GSA/TAA-Compliant UPS Systems, KVMs, Racks & More From Tripp Lite

New from Tripp Lite: TAA-Compliant Products

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Tripp Lite Introduces Full Line of Power,
Connectivity & Rack Solutions For GSA
Schedules and Other Government Contracts

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GSA/TAA-Compliant UPS Systems, KVMs & Racks
Meet Government Procurement Requirements

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Chicago, IL (November 2, 2009)–Tripp Lite
has introduced a full line of power,
connectivity and rack solutions certified
to comply with the Trade Agreements Act
(TAA). TAA compliance is required for all
goods and services offered under GSA
Schedules and many other government
procurement contracts. Penalties for
noncompliance can include award
cancellations, large fines and suspension
or debarment from federal contracting.

Key Features and Benefits:

— Full line of TAA-compliant UPS systems,
battery packs, KVM switches, IP console
servers, rack enclosures, open frame racks
and surge suppressors covers applications
from desktop to data center

— Convenient, risk-free addition to GSA
Schedules and other government contracts

— Advanced features, high reliability and
superior value stretch every budget dollar

— TAA compliance certified by a reputable
manufacturer with complete control over the
manufacturing process

"In the current fiscal environment, government
customers need to stretch every budget dollar,"
said Keelin Wyman, Tripp Lite Executive Vice
President. "With the most cost-effective lineup
of TAA-compliant power, connectivity and rack
solutions in the industry, Tripp Lite gives
government contractors and suppliers the edge
they need to win business. And because we’ve
taken the risk and guesswork out of determining
TAA compliance, fearing government audits is a
thing of the past."

For a full listing and specifications of Tripp
Lite’s TAA-compliant solutions, go to:

www.tripplite.com/TAAinfo

A downloadable TAA
compliance white paper is also available.

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About Tripp Lite
Outstanding product reliability and
exceptional service have been Tripp Lite
trademarks for more than 85 years. Tripp
Lite’s innovations include the world’s first
UPS system designed specifically for personal
computers, and the world’s most trusted
premium surge suppressor–the Isobar®–with
more than 16 million in use. Tripp Lite
maintains the highest level of ready-to-ship
inventory in the industry with more than
1,000 different products, including UPS
systems, rack systems, PDUs, PowerAlert
software for enterprise-level system
management and control, surge suppressors,
KVM switches, cables and connectivity
products, inverters, power strips, notebook
accessories and more. Headquartered in
Chicago, Illinois, Tripp Lite maintains a
global presence with fully staffed offices
worldwide. Additional information, including
a list of Tripp Lite’s sales offices and
authorized reseller partners, can be found by
visiting Tripp Lite’s website:
http://www.tripplite.com

Media Contact
Gloria Wong
Media/Public Relations Manager
773.869.1229 * Fax: 773.869.1935
gloria_wong@tripplite.com

Twitter
http://twitter.com/tripplite

http://www.tripplite.com * 773.869.1234

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Discovery Education and Epilepsy Foundation Partner to Expand Understanding of Epilepsy in U.S. Schools

 

Silver Spring, Md. (Nov. 2, 2009) – Supporting National Epilepsy Awareness Month this November and the nearly 3 million Americans living with epilepsy, Discovery Education and the Epilepsy Foundation have partnered to launch Understanding Epilepsy.  Providing educators access to classroom resources that help broaden understanding about seizure disorders, Understanding Epilepsy also offers useful training materials for school nurses and administrators that ensure all school personnel know how to respond when someone experiences a seizure.

 

Available online at www.discoveryeducation.com/epilepsy, educators will find a wealth of free materials developed by the Epilepsy Foundation, including lesson plans, first aid guides, seizure training for school personnel, and online training for school nurses focused on managing students with seizures.  Free videos featuring teens living with epilepsy speaking about leading very fulfilled and active lives erase any stigmas associated with seizure disorders.  Visitors also will find information debunking a variety of seizure disorder myths, such as the truth about the possibility of someone swallowing his or her tongue during a seizure, what impact flashing lights and video games have on someone with or predisposed to epilepsy, and general facts about the different types of seizures.

 

"Epilepsy is not only the leading neurological disorder experienced by children, it is a condition where the primary non-medical problem confronting children with the condition is discrimination, stigma and social acceptance,” said Eric R. Hargis, president and CEO of the Epilepsy Foundation.  "For this reason, we must empower our schools with facts about epilepsy, and ensure that people can respond to a student having a seizure in a timely and appropriate fashion."

 

"We are honored to partner with the Epilepsy Foundation in presenting critical materials designed to broaden the understanding of a condition that at any time could touch our lives," said Discovery Education Vice President of Educational Partnerships, Mary Rollins.  "The materials available through Understanding Epilepsy fulfill a need in providing educators the crucial information and resources that will undoubtedly leave an impact on their students by challenging preconceived notions and arming them with facts."

 

Programs and materials available online include:

 

Seizures and You: Take Charge of the Facts – an award-winning, school-based educational program with free lesson plans and multimedia to teach teens about epilepsy and seizures

 

Take Charge of the Facts – a Web site created to accompany the Seizures and You program, designed especially for high-school students to explore on their own and hear directly from teens living with epilepsy

 

Seizure Training for School Personnel – a program teaching seizure recognition and first aid

 

Managing Students with Seizures – free online training through the National Association for School Nurses

 

Discovery Education and the Epilepsy Foundation also are mailing posters to schools around the country highlighting the truth about epilepsy and encouraging youth to get the facts.

 

Epilepsy directly affects 50 million people worldwide.  This year, another 200,000 people in the United States will be diagnosed with the disorder, and to date, there is no known cure.

 

For more information about Discovery Education, visit www.discoveryeducation.com or call 800-323-9084.

 

About Discovery Education

Discovery Communications (NASDAQ: DISCA, DISCB, DISCK) revolutionized television with Discovery Channel and is now transforming classrooms through Discovery Education.  Powered by the number one nonfiction media company in the world, Discovery Education combines scientifically proven, standards-based digital media and a dynamic user community in order to empower teachers to improve student achievement. Already, more than half of all U.S. schools access Discovery Education digital services.  Explore the future of education at www.discoveryeducation.com.

 

About the Epilepsy Foundation

The Epilepsy Foundation, a national non-profit with affiliated organizations throughout the United States, has led the fight against epilepsy since 1968.  The Foundation’s goals are to ensure that people with seizures are able to participate in all life experiences; and to prevent, control and cure epilepsy through services, education, advocacy and research, so not another moment is lost to seizures.  For additional information, please visit www.epilepsyfoundation.org.

 

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Laid-off IT pros head to the classroom

A government grant is helping 30 unemployed IT professionals in Georgia start new careers as high school computer science teachers, Computerworld reports. With a $2.5 million grant from the National Science Foundation, the Georgia Institute of Technology’s College of Computing has launched "Operation Reboot." The program pairs a laid-off IT professional with an existing high school teacher for at least one year, "allowing the IT professional to learn the ins and outs of a classroom, and the teacher to get an education in IT," the college said in a statement. The IT professionals will receive an initial teaching certificate with a computer science "endorsement," an add-on that signifies special expertise. In essence, the IT pros get to team-teach with a business teacher who wants to learn how to be a computing teacher, according to a blog post by Mark Guzdial, a Georgia Tech professor and a researcher in computing education. "Both team teachers want to become computing teachers: One knows IT and wants to learn how to be a teacher, and the other is a teacher who wants to learn IT. The result isn’t just 30 new high school [computer science] teachers. It’s 60 well-trained teachers," he wrote…

Click here for the full story

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More high school students are taking courses online

Georgia started offering virtual courses in 2005 because some schools, especially rural ones, couldn’t offer many Advanced Placement or specialty courses, which left motivated students at a disadvantage. Since then, participation in the state’s virtual school program has grown considerably, although some school systems are still hesitant to use it, reports the Macon Telegraph. About 1,600 students statewide enrolled in a virtual course in the 2005-06 school year. By 2008-09, that total had increased to about 4,800 students taking one of the 134 courses offered. "Schools have discovered the options and opportunities Georgia Virtual School can provide their students," said Matt Cardoza, spokesman for the Georgia Department of Education. While each school has an assigned "virtual facilitator"–usually counselors or administrators–those workers already have a hectic job. "Some [schools] have simply decided not to promote the program because it creates more work for them to do," Cardoza said. In all, more than 9,000 of the state’s students have taken a virtual course, and the state expects the figure to grow substantially…

Click here for the full story

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UBOOST TO PROVIDE INTEGRATED STUDENT RECOGNITION PROGRAM FOR OASES ONLINE SES MANAGEMENT SOFTWARE

October 28, 2009 — HONOLULU —uBoost, providers of an award-winning online student performance recognition and rewards platform, today announced a partnership with oaSES, the premier online management software for Supplemental Educational Services (SES) providers. With this partnership, organizations using oaSES to manage their SES operations will now be able to differentiate their services by offering a branded student recognition and rewards program. 

uBoost’s platform enables educators to award points for attendance, performance and positive behaviors, which are redeemed by students for relevant rewards. Founded in 2008, the Company is quickly being recognized for its impact in education. In May 2009, uBoost was recognized at the Software and Information Industry Association (SIIA) Codie Awards as “Newcomer of the Year.” In August 2009, the Company was named a finalist in the prestigious EdNET Awards for “Rookie of the Year” honors, underscoring the industry’s excitement for uBoost’s approach to student recognition and rewards.

oaSES is a feature-rich, Web-based management software system designed to streamline the workload of SES providers. Using the existing student data in oaSES, uBoost automatically creates student reward accounts and allows SES managers to automatically award points. Students can redeem their points online or off-line, choosing from thousands of rewards options. uBoost then  sends the award within five days to the students home with no further action necessary from the SES providers.  

Appleton Learning, a provider of tutoring and SES programs, currently uses oaSES and will integrate the uBoost functionality into their operations.

“uBoost and oaSES understand the day-to-day challenges of operating SES and tutoring programs,” says Glenn Clayton, Operations Director of Appleton Learning. “The uBoost rewards system works seamlessly with our oaSES software, helping us to offer a more robust and engaging experience for students, while simplifying or eliminating many of the logistical aspects involved with running our program.”

“Despite scarce resources and declining budgets, SES and tutoring providers must still deliver programs that are engaging and that foster academic achievement,” said John Bower, CEO of uBoost. “Organizations like Appleton Learning have achieved improvements in student performance as well as significant cost savings by integrating uBoost and foregoing the administrative expense of creating and managing their own recognition programs.”

About uBoost

uBoost is an online performance recognition and rewards platform that enables educators to award students with  points for positive behaviors, which can then be redeemed for rewards. uBoost works across all age groups, curricula, and achievement levels and offers educators an innovative way to recognize engagement and incremental improvement. Recognition in the form of points, performance-based honor badges, and a coveted spot on achiever leader-boards encourages students to put forth maximum effort. Students are able to choose from a catalog containing thousands of rewards choices (from $.01 to $200.00), thereby ensuring that there is something that interests and motivates them. Students can redeem for merchandise and gift cards; support their favorite charitable cause; customize their own safe, virtual environment; or participate in contests to win premium rewards such as iPods and Amazon.com gift cards. To maintain engagement, uBoost continues to offer new rewards and contests to keep up with students’ changing interests and to ensure relevance throughout the school year. uBoost partners with publishers, district administrators, online schools, tutoring companies, and private education companies to design and implement student recognition and rewards programs. For more information about uBoost, call 808-377-4810 or visit:

www.uBoost.com
www.youtube.com/uBoost100
www.twitter.com/uBoost
www.slideshare.net/uBoost

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Study: 2 in 5 teachers ‘disheartened’ with profession

Recognizing the importance of teacher quality in transforming underperforming schools, Education Secretary Arne Duncan has made retaining and rewarding effective teachers a cornerstone of his school reform agenda. But a recent report that suggests 40 percent of U.S. teachers are disheartened with their profession indicates how difficult these challenges will be.

The report is based on a nationwide study, "Teaching for a Living: How Teachers See the Profession Today," and was conducted by Public Agenda, a New York City-based nonprofit research organization, and by Learning Point Associates, a nonprofit education research and consulting organization based in Chicago, Ill., in partnership with Education Week.

Underwritten by the Bill & Melinda Gates Foundation and the Joyce Foundation, the study is based on a nationally representative phone and online survey of about 900 teachers throughout the United States between April 16 and June 22, preceded by six focus groups. The survey was intended to provide a comprehensive look at how teachers view their profession, why they entered teaching, the atmosphere and leadership in their schools, the problems they face, and their ideas for reform.

"This snapshot of America’s four million K-12 teachers comes as economic stimulus dollars … are focused on dramatically improving student learning and ensuring that effective teachers are more equitably distributed among all schools," said Sabrina Laine, chief program officer of Learning Point Associates. "Additionally, as Congress considers reauthorization of [the No Child Left Behind Act], it is even more critical to have a better understanding of what motivates teachers to excel in the classroom and what support they need to sustain high levels of effectiveness with all students."

What the survey found was disheartening in itself: 40 percent of teachers reportedly are disheartened, 37 percent are merely content, and only 23 percent of teachers are idealists.

The survey said it divided teachers into these three categories based on their common responses.

Disheartened teachers are more likely to give their principals poor ratings for supporting them as teachers, and they express concerns about working conditions, bad student behavior, and poorly focused testing. These teachers are twice as likely as other teachers to agree strongly with the view that teaching is "so demanding, it’s a wonder that more people don’t burn out." More than half teach in low-income schools, and 61 percent cite lack of support from administrators as a major drawback to teaching. Eighty-seven percent of these teachers are 33 or older.

Contented teachers are more likely to report excellent working conditions, be experienced in their profession, work in middle or higher-income schools, and believe their students’ test scores have increased a lot because of their teaching. These teachers are more likely to say that their schools are "orderly, safe, and respectful." Also, a majority of these teachers hold a graduate degree. Sixty-three percent strongly agree with the statement, "teaching is exactly what I wanted," which is supported by the fact that 94 percent have been teaching for more than 10 years.

Idealist teachers are more likely to say they became teachers to help disadvantaged students and that good teachers can lead all students to learn–even those from poor families or who have uninvolved parents. Fifty-four percent strongly agree that all of their students, "given the right support, can go to college." More than half of these teachers are 32 years old or younger and teach in elementary schools, and 36 percent say that, although they intend to stay in education, they plan to leave classroom teaching in the future for other jobs in education.

Although the researchers caution that teachers labeled as "idealists" are not necessarily more effective than their colleagues, half of the respondents in this group believe their students’ test scores have increased significantly as a result of their teaching–a higher percentage than the other teachers in the survey.

In short, the survey suggests that the majority of U.S. educators who are disheartened with their work serve in low-income schools with little administrative support, while those who are idealists usually serve in prosperous districts and teach at lower grade levels. Unfortunately, teachers who are idealists ultimately are looking for jobs outside the classroom.

Teachers’ faith in their ability to make a difference with their students varied notably by group. A 22 percentage-point differential separated the idealists and the disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Seventy-five percent of idealists strongly agree that teachers shape student effort, whereas only 50 percent of the disheartened believe that.

In his school reform agenda, Duncan believes in offering incentives for the best teachers and principals to serve in high-need or underserved schools and districts. Duncan also would like to see the 2,000 lowest-performing high schools that account for 50 percent of the country’s high school dropouts change. Some of the reforms he’d like to see include extending the school day, week, and year; providing more after-school opportunities for students; and replacing ineffective teachers with teachers who have high expectations for their students.

According to the group labeled "disheartened" in the survey, higher teacher pay and removing students with severe behavioral problems from the classroom would help improve teaching. However, according to idealists, smaller class sizes would best help improve teaching, and this group made little mention of higher pay or student behavioral problems.

Andrew Yarrow, vice president of Public Agenda, says the survey data have important implications and raise many questions for education leaders.

"Are the idealists the best prospects for high-need schools and for reinvigorating the profession, and what do school leaders need to do to retain them in the field? Given the idealists’ passion for improving their students’ lives, how can administrators ensure that they have the skills and support to fulfill that goal? More than a third of idealists voiced a desire to move eventually into other jobs in education. How does the field respond to those aspirations?" asked Yarrow.

The survey raises many questions with respect to the disheartened group as well.

"Some may be ill-fitted to the job and ready to move on," said Yarrow, "but how should the field encourage and support their transition? Others may be good teachers trapped in dysfunctional schools and, in the right environment, might change their views and become idealists. While those teachers may be helping their students despite the teachers’ bleak outlook, the researchers point out that it would be hard to believe that those disheartened teachers are as effective as they could be, given their own reports about their situation."

Jean Johnson, executive vice president of Public Agenda and director of its Education Insights division, noted that an earlier study with superintendents and principals showed that administrators can fall into two categories: "Copers," whose main focus is successfully completing the work of each day, and "Transformers," who aim to change the schools they manage.

"One key question from this study is the degree to which the most idealistic teachers could be Transformers, effectively helping struggling students become eager and accomplished learners," said Johnson. "Then there are questions about the disheartened teachers, who generally fall into the coping category. Could good school leadership and better support re-energize them, or would it be better for some portion of them and their students if they found another line of work?"

Links:

"Teaching for a Living: How Teachers See the Profession Today"

Public Agenda

Learning Point Associates

Note to readers:

Don’t forget to visit the Education 3.0 resource center. In some forward-thinking schools, technology isn’t just layered on top of traditional processes. Instead, it is woven seamlessly through all aspects of education, from building security to lesson plans and student collaboration — interconnecting all facets of school life, and truly revolutionizing the education experience. Go to: Education 3.0

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IT staff takes on enrollment spike — and wins

Thomas Glaser and his IT staff at Howard Community College (HCC) in Columbia, Md., have maintained the campus’s reputation for standout technology and help-desk service, despite the kind of enrollment spikes that can strain even large universities’ resources.

Glaser, HCC’s vice president for information technology, oversaw an IT department this year that placed the school among the nation’s most tech-savvy community colleges. Howard ranked fifth in the Center for Digital Education’s 2009 Digital Community Colleges Survey among schools with more than 7,500 students.

The college has seen a 12-percent enrollment jump since the spring 2009 semester, with 800 more students enrolling for the current fall semester.

In fact, HCC’s enrollment has grown by 60 percent since 2002, and Glaser and his IT staff are bolstering a technology infrastructure that suddenly has far greater demand, with 7,800 students–80 percent of whom access course materials online. Some of this growth is the result of a population boom in Howard County, Md., but much of it comes from an influx of students returning to school to enhance their skills during a tough economy.

"That’s a very big change over a very short period of time," said Glaser, who became the college’s first chief information officer in 2000 after serving as director of technology in the State University of New York system. "That’s happening on a lot of campuses, and … being prepared and making sure IT works efficiently are very important. Students and faculty can become very impatient very quickly if these things aren’t working."

The college purchased a $20,000 load-balancing unit after Sung Lee, director of student computer support, tracked a jump in use of the school’s Blackboard learning management system. The school’s Blackboard site averages 1,200 simultaneous users this fall, compared to just 700 last spring.

The new load balancer will accommodate up to 1,600 students and faculty members using the site at the same time, Lee said.

"It was simply an investment we had to make," Glaser added. 

Calls to HCC’s help desk have declined even as the school’s enrollment increases, thanks to new software that flushes malware and viruses from computers every time a student or faculty turns the machine off, Glaser said.

HCC’s technology team also is saving the school money with green IT practices that have trimmed energy costs in the past year, said Rick Pollard, director of IT services. Glaser said server racks that require constant blasts of air conditioning were adjusted so that all hot air produced by the servers was expelled in one direction, meaning the cool air remained cold.

Without air conditioning cooling server racks, Glaser said, rooms can reach close to 100 degrees within five minutes.

"And that really affects the equipment in the room," he noted.

Redirecting air flow, he said, has saved $4,300 in electricity costs since June. 

In addition, he said, the college has saved more than $90,000 since August 2008, thanks to software that powers down computer labs that are not in use. Those computers, Glaser said, used to run during hours-long gaps between classes, wasting electricity that colleges nationwide are hoping to conserve during the economic recession.

"That’s money that [many colleges] just can’t afford to waste," Glaser said.

Links:

Howard Community College

2009 Digital Community Colleges Survey

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Teens sue district in suggestive pix flap

Two sophomore girls have sued their school district after they were punished for posting sexually suggestive photos on MySpace during their summer vacation.

The American Civil Liberties Union, in a federal lawsuit filed last month on behalf of the girls, argues that Churubusco High School in Indiana violated the girls’ free-speech rights when it banned them from extracurricular activities for a joke that didn’t involve the school. They say the district humiliated the girls by requiring them to apologize to an all-male coaches’ board and undergo counseling.

Some child advocates argue that schools should play a role in monitoring students’ behavior, especially when dealing with minors. And the U.S. Supreme Court has ruled that students can be disciplined for activities that happen outside of school, as long as the school can prove the activities were disruptive or posed a danger and that it was foreseeable the activities would find their way to campus.

But some legal experts say that in this digital era, schools must accept that students will engage in some questionable behavior in cyberspace and during off hours.

"From the standpoint of young people, there’s no real distinction between online life and offline life," said John Palfrey, a Harvard University law professor and co-director of the Berkman Center for Internet and Society. "It’s just life."

In the Indiana case, the ACLU argues that the district and Churubusco Principal Austin Couch went too far in banning the two sophomores from fall sports, requiring them to apologize to the all-male coaches’ board and undergo counseling after the photographs were circulated at school.

The lawsuit, filed in U.S. District Court in Fort Wayne, names Couch, the high school, and the district as defendants and seeks unspecified damages. No hearing has been scheduled.

Erik Weber, an attorney for the Smith-Green school district, said Couch was enforcing the northeast Indiana school’s athletic code, which allows the principal to bar from school activities any student-athlete whose behavior in or out of school "creates a disruptive influence on the discipline, good order, moral, or educational environment at Churubusco High School."

Martha McCarthy, who teaches educational law and policy at Indiana University, said courts have upheld such policies, but that the issue could come to a head as advances in technology bring more out-of-school behavior issues to light.

"I think the Supreme Court’s going to have to address this," she said.

ACLU legal director Ken Falk insists the Churubusco case doesn’t warrant the punishment the district handed out.

"We all did things when we were sophomores in high school that can be construed as immature or problematic or whatever, but that is not the issue here," he said. "The issue is what possible impact this could have on the school environment, and the answer is none."

The girls, identified only by their initials in the suit, took the photos during a sleepover with friends before school started this summer and posted them on their MySpace pages, setting the privacy controls so only those designated as friends could view them. In the photos, the girls wore lingerie and pretended to lick a penis-shaped lollipop. None of the photos made any reference to the school.

Weber declined to say how the photos reached Couch, but the suit contends that someone copied the pictures and shared them with school officials, and they eventually were given to the principal.

Couch initially suspended both girls from all extracurricular activities for the year but reduced the penalty to 25 percent of fall semester activities after the girls completed three counseling sessions and apologized to the coaches board.

Palfrey, the Harvard professor, said privacy on social networking sites is an illusion, even if strict privacy controls are set.

Teens who have done similar things in some states have faced prosecution, said Beverly Johnson, an Irvine, Calif., attorney who serves on the board of Web Wise Kids, a nonprofit, online safety group. A 14-year-old New Jersey girl was arrested on child pornography charges in March for posting nude pictures of herself on MySpace. The charges were later dropped after she agreed to counseling.

Other students have been expelled from school or lost scholarships, Johnson said.

The ACLU argues that the Indiana case is different. They say the photos were a joke intended to be shared only with friends. It wants the school district to expunge all references to the incident from school records and seeks to bar the school from taking similar action in the future.

"The problem is there’s a line drawn. And the line is drawn at things that disrupt the school. And outside of that, the school has no say," Falk said.

"Imagine if everything teens texted back and forth to friends became fodder for school discipline."

Palfrey, of Harvard, said schools have a right to regulate students’ online behavior but said the court will have to decide whether the students’ First Amendment rights were violated.

"The fact that it took place in cyberspace instead of in a classroom doesn’t mean you don’t enforce the rule," he said.

Links:

American Civil Liberties Union

Berkman Center for Internet and Society

Web Wise Kids

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Stellar Phoenix Outlook PST Repair v3.5 Released


Stellar Information Systems Limited, Gurgaon, the masters in providing best data recovery and data protection solutions, announces the availability of Stellar Phoenix Outlook PST Repair v3.5, the company’s latest release of its first-rate PST repair solution. The update includes substantial new improvements in recovery abilities for Outlook contacts and calendar items. With new modes of repairing PST file, the software can recover damaged PST more quickly and easily. The free demo version of the product is available to download on Stellar’s website.”We understand that recollecting important business contacts and scheduled calendar entries, while PST file damage, is a time consuming and tricky process. Stellar Phoenix Outlook PST Repair v3.5 now integrates comprehensive evaluation technique to allow proper recovery of Outlook contacts and calendars. It also easily identifies emails with attachments.” said Sunil Chandna, Stellar Information Systems CEO. “While capitalizing breakthrough repair features in previous versions, we introduce the newest version of the product that is both powerful and absolute in all respects”

New Features of Stellar Phoenix Outlook PST Repair v3.5:

Recovers Outlook contacts and calendar items properly
Easily identifies emails containing attachments
Distinctive new look-Easy to Operate

Pricing

Single-user download edition of Stellar Phoenix Outlook PST Repair v3.5 is available at remarkably affordable price of $ 129. Administrator and technician licenses are also available, both at economical costs. For details, see company’s website.

You can also get Stellar Phoenix Outlook Password Recovery and Stellar Phoenix PST File Splitter software free with the product, all at the same price of $129. The individual products (PST file splitter and Outlook password recovery single-user download edition) are available at $49 each.

About Stellar Information Systems

Stellar Information Systems Limited is an ISO 9001-2000 certified company specialized in providing professional data recovery and data protection solutions. With global clientele across more than 137 countries, the company holds direct presence in USA, Europe and Asia.

Contact Information

For more information about the product updates

Call : +1-866-554-25 (TOLL FREE)
Mailto: links@stellarinfo.com
Web Address:-
http://www.stellarinfo.com/

 

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Voodoo Freak Hockey Stick

The new Voodoo Freak Hockey Stick is available to order online from leading specialist hockey equipment retailers.

The Freak is a mid-range hockey stick from Voodoo and it offers plenty of the features that players have come to expect from this company.

This stick is available in the company’s popular new Banana mould shape – a new light style which offers the maximum 25mm curve allowed under FIH laws and a 4mm head curve.

A twin channel construction combined with ideal balance points and custom lay-ups to give the stick an extra light feel known as the Supa Light feature.

Available with a maxi head shape and in light weight the Unlimited comes in a choice of lengths, 36.5 inches or 37.5 inches.

Made with Carbon-X technology the Freak hockey stick also has a Double Kevlar feature to help significantly reduce, the wear caused by sand-filled playing surfaces – this is a double layer of Twaron Aramid which is added to the hook of the stick.

The incredible control and feel is achieved with a Soft Touch custom sleeve of Twaron Aramid.

The eye-catching graphics will ensure that this is a popular choice.

It has a Voodoo power rating of eight and a feel rating of 10.

The Voodoo Freak Banana hockey stick can be ordered online from Morrant Sports and other leading hockey equipment retailers.

Established in 1973, Morrant Group Ltd is a family run business with over 35 years experience in mail order team sports equipment. Father, Daughter, Son and staff are working hard every day to ensure that our company achieves its aim.We sell a range of sports gear, including hockey equipment and goods. Please visit our website at http://www.morrant.com for further information.

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