorite file managers, one of which is sure to have everything you need.
Note: This gallery is also available as a TechRepublic article.
Image: ZDNet
Full Bio
Jack Wallen is an award-winning writer for TechRepublic and Linux.com. He's an avid promoter of open source and the voice of The Android Expert. For more news about Jack Wallen, visit his website getjackd.net.
The copy on the both pages for X-Plore File Manager is a repeat of the copy for ES File Explorer.
When you refer to an Android smartphone may I assume your article(s) also refer to any Android device (like a tablet) ?


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You are using an outdated browser. Please upgrade your browser to improve your ReverbNation experience.
Mar 28
Manager: Mike Wyman
Bio: Formed in late 2008 from the fiery furnaces of West Philadelphia, Patterns erupted onto the Philly music scene with an eclectic sound and total disregard for all musical conventions. This project is a way for all of the musicians involved to express their ideas in an open, free form musical exper...See Full Bio
You know if you didn't have places to complain you'd be happier


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Items tagged childhood in MV Collections
Search the collections
Refine your search
Filter results by item type
Items per page: 10 50 (showing 41 - 50) 77 items
Photograph - Portrait of Nancy, David & Betty Murdoch, Victoria, circa 1929
One of three copy photographs. Portrait of Nancy, David and Betty Murdoch, circa 1929. These images relate to three Chinese dolls, which were given to Nancy (born 1918), Elizabeth (bor ...Images: 1
Photograph - Portrait of Nancy, David & Betty Murdoch, Victoria, 1933
One of three copy photographs. Portrait of Nancy, David and Betty Murdoch, 1933. These images relate to three Chinese dolls, which were given to Nancy (born 1918), Elizabeth (born 1922 ...Images: 1
Doll - Hook's Manufacturing, circa 1916-1920
Small female doll with composition head, forearms and legs (below knees), and stuffed torso. The vendor purchased the doll from the daughter of the original maker. The doll was made i ...Images: 2
Petticoat - White Cotton, pre 1910
White cotton child's petticoat. Its provenance is unknown, but its appearance suggests a date prior to 1910.Images: 1
Publicity Flyer - H.V. McKay Massey Harris, Sunbird, Mouldboard Ploughs, 1945
The product is advertised to highlight its lightness and strength: "One horse can pull it, a boy can use it, easily!" The text is accompanied by a photograph of a boy and a horse using ...Images: 2
Booklet - 'How We Raised the First Hundred Thousand', Education Department, Victoria, Worl ...
32-page booklet entitled 'How We Raised the First Hundred Thousand', published by the Victorian Eduction Department in early 1917. It provides, through texts and illustrations, 'an acco ...Images: 6
Board Game - 'With the Diggers', World War I, 1918
World War I-era game board titled 'With the Diggers'. It is a 'race to the finish' style of game, where players likely roll a die (or similar) and move a token a number spaces on the bo ...Images: 3
Digital Photograph - John & Lesly Woods, Caravan Park, Barwon Heads, 1964
Black and white photograph showing John Woods and his daughter Lesly walking through the Barwon Heads caravan park in 1966 during the family's first Australian holiday since Barbara and ...Images: 1
Digital Photograph - Woods' Family Children at Kryal Castle, Ballarat, 1975
Colour photograph showing the four Woods' children on a visit to Kryal Castle outside Ballarat, Victoria in 1975. Their parents, Barbara and John Woods, migrated from England to Austral ...Images: 1
Digital Photograph - Barbara Woods & Children with Father Christmas, Melbourne, 1966
Colour photograph showing Barbara Woods with her children David, Lesly and Michael with Father Christmas in Melbourne, 1966. Barbara and John Woods married in 1955 and were living in ...Images: 1


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Cyclist seriously injured after crashing into runner during Greenwich Park race
A cyclist was rushed to hospital with a serious head injury after she crashed into a runner in Greenwich Park while a racing event was taking place.
Carla Bruni-Sarkozy today launched a damage limitation exercise after falling foul of critics over comments that feminism is no longer relevant.
30 November 2012
Former French First Lady Carla Bruni is rumoured to be pregnant with her third child at the age of 44.
29 June 2012
Carla Bruni is to start singing live again and will release a new album of songs.
08 May 2012
A celebrity photographer has used his archives to create an exhibition on the "dangerous pursuit of fame".
12 January 2012
20 October 2011
While no one would compare Woody Allen's new film to his best, the light and airy Midnight In Paris is as good as anything he has done for a considerable time.
07 October 2011
04 August 2011
Beginning with seemingly endless tourist shots, Midnight in Paris, Woody Allen's latest film, quickly slips into familiar territory.
11 May 2011
24 March 2011
22 July 2010


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Check out the new, mobile-friendly WineSpectator.com!
March 31, 1998 Compromising Conditions How does a wine's provenance--the history of its whereabouts--influence its price at auction? By Peter D. Meltzer When it comes to buying at auction, don't judge a wine by its label alone.
For the full article, check out the new issue of Wine Spectator, on newsstands March 31, 1998.
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