text:
June 9, 2000
By Kirk A. Johnson, Ph.D.
Do small classes make a difference in the
academic achievement of elementary school students? From the
attention given this subject by politicians, it would be reasonable
to assume that class size has been shown to be essential to good
academic outcomes. Congress, for example, allocated $1.3 billion
for the "Class Size Reduction" provision of the Elementary and
Secondary Education Act (ESEA) in fiscal year 2000. The Clinton
Administration has requested even more funding for FY
2001.1 And there are proposals to pump large sums of
money into efforts to increase the number of teachers in public
elementary schools in order to decrease the ratio of students to
report uses data from the 1998 National Assessment of Educational
Progress (NAEP) reading examination to analyze the effect of class
size on academic achievement. The NAEP provides the most
comprehensive database on educational outcomes available to
researchers. Among the major findings of this analysis of NAEP data
are that:
On average, being in a small class does
not increase the likelihood that a student will attain a higher
score on the NAEP reading test, and
Americans believe that educating children in smaller classes would
improve educational outcomes. Indeed, according to an NBC
News/Wall Street Journal poll taken in March 1997, some 70
percent of adults believe that reducing class size would lead to
significant academic improvements in public
elementary and secondary school class sizes have fallen steadily
over the past few decades. In 1970, public schools averaged 22.3
students per teacher nationwide. By the late 1990s, however, public
schools averaged about 17 students per teacher, due to a
combination of demographic trends and conscious policy decisions to
lower the ratios.4
the same period, however, academic achievement, as measured by the
NAEP exam, stayed relatively constant. Achievement for all three
grades (fourth, eighth, and twelfth) that take the NAEP tests may
vary slightly from year to year, but as shown in Chart 1, the
average score on the reading test has changed very little over the
past 25 years. At face value, this record of "stability" may not be
sufficient evidence to conclude that the decline in class size has
had no influence on test scores. It does, however, illustrate the
trend in academic achievement over time in America's
The academic literature on the impact of low class
size on academic achievement has been decidedly mixed. One of the
most frequently cited reports on class size is Frederick
Mosteller's study of young elementary school students in Tennessee.
6 Mosteller found a significant difference in
achievement between the students in classes of 15 students per
teacher and those in classes of 23. Recently, however, University
of Rochester economist Eric Hanushek has questioned the results of
this study, noting that "the bulk of evidence...points to no
systematic effects of class size reductions within the relevant
policy range." 7 Of the studies that do demonstrate some
statistically significant gains in achievement, most generally
involve substantial reductions in class size. 8 However,
none of the current national policy proposals would massively
shrink class size. 9 Clearly, more research is needed on
this subject.
How to Interpret
These Findings
This report contains the results of statistical tests that use
NAEP data to explain differences in reading test scores. These
statistical tests isolate the independent effects of a number of
factors on reading scores (such as the education of parents) in
order to determine whether class size matters to these test scores.
The statistical tests (or correlations) cover data on a wide array
of school children, as defined by their race, income, and other
socioeconomic characteristics. Because the statistical model used
here includes these socioeconomic characteristics, the reader can
interpret these findings as applicable to each of these groups of
students. Thus, the findings about class size and reading scores
apply as much to upper-income as to lower-income students, to
blacks as to whites, to girls as to boys, and so forth.
These correlations suggest that there is a statistical
relationship between the factor and achievement in reading, but
they do not suggest that these independent factors cause
differences in academic achievement.
The variables in the model came from the NAEP database and do
not include everything that might have an effect on academic
achievement, such as the methods used to teach reading. These
factors may be much more important in general, or for a particular
child, than the factors recorded in the NAEP data. Moreover:
Some variables, such as
participation in the federal free and reduced-price lunch program,
are proxies (substitutes) for other unobserved factors. For
example, eligibility for the free and reduced-price lunch program
is determined by income; only children from low-income families may
participate. Although not all low-income children will participate
in the free and reduced-price lunch program, many will. Such
information may be used, then, to analyze the effect of different
characteristics on achievement.
Some variables also may be used to
determine the effect of some unobservable "third factor." For
example, this model does not suggest that poor families have
children who do worse on the NAEP because they are poor.
Rather, poor families may have some unobservable characteristics or
challenges that make it more difficult to succeed in school.
Similarly, the categories of black and Hispanic students cover
children whose characteristics other than their race may make it
more difficult for them to score well.
author used the 1998 NAEP database of reading to measure the
influence of class size on academic achievement. The NAEP, first
administered in 1969, is an examination that measures academic
achievement in a variety of fields, such as reading, writing,
mathematics, science, geography, civics, and the arts. Currently,
the NAEP is administered to fourth, eighth, and twelth grade
students, with the main tests in math and reading given alternately
every two years. For example, reading was tested in 1998; math was
assessed in 1996 and 2000.
NAEP is actually two tests, a nationally administered test and
state-administered tests. Over 40 states participate in the
separate state samples used to gauge achievement within those
individual jurisdictions. For the purposes of this study, only 1998
national reading data were used.
most significant benefit of using the NAEP data is that, in
addition to test scores in the subject area, it includes an
assortment of background information for the students taking the
exam, their main subject-area teacher, and their school
administrator. Responses from the teachers and school
administrators are linked to the student's information, which
yields a rich database of information. The background questions
TV viewing habits,
Computer usage at home and school,
Teacher tenure and certification,
Socioeconomic status,
Basic demographics, and
incorporating this information with their assessment of the NAEP
data, researchers can glean a great deal of evidence into the
factors that explain the differences found in NAEP scores among
analysis looked at academic achievement by analyzing six factors:
class size, race and ethnicity, parents' educational attainment,
number of reading materials in the home, free or reduced-price
lunch participation, and gender. Using regression analysis,
Heritage analysts can isolate the effect of each factor. The
Heritage analysis uses a jackknifed ordinary least squares model
10 and looks at the effects of these factors on the NAEP
1998 nationwide sample of public school children. 11
Class Size
Frederick Mosteller explains why small classes boost
achievement: "Having fewer children in class reduces the
distractions in the room and gives the teacher more time to devote
to each child."
12 The average time a teacher can spend with each
child, then, appears to be important in the learning process. To
address class size, this analysis studies the NAEP data in two
different ways (statistical models). The first compares the
academic outcomes of children in the smallest classes (20 or fewer
students per teacher) with those of all other students. The second
only compares the children in these small classes with those in
large classes (at least 31 students per teacher).
Race and Ethnicity
Many studies and reports have demonstrated that over time,
African-American and Latino students tend to perform more poorly on
standardized tests than do white students (although the gap has
generally narrowed over the past 25 years). 13 There are
a number of potential explanations for this trend. 14
Because strong differences exist in academic achievement among the
races, the variables of race and ethnicity are included in the
Parents' Education
Many researchers have noted that the educational attainment of
a child's parents is a good predictor of their child's academic
achievement. Parents who, for instance, are college educated could
be better equipped to help their children with homework and
understanding concepts than are those who have less than a high
school education, all other things being equal. Because the
education level of one parent is often highly correlated with the
other's, only a single variable is included in the analysis.
Number of Reading Materials in the
The presence of books, magazines, encyclopedias, and
newspapers generally indicates a dedication to learning in the
household. Researchers have determined that these reading materials
are important aspects of the home environment. 15 The analysis thus
includes a variable controlling for the number of these four types
of reading materials found at home.
Free/Reduced-Price Lunch
Income is often a key predictor of academic achievement
because low-income families seldom have the resources to purchase
extra study materials or tutorial classes that may help their
children perform better in school. While the NAEP does not collect
data on household income, it does collect data on participation in
the school free and reduced-price lunch program that are used here.
Empirical research has suggested that girls tend to perform
better on reading and writing subjects while boys perform better on
the more analytical subjects of math and science. 17
Many authors have expounded on this idea, 18 yet the
data on the male-female achievement gaps are often inconsistent. In
1998, for example, young men scored higher than young women on both
the verbal and quantitative sections of the Scholastic Achievement
Test (SAT). Some writers have noted that this may be because of a
fundamental bias against females in the educational system.
19 Another explanation, however, is that the test
results reflect a selection bias in which more "at-risk" females
opt to take the SAT relative to males who take it. 20 In
order to account for this factor, the analysis includes a variable
for gender.
These six factors formed the basis of two
statistical models 22 that were applied to the NAEP's
1998 nationwide sample of public school children who took the
reading test. 23 As noted above, the first model
compares the data for children in small class sizes (20 or less
students per teacher) to all other students. The second model only
compares data for students reported to be in either small or large
classes (classes with 31 or more students per teacher). By
determining whether or not an achievement difference exists between
the smallest and largest classes in America, the second model
addresses the contention that there may be differences in
achievement as the class size gap widens.
Chart 2 and
Chart 3 show
the percent change in fourth and eighth grade reading scores
attributable to the factors in the first model, compared with a
base case, while Chart 4 and Chart 5 show the percent change in the
second model. 24 Here, the base case is defined as a
child with the following characteristics:
estimates of the base case are reported in Table 1 for both models.
These are the scores that a hypothetical individual would score out
of a maximum possible NAEP score of 500. Chart 2 through Chart 5
show the positive or negative percent changes for each variable,
holding constant all other variables in the model.
the first model, the analysis of the data on children in all class
sizes shows no significant difference in reading test scores
attributable to class size, holding all other variables constant.
25 As seen in Chart 2, NAEP scores of fourth grade
children whose parents attended some college are 2.2 percent higher
than scores for children whose parents have a high school education
or less. Most important, moving from a class size above 20 down to
20 or fewer reduces NAEP scores by 0.8 percent, but this effect is
statistically indistinguishable from no influence. While it may
seem logical that lower class sizes would have a positive influence
on achievement, the NAEP data do not support that conclusion. The
second model, comparing children in small classes to those in large
classes, reaches a similar conclusion. Again, class size does not
have a meaningful impact on academic achievement.
eighth graders, the class size variable is significant when
comparing children in small and large classes. The results of the
comparison are counterintuitive since the coefficient has a
negative sign. Holding other variables constant, this means that
eighth grade children in small class sizes do worse on the NAEP
reading exam than do those in large classes. The magnitude of the
effect is significant; in the base model, a child would score 1.7
percent less than the base case child. The variable is barely
significant statistically, 26 however, and should be
treated with suspicion.
fourth and eighth grade girls score slightly higher than do boys on
the reading exam, which bolsters recent evidence on gender
differences in academic achievement. Girls on average, notes
American Enterprise Institute W. H. Brady Fellow Christina Hoff
Sommers, "get better grades, are more engaged academically, and are
now in the majority in higher education." 27 The results
here support the contention that schools are not shortchanging
girls. 28
Class size has little or no effect on
academic achievement, according to this analysis of 1998 NAEP data.
It is quite likely, in fact, that class size as a variable pales in
comparison with the effects of many factors not included in the
NAEP data, such as teacher quality and teaching methods. Observes
Irwin Kurz, principal of the highly successful P.S. 161, a public
school in Brooklyn, New York, that serves poor children and has an
average class size of 35, it is "[b]etter to have one good teacher,
than two crummy teachers any day." 29
Kirk A. Johnson,
Ph.D. is a Policy Analyst in the Center for Data Analysis at
The Heritage Foundation.
Table 2 and Table 3 report the results of
an analysis of NAEP data using two statistical models. Table 2
shows the coefficients and significance tests for the first model,
which compares data for all public school children in the analysis,
while Table 3 reports the results for the model that compares only
small classes (20 students or less per teacher) to large classes
(31 students or more per teacher). As shown in these tables, most
variables are statistically significant. 30 Contrary to
conventional wisdom, the class size variable is not significant or
has the wrong sign on the coefficient.
this analysis, there are two statistical issues to consider. First,
the NAEP exam is a long test and therefore is not administered in
its entirety to all children. Rather, different parts are given to
different children. Certain students will do better on certain
portions of the test than others. Consequently, a "true" score must
be estimated, or imputed, from the incomplete information. The NAEP
estimates five plausible composite reading scores and recommends
that researchers use all five in any analysis. The Heritage
analysis described here follows the guidelines specified by the
Educational Testing Service (which works closely with the National
Center for Education Statistics in developing the data file) for
incorporating all five reading scores into the analysis.
Second, the NAEP utilizes a complex sample
design, oversampling children with certain characteristics.
32 Each child, then, is given a unique weight, which is
calculated from the probability of being selected from the
population at large (in this case, from the U.S. population of
fourth or eighth graders in public schools). The NAEP's sample
design requires a complex modeling technique, which the Heritage
model employs. 33
1. U.S. Department of Education, "Total
Appropriations for ESEA, 1990-2001," unpublished tables available
upon request from the author.
2. The White House,
"President Clinton Highlights Education Reform Agenda with
Roundtable on What Works," press release, May 4, 2000, at
See also The White House, "Remarks by the President in Roundtable
on Reforming America's Schools," May 4, 2000, at
3. Hart and Teeter
Research Companies, NBC News/Wall Street Journal Poll, March 1997;
see Question 108, as cited in Eugene M. Lewit and Linda Schuurmann
Baker, "Class Size," The Future of Children, Vol. 7 (1997),
pp. 112-121.
4. U.S. Bureau of the
Census, Statistical Abstract of the United States 1998
(Washington, D.C.: U.S. Government Printing Office, 1998), using
data from National Center for Education Statistics, Digest of
Education Statistics (1974 to 1998), published 1998.
5. University of Rochester
economist Eric Hanushek does argue that if large class sizes are a
problem today, they must have been a more serious problem in the
past. See Eric Hanushek, "The Evidence on Class Size, " in Susan E.
Mayer and Paul Peterson, eds., Earning and Learning: How Schools
Matter (Washington, D.C.: Brookings Institution, 1999), pp.
6. Frederick Mosteller,
"The Tennessee Study of Class Size in the Early School Grades,"
The Future of Children, Vol. 5 (1995), pp. 113-127.
7. Eric Hanushek, "Some
Findings from an Independent Investigation of the Tennessee STAR
Experiment and from Other Investigations of Class Size Effects,"
Educational Evaluation & Policy Analysis, Vol. 21
(1999), p. 144.
8. R. Slavin, "Achievement
Effects of Substantial Reductions in Class Size," in R. Slavin,
ed., School and Classroom Organization (Hillside, N.J.:
Erlbaum, 1989), pp. 247-257.
9. One of President
Clinton's social policy objectives is the funding of 100,000 new
teachers; these 100,000 new teachers will not significantly change
the nationwide student-teacher ratio. According to the Digest of
Education Statistics, there were some 46.8 million public
school students and 2.8 million teachers in 1997, rendering a
student-teacher ratio of 16.8 to 1. If these 100,000 teachers were
hired tomorrow, it would only cause the national student-teacher
ratio to drop by 3.5 percent. Mosteller's research (absent the
Hanushek critique) suggests that class sizes would have to drop by
one-third before significant gains in academic achievement would be
10. Ordinary least squares
is a general statistical regression technique that is often used by
researchers. See Michael Lewis-Beck, Applied Regression: An
Introduction (Beverly Hills, Cal.: Sage Publications, 1980),
from Sage Publications' Quantitative Applications in the Social
Sciences, Series No. 07-022. A jackknife is a complex
resampling technique that is designed to accurately estimate
statistical significance from surveys such as the NAEP that employ
a complex sampling methodology. See Appendix A for the results and
more information on the jackknifed ordinary least squares
11. Private school children
are excluded from this analysis.
12. Mosteller, "The
Tennessee Study of Class Size in the Early School Grades," p.
13. For an analysis of the
long-term achievement gap, see U.S. Department of Education,
Report in Brief: NAEP 1996 Trends in Academic Progress
(Washington, D.C.: U.S. Government Printing Office, 1997), Figure
2, p. 14.
14. One recent compilation
on this subject is Christopher Jencks and Meredith Phillips, eds.,
The Black-White Test Score Gap (Washington, D.C.: Brookings
Institution Press, 1998).
15. Such opinions have been
prevalent for years. See, for example, James S. Coleman, Thomas
Hoffer, and Sally Kilgore, High School Achievement (New
York: Basic Books, 1982).
16. Since eligibility for
the free and reduced-price lunch program is determined by household
income relative to the official poverty line, this variable is used
as a good proxy for income.
17. U.S. Department of
Education, NAEP 1994 Trends in Academic Progress
(Washington, D.C.: U.S. Government Printing Office, 1996).
18. For a brief discussion
of this point of view, see Thomas Hancock et al., "Gender and
Developmental Differences in the Academic Study Behaviors of
Elementary School Children," Journal of Experimental
Education, Vol. 65 (1996), pp. 18-39.
19. See Myra and David
Sadker, Failing at Fairness: How America`s Schools Cheat
Girls (New York: Simon & Schuster, 1994).
20. The College Board,
1999 College Bound Seniors (New York: The College Board,
21. See, for example, Kirk
A. Johnson, "Comparing Math Scores of Black
Students in D.C.'s Public and Catholic Schools," Heritage
Foundation Center for Data Analysis Report No. CDA99-08,
October 7, 1999.
22. See Appendix A for the
results and a more complete discussion of the jackknifed ordinary
least squares model.
23. Private school children
were excluded from this analysis.
24. Specifying a base case
with which to assess the results of a regression model is fairly
arbitrary. Changing the base model case does not alter the
interpretation of the results.
25. The variables of race
and ethnicity, parental college attendance, poverty, gender, and
reading materials in the home are held constant.
26. In technical terms, the
t-test on the class size coefficient has a significance level that
comes close to .05, or 5 percent. In light of the other results,
and since one would expect those in smaller classes to perform
better, researchers might question this result; however, that
judgment is left to the reader.
27. Christina Hoff Sommers,
"The War Against Boys," The Atlantic Monthly, Vol. 285 (May
2000), p. 60.
28. Recent publications
continue to advance the argument that schools, through accident or
design, limit the success of girls. See, for example, American
Association of University Women, ed., Gender Gaps: Where Schools
Still Fail Our Children (New York: Marlowe & Co.,
29. See Samuel Casey
Carter, No Excuses:
Lessons from 21 High-Performing, High-Poverty Schools
(Washington, D.C.: The Heritage Foundation, 2000), pp. 74-77.
30. This means that these
variables have no statistically discernable difference between the
coefficient value and zero, so there is no effect. Statistical
significance is usually pegged at a 5 percent or 10 percent level.
See Lewis-Beck, Applied Regression: An Introduction.
31. From a multivariate
regression perspective, the model below must be replicated five
times using each of the plausible values individually and then
averaging the resulting coefficients to yield the final model
results. In technical terms, this process corrects for measurement
error in the reading score variable, since the test administrators
do not actually observe the test score from taking the exam in its
32. For example, the NAEP
typically oversamples for race and geography of school attended
(e.g., urban, rural).
33. A procedure called a
jackknife must be employed to correctly assess the variance of each
variable's coefficient, and the NAEP database has a series of 62
"replicate weights" to aid in this task. These 62 jackknifes must
be applied and the variances of each coefficient averaged for each
of the five plausible test score models above (yielding a total of
315 models compiled for the purpose of this research). The WesVar
Complex Samples software (produced by SPSS, Inc.) did much of this
replication work. Using the jackknife results with the five
plausible test score models allows for a variance correction
mechanism. The purpose of the jackknife is to estimate a true
sampling error. Correcting for the two types of error (measurement
and sampling) allows for the most accurate estimates possible. See
Bradley Efron, The Jackknife, the Bootstrap, and Other
Resampling Plans (Philadelphia: Society for Industrial and
Applied Mathematics, 1982), and Jun Shao and Dongsheng Tu, The
Jackknife and Bootstrap (New York: Springer Verlag, 1995), for
a more complete discussion of how this jackknife technique
Smaller classes do not seem to improve NAEP scores
Kirk A. Johnson, Ph.D.
Visiting Fellow
Read More >>
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text:
Serving Columbus, MS 39701
A Law Firm practicing Child Support law.
Child support is a court-ordered payment a non-custodial parent must make to the custodial parent to cover part of the expenses of raising the child. This includes housing and utilities, food, clothing, education expenses, and other costs. Find child support legal articles and contact a Columbus, Mississippi child support law firm from the list of results on this page provided by Lawyers.com.

subset: commoncrawl


text:
TagBox Tag Editing Plugin, UI Element
TagBox Tag Editing Plugin, UI Element
May 26 2010, 08:48
Post #1
Group: Members
Posts: 54
Joined: 11-May 09
Member No.: 69696
Hello Everybody,
I needed something like this but couldn't find any so I wrote it myself!
It is something like an editable "properties" window in a UI element with "quick tagger" like features and a little more.
Here is more info and download link.
Check it out and let me know what you think
Aug 10 2010, 20:05
Post #2
Group: Members
Posts: 54
Joined: 11-May 09
Member No.: 69696
We are not talking about the field which requires at least one letter to open the popupmenu but the content of dropdown box.
Any chance to see 2E7AH's idea implemented.
Now I see what you're talking about. I like the idea myself as I told 2E7AH but making such thing is not easy I need to have a lot of free time to code something like that. Hope I can find it soon.
Why not launch window directly from "TagBox" entry? No need for a submenu.
Because of my laziness There used to be some other submenus which I moved to TagBox window's right-click menu. I'll make it a single item eventually.
Seems to be down:
ooops thats my local address, this is the correct url: http://arash.dejkam.com/software/tagbox/
This post has been edited by autumn: Aug 10 2010, 20:07
|Lo-Fi Version
|Time is now: 5th October 2015 - 14:10


text:
Here is a table of contents for 4 articles in the current issue of Ariadne: Issue 74. Note that filters may be applied to display a sub-set of articles. Select this link to remove all filters.
Ariadne is published by Loughborough University Library
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text:
Dolphin Newsletter - July 2006
- Congratulations!
- From Noel Duffy.
- Latest News - Pocket Hal
- Website News
- Development & Product News
- NEW Dolphin Tricks & Tips
- Sales News
- Case Study
- Events
- Staff News
Congratulations to Sharon Bowell who wins a copy of Dolphin Tutor for taking part in our recent survey asking for feedback about what you would like to see in future issues of Dolphin News. Thank you to everyone who took part; your feedback is much appreciated and helps us to shape Dolphin News into what you would like to read each month.
From Noel Duffy.
It's here! The Pocket Hal development cycle has been long and exhausting. The development team at Dolphin have repeatedly pointed out that they are working in a very dynamic environment, with new PDA products and applications being released almost weekly. Support for Windows Mobile 5 devices has been successfully introduced since the development began on Pocket Hal. All of the latest PDAs have improved immensely and by necessity the specification for Pocket Hal has evolved. Our design and support team have been managing the beta testing process, which has gone exceptionally well over the past few months. The key thing, they remind us, is we have the best screen reader technology of any of the players on the mobile technology platform. This in turn helps to give us the best productivity solution for people on the move. This seems to be bourn out by the comments of the beta testers and dealers who are delighted with recent products.
Tim, from Nottingham thinks it's "a fantastic product and definitely allows me to be more effective in my day to day work."
In fact we are now ready to put out the final release candidate and once this is signed off, we are going to market. You can expect a formal release in the UK at Sight Village in Birmingham later this month.
Latest News - Pocket Hal
More accessibility for more Mobile devices
Pocket Hal v7 for Personal Digital Assistants (PDAs) will be released in English at the forthcoming QAC Sight Village 2006. The main difference between v6.53 and v7 is compatibility with the Windows Mobile 5 operating system.
The release of Pocket Hal v7 also brings with it the release of Pocket Hal in other languages.
You may remember the reading about Pocket Hal in the May edition of Dolphin News, now hear what some of the users have to say about the benefits of Pocket Hal and an accessible PDA.
To find out more visit the Pocket Hal page.
What Pocket Hal users say:
"I can now enjoy a pocket sized communications network, whenever and wherever I am. I no longer have to carry a laptop and large bag around with me, now I carry my computer in my pocket – perfect! Thank you Dolphin!" Maurice from the UK.
"A fantastic product and definitely allows me to be more effective in my day to day work." Tim from Nottingham, UK.
"Pocket Hal, combined with my Windows CE based PDA, allows me to access everything I need, on the move. Pocket Hal has given me access to an environment that until now was totally off limits to those of us who are blind or visually impaired" Jim from Indiana, USA.
"Dolphin has created a screen reader that will work on my PDA and allows me to access all my popular PDA applications using the PDA buttons. There is no need to ever touch the screen and I only need to use my Bluetooth keyboard when I am inputting information" Jim from Colorado, USA.
"It is great that we can all now use a PDA, that is so small and does so much" Diane from the UK.
"I wanted to let you know that I think Pocket Hal is the best thing to come along since the invention of screen readers for the PC. I tried everything to get a portable solution and was very unhappy with everything I tried, then comes Pocket Hal. I can use my iPaq 6515 just like everyone else now. I can keep a real address book and use a portable compiler to work on the road. Thanks a million Dolphin!" Robert from Tennessee, USA.
"I received the Pocket Hal demo, have it installed and it reads all the files I need. Even some that a PacMate or the BrailleNote will not read. I would like to buy the software as soon as possible." Margaret from Rhode Island, USA.
"Portable computing should not be a choice of one device with one screen reader, but provide the option of using your favorite screen reader on a choice of portable devices. It is the availability and versatility of Pocket Hal which makes this all possible." Rajiv from Washington DC, USA.
Pocket Hal for Mobile phones
Building upon the strengths of Pocket Hal, Dolphin will be showing their latest screen reader solution for mobile phones at the forthcoming QAC Sight Village 2006.
Due for release later in the summer, Pocket Hal for Smartphone is a screen reader designed for mobile phones which provides speech feedback as you navigate through the phone's user interface. It will covert all of the on-screen text, menus, icons and dialogs into speech and allow users to access all of the phone's applications, including many third party applications that may be downloaded onto the phone. Using a screen reader like Pocket Hal and a Smartphone, you can quickly and easily create a totally accessible mobile device for all.
Website News
Phase 1 of the new Dolphin website is nearing completion and users should expect to see it launch in July or August. Sarah Jones at Dolphin adds: "The new website will offer Dolphin customers total ease of use when it comes to finding information, support and updates relating to products. Over the next few months we shall continue to add content and new features to the website, it is constantly growing with news and up to date information so we hope that it will become an increasingly valuable resource for everyone. We shall appreciate your feedback so please take a look and let us know what you think."
Development & Product News
Version 7.01 of Supernova, Hal, Lunar and Lunar plus is now released for the desktop and the Dolphin Pen in the following languages; Dutch, French, Spanish, Croatian, Italian, Czech, Swedish, German, Welsh and Icelandic, as well as UK and US English.
Pocket Hal for PDAs and Windows Mobile 5 devices is nearing a public release, following an extended period of very successful beta testing. Pocket Hal will be formally launched at the forth coming QAC Sight Village in the UK, later this month.
Screen access development now focuses on Windows Smartphone, which we also plan to show at the forthcoming QAC Sight Village 2006.
Development work is continuing on Dolphin's latest EaseReader DAISY software player. Version 2.30 will include dual highlighting options, including word highlighting for text only books and a new streamlined installation process. Users will also have the ability to play back animated gif files and videos in a pop up window within EaseReader.
EasePublisher version 2.10 will soon be available for beta testing, which will include additional DAISY/NISO support and the ability to import and convert Word 2003 documents. It will also include product activation and will alleviate the need for a dongle.
NEW Dolphin Tricks & Tips
This month's tip deals with accessing the useful Pocket Hal Function Menu activated by pressing CONTROL then RIGHT using the buttons found on your PDA.
The Pocket Hal Function Menu provides quick access to the following handy shortcuts:
"Open Control Panel" - opens the Hal Control Panel using the classic multi-page dialogs.
"Control Panel Popup Menu" - Navigate the Pocket Hal Control Panel using an intuitive popup menu interface similar to the Desktop Windows Programs Menu.
"Startup Wizard" - Will appear on the Pocket Hal Function Menu in version 7. The Startup Wizard is an easy user-friendly introduction to Pocket PC and Pocket Hal.
"Switch to..." - A custom utility allowing you to see exactly which Pocket PC applications are currently open.
"Open Keyboard Driver" - Setup an external wireless Bluetooth keyboard.
"Soft Reset" - usually soft resetting your PDA can involve fiddling around with the stylus and a tiny recessed button on the back of your PDA. Soft Reset is offered here as a more friendly alternative.
"PDA Status" - Get information about remaining memory and battery life in one handy dialog.
"System Tray" - access applications which only show themselves in the Pocket PC system tray.
Dolphin welcome your suggestions for other features and functions which could improve the Pocket Hal Function Menu. Don't forget the Pocket Hal Function Menu can be called up at any time using CONTROL then RIGHT using the buttons found on your PDA.
Until next time!
The Dolphin Technical Support Team.
Sales News
After an intensive development phase the hard work to make a new generation of mobile devices speak will become available with the release of Pocket Hal for Microsoft's Mobile 5 platform. This years Sight Village exhibition, ICEVI and the AHEAD conferences will see the simultaneous release of the first screen reader for PDA and telephone devices which use Mobile 5.
Enhancements to Pocket Hal have been inserted since the Pocket PC 2003 release as a result of customer feedback, these include
- A new installation wizard to help beginners' installing Pocket Hal for the first time.
- A 15 page wizard to guide users through the navigation options of Pocket Hal which can be accessed at any time.
- Announcement tunes to make users aware that their device is successfully inserted in the docking station available for each device and that the device has been turned on.
- Support for navigation of Pocket Internet Explorer.
- New and familiar voices.
- Easier navigation of the calendar, messaging and contacts.
- Support for additional Braille input and output Bluetooth devices
- Option to use Grade 2 Braille input for UK, US English and German.
These new features combined with existing options to pair up with more than one Bluetooth keyboard or Braille display and navigate the PDA from the existing buttons will provide a new exciting option for beginners and more experienced users.
To find out more visit the Pocket Hal product page.
Look out for the 30 day demo available online later this month.
Case Study
Dolphin brings help to the visually impaired in South Africa - read the whole case study.
Win a Dolphin Pen at QAC Sight Village 2006
Dolphin will be offering a free Pen Edition of their latest Supernova 7.01, to one lucky visitor to the Dolphin stand everyday during Sight Village 2006. Now you can have the chance to own the most talked about access software, at no cost!
Sight Village 2006 will also see the launch of Dolphin's next generation Pocket Hal version 7.01. Pocket Hal is a full screen reader for Windows Mobile PDA devices and provides the same level of functionality as the full desk top version of Hal. Developed to be easy to use and offer users the maximum choice of Braille support, Pocket Hal can be easily converted into a lightweight Braille notetaker.
Sight Village runs from July 18th – 20th and takes place in the Clarendon Suites, Stirling Road, Edgbaston, Birmingham, near to the Queen Alexandra College. Dolphin will be demonstrating all of the latest features within version 7.01, as well as demonstrating their latest DAISY conversion tools. Anyone interested in creating DAISY books using Dolphin Producer is welcome to attend one of the free daily workshops being run in Room 6.
Admission to the exhibition and conference is free. If you are planning to visit QAC Sight Village 2006 then please pop along and visit the Dolphin team on the Dolphin stand, in Hall C and experience all of the new features in the latest version 7.01 release.
Staff News
Dolphin is sorry to say good bye to John Rye at the end of July. John joined Dolphin in 1991 and was responsible for the development of the Orpheus speech synthesiser. John is planning to continue his work in speech synthesiser development and will continue to work closely with Dolphin in the future.


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The Spring Technical Forum returns in 2015 with a smart mix of topical panels, networking events, and author presentations designed to illuminate and advance emerging cable science and innovation.
Produced by NCTA, SCTE, and CableLabs®, the 2015 Spring Technical Forum is a conference within a conference—set to take place during INTX: The Internet & Television Expo, Tuesday through Thursday, May 5–7, 2015, at McCormick Place in Chicago.
For those interested in contributing to the prestigious publication tied to the event, the Spring Technical Forum's Call for Papers is now open. Submit your ideas for consideration for the Spring Technical Forum Proceedings, the peer-reviewed technical journal, and a possible invitation to share your findings live at INTX.
Here is the link: https://intx15.ncta.com/program/spring-tech-forum/. Submissions were due by Friday, Dec. 12, 2014.


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John C. Murphy Moving & Storage, with locations in Brewster, N.Y. and in New Milford, Conn., has been selected as the Bekins Agent of the Month for March 2013. The Murphy family has been in the moving business for more than 50 years. A Bekins agent since 2008, the company provides relocation services to families and corporations in Fairfield, Litchfield and New Haven Counties in Connecticut and Westchester, Putnam, Dutchess and Rockland Counties in New York.
John C. Murphy Moving & Storage named Bekins March 2013 Agent of the Month
Brewster, N.Y. |
About Bekins Van Lines
Bekins Van Lines, Inc. is one of the world's most highly regarded providers of transportation services. Bekins is owned by Wheaton Van Lines Inc. which now owns two household goods relocation brands, Wheaton World Wide Moving and Bekins Van Lines. The van line is now the fourth largest household goods carrier. Headquartered in Indianapolis, Ind., the Wheaton and Bekins brands offer private and corporate domestic and international household goods relocation services as well as special commodities and logistic services. The United States Military also is one of the company's largest customers. Wheaton Van Lines, Inc. is partner to approximately 370 Wheaton and Bekins agents nationwide. To learn more, visit www.bekins.com.


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- Northern New York Newspapers
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NORFOLK - Norwood-Norfolk Central School officials have created a tentative plan to address their designation by the state Education Department as a Focus District and Focus School.
Superintendent Elizabeth A. Kirnie told board of education members Tuesday night that she and high school Principal Robin J. Fetter had been working on the effort.
We have tentatively created a plan. Hopefully we have addressed each of the six tenets. I think we have a solid plan that matches the district goals, Mrs. Kirnie said.
Norwood-Norfolk was among 70 districts statewide identified as a Focus District, meaning they must develop comprehensive plans to support improvements.
Focus Districts were identified by the state Education Department as a result of their low performance and lack of progress in English language arts and math combined or graduation rates for one or more accountability groups.
Norwood-Norfolk was identified because of the graduation rate of economically disadvantaged students in the cohort class of 2006, those who entered the ninth grade together in 2006 and graduated together in 2010.
The graduation rate for economically disadvantaged students in that cohort was under 50 percent compared to a graduation rate in the 80 percent range for students that werent classified as being economically disadvantaged.
As a result, they were required to complete a district comprehensive improvement plan for the district and a comprehensive educational plan for the high school, which were due to the state Education Department by the end of November.
They are expected to receive funds for being identified as a Focus District and Focus School, and they have also set aside Title 1 funds to help address the issues that landed them the designation. Mrs. Kirnie said theyre already beginning to identify and address the issues.
We have things in place. This grant will help us continue with the successful programs we already have, she said.
Their plan calls for more involvement by parents in the process, Mrs. Kirnie told board members.
It really ramps up the role of parents. It also brings in PTSA standards, she said.
The district is also required to hire an outside education expert, according to the superintendent, who said they would pay for that out of their Title 1 funds and any other funds they receive for being identified as a Focus District and Focus School.
They have a person mind and have submitted her credentials to the state Education Department for approval. But, Mrs. Kirnie said, they have not yet received word on whether that person has been accepted.
Its a matter of waiting at this point, according to the superintendent.
Were on target and certainly on track for the deadlines. Were just waiting for their approval, she said.
Thousands of readers like you have made Northern New York Newspapers the number one ranked website* for local news and sports coverage in the north country.
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Practical Theory - Volume 1Item #: AL.00-2280
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Written by Sandy Feldstein.
General Music Instruction. 9x12 inches. 32 pages. Published by Alfred Publishing. (AL.00-2280)
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A three-volume theory text designed to be used with or without the correlated software diskettes. Perfect for classroom use. Students learn new concepts in class with the workbook, then may review and reinforce those concepts in a computer lab. A combination text and workbook in three volumes. All areas of music theory are covered in a concise and practical manner and each level contains 28 lessons.


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MicroCHIPS, Inc. is pioneering intelligent implanted devices designed to improve the health of millions of people with chronic conditions that require careful monitoring and precise therapy.
Based on proprietary microreservoir technology first developed at the Massachusetts Institute of Technology, MicroCHIPS' platform incorporates long-term implant technologies and wireless communications, as well as expertise in protein and peptide formulation for challenging delivery conditions.
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Beggar's Purses
Freshly made crèpes are filled with caviar and crème fraîche, then bunched
1 1/2 cups milk
2 eggs
1 cup instant flour, such as Wondra
1 tablespoon butter, melted and warm
1/4 cup clarified butter, melted
12 fresh chives
1/4 cup crème fraîche
3/4 cup beluga, osetra, or sevruga caviar, chilled (about 7 ounces)
1. Combine the milk, eggs, flour, and a pinch of salt in a mixing bowl. Whisk until completely incorporated. Pour through a chinois into another bowl. Just before you cook the crèpes, add 1 tablespoon of warm melted butter.
2. Heat a nonstick, 5- to 6-inch crèpe pan (or round skillet) over moderately high heat, then brush with some of the clarified butter. Add a scant 1/4 cup of crèpe batter. Working very quickly, swirl the pan around to spread out the batter into a very thin crèpe. Cook until set, about 40 seconds. Turn the crèpe and cook for another 10 seconds or so. (Crèpes should be paper-thin and white; for beggar's purses, you should avoid the brown spots that are desirable in crèpes destined for other uses.) Place the crèpe on a plate and set aside. Brush the pan with some of the clarified butter again, and repeat the process until 12 crèpes are made. You may stack the crèpes directly on top of each other, but keep the pile covered with a cloth.
3. Bring a pot of salted water to a boil, and dip the chives in the water for 5 seconds. Place under cold water and reserve chives on paper towels.
4. Lay a few crèpes out and place 1 teaspoon crème fraîche and 1 tablespoon caviar in the center of each one. Pull the edges of the crèpe toward the center until they meet. Then, working with thumb and forefinger, create small pleats all around the top of the purse (where the crèpe edges meet). You'll have a ruffle at the top. Tie a reserved chive around the top and make sure the purse is tightly secured. (The beggar's purse should look like a small purse, or sack, with the chive functioning as the tie-string. This technique takes a little practice, so don't be frustrated with the first one.) Continue making beggar's purses in the same manner until 12 purses are made.
5. Brush the top of each purse with a little clarified butter, and serve immediately.
This opulent bite was made popular by Barry Wine at The Quilted Giraffe in New York City. Freshly made crèpes are filled with caviar and crème fraîche, then bunched to resemble the kind of purse that someone in Robin Hood's day might have been carrying through Sherwood Forest. They look just great when placed side by side on a silver platter, and passed as hors d'oeuvres at the start of an elegant dinner party. The amount of batter called for below is more than enough for 12 crèpes -- which gives you plenty of margin for crèpe making error. Makes 12 purses, or enough for 6 as an hors d'oeuvre
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Editors' Top Pick of 2015
Our editors are continuously looking for clinically proven ingredients, money back guarantees and affordable prices.
Apidexin has been our editors unanimous favorite for almost a decade. You can read more about Apidexin by going to the official site.
Super NOS Blast: Does It Live Up To The Hype?
The Oscars, movie premieres and other red carpet events give us the chance to see our favorite stars strut their stuff. And while you may not be a big-time celebrity, you can certainly look like one! Stars like – John Cena, Hugh Jackman, Matt Damon, Halle Berry, Madonna and Hillary Swank who have beautifully toned legs, arms, abs and more all have daily work-out routines that include ways to stay in shape and get a ripped, muscular tone. Products like Super NOS Blast can help make the difference between a wanna be or a real star. You've done endless reps – dumbbell shrugs, preacher curls, machine flies and hack squats. If you add Super Nos Blast to the mix, will increase your moves for sexy?
How Does Super NOS Blast Work?
The goal of Super NOS Blast is to widen the blood vessels, thereby increasing the flow of blood to the body's muscles. Not only are muscles receiving nutrients quicker, but also sustaining them with key amino acids and minerals that will eventually help them develop faster. Super NOS Blast can physically enhance energy levels and provide users with a significant increase in intensity during workouts.
According to the company's website: "Super NOS Blast delivers maximum energy, focus and high-intensity endurance for your most extreme workouts! With a combination of proprietary formulations that support extreme energy and nutrient circulation to the cell, Super NOS Blast drink mix delivers insane taste and results."
Super NOS Blast Side Effects
If you have a pre-existing kidney problems or suspect you are having kidney trouble, creatine is excreted through the kidneys and because of the "super-hydration" will cause your kidneys to work harder. Check with your doctor before taking any supplement that contains creatine.
Many consumers say Super NOS Blast has a nasty taste (like Pepto-bismol), some are dealing with the side effect by mixing the powder with a sports drink or tang to sweeten the supplement a bit.
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- Vitamin B-6
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Should You Try Super NOS Blast?
If you are happy with your current weight and want to tone-up to get that chiseled-look like Matthew McConaughey or Beyonce, Super NOS Blast may work for you. If you need to shed a few pounds to reveal your cut-physique, look for a top-rated weight loss supplement or fat burner before you purchase Super NOS Blast because it just isn't a weight loss supplement and does not contain any ingredients that support weight loss.
No one says losing weight is easy, but with the right support, you can reach your goals. If you do your research and read the reviews you will find a weight loss supplement that fits your needs and what your body needs like a glove. It may take some reading, but it is so worth it… You are worth it!


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Oprah: A Biographyby Kitty Kelley
Synopses & Reviews
Publisher Comments:
Based on three years of research and reporting as well as 850 interviews with sources, many of whom have never before spoken for publication, Oprah is the first comprehensive biography of one of the most influential, powerful, and admired public figures of our time, by the most widely read biographer of our era.
Anyone who is a fan of Oprah Winfrey or who has followed her extraordinary life and career will be fascinated and newly informed by the closely observed, detailed, and well-rounded portrait of her provided by Kitty Kelley's exhaustively researched book. Readers will come away with a greater appreciation of who Oprah really is beyond her public persona and a fuller understanding of her important place in American cultural history.
"[I]mpeccably researched and well-organized look....Oprah is, in many ways, a brave and audacious book. Circumventing a highly controlled Oprah-sphere that, for more than a decade, has required all employees to sign nondisclosure agreements, Kelley attempts, and largely succeeds, in piercing the veil of one of the most powerful, influential and wealthy women on the planet." The Los Angeles Times
The first comprehensive biography of one of the most admired public figures of our time, by the most widely read biographer of our era. Anyone who is a fan of Oprah Winfrey or who has followed her extraordinary life and career will be fascinated by this exhaustively researched book.
For the past twenty-five years, no one has been better at revealing secrets than Oprah Winfrey. On what is arguably the most influential show in television history, she has gotten her guests—often the biggest celebrities in the world—to bare their love lives, explore their painful pasts, admit their transgressions, reveal their pleasures, and explore their demons. In turn, Oprah has repeatedly allowed her audience to share in her own life story, opening up about the sexual abuse in her past and discussing her romantic relationships, her weight problems, her spiritual beliefs, her charitable donations, and her strongly held views on the state of the world.
After a quarter of a century of the Oprah-ization of America, can there be any more secrets left to reveal?
Yes. Because Oprah has met her match.
Kitty Kelley has, over the same period of time, fear¬lessly and relentlessly investigated and written about the world's most revered icons: Jacqueline Kennedy Onassis, Frank Sinatra, Nancy Reagan, England's Royal Family, and the Bush dynasty. In her #1 bestselling biographies, she has exposed truths and exploded myths to uncover the real human beings that exist behind their manufac¬tured facades.
Turning her reportorial sights on Oprah, Kelley has now given us an unvarnished look at the stories Oprah's told and the life she's led. Kelley has talked to Oprah's closest family members and business associates. She has obtained court records, birth certificates, financial and tax records, and even copies of Oprah's legendary (and punishing) confidentiality agreements. She has probed every aspect of Oprah Winfrey's life, and it is as if she's written the most extraordinary segment of The Oprah Winfrey Show ever filmed—one in which Oprah herself is finally and fully revealed.
There is a case to be made, and it is certainly made in this book, that Oprah Winfrey is an important, and even great, figure of the twentieth and twenty-first centuries. But there is also a case to be made that even greatness needs to be examined and put under a microscope. Fact must be separated from myth, truth from hype. Kitty Kelley has made that separation, showing both sides of Oprah as they have never been shown before. In doing so she has written a psychologically perceptive and meticulously researched book that will surprise and thrill everyone who reads it.
About the Author
Among the awards that Kitty Kelley has been honored with by her professional peers are the Outstanding Author Award from the American Society of Journalists and Authors for her "courageous writing on popular culture," the Philip M. Stern Award for her "outstanding service to writers and the writing profession," the Medal of Merit from the Lotos Club in New York City, and the 2005 PEN Oakland Literary Censorship Award. She has also been selected as a member of Vanity Fair magazine's Hall of Fame. Her articles have appeared in the New York Times, Washington Post, Wall Street Journal, Newsweek, People, Ladies' Home Journal, McCall's, Los Angeles Times, and the Chicago Tribune.
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On the occasion of Open Engagement, a conference hosted by the Social Practice Department of Portland State University, Christian Nagler and I presented our research under the title "The Aging of Social Practice, or How to Get to Know Your Parents through Political Economy." As the final gesture of the presentation, we offered a direct address to the subject of our research, the Baby Boom Generation, those born between 1946 and 1964. This address was an attempt to translate some of the basic tenets of socially engaged art practice by rewriting a text by Charles Baudelaire entitled "To the Bourgeois," the preface to his text about the Salon of 1846. It was written two years before the French revolution, and was a respectful challenge to the bourgeois majority to consider the new prerevolutionary currents of Parisian art practice. Thanks to the wonderful Brandon Brown for pointing us to this text.
As 40% of the adult population, you are a majority — in number ... More


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FNL coach resigns from Permian after 2nd stint
FILE – In this May 21, 2009, file photo, Odessa Permian head coach Gary Gaines walks off the practice field after a high school football workout in Odessa, Texas. Gaines, the 63-year-old at the center of the "Friday Night Lights" book and film, has left the school's sideline for the last time after announcing his resignation on Tuesday, Dec. 18, 2012. (AP Photo/Kevin Buehler, File)
LUBBOCK, Texas (AP) — Gary Gaines, the 63-year-old high school coach at the center of the "Friday Night Lights" book and film, has left the Odessa Permian sideline for the last time.
Gaines said he resigned from the West Texas football program he helped make famous. He said he doubts he'll coach again but wasn't sure what's next for him.
"We're going to give it to someone Login to read more
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Friday, September 30, 2011
© Copyright 2015 Gwinnett Daily Post
NORCROSS -- Welcome back, Will Anderson.
In his first action since taking a big hit against Elbert County three weeks ago, the Wesleyan starting quarterback quickly showed how much he meant to the Wolves.
Anderson threw three touchdown passes in the first quarter as Wesleyan sprinted out to a 21-0 lead over Pace Academy and rode that early fire to a 44-21 win on Homecoming.
The offensive explosion stands in contrast to Wesleyan's struggles while Anderson recovered from his knee injury and coach Franklin Pridgen made it clear after the game.
"Yes," is all the head coach said when asked if Anderson meant that much to the Wolves' offense.
"He makes us balanced and lets us do what we want to do, running and throwing. We never want to be one-dimensional on offense and you saw why when Will was out. That's a problem."
There were no problems against Pace. Anderson said he felt 100 percent the entire game, even after taking a few hits. He ended his night late in the fourth quarter, leaving with 310 yards on 20 of 32 passing with six touchdowns.
"It feels really great to get our offense back and going, after three weeks of being out," Anderson said.
And he had it going early.
By halftime, Anderson had more than 200 yards passing and only connected on five passes of 15 yards or more. The Wolves' defense forced a punt from Pace on its opening possession and the offense went to work, first with the run. Zander Yost ripped off a 19-yard run, setting up Anderson's three-yard connection for Rodney Morris for the Wolves' first score.
Another punt and a fumble recovery set up two more quick Wolves scores and with more than four minutes left in the first half, Wesleyan led 21-0.
"We had a good game plan," Anderson said. "We just came out passing and made the reads, receivers caught it and it worked out."
"It gave us a spiritual, emotional lift," Pridgen said.
But Pace didn't go away.
The Knights answered with their first touchdown just seconds into the second quarter and cut the Wolves' lead to 24-14 on a 10-yard strike from Kevin Johnson to Kameron Uter. Of Johnson's 13 first-half completions, he found Uter for 10 of them.
The Wolves countered the second Pace score with a quick one-play drive set up by a 58-yard kickoff return by Erik Gossett. Anderson followed, finding Morris on a short pass and letting his receiver do the rest of the work on the 29-yard score. And four minutes later Anderson found Morris again from 15 yards out as the Wolves took advantage of another Pace turnover.
Morris caught nine passes for 114 yards and four scores and Eric Sunderman caught the other two touchdowns and ended the game with a game-high 165 yards on six catches.
"They are both exceptional players," Pridgen said. "If we get them the ball, we see what they can do. I love that little trio right there."
In all seven different players caught passes for the Wolves, and Yost and Gossett kept Pace honest running the ball.
The defense forced five turnovers and two more failed fourth-down conversions, despite succombing at times to the big play.
But Anderson and the offense always had an answer.
"It was one of our best all-around efforts," Pridgen said.
More like this story
- Anderson's return spark Wolves' offense ( October 1, 2011 )
- Anderson, Wesleyan keep rolling ( October 7, 2011 )
- Anderson, Jones lead Wesleyan past Hapeville ( October 13, 2012 )
- Wesleyan QB Anderson transfers to Lassiter ( March 21, 2013 )
- Wesleyan's season comes to an end with 16-7 loss to Landmark ( November 5, 2011 )


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An easy to use and highly searchable online community was launched by California-based Aerohive (News - Alert) earlier this week. Its name is HiveNation and it allows customers, evaluators and industry thought leaders to find out more about Aerohive and what its about, as well as ask questions and interact with each other.
Aerohive started in 2006 in Sunnyvale, Calif. and it has become number one in controller-less Wi-Fi and cloud-enabled enterprise networking. Aerohive's goal is to satisfy the needs of people who need to work from anywhere, using any device. Access networks are simplified by Aerohive through its self-organizing, service-aware, identity-based infrastructure that has cutting-edge Wi-Fi, VPN, branch routing and switching solutions.
According to a recent article, "Officially launched today, Aerohive's HiveNation community will serve as a highly searchable wealth of information for customers, evaluators, industry thought leaders and other IT professionals to learn more about Aerohive's products and culture, while engaging with like-minded individuals."
HiveNation will also supply IT professionals with an online community where they can share their stories with people that experience the same problems, talk about their various ideas and projects, and help each other.
Through Aerohive's newly launched online community, users will be able to learn about the services that the company has to offer in much more detail. They also have the option of providing feedback and suggestions to Aerohive employees, who will take these into consideration in their constant strive to make this community as helpful as possible. With its 7,500 global customer base, Aerohive continues to grow daily. Introducing an online community will help it to constantly improve its products and services through user feedback and suggestions, therefore attracting even more customers from all over the world.
Bradley Chambers, director of I.T., Brainerd (News - Alert) Baptist School, who was one of the beta testers in the last few months, said that Aerohive's online community is much more than just a help portal. Even during the beta testing period, he thought that HiveNation is a great source of information that will become much more powerful once more people join, more questions are answered, and more problems are resolved.


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Real Estate Questions
Call or Text 63-634-1766
MinnesotaInvestors.com, Inc.
Owner Seller Financing Agreement Contract Form
Owner Seller Financing Agreement Contract Form
Email | Call | Text | Voicemail | 763-634-1766 or 763-634-1753 or 763-634-1759
Forms are important to those that enter into an owner financing agreement with a seller. Before you
get your forms you'll need to know the answer to
what owner seller financing is
. If you choose to buy
or sell with owner financing you can learn by reading the article on
how to do owner seller financing
If you choose to search for
contract for deed homes for sale
and you have a down payment available
one of our agents can help you negotiate homes with the sellers. Our agents will be able to help
with all of the agreements, negotiations, purchase contract, forms, and will fill them out for you.
The agents will help negotiate everything that's important including the sales price, down payment,
balloon payment, interest rate, whether it's interest-only or principle reduction for an amortization table.
Our agents are here to assist you with all paperwork whether you are the buyer, or the seller in the
transaction. Our agents like to hear from sellers to help them sell their homes, and like to help buyers
find their next property even if they have
bad credit
. When a buyer purchases on a contract for deed
they have a chance to
the property later on, and work with
credit repair services
to improve
credit score
Most contract for deeds will allow 2 to 3 years for the buyer to work on repairing their credit and
that's usually enough time for any major credit issues that they've had in recent months. Owner
financing is a great win-win scenario for both sellers and buyers. Seller's get to sell today, and buyers
get to live in their very own home today. To get started with your search please call our phone number
above. Forms will include a purchase agreement, a contract for deed, and contract for deed finance
addendum, as well as standards forms that go with a regular purchase agreement such as inspection
forms. Our agents have worked on contract for deeds and are eager to show their expertise to you
on how the process works in the state of Minnesota.


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*We highly recommend that you call to verify the information shown above before visiting the store.
Use this bar jigger for effective portion control when making alcoholic beverages quickly.
A common misconception is that a professional bartender doesn't need to use a jigger, when in fact many professionals will often be seen using one. This is simply because they know the importance of getting a drink just right. Jiggers are an indispensable tool, especially when measuring ingredients for drinks that only have 3 or 4 ounces of product. This stainless steel jigger has rolled edges, allowing contents to pour cleanly into a cocktail shaker or glass. Each side has been stamped with the correct measurement to avoid confusion. The larger measure of the jigger holds 1-1/4 ounces and the smaller holds 7/8 ounces.
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