text:
CarYari - AVC Auto Software Pvt Ltd
No. of Franchise Outlets: 50-100
Investment: Rs. 30lac - Rs. 50lac
Want to become an Automotive Business Market with lucrative returns on your investment? Join hands with "CarYari" online and Dealership / Franchise Business Model.
CarYari is an Automotive Online and Dealership / Franchise Business which deals in outsourcing business of Vehicles, Car Loans, General Insurance, Car Insurance & Corporate Licensing since 2016, but separately established a Syndicate, registered at 2016 named CarYari.com. We are looking for channel partner/ dealer/ Franchise for our new project CarYari used car outlet based on CarYari.
Tremendous attention to detail is required to ensure that each used car meets a high level of quality. Before purchasing the car, a trained engineer thoroughly inspects the vehicle and also sees to it that all papers are in order. After purchase, the car is refurbished and. The objective behind the care and diligence exercised is to present the customer with a car in good condition.
In short, buying a used car from CarYari offers several advantages, including quality assurance, safety and a hassle-free driving experience give complete peace of mind to the used car buyer, the company will Launch Warranty products and Car accessories. In this Business model, we would setup a partnership entity with our franchise, in which the Franchise /Dealership profit sharing as proprietor rights.
In this business all CarYari.comused car outlet its separate Business with our Company Limited Liability Partnership Agreement. CarYari.com would provide online customers near your geographical area. The franchise Outlet would have to line up with company for Finance, Insurance, RTO legal adviser/brokerage for used Car Deals and New Car Deals.
The Used Car Outlet product gives tremendous peace of mind to buyers of non-certified/certified used cars. CarYari has a website - CarYari which provides complete assistance to customers wishing to buy or sell a car. CarYari also has retail finance relationships withmajor banksand NBFS like Mahindra Finance, HDFC bank Mangalam, AU Finance, TVS Finance, CholaFinance, ICICIBank and etc for helping consumers to buy their dream cars through loans by us. CarYari also tie-up with several insurance Companies for helping customers to insured their dream cars through us. A significant presence in the online pre-owned cars. Through its CarYari online platform it has sold various vehicles per day.
Why us?
- A pre-owned vehicle sale purchase brand name to use.
- Unique business model.
- High potential market
- Higher profitable Self Business.
Franchise Prerequisites:
- Person with zeal to become successful as an entrepreneur
- Person looking to start a new business with a reputed name in the online used car industry
- Person with entrepreneurial excellence and sound managerial skill
- Individual ready to put full endeavours to be the leading brand name
Add-ons to Franchise:
- A success driven business model to follow
- High returns on investment
- Proven business model
- Minimum risk and maximum returns
"Starting your own business with a pre-owned vehicle sale purchase brand name is never easy, contact us now and enjoy the benefits of head start"
Thanks & Regards
AVC Auto Software Pvt. Ltd (ASPL)
CarYari - AVC Auto Software Pvt Ltd Investment Details
CarYari - AVC Auto Software Pvt Ltd Property Details
CarYari - AVC Auto Software Pvt Ltd Training Details
CarYari - AVC Auto Software Pvt Ltd Agreement & Term Details
Nutrition tech startup First Eat aims...
First Eat provides a platform for users to know the right diet, and subscribe to healthy meal/diet plans
Ghee likely to get costlier under GST...
Specialty cuisine needs time to...
The ideaIt was during first year of my internship when I went Doha to work that I was exposed to Middle Eastern cuisine. I really liked
If you have a good business idea do not...


text:
Prelude I - David
The is the Prelude to my Story 'Coypucat'.
It introduces the reader the Characters.
At the end of a a pretty ordinary street a man stood. He was dressed casually in slightly scruffy jeans and an oversized sweatshirt which was emblazoned with the name of a band across the back of it. That is to say that it would have been, except for the fact that it had been worn and washed so many times that most of the writing had long since disinegrated into the waters of the washing machine. This was his usual garb, downbeat and unremarkable. Most of the people that passed him barely even noticed that he was there.
The man himself, on the other hand, was acutely aware of every person, every house, every car that passed and, yes, even every dog that lived in the street and which house it lived in. He had been watching this street for two weeks now and he knew just about everything there was to about. He could describe pretty much every one that lived in it, which house they lived in and which car they drove. What he didn't know was anybodys' name because no one ever spoke to him. To everyone else in the street he was just one of those kids that always hung around. That was his gift - he could blend in just about anywhere, so to everyone else he was all but invisible. By the time they had got to their front doors they had forgotten they had even seen him.
To-day though things were slightly different. To-day he was watching someone that he hadn't seen around here before. To-day, if anyone had noticed him they might have observed that a slight frown had crept onto his forhead, and that, instead of his usual slouched position leaning against one of the low, stone front garden walls, he was stood perceptively more upright. Because to-day, she was there. This was the person he had spent the last two weeks waiting for. Because to-day he had to reveal himself, finally.
He watched her for a little while longer. She was not like him at all. She was anything but ordinary. To him she was beautiful. Her thick,dark hair fell around her shoulders, her lips where turned up at the edges in an almost perpetual smile. As he walked towards her his breath caught in his throat as he got close enough to see her dark, smouldering eyes. He checked himself. No one had mentioned just how good she looked when he had taken this assignment. Inspite of himself, as he approached her, he couldn't help but smile
"Rebecca??" He asked as he thrust his hand toward her by way of a greeting.
She looked at him as if seeing him for the first time. As was, in fact the case. She, like everyone had not noticed him when she had first walked onto the street and made her way towards house number 6, the house designated as the venue for her meeting. She looked him up and down.
"Do I know you?" She enquired. She was slightly irritated by the intrusion of this strange man. She was in a hurry to get to the meeting that she had been informed was of the upmost importance.
"No" He replied, now grinning at her discomfort "But you will!
"Looking for number 6?" He asked, nonchalantly.
She glared at him, "Why do you ask?" She countered, disturbed by this man who seemed to know way too much.
"Because that's where I'm headed" He said, still smiling.

subset: commoncrawl


text:
Quick Look
Property brokered by
Get more listing details on brokerage site
Presented By:
Peggy Kieper
(317) 694-9372
Email Agent
Peggy Kieper
(317) 694-9372
Email Agent
Property DetailsBeautifully updated, brick 4 bdrm, 3.5 bath home in Reserve at Bridgewater! 9 ft ceilings, hardwood floors & updated kitchen w/new counters, tiled backsplash & SS gas range! You'll love the finished BSMT w/wet bar & full bath! Huge master with marble wrapped jacuzzi tub & sep tiled shower! Updated roof, gas furnace, heat pump, H2O heater, paint, carpet, roof, siding, downspouts, gutters! Enjoy pergola covered patio and your rear yard overlooking safe cul-de-sac! Community pool! Move-in ready!
Area Recent Sales
Area Detailed Information
Area Schools
Area Weather
Area Cost Index
Mortgage Calculator
Additional Property InformationThis single family listing located at 1784 Bentbrook Drive, Avon, IN has four bedrooms, three bathrooms and one partial bathroom. A tradamer style property, it is presently priced at $289,500.
Includes features like interior features: ceiling cathedral, walk in closet, floorshardwood, wet bar, windows thermal, wood work painted. interior area(s): foyer - 2 story, living room formal. eating area(s): breakfast room, center island, formal dining room, pantry. appliances: dishwasher, garbage disposal, microwave hood, oven/range-gas. equipment: multiple phone lines, smoke alarm, sump pump w/backup, surround sound, wet bar. exterior features: driveway concrete. porch / patio: open patio, covered porch. exterior type: brick. lot features: corner lot, cul-de-sac, street lights, tree mature.
This property is presented by Peggy Kieper of F.C. Tucker Company, Inc. located in Indiana.


text:
Live in Atlanta, Georgia, USA
Recent travels: 2002 - United Kingdom, Ireland 2004 - Italy 2005 - Switzerland, Italy 2006 - Mexico, Belize, Guatemala 2007 - Greece, Israel, Jordan, Egypt 2009 - Amsterdam, Paris, Ireland 2010 - Israel
Next trip: 2013 - Peru
Advance planning: Extensive (Intensive research begins one to two years in advance.)
Budget: Prefer low to moderate (Occasionally I like to splurge for a unique experience, but I prefer the local flavor and unique offerings the come outside the more expensive "comfort zone.")
Amenities: Not needed (I'm perfectly happy with a toilet that's down the hall, or down the block; I seek hotels that are unusual.)
Pace: MUCH faster than most (I cover a lot more ground in less time that most travelers and often spend only one or two nights in a particular place. In my mind, relaxation is for weekends at home, not for vacation.)
Food: Experimental omnivore (I'm willing to risk stomach upset to sample a unique local offering.)
Transportation: Prefer unique and local (I'd consider 12 hours on an uncomfortable train used by locals to be time well spent.)
Luggage: Backpack


text:
Everything you need to know about the whole pregnancy journey with advice from experts and other moms who've been there.
From the hilarious to the heartwarming to the latest and greatest parenting topics, we've got parenting covered.
We need to take care of ourselves, too! We've got delicious and easy recipes, the latest fashion and home decor trends, health topics that impact every woman and so much more. So grab a cup of coffee and dig in.
It truly takes a village to raise a child, and we're here for you! Link up with a community of moms just like you and learn about fabulous events in your area plus amazing product giveaways, discounts and more!
Marcel Somers, Els Clottemans and Els Van Doren were three members of a skydiving club. They were all very close, often jumping together in a triangle formation. Unfortunately, Somers was also allegedly sleeping with both women, and when Clottemans found out, she was consumed with jealousy. According to Time magazine, one night in 2006 when the three were staying at Van Doren's house, Clottemans allegedly cut the cords of Van Doren's parachute. On their next jump, she plummeted 2 miles to her death. Clottemans was sentenced to 30 years in prison in 2010.


text:
Fixes stall on logic, cash
WEB COMMENTS • Check out what online readers have to say
Transportation is a major issue in Oregon, and Jim Redden's March 2 story, 'So many projects, so little funding' addressed a big question on everyone's minds: How are we going to pay for major transportation projects?'
Readers had a lot to say about the issue on our Web sites, www.portlandtribune.com and www.localnewsdaily.com. Here are some of the comments:
Trucks have long funded roads, transit
'Traffic congestion needs to be addressed and it involves all of us,' states the March 2 article 'So many projects, so little funding.'
No, it doesn't. It only involves those who create it.
For people in Burns, the cost of congestion is minuscule. Their costs involve having roads with potholes that cause damage to their cars. And those potholes are going to keep increasing in frequency and size if we keep spending money in the false hope of 'fixing' congestion instead of fixing the roads we have.
There is an ongoing argument about whether trucks in Oregon pay their fair share of road costs. The debate over whether to continue weight-mile charges for trucks has been one of the barriers to getting any increase in gas tax.
Trucks have been funding U.S. roads for years. The next time you drive down the road, thank a trucking company. They are the ones who have really paid the bill.
That said, there is a lot of evidence that the massive need to rebuild bridges throughout the state is a direct result of increases in allowed vehicle weights beyond those allowed when the bridges originally were designed and built.
It's a good example of why the idea that trucks pay more than their fair share is being questioned.
As for gas taxes paying for light rail, the Oregon gas tax is constitutionally dedicated to roads. It doesn't pay for anything else.
The same for weight-mile taxes. Congress has allocated a very small portion of the federal taxes to transit. And some of that money has made up the federal grants that paid for most of Portland's light-rail system.
Ross Williams
User fees fund a lot, except congestion's fix
Interstate MAX. MAX to Clackamas Town Center. MAX to Milwaukie. Streetcars. Trams. Commuter Rail. A baseball stadium with a light rail extension. Bicycle paths. Smart Growth planning using Oregon Department of Transportation money. Subsidizing the MAX. Bus, tram and commuter rail operations.
There's no question about how all this will be funded, it just happens - using auto taxes and truck fees.
Now we need to improve the transportation infrastructure because we have added density and Smart Growth projects and have more people using our roads.
Is it only now we are worried where the money will come from?
The user taxes for projects like this have been squandered on projects that do little or nothing to relieve congestion.
Craig Flynn
Northeast Portland
Road builders have to wake up
It's refreshing that for the first time in 10 years, a few elected officials - including Metro Councilor Rex Burkholder - are informing the public that we should think about planning in realistic terms, not in a dream world.
Burkholder has orchestrated a new opening chapter in the region's update of its draft Regional Transportation Plan.
A few years ago, some highway builders spent a lot of taxpayer money writing an environmental impact report to analyze a proposed Washington County 'Westside Bypass.' It sounded like what Interstate 205 was supposed to be in the '60s (or even earlier).
Now they're going to spend more money writing more impact statements for: Oregon Highway 217 widening; the Interstate 5 Columbia River Crossing; I-5/Oregon Highway 99W; I-205 widening; the Sunrise Freeway; and the list goes on.
These environmental studies and the periodic update of the Regional Transportation Plan is putting communities like Milwaukie and other Portland-area cities in the poorhouse, because each jurisdiction must update its Transportation System Plan to be compliant with regional and state policy.
The end result? More bookshelves filled with reports to justify Region 2040 impossibilities when expanding our urban growth boundary. The problem with all these reports is that there is not enough fairy dust to bring all these hopes to reality.
That's where Burkholder comes in. He logically questions the entire process. He asks where we are headed today with the resources we have on hand rather than offering some hopeful revenue source off in the distant future.
Because we don't have money to build roads, some folks blame all our misfortunes on transportation alternatives: streetcars, light rail, bicycle and walking paths, bus networks and trains. We're hearing that these other systems are stealing all the car money.
It's my contention after watching our urban and suburban communities evolve over the last 50 years, that now, our worse fears are really coming home to roost.
We just can't have everything we want. We either learn to live a little closer together or take what's out there if we want elbow room. Don't ask the government for something we citizens can't afford for the foreseeable future.
I would be the first to try out my new golf cart on the local street to the store and continue to plan my trips during nonpeak traffic hours. Just don't ask me to give up my daily candy bar.
Thanks, Rex, for keeping us on the real track, and not just part of some bureaucratic folly.
Pat Russell


text:
Environmental Toxicology Companies (Health and Safety) in Bulgaria
Need help finding the right suppliers? Try XPRT Sourcing. Let the XPRTs do the work for you
TGT´s mission is to provide eco-friendly products and systems that affect the world in a positive and beneficial way in the areas of soil and water, two of the three cornerstones of all life. Terawet was originally founded with the intent of providing a means of reducing world hunger by increasing food production in areas of the world where insufficient capabilities ...
Distributor in Sofia, BULGARIA.
Waters creates business advantages for laboratory-dependent organizations by delivering practical and sustainable scientific innovation to enable significant advancement in healthcare delivery, environmental testing, food safety, chemical materials and water quality. For nearly fifty years, Waters has helped customers make profound discoveries, optimize operations, ...
Distributor in BULGARIA.
Aurora Biomed is a worldwide leader in the design and development of lab automation solutions for life science, environmental science, drug discovery/safety and chemical analysis research. We provide technologies and services which facilitate a higher sample throughput while improving quality, accuracy and precision. Aurora`s product range includes automated ...
Distributor in BULGARIA.
The Thermo Scientific portfolio of air quality products has expanded from individual gaseous criteria pollutant analyzers to encompass a broad range of particulate monitors, toxic gas sensors, VOC analyzers and completely integrated ambient and stack monitoring systems.
Distributor in BULGARIA.
Need help finding the right suppliers? Try XPRT Sourcing. Let the XPRTs do the work for you
Thank you for subscribing to our eBulletins
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text:
You are currently using an unsupported web browser.
We support the latest versions of these browsers:
If you have any problems while attempting to download a browser, you should contact your organization's system administrator.
For any questions related to Cvent, feel free to contact our Customer Care team.
Hotel Erbprinzenhof is located at Erbprinzenstrasse 26,Karlsruhe. Our hotel offers 50 sleeping rooms. For business meetings, recruitment, interviews, and other gathering, our rooms will give you the comfort of work you are looking for. Whether a conference or seminar, whether wedding or birthday ce...
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text:
Guangzhou, Nov 26: India has surpassed gold medal performance of 2006 Doha Asian Games by winning 11th gold in women's khabadi on Friday, Nov 26.
View Asian Games 2010 Medal Tally
Indian women's team grabbed the yellow metal by defeating Thailand in the final. India team scored 28 against Thailand's 13 to add another gold medal to country's 2010 Asian Games medal tally.
Earlier on Thursday, Nov 25 Indian athletes Joseph Abraham and Ashwini Akkunji won gold medals in men's and women's 400m hurdles. Boxer Vikas Krishna also won gold in men's 60kg category boxing.
India climbed to seventh position in medal tally with a total of 55 medals with 11 golds, 14 silver and 29 bronze.
OneIndia News


text:
We're Not Gonna Take it
12,445pages onAdd New Page
this wiki
this wiki
We're Not Gonna Take it is a song that was first performed by Twisted Sister. George W. Bush is believed to have referred to the phrase at least twice each time in response to terrorist attacks. It is on his iPod.


text:
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text:
One on one with Brian Baumgartner
May 3, 2006 | | Brian Baumgartner, The Office Interviews | No Comments
HoboTrashcan spotlights Brian Baumgartner ("Kevin") in its latest celebrity interview.
Brian answers questions about his childhood, career aspirations, and M&Ms.
Thanks to Northern Attack for the tip!
Icon courtesy of andraste_icons.


text:
Shoot the Messenger, shown on BBC2 last night, told the story of a black teacher trying to save his students from gangs, crime and underachievement - and suggests there is a "blame cultureî among black Britons.
But today one black leader said the programme was racist and damaging to the community - and urged people to stop paying their licence fee to show their disapproval.
Toyin Agbetu, founder of African British media campaign group Ligali, said today: "I personally refuse to pay my licence tax, as I prefer to call it, and we would urge people to withhold theirs in support.
"We know there is a large percentage of the black community who are in agreement with us and that number is growing. There are much better ways of spending £130 a year - and we mean to tell the BBC to stop showing things like this and start treating black people with respect, not just as entertainers or musicians or criminals.
In the provocative opening scene of Shoot the Messenger the main character, Joe, played by Spooks actor David Oyelowo, says: "Whenever I think about it, everything bad that has ever happened to me has involved a black person.
Many community leaders registered their concern after the private screening earlier this summer - but BBC bosses decided to go ahead and broadcast the drama.
Mr Agebtu said: "The damage has already been done now that Shoot the Messenger has been broadcast.
"The idea that we, as a community, look to blame other people for our problems is complete fabrication. Yes, it's a professional piece of drama but it has been commissioned by the BBC in a clear attempt to stir up controversy. I am not prepared to support a film that characterises our community in such a negative way.î The play, written by Sharon Foster, was originally called "F**k black peopleî but the name was toned down by BBC bosses.
Its language is deliberately provocative-with the lead character called a "house niggerî and accused of being a "Klansman in a black skin".
- More about:
- Gangster And Gangs
- Teachers


text:
Hack a Facebook password with winspy (Video)
Steps followed in the video:
hey the trial version is over can u give another link??plezReplyDelete
Yes the trial version is over because of mass misuse of the product.
please give a new working linkReplyDelete
really is this possible to hack in scuh wayy.ReplyDelete
i dont get it what is the last step number 8 means? i creat the remote file
now i am stucked, winrar archive? what is that? and how do we do that? i download it, but i didnt get anything how should we send it!
Thanks a lot for providing such a valuable information.ReplyDelete
Sorry for the late reply,There are many methods through which you can sent the remote file
1.You can upload it to webhosting services such as 110mb.com,ripway.com etc and sent the link to the victim
2.You can sent it via email attachment
Your welcome
it works goodReplyDelete
great work man.. can we get a working software to crack gmail passwords..? just curious..ReplyDelete
@New Blogger Design Trciks
There is no software to Hack gmail password Instantly, There are only fool proof methods such as Phishing ,keylogging ,social Engineering etc
Whenever I try to send it hotmail says "To protect your security and the security of others, you can't attach a file with this extension."ReplyDelete
Add the file to archive and then try to sent it
the win spy software is not available for a trial version ... so is there any other software like this ???ReplyDelete
I love you !!!ReplyDelete
its not available now :sReplyDelete
Got this msg when i tried 2 download win spy... Help!
Dear Customers.
I an effort to protect our current and future customers.
And, prevent win-spy software from being signatured by anti virus and anti spy softwares.
We are no longer are offering a Trial version.
These days more and more anti-virus and anti-spy companies dislike spy software and keyloggers.
They mislead our users that our programs are "trojan", "virus" or "malware", and make our customers confused by warning/removing Win-Spy impolitely. To avoid being "detected" mistakenly we have to frequently update our program.
Now we decide that we will only deliver our new product to paid customers since this will not only decrease the probability of false classification, but also greatly protect the privacy of our customers from being disclosed by anti-virus programs.
Should we change to DNS lookup or use Relay?ReplyDelete
Hey there
i am haveing some sort problem with my email i guess i mean when ever i try to attach the exe file to hotmail or even in gmail it says that "To protect your security and the security of others, you can't attach a file with this extension."
even though i tired with zip and it does'nt work help me :(((
i really need help on this please anyone lemme know....
hey email@example.com,
u cant send any exe files via mail.for sending exe files u gotta save it in some folder,zip it.later u'll b able to send.
i just created a remote file but when i go to remote PC viewer a massage appear says (No users exist. Users created when remote files created. Use Remote Install to create remote file)however i have got the remote file on my desktop....ReplyDelete
if I attach the remote file to an image using CMD, will it start working once they open the image?ReplyDelete
Will the person's anti-virus software block the file we are trying to send? And does the file (photo) we send them log all keystrokes from that point when the file is open or does it stop keylogging when they delete or close the file?ReplyDelete
Installet recent version of Win-spy and got it installed on a remote computer.
Remote computer do send reports to my Gmail accound but the reports for key-logging just looks like this:
PC ID: Someones-puter
Date File Created: 2011-10-20 21:34:32
Even if I know keys were pressed there are none in the reports?
How come? What did I do wrong?
nothing pop ups when i press ctrl + shift + f12....what to do nowReplyDelete
hey, i tried all the above procedure. but after entering my e-mail i press test e-mail it does noting. plz help what to do?ReplyDelete
For all of those who are following the above procedure but winspy is not working for them.
Kindly download a fresh copy of winspykeylogger from their website mentioned above. The cracks which are available on uploading websites do not work.
hey they ask if u want to eanble ftp what should i do?ReplyDelete
hey they ask if u want to enable ftp.what should i do?ReplyDelete
i tried lot to hack a account who were hacked me and got my details.if anyone here can hack that account and give me that password.big help..plz.ReplyDelete
I tried and it happens btw when i atach the file to email someone the yahoo and gmail hotmail all of these dtect and says tht it cant be atached nw tell what should i doReplyDelete
So i'm new to this whole hacking thing. I am stationed in Japan and my wife is still in the states. She changed her Facebook password and wont tell me it. What is the easiest way to aquire her password for facebook or even her yahoo in which i can reset her password?ReplyDelete
Receive free ethical hacking related tips and tricks by submitting your email ID below.


text: Providing Services as a Monolingual Provider in a Multilingual Community Presented by: Jessica L. Schwab, M.Ed., CCC-SLP Lauren Piccillo, M.Ed., CCC-SLP Literature Reviewed by: Jessica L. Schwab, M.Ed., CCC-SLP Lauren Piccillo, M.Ed., CCC-SLP Contributions from: Kristen West, M.A., CCC-SLP Patricia Ramos Cole, M.A., CCC-SLP 1 Infant-Toddler Connection of Fairfax-Falls Church Fairfax Office 3750 Old Lee Highway Fairfax, VA 22030 South County Office 8350 Richmond Highway Alexandria, VA 22309 Chantilly Office 14150 Parkeast Circle Chantilly, VA 20151 Annandale Office 7611 Little River Turnpike Annandale, VA 22033 2 Our County's Demographics Fairfax County, located in Northern Virginia, has a population of 1.1 million people. 29% of county residents were born in another country. 36.4% of the population of Fairfax County speaks a language other than English. http://factfinder.census.gov/servlet/STTable?_bm=y&-geo_id=05000US51059&qr_name=ACS_2009_5YR_G00_S1603&-ds_name=ACS_2009_5YR_G00_ 3 Fairfax County and Virginia Census Data Fairfax County Virginia Population (2012) 1,118,602 8,185,867 White Persons (2011) 68.1% 71.3% Black Persons (2011) 9.9% 19.8% Asian Persons (2011) 18.0% 5.8% Hispanic or Latino Persons (2011) 15.8% 8.2% Language other than English spoken in home (age 5+) (2007-2011) 36.4% 14.4% Median household income (2007-2011) $108,439 $63,302 Persons below poverty level (2007-2011) 5.5% 10.7% US population: Language other than English spoken in home: 20.3% 4 Language Universals (Cummins 1984, 2000) "Every child is being taught language differently in every home and that has to be recognized." http://en.wikipedia.org/wiki/Threshold_hypothesis#cite_note-0 5 Language Acquisition is Dynamic ("Difference or Disorder", 2010) Language is in a state of flux and this is especially evident in children who have been immersed in two cultures & languages. A child acquiring 2 or more languages simultaneously will inadvertently mix elements of the languages. Structure, syntax & articulation will comingle until the child discriminates & categorizes the differences into distinct and separate languages or categories. 6 Common Definitions Bilingualism Simultaneous Bilingual Development Sequential Bilingual Development Code Switching Code Mixing Bilingualism Defined: The native-like control of two languages (Bloomfield, 1933) Bilingualism is NOT the coexistence of two monolingual individuals in one person (Goldstein, et. al., n.d.) "The coexistence and constant interaction between two languages in the bilingual (individual) has produced a different but complete linguistic identity" (Grosjean, 1989). Bilingual children (an operational definition): children who receive regular input in 2+ languages during the most dynamic period of communication development (somewhere birth-adolescence) (Kohnert, 2010) This definition includes simultaneous and sequential bilingualism 8 Simultaneous Bilingual Development (Seitel & Garcia, 2009) The development of two languages before the age of 3 Phases of simultaneous bilingual development: One lexical system with words from both languages Use of mixed language utterances but a single language system forming the basis for acquisition of L1 and L2. Child has two lexical systems but continues mixing utterances, indicating two linguistic codes and differentiated lexicon and syntax Two languages with distinct grammars (Damico and Hamayan, 1992) 9 Sequential Bilingual Development (Seitel & Garcia, 2009) Second language is learned in early childhood (after age 3), either formal or informal exposure; school-age (after age 5), usually in academic setting Sequence of development: Silent period: child is comprehending language with limited output. May last 3-6 months Language loss: as child acquires L2 and uses L1 less frequently, L1 skills will begin to be lost Language transfer: syntax, morphology, pragmatics, semantics are carries over from L1 to L2 Interlanguage: inconsistent errors in L2 may continue as child begins to communicate more. These are typical for L2 learning process Codeswitching: child may substitute forms, structures, or lexical items from L1 to L2 for items that have not yet been learned in L2 10 Code Switching (Daniel, n.d.) Code switching: alternation of codes (languages) across sentence boundaries Difficulties with code switching may be indicated by (Daniel, n.d.): Rough transitions between languages with false starts Marked awareness of alternation between languages Alternations at noun/word level only Alternations used for communicating untranslatable items only CONSIDER: in our population, would these be indicators for a disorder? 11 Code Mixing (Daniel, n.d.) The alternation of codes (languages) within a sentence Code mixing and switching are typical patterns seem in ESL/ESOL classrooms Code switching is more common However, code mixing is often seen as children attempt to embed L2 into L1 while acquiring L2 (Brice, 2000) 12 Expectations for Language Development in Bilingual Children Words in both languages act as a bridge between the dominant and less dominant languages at ages 18-30 months (Daniel, n.d.) Children as young as 18 months can understand and use two languages independently of one another Skills may not be equally distributed across languages (Kohnert & Derr, 2004) Words and functions in each language vary by topic, context, and communication partners Some skills will be present only in the relatively weaker language, and some only in the relatively dominant language (presumably more there) 13 Hurdles for Monolingual Providers (Laing & Kamhi, 2003) Norm-referenced tests are not appropriate for bilingual children due to: Content bias Linguistic bias Disproportionate representation in normative samples 14 Content Bias (Laing & Kamhi, 2003) Content Bias Test stimuli, methods and procedures assume that all children have been exposed to the same concepts and vocabulary or have similar life experiences. Typically, assessment stimuli focus on concepts and vocabulary utilized in white middle class settings which puts culturally and linguistically diverse children at a disadvantage. 15 Linguistic Bias (Laing & Kamhi, 2003) Linguistic Bias Refers to disparity between language/dialect used by the examiner and the language or dialect expected in the child's response. Bias can still be present with the use of an same language speaker, interpreter, when you consider dialect or regional/national differences in language usage or vocabulary of the two same language speakers. 16 Disproportionate Representation in Normative Sample (Laing & Kamhi, 2003) Why do we have a disproportionate representation in normative sample? Culturally and linguistically diverse populations are seldom included in normative samples of standardized tests. Testing results are invalid because culturally and linguistically diverse children are not being compared to similar peers. Standardized tests do not test the full range of bilingual skills, even for tests that included bilingual children in the normative population. (Goldstein, et al., n.d.) 17 Culture and Bias (Goldstein, et al., n.d.) Culture: a shared agreement on values, knowledge, and communication Tests, teachers, and examiners presume that these social conventions are mutually shared with test takers What can differ? Families socialize children to learn according the family's values and beliefs Teachers expect children to be socialized to the mainstream culture All cultures have expectations for appropriate behavior in testing, social, and school contexts 18 Assessment of Bilingual Children (Goldstein, et al., n.d.) To complete a valid assessment, you must: Understand the construct you are assessing Identify the question you are trying to answer Gather data from a variety of sources Questions to consider: What are the child's strengths/weaknesses? What is the child's learning style? What is the child's ability to learn? What type of progress is the child making? These questions sum to help answer the BIG question: is the child typically developing, or does he/she have a language impairment? 19 Assessment of Bilingual Children (Goldstein, et al. n.d.) For bilingual children, information should gathered on: Socio-cultural characteristics of their community Family socio-economic status Structure of their non-English language (lexicon, syntax, phonology) Age of acquisition (of both languages): sequential or simultaneous acquisition. Language history Opportunities for and proficiency of use of both languages 20 Current Goal Our goal is to create a working protocol that monolingual providers can use to more accurately and continuously evaluate children who are culturally and linguistic diverse. (insert photo of bilingual child) 21 Parent Questionnaire 22 Parent Questionnaire Examined tools to identify 5-7 year-old children with language impairment who were predominantly Spanish-speaking. (Restrepo, 1998) 31 with language impairment 31 with typically developing language Study looked at four measures: Parental report of the child's speech and language skills Number of errors per *T-unit Mean length of utterance (MLU) per *T-unit Family history of speech and language problems 23 Terminal Units (TU) (Restrepo, 1998) T-unit = terminable unit The spontaneous language samples are broken down into "terminal units" (T-units). T-units are defined as any clause and its subordinate clauses. Example: The cat who ate the mouse is here. El gato que se comio el raton esta aqui. 24 Parent Questionnaire (Restrepo, 1998) Sensitivity & specificity measures were obtained for Parent Report Sensitivity: 73.91% Percentage of time parent identified children with language impairment. Specificity: 95.65% Percentage of time parent identified children with typically developing language. 25 Parent Questionnaire (Restrepo, 1998) Sensitivity & specificity measures were obtained for Family History of Speech & Language Problems Sensitivity: 73.91% Percentage of time family history of S&L problems identified children with language impairment Specificity: 91.30% Percentage of time no family history of S&L identified children with typical language. 26 Parent Questionnaire (Restrepo, 1998) Sensitivity & specificity measures continued. Combined parent report with number of errors per T-Unit. Sensitivity: 91.3% Percentage of time combined information identified children with language impairment. Specificity: 100% Percentage of time combined information identified children with typically developing language. 27 Parent Questionnaire (Restrepo, 1998) Conclusion: Parent interviewing and language sampling procedures were most accurate in discriminating between children who had typically developing language skills versus language impairment. Preschool population – suggested use MLU-m School Age Population – suggested use MLTU as it best reflects syntactic complexity in highly inflected language. 28 Parent Questionnaire (Restrepo, 1998) Clinical Implications Reporting family concerns and obtaining family history is a valuable part of the evaluation process. Combining an analysis of a language sample with parent interviewing and family history is a clinically strong tool for identifying children with language impairment. For school-aged children, a teacher questionnaire provides valuable clinical information for the SLP. 29 Questionnaires Appendix A (Restrepo, 1998) Questionnaire for teachers about the child's language at home and at school. Appendix B Translation of the parent interview. 30 Appendix A – Teacher Questionnaire 31 Appendix B – Parent Interview Translation 32 Appendix B – Parent Interview Translation 33 Parent Questionnaire/Teacher Questionnaire Bilingual Language Development & Disorders In Spanish-English Speakers Brian A. Goldstein 34 Parent Questionnaire (Anderson, 2004) Areas of inquiry when interviewing parents: Language use by the child at home, school, with peers, Use of language across topics, contexts, situations, Language used with the child at home by each family member, at school, by peers, Changes in use of Spanish & English across time by the child, Changes in language input for Spanish & English across time, Parental concern about the child's language learning ability, & Parental attitude toward maintenance of Spanish skill. 35 Teacher Questionnaire (Anderson, 2004) Areas of inquiry when interviewing teachers: Present educational placement, Changes in educational placement across time, Instruction in each language, Time spent using each language during class work, Areas taught in each language, Literacy (and pre-literacy) skills in each language, Academic concerns, Language use by child within school setting, & Language input to the child within school setting. 36 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) 37 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) Investigated parent reports of vocabulary and word combinations of 12 children, ranging from 21-27 months old, who were exposed to English & Spanish (mean age = 23 months). Each child was exposed to each language a minimum of 8 hours per week. Estimated that each child was exposed to English 20%-75% of the time, and Spanish 25%-80% of the time. 38 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) The Spanish-English Vocabulary Checklist (SEVC) was used by the author (Patterson, 1998). The SEVC is an adaptation of the Language Development Survey (Rescorla, 1989). Compared parent report on SEVC to 30-minute language sample of parent playing with child. 39 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) SEVC is a list of 564 words – half in English & half in Spanish English & Spanish words were listed in categories, side-by-side apple – manzana banana – platano (banano, guineo) Clinicians also asked questions regarding word combinations used in both English & Spanish. Parents were asked to designate the words they heard the child say out loud. 40 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) It is important to gather lexical knowledge in both languages as this is a better reflection of child's word knowledge and use. The total number of expressive vocabulary words in both languages is the closest measurement of expressive vocabulary words compared with monolingual children. 41 Lexical Inventory/Vocabulary Checklist (Patterson, 2000) Bilingual The author compared reported SEVC vocabulary size to a transcription of a 30-minute language sample. Observed expressive vocabulary ranged from 3– 163 words with a mean of 50 words. Monolingual Dale (1991) reported the observed expressive vocabulary words for monolingual children in a 20-minute language sample. Observed expressive vocabulary words had a mean of 70 words. 42 Validity of Parent Report Measure of Vocabulary & Syntax (Dale, 1991) Found parent report assesses a wider range of vocabulary with validity than did direct observation. Parents could report on communication in a wider range of settings and with numerous individuals. Children may not provide correct responses due to: Poor attention to attention to task, Overall lack of cooperation, Poor pictures. 43 Clinical Implications (Patterson, 2000) Clinical Expressive vocabulary sizes reported by parents are going to be larger than a language sample because they are reporting based on much more diverse and rich experiences outside of the clinic environment. It is critical to include parent reported vocabulary in the clinical assessment process, especially in the case of children learning more than one language. 44 Checklists: Cultural Implications (Patterson, 2000) Cultural Use of Parent Checklists provide reliable data. Further research on greater range of parent backgrounds is necessary. Further research on use of parent reports as tool of identification of risk of language impairment among young bilingual children. 45 Language Sampling 46 Language Sampling (Gutierrez-Clellen, Restrepo, Bedore, Peña, & Anderson, 2000) Examined socio-linguistic influences. Discussed obtaining language samples from Spanish-speaking children from different bilingual and dialectal backgrounds. Investigated procedures currently available for researching and practicing clinicians. 47 Culture & Dialect (Gutierrez-Clellen et. al., 2000) Diverse cultural and dialectal backgrounds Accurately assessing morphosyntax in Spanish of U.S. Spanish-English bilinguals is challenging due to heterogeneous population. Measures used to assess English are not appropriate for Spanish. Spanish relies on English relies on noun-verb agreement word order for for understanding. understanding. 48 Impact of Dialectal Differences (Gutierrez-Clellen et. al., 2000) Language sampling also affected by dialectal differences. Certain dialects, such as Caribbean, may omit or inconsistently use final consonants eliminating certain morphological endings; decreasing MLU-m count. Children with certain dialects may be penalized compared to their bilingual peers (i.e. Mexican-Spanish speakers). 49 Clinical Implications (Gutierrez-Clellen et. al., 2000) Language sampling is an important but timely assessment tool. Important to obtain language samples in both languages. Most bilingual children codeswitch/codemix Research which method of analysis to use depending on language use of the child. 50 Dynamic Assessment (DA)…. requires flexibility 51 Dynamic Assessment ("Dynamic Assessment", n.d.) "Dynamic assessment is a method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented." 52 Dynamic Assessment ("Dynamic Assessment", n.d.) Traditional Assessment (Static) Passive participants Examiner observes Identify deficits Standardized Dynamic Assessment Active participants Examiner participates Describe modifiability Fluid, responsive 53 Dynamic Assessment (Laing & Kamhi, 2003), ("Dynamic Assessment: Basic Framework", n.d.) Test-Teach-Retest Most familiar approach Differentiates strong and weak language learners. Test Assess child's current performance Teach Use mediated learning experience (MLE) Help child develop strategies Observe child's modifiability Teach, watch how child responds, adjust according Modifiability: description of how child responds to MLE Retest Compare performance to original assessment Assess transfer of strategies 54 Dynamic Assessment (Laing & Kamhi, 2003) Approaches Vary the task/stimulus Modify test presentation Embed language forms in realistic thematic contexts Assess in naturalistic environment Allow child to perform task to demonstrate knowledge vs. point to picture Better at identifying language difference vs. language disorder Graduated Prompting Child's response helps determine which language forms and structures to target and how much improvement a child may make in intervention. 55 Dynamic Assessment (Peña, Quinn, & Iglesias, 1992) Administered EOWPVT to Puerto Rican children with and without language impairment (LI) using a test-teach-retest approach to dynamic assessment. No difference was found between the language impaired and typically developing children on pretest measures. Results of post-test measures indicated: Typically developing children earned significantly higher posttest scores than the children with LI. Observations of the following significantly differentiated LI and typically developing children. Ease of a child's ability to learn and use new skills presented in structured and novel environments (specifically vocabulary). Effort required by clinician to teach new skills to child. 56 Dynamic Assessment Clinical Implications For bilingual children, Dynamic Assessment may provide better diagnostic data than standardized assessments. Clinicians must examine the child's ability and ease to learn new skills. If the child takes more effort in learning new skills, it may be an indicator of a language disorder. Assessment is ongoing and responses to intervention need to be tracked in order to correctly identify bilingual children with language disorders. 57 Authentic Assessment Authentic Assessment (Schraeder, T. & Quinn, M., 1999) Assessment of skills that represent realistic learning demands in real-life settings and without standardized conditions Adds context to analysis of child's communication skills How much effort does it take for the child to learn a new skill? Can the child generalize the skill to new situations? How much change is there over time? Does the disorder exist in both languages? It SHOULD. Do not focus on determining which language is dominant Focus on describing skills in ALL domains across BOTH languages Identify behaviors/characteristics of language use 59 Authentic Assessment: Why? (Schraeder, T. & Quinn, M., 1999) 20-30% of children may fail current screening tests Reasons: Normative populations include larger percentage of middle-income people than low-income people (regardless of race) Lack of natural environment and requirements of testing interactions and behavior may impact results Variables such as communication partner, setting, task, and conversational parameters are included 60 Authentic Assessment: Options (Schraeder, T. & Quinn, M., 1999) Proposed protocol: Minimal Competency Core (MCC) The LEAST amount of linguistic skill or knowledge that a typical speaker should display for given age and context Goal is to separate children with language delays or disorders from those with the LEAST proficient age-appropriate communication skills Minimal Competency Core (Schraeder, et al., 1999) Research and development: Children ages 3;0-3;11 in Early Head Start program in Dane County, WI all completed first-level screening (hearing testing, PDI or DIAL-R) 30 children who failed the SPELT-P (when administered twice, once by SLP student examiners and once by a certified SLP) were given yet another screening; 8 of 30 were recommended for MDE, and 4 of 8 were enrolled in ST services SPELT-P over-identified children Minimal Competency Core (Schraeder, et al., 1999) MCC administered to 30 children who failed mass screening (PDI or DIAL-R) Given by student examiners at child's Head Start Center, using materials or ongoing activities in classroom Required at least 40 complete and intelligible spontaneous utterances to calculate MLU Each item of MCC was counted as communicative strength if observed at least once in evaluation session Results from screenings were cross-checked by certified SLP who re-administered MCC in a new observation 21/30 children passed, exhibiting 80% of semantic, pragmatic, and phonologic core features 63 Minimal Competency Core (Schraeder, et al., 1999) MLU appeared to be deciding factor Average of 3.79 (range of 3.1-4.43) in children who passed MCC Average of 2.2 (range of 1.0-3.84) in children who did not pass MCC All 9 children who failed the MCC scored at least 1.5 SD below mean on at least one of two standardized tests administered by SLP (PPVT-R and GFTA) Follow-up revealed 100% of children referred for MDE were identified as demonstrating a reasonable cause for referral 7/9 (78%) who completed MDE were identified as eligible for intervention Minimal Competency Core Over time: All 7 children identified by MCC were still receiving language services None of the additional 23 children who completed MCC had enrolled in language services 4 children identified initially by SPELT-P were also receiving services None of the additional 26 children who completed SPELT-P had enrolled in services 65 66 Other Means of Assessment (Crais, 2011) Infants and toddlers should be using the following major communicative functions by 12 months of age: Social interaction: initiate or maintain a social game or routine, provide comfort, show off, tease Behavior regulation: regulate the behavior of others to obtain and object, get them to carry out an action, stop someone from doing something Joint attention: direct other's attention in order to comment upon, provide information about, or acknowledge shared attention to an object or event 67 Other Means of Assessment (Crais, 2011) The rate of intentional communication is predictive of language outcomes in children with developmental delays Higher rates of nonverbal intentional communication are associated with improved language outcomes Norms: 12-month olds communicate intentionally 1x/minute 18-month olds communicate intentionally 2x/minute 24-month olds communicate intentionally 5x/minute Joint attention skills have been shown to predict comprehension and production skills Alternative Means of Assessment (Crais, 2011) Factors that can help distinguish late talkers from children with language disorders (other than vocabulary size): Rate of vocabulary growth - Children whose vocabulary growth was slowest between 24 and 36 months of age had poorer grammatical outcomes at age 3 than other late talkers Sound development Comprehension Social skills Cognitive development Gesture skills - Gesture use can help predict which children will eventually "catch up" to peers Play skills Imitation skills 69 The Importance of Play (Crais, 2011) Play skills: the level of symbolic play exhibited by young children predicts their later language skills Ex. Symbolic play skills at 14 months were predictive of receptive and expressive language at 24 and 42 months Play also impacts types of interactions and opportunities a child may have Helping young children develop play skills gives both children and caregivers increased opportunities for interactions and expanded context for communication Profiling play skills along with other developmental areas helps identify the child's strengths and challenges and can support diagnostic and intervention planning decisions Ex. Comparing play as a non-linguistic benchmark against expressive/receptive language skills Assessing Play (Crais, 2011) Informally: observation of parent/child interaction Checklists: Carpenter's Play Scale (1987), Casby's Developmental Assessment of Play Scale (2003), Westby's 7 stages of symbolic play, CSBS (more formal means of assessing combinatorial play, such as stacking blocks, and symbolic play and gestures to allow comparison across domains, such as play vs. gestures vs. words) Note: play skills will vary based upon characteristics of play partners, type of toys available, and type of play Cultural differences in play: what is the purpose of play? To learn For entertainment Parent participation in play varies labeling and describing child's play vs. directing child's play 71 72 Primary Language Impairment and Bilingual Language Learners (Kohnert, 2010) If primary language impairment (PLI) occurs at the same rate in bilingual children as monolingual children, then 7% of bilingual language learners at PLI. No difference in severity between 6-10 year old monolingual and Spanish-English bilingual children with PLI (comparison for each group was typically developing children matched for age and language background) (Windsor, et al, 2009) Comparing monolingual and bilingual children's performance, monolingual children with PLI and typically developing bilingual children demonstrate similar grammatical errors and poor scores on single-language vocabulary measures. Comparing a bilingual child with suspected PLI vs. typically developing bilingual peers with similar cultural and language learning experiences there are significant and variations due to expected variation in any group of children as well as differences in levels of language proficiency. 73 Characteristics Shared by Students with LD and ELL (Kohnert, 2010) Uses gestures rather than words Speaks infrequently Speaks in single words or phrases Has poor recall Has poor comprehension Has poor syntax Has poor vocabulary Has poor pronunciation Has difficulty sequencing ideas and events Has short attention span For English Language Learners without disabilities, these characteristics will appear ONLY when L2 is being used. These are typical characteristics of L2 acquisition process. 74 A Brief Look at Intervention Intervention in the Home Language (Kohnert, et. al., 2005) Systematic support for home language of children with language impairment (LI) is critical to long-term success of language intervention Quality and quantity of positive, reciprocal language-based interactions supports child's success in processing /acquisition of forms unique to each language Promotion of use of home language is motivated by: Social, emotional, cognitive development within cultural context of family Language as major vehicle for communicating family's values and expectations, expressive care and concern, providing structure and discipline, and interpreting world experiences 76 Intervention in the Home Language (Kohnert, 2005) Typically developing second generation children of immigrant parents have social-emotional and educational advantages when they have learned home language in addition to English Young children who have not had sufficient opportunities to develop cognitive skills in L1 before learning L2 are at greater risk for academic delays than peers who developed L1 more fully Learning and retention of L1 (home language) is based upon: Higher self-esteem Better relations with family members Greater academic aspirations Opportunities to learn and use it Motivation to speak it Degree of prestige associated with L1 use in immediate cultural and majority communities L1 learning may backslide or be incompletely acquired without support 77 Intervention in the Home Language (Kohnert, 2005) For LI children, slower pace of language learning combined with lower "starting point" when L2 (majority language) is acquired means that these kids will need more input into home (L1) language than TD peers to develop L1 appropriately KEY: facilitating home language should be fundamental objective in intervention programs of preschool aged-children with LI Instruction in home language during preschool years supports later academic achievement in majority language and generalization of skills Studies show that intervention in 2 languages revealed capacity of bilingual kids with LI to learn 2 languages to a similar level of monolingual peers with LI (who used 1 language) TD school-aged children who learned to read first in L1 (and then L2) had an advantage in academic achievement and reading compared to peers who learned to read only in L2 78 Intervention in the Home Language (Kohnert, 2005) If we want young children to develop skills necessary to be successful communicators in all language environments, we should provide direct support for EACH language Instructing caregivers to select 1 language of the 2 upon which to focus in intervention may result in increased effort and processing time on part of adult, and may negatively affect quantity and quality of interactions with child Codeswitching may be primary speech community of the home This is typical! Children codeswitch at same proportion as their caregivers 79 Parent Education (Kohnert, 2005) So how do we provide intervention in languages we don't speak? Train parents to use specific language facilitation strategies and use multiple instruction methods (written materials, videotaping,demonstration, COACHING) Suggest activities that are defined (singing, book reading) and that lend themselves to interactions in a single language (vs. mixing languages in conversation) Peer-mediated strategies Pairing child with LI with TD child who uses same home language for play and facilitated interactions NOTE: Some strategies recommended to support language development are based upon research in majority population in US. These may not be consistent with family's cultural values (ex. "following the child's lead") 80 What's the next step for us monolingual early intervention/education providers? 81 Monolingual Provider Recommended Protocol Conduct thorough parent interview/teacher interview and collect family history of possible speech/language issues. Consider the child's cultural influences and level of acculturation. Measure vocabulary skills in both languages. Record & analyze language sample, and to the best of your ability analyze samples in both languages. Use dynamic or authentic assessment strategies Assess play skills 82 And last but not least… Use Your Clinical Judgment. 83 Questions? 84 Thank you for your time! 85 Bibliography Aguado Alonso, G. (1989). TSA: El desarrollo de la morfosintaxis en el nino [The development of morphosyntax in children]. Madrid, Spain: Ciencias de la educacion preescholar y especial. Anderson, R.T. (2004). First language loss in Spanish-speaking children. In B. Goldstein (Ed)., Bilingual language development & disorders in Spanish-English speakers (pp 187211). Baltimore, MD: Paul H. Brookes Publishing Co. Campbell, T, & Dollaghan, C. (2003). Reducing bias in language assessment: processingdependent measures. Journal of Speech, Language and Hearing Research, 40, 519-525. Crais, E. R. (2011) Testing and beyond: Strategies and tools for evaluating and assessing infants and toddlers. Language, Speech, and Hearing Services in Schools, 42, 341-364. Cummins, J. C. (1984). Bilingual and special education: Issues in assessment and pedagogy. Austin, TX: Pro-Ed. Dale, P.S. (1991) The validity of a parent report measure of vocabulary and syntax at 24 months. Journal of Speech and Hearing Research, 34, 565-571. Daniel. M. (n.d.) Adapting tests for use with bilingual U.S. children. Powerpoint presented with Special Interest Division 14: Culturally and Linguistically Diverse Populations & Communication Disorders. Retrieved February 11, 2013. Deevy, P, Weil, L.W, Leonard, L, & Goffman, L. (2010). Extending use of the NRT to preschool-age children with and without specific language impairment. Language, Speech and Hearing Services in Schools, 41, 277-288. Difference or disorder? New tool to identify bilingual children with language disorders. (2010, November 29). ADVANCE for Speech-Language Pathologists and Audiologists, p. 14. 86 Bibliography Dynamic assessment. (n.d.) In American Speech-Language-Hearing Association online. Retrieved from http://www.asha.org/practice/multicultural/issues/Dynamic-Assessment.htm. Echeverria, M.S. (1979). Longitud del enunciado infantil: Factores ambientales e individuales [Children's mean length of utterance: Environmental and individual factors]. In Estudio Generales I. Actas del 5o. Seminario de Investifacion y Ensenanza de la Lingüística y Universidad Tecnica del Estado (pp. 56-68). Santiago, Chile. Goldstein, et al. (n.d.) Assessment practices: What we know today for linguistically diverse learners. Powerpoint presented with Special Interest Division 14: Culturally and Linguistically Diverse Populations & Communication Disorders. Retrieved February 11, 2013. Gutierrez-Clellen, V, Restrepo, M.A., Bedore, L., Pena, E., &Anderson, R. (2000). Language sample analysis in Spanish-speaking children: Methodological Considerations. Language, Speech, and Hearing Services in Schools, 31, 88-98. Gutierrez-Clellen, V, & Simon-Cereijido, G. (2010). Using nonword repetition tasks for the identification of language impairment in Spanish-English speaking children: does the language of assessment matter?. Learning Disabilities Research & Practice, 20(1), 48-58. Laing, S, & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech and Hearing Services in Schools, 34, 44-55. Lidz, C, & Pena, E. (1996). Dynamic assessment: the model its relevance as a nonbiased approach, and its application to Latino American preschool children. Language, Speech and Hearing Services in Schools, 27, 367-372 Kohnert, K. (2010) Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43 (6), 456-473. 87 Bibliography Kohnert, K., et al. (2005) Intervention with linguistically diverse preschool children: A focus on developing home languages. Language, Speech, and Hearing Services in Schools, 36, 251-263. Kohnert, K., & Derr, A. (2004) Language Intervention with Bilingual Children. In B. Goldstein (Ed)., Bilingual language development & disorders in Spanish-English speakers (pp 311-338). Baltimore, MD: Paul H. Brookes Publishing Co. Krashen, S. D. (1985). Inquiries and insights: Second language teaching, immersion and bilingual education, literacy. Englewood Cliffs, NJ: Alemany Press. Ortiz, S.O. (2004). Comprehensive assessment of culturally and linguistically diverse students: A systematic, practical approach for nondiscriminatory assessment. National Association of School Psychologists, http://www.nasponline.org/resources/culturalcompetence/ortiz.pdf. Patterson, J.L. (2000). Observed and reported expressive vocabulary and word combinations in bilingual toddlers. Journal of Speech, Language, and Hearing Research, 43, 121-128. Peña, E. D., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods to language assessment: A nonbiased procedure. Journal of Special Education, 26, 269–280 Restrepo, M.A. (1998). Identifiers of predominantly Spanish-speaking children with language impairment. Journal of Speech, Language, and Hearing Research, 41, 1398-1411. Schraeder, T., & Quinn, M., et al. (1999) Authentic Assessment as an approach to preschool speechlanguage screening. American Journal of Speech-Language Pathology, 8, 195-200. Seitel, A., & Garcia, M. (2009) Language difference, delay or disorder in Spanish-English bilingual students. Powerpoint presented at ASHA Convention, November 20, 2009. US Census Bureau. Fairfax County & Virginia Census Data, Retrieved April 29, 2013. http://quickfacts.census/gov/qfd/states/51/51059.html 88


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Monday, December 14, 2015 |
As 2015 draws to a close, we asked some of Canada's most distinguished authors to share their favourite Canadian book from the year. Their answers ran the gamut from Scotiabank Giller Prize-nominated titles to debut novels. Check out the list below:
1. Heather O'Neill picks: Pauls by Jess TaylorHeather O'Neill at the 2015 Scotiabank Giller Prize ceremony. (Chris Young/Canadian Press)
The two-time Scotiabank Giller Prize finalist and Canada Reads winner (Daydreams of Angels, The Girl Who Was Saturday Night, Lullabies for Little Criminals) on why Pauls is her favourite book of the year:
"I really enjoyed Jess Taylor's debut collection, Pauls. These stories offer portraits of a twentysomething brain: one that is trying to figure out how on earth to deal with all the feelings that come with being an adult. The wisdom in these stories is so hard come by, and is at once so beautiful, so tiny, so terrifying. Like all talented writers, Taylor makes you long for what she will do next."
2. Marina Endicott picks: A Beauty by Connie Gault
Marina Endicott (Close to Hugh) describes why she loved fellow 2015 Scotiabank Giller Prize longlister A Beauty by Connie Gault:
"My favourite Canadian novel of 2015 was Connie Gault's A Beauty, the story of a young girl left to fend for herself in a dusty 1930s summer, and how she fends. A Beauty's dazzling lightness soaks across the unfolding map of Saskatchewan, town by town, as Elena travels, until the whole prairie is laid out naked in the shining air. Gault's clear-eyed intelligence also undresses the human soul - but it's all right, she finds us beautiful even in our underclothes."
3. Kamal Al-Solaylee picks: Trees on Mars by Hal Niedzviecki
Canada Reads 2015 finalist and Ryerson University journalism professor Kamal Al-Solaylee (Intolerable) explains why Trees on Mars: Our Obsession with the Future by Hal Niedzviecki is his favourite book of the year:
"Every once in a while I read a book that puts into elegant words and strong arguments the jumble of thoughts and feelings I've been entertaining about a subject. Niedzviecki captures my own skepticism (and despair) over contemporary culture's investment into what the future may bring at the expense of living in the moment or helping those falling behind right now. The billions of dollars going to such ill-defined concepts as 'innovation' or 'disruption' benefit the few and add little to the masses. It takes courage to stop and reflect - and, if necessary, place yourself on what others may describe as the wrong side of history. Or is it the wrong side of the future? At a time when governments, universities and public institutions mindlessly repeat the corporate spiel of a revolutionary future, the deep thinking in Trees on Mars comes as a wakeup call (and an intellectual treat)."
4. Terry Fallis picks: All Inclusive by Farzana Doctor
Winner of the 2008 Stephen Leacock Medal for Humour and Canada Reads 2011, Terry Fallis (Poles Apart, The Best Laid Plans) chooses Farzana Doctor's All Inclusive:
"It made me ache, made me laugh and made me think. It's the story of a young woman finding herself and finding her way in the world against a backdrop of familial loss she can't quite grasp. Powerfully written, this story takes you on a wild, erotic, sometimes heartbreaking ride that leaves you uplifted when it's all over. Do yourself a favour over the holidays and read this book."
Scotiabank Giller Prize-winning author and humourist Will Ferguson (419, Road Trip Rwanda) chose Lynette Loeppky's Hilary Weston-nominated memoir, Cease:
"When Lynette Loeppky moved to a farm in southern Alberta with her partner, Ceci, it seemed like the start of an extended romantic idyll. But as her relationship with Ceci slowly began to grind her down, Loeppky resolved to leave - only to learn that her partner had terminal cancer. The author suddenly found herself as the primary caregiver in a dying relationship. A heartbreaking debut, at turns poetic and reflective, brutal and honest, Cease packs a real emotional wallop."
6. Anakana Schofield picks: Close to Hugh by Marina Endicott and No Work Finished Here by Liz Worth
Schofield's breakout second novel, Martin John, earned her a spot on the 2015 Scotiabank Giller Prize shortlist and the CBC Best Books of 2015 list. Here's why she chose both Close to Hugh by Marina Endicott and No Work Finished Here by Liz Worth (and a couple more):
"I started 2015 reading Balzac and spent much of it in a boxing match with Henry James. Anyone who had the sincere good fortune, as I did, to hear Marina Endicott read from her playful novel Close to Hugh will have wished to get close to it. Endicott's readings are nothing short of a one-woman show. With Woolfian overtures, Close to Hugh is an intriguing addition to her already highly accomplished body of work. This tableau vivant freeze frames on the humane, while gathering its britches in the innovative syncopation of its sentences. Supple meets subtle.
I also much admired the ambitious starting point of Liz Worth's poetry collection No Work Finished Here. Worth remixes the text of Andy Warhol's A, a Novel into a series of poems. Another ongoing delight is Ryszard's Kapuściński I Wrote Stone in his first 'Canadian' translation by Diana Kuprel and Marek Kusiba, published by Biblioasis' translation series."
7. Andrew Pyper picks: Arvida by Samuel Archibald, translated by Donald Winkler
Horror novelist Andrew Pyper has six critically acclaimed books under his belt, including the instantly optioned-for-film The Damned. He explains why he loved 2015 Scotiabank Giller Prize-shortlisted title Arvida by Samuel Archibald:
"It's a strange world, even if we do our best to remain blind to its strangeness. Samuel Archibald's stories make this point by way of a tasty mash-up of genres and tropes, from horror cinema to domestic drama to schoolyard mythology. This is fiction that taps a Jungian vein instead of delivering rational 'understanding,' and is all the richer for it."
8. Nino Ricci picks: Martin John by Anakana Schofield
Governor General's Literary Award winner Nino Ricci (The Origin of Species, Sleep) plucks out Anakana Schofield's Martin John from the 2015 Scotiabank Giller Prize shortlist and CBC Books' Best of 2015 list:
"Language aside, innovation aside, what makes this book so compelling is the utterly convincing portrait of its troubled and troubling protagonist, Martin John. You might not like Martin John or want to run into him on the subway, but he will stay with you long after you have put the novel down, not least because of those uncomfortable bits of him that you'll recognize in yourself. Schofield has found in Martin John a language and a method for getting deep into the gritty corners of the human psyche, which is ultimately where fiction does its best work."


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New Delhi: Defence expert Qamar Agha on Wednesday said India-US Strategic and Commercial Dialogue on combating terrorism is a step in the right direction, as it will further pressurise the Pakistan to hand over the perpetrators of 26/11 to India.
"Now, I hope after this meeting( US-India joint statement), the pressure will be built on Pakistan. I think that, time has come that Americans put more pressure on Pakistan. American administration should pressurise Pakistani Army, which is the most powerful institution in Pakistan, to stop militant and terrorist activities and arrest the perpetrators of 26/11 and hand over to India,"Agha told ANI here.
"26/11 is a very important issue and people are still waiting for justice. It not only affected the Indians , but also Americans, Israelis and people of other nationalities. The perpetrators of 26/11 are still openly operating in Pakistan and engineering attacks against India. Pressure should be built on Pakistan to arrest Hafiz Saeed, Lakhvi and others who were involved in the heinous crime," he added.
India and US have agreed to increase their level of cooperation to fight the menace of terrorism. In a joint declaration issued in Washington last night, both the countries have recognized the threat posed by terrorist groups like Laskhar-e-Tayeba and said that they have asked Pakistan that it must bring to justice the perpetrators of the 2008 Mumbai terror attack.(ANI)


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Newcastleton, Scotland
Newcastleton, or Copshaw Holm is a village in the Scottish Borders, a few miles from the border of Scotland with England. The village is in Liddesdale and is on... more
Here's a list of Most popular cities in Scottish Borders recommended by our experts:
Newcastleton, or Copshaw Holm is a village in the Scottish Borders, a few miles from the border of Scotland with England. The village is in Liddesdale and is on... more
Hawick is a town in the Scottish Borders council area and historic county of Roxburghshire in the east Southern Uplands of Scotland. It is 10.0 miles south-west... more
Kelso is a market town and civil parish in Roxburghshire in the Scottish Borders area of Scotland. It lies where the rivers Tweed and Teviot have their ... more
Peebles is a burgh in Peeblesshire in the Local Government area of Scottish Borders, lying on the River Tweed. According to the 2001 Census, the population was ... more
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West Linton is a village and civil parish in southern Scotland, on the A702. It was formerly in the county of Peeblesshire, but since local government re-... more
Preston is a small village in the pre-1975 ancient county of Berwickshire, now an administrative area of the Scottish Borders region of Scotland. It lies ... more
Melrose is a small town and civil parish in the Scottish Borders, historically in Roxburghshire. It is in the Eildon committee area.
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ED Magedson – Founder
Ripoff Report
usedphones.com1885 Surveyor Ave. Simi Valley, California USA
usedphones.com a scam/rip-off Simi Valley California
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
usedphones.com offered and issued a PO to purchase our old phones system. After many calls and over a year, no check and no return phone calls. Do not trust these guys! Shady!
This report was posted on Ripoff Report on 12/18/2013 08:58 AM and is a permanent record located here: http://www.ripoffreport.com/reports/usedphonescom/simi-valley-california-93063/usedphonescom-a-scamrip-off-simi-valley-california-1107936. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
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a substance that enters the body and starts a process that can cause disease. The body then usually produces antibodies to fight the antigens.
antigen noun definition in Cell biology topic from the Oxford Advanced Learner's Dictionary
Explore synonyms and entries related to Cell biology
Explore other topic groups related to Cell biology


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Need a CRP Blood Test in Lompoc, CA? Simply order online 24/7 and get a fast, affordable CRP Blood Test at a lab near you (Find More Locations):
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- Anonym
- USA, Mand, 31-40
- Begynder-nomade
- 1 Recensie
This is a great place to stay if you have an early flight out of Ciampino. It's also incredibly cheap considering the quality of the room. The property is beautiful and well-maintained and a welcome break from the city. Most importantly, the owner and her family are incredibly kind and welcoming people.
Hostelworlds mobilapps
Bestil, mens du er på farten, med de nye Hostelworld mobil-apps.


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ISES 2017 – International Society of Exposure Science
The 2017 ISES Annual Meeting is entitled Integrating Exposure Science Across Diverse Communities. The event will take place in Durham, North Carolina (USA), on October 15 – 19.
15 Oct. > 19 Oct. 2017 Other Events
The 2017 ISES Annual Meeting is entitled Integrating Exposure Science Across Diverse Communities. The event will take place in Durham, North Carolina (USA), on October 15 – 19.
1 Oct. > 4 Oct. 2017 Other Events
The Scientific Committee on Occupational Toxicology (SCOT) will organize the 10th International Symposium on Biological Monitoring (ISBM-10), on 1-4 October 2017, in Naples, Italy.
11 Sep. > 13 Sep. 2017 Other Events
The 53rd Congress of the European Societies of Toxicology will be held in Bratislava from the 10th to the 13th of September, 2017.
20 Aug. > 24 Aug. 2017 Other Events
The 10th World Congress on Alternatives and Animals in the Life Sciences (WC10), which will be held on 20-24 August 2017 in Seattle, Washington, USA, will focus on the theme "The Three Rs in Action."
7 May. > 11 May. 2017 Other Events
The SETAC Europe Annual Meeting in Brussels will be the number one meeting place in 2017 on environmental science, where ecotoxicology, toxicology, environmental and human exposure, risk assessment and management, environmental policy and economics, and life cycle assessment topics will be presented.
27 Apr. > 24 Nov. 2017 Other Events
The Center for Alternatives to Animal Testing will provide from April 2017 a series of laboratory training in Europe. It focuses on the robust and emerging in vitro models. Each training last two days with 20% lectures and 80% laboratory practices performed by the […]
12 Mar. > 16 Mar. 2017 Other Events
The SOT 56th Annual Meeting and ToxExpo will take place in Baltimore, on March 12-16, 2017.
16 Nov. > 17 Nov. 2016 LRI Workshops, Other Events
The 18th Annual Cefic-LRI Workshop is organized by the Long-Range Research Initiative Programme (LRI) of the European Chemical Industry Council (Cefic) and will discuss the "AOPs and Genomics: how useful, how to address risk, and where next?". The event will […]
9 Oct. > 13 Oct. 2016 Other Events
The 2016 International Society of Exposure Science Annual Meeting will take place in Utrecht, The Netherlands, from 9-13 October 2016. This meeting will bring together experts and practitioners from academia, government, industry, and non-governmental organizations dedicated to the protection of health and environment. The scope […]
13 Jul. > 15 Jul. 2016 Other Events
Cefic-LRI will give a talk on the AMBIT topic at the 14th International Nanotech Symposium & Nano-Convergence Expo 2016 (NANO KOREA). At NANO KOREA, various business programs will be carried out for new technology convergence. 1:1 meetings will take place on […]
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First Tutors enables you to find a local teacher in Magherafelt and anywhere in the UK. Private tuition is an excellent way to bolster confidence as well as increasing grades and doesn't have to be dull! Please use our service to find Magherafelt tutors and select the one who best suits your needs.
First Tutors is the only place to find the top Magherafelt tutors for your needs, helping you find a home Magherafelt tutor for any subject including GCSE English, A-Level Maths or even university Physics. We also help with language tuition, so if you want to learn Italian, take a Greek course or prepare yourself for German life, we can help - and all in Magherafelt! We order Magherafelt tutors in your area by tuition charges and distance from you.
If you are a Magherafelt teacher wishing to offer your private tuition services in Magherafelt or anywhere else across the UK, please register with First Tutors or find out more about us here. Home tuition is a great way to re-affirm your knowledge while helping someone else, all in your local Magherafelt area!


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Political office holders must justify people's confidence in them by striving to fulfill their promises, especially the ones they made during the campaign period.
The reason for this is because this is the only way that the change of government can make meaning to Nigerians.
The fundamental issues affecting this country, such as insecurity, corruption, unemployment and poor power supply, should be given prompt attention. Our leaders should know that the political consciousness of the people is now high and they will no longer vote for those who cannot add value to their lives.
Consequently, Nigerian political leaders should turn from their wicked ways, so as not to incur the wrath of God.
Clearly, Nigerian politicians do a lot of things which God hates.
They tell lies under oath, trust in deceitful works and so on. They make promises and break them and worship gods, hence, they should turn a new leaf in order to avoid God's punishment.
The leaders and the followers should go back to the scriptures for God to reveal His glory in all of us, with a divine comfort. Also, our religious leaders should speak and preach the true messages of God to their followers.
Nigerians should re-dedicate themselves to the service of God and humanity. The difficult situations facing the country demands a lot of sacrifice from the collective efforts of both the leaders and the led.
- Prophet Oladipupo Funmilade-Joel,


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hi guys, just a quick hello from me and hope to use this forum more now im a member.
ive always been a bmw fan alongside my passion for ford rs cars.im 42 and have been very lucky to own many performance cars in the past including e30/e36/e46 m3,e34/e39 m5 alonside a load of others.
i have recently bought myself a 2002 bmw e39 530 sport diesel touring and am looking forward to some fun and days out.
i have today come across an electrical gremlin so will post this in the appropriate section
cheers jason


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One of the most rewarding things about working with Foundant clients is their willingness to share their knowledge with us and our other clients. Back in October, we hosted a customer panel webinar made up of community foundation customers. Darren Penoyer, Community Foundation for Greater Buffalo, discussed running multiple grant programs with Foundant GLM. Anne Douglas, Southwest Florida Community Foundation, shared how Foundant GLM streamlines scholarship programs. And Nevill Smythe, Community Foundations of the Hudson Valley, elaborated on moving data from Foundant GLM into FIMS. Nevill also developed a "How To" guide walking people through the steps to export data from Foundant GLM and import the data into FIMS. Check out all these resources below:
View the Peer-to-Peer Webinar for Community Foundations
View the Webinar Excerpt: Running multiple grant programs with Foundant GLM
View the Webinar Excerpt: Scholarship programs with Foundant GLM
View the Webinar Excerpt: Moving data from Foundant GLM into FIMS
Download the How To Guide for Importing data into FIMS


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Sandberg Basic 4 MN RB LH
Left-handed Electric Bass
- Ash body
- Maple neck & maple fretboard
- Longscale
- 24 Frets
- Black Block inlays
- Black hardware
- Tortoise pickguard
- 1 x Sandberg Powerhumbucker,
- Matched headstock
- Sandberg 3-band EQ
- Active / passive switch
- Colour: Redburst
- Includes gig bag
Online guides
Smart Navigator
- display 4-String Lefthanded Basses in price range 1250 € - 1750 €
- go to product group 4-String Lefthanded Basses
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- Sandberg Guitars and Basses at a glance
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Further Sandberg items
Offers include 21% Belgium VAT and are valid as long as stocks last. Shipping costs to Belgium are 2,50 EUR, free shipping on orders above 49 EUR. Please click here for international Shipping rates. We do not accept liability for typographical errors or inaccurate information of any kind. *RRP = manufacturer's / distributor's recommended retail price in Germany


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ED Magedson – Founder
Ripoff Report
Pack, Ship & More - Mail Boxes Etc8868 Lakewood Drive Windsor, California U.S.A.
Does your business have a bad reputation?
Fix it the right way.
Corporate Advocacy Program™
This report was posted on Ripoff Report on 06/20/2009 02:58 PM and is a permanent record located here: http://www.ripoffreport.com/reports/pack-ship-more-mail-boxes-etc/windsor-california-95492/pack-ship-more-formerly-mail-boxes-etc-racist-treatment-deserves-a-boycott-take-you-463300. The posting time indicated is Arizona local time. Arizona does not observe daylight savings so the post time may be Mountain or Pacific depending on the time of year.
Ripoff Report has an exclusive license to this report. It may not be copied without the written permission of Ripoff Report. READ: Foreign websites steal our content
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#1 REBUTTAL Owner of company
SUBMITTED: Friday, April 16, 2010POSTED: Friday, April 16, 2010
If Ripoffreport.com was a reputable enterprise, they would contact us for our side before or concurrent with posting an alleged complaint.
Instead they post anonymous comments and then when we go on to address them, they offer us a "service" for a fee to clear our reputation! This is the biggest ripoff of all.
I have no idea what motivates people to make these allegations. No one contacted me at the time it supposedly happened. I categorically state that we are not a racist business. In over eleven years, we have had no such complaint before. If the person involved wants to contact me, I will be glad to discuss this with them.
I do have low tolerance for those that try to avoid waiting their turn. Color has nothing to do with this!
Allen Coffin - Co-owner Pack Ship & More - A local business staffed by Windsor residents - Shop local, keep your money local!
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