The RT News
Newsletter of Division 11
March 2006
AER Rehabilitation Teaching Division
“EVERYBODY WINS: DIABETES EDUCATORS AND VISION PROFESSIONAL TEAM UP!”
Individuals with diabetes, and possibly vision impairment include not only those with whom we work, but possibly those with whom we live or associate. We know that control can be enhanced through information, knowledge, skills, motivation and self-management. To this end, the 2005 MacFarland Seminar, July 14 at Snowbird, Utah, focuses on providing this opportunity. We have written grants that assure wonderful expertise on diabetes prevention, self-management and instruction.
Please plan to attend and learn to benefit yourself and others. For further information, contact Margaret E. Cleary, R.N., CVRT, MaFarland Seminar Program Coordinator, at the Carroll Center for the Blind at 617-969-6200 ext 216 or mecleary@aol.com.
International Conference at Snowbird in Utah will Have the following and soooo much more:
- McFarland Seminar
- Division Day combining the interests of RT and Aging Divisions
- Division Business Meetings and new officers
- Division Awards Presentations
- ACVREP testing on the last day, and the ability to meet with ACVREP staff and reps during the conference.
YOUR EXECUTIVE TEAM: 2004-2006
Mary Beth Harrison, Chair-Elect:
marybeth.harrison@med.va.gov
Susan M. Dalton, Secretary/Treasurer: smdtvp@joltmail.net
Correction:
The VRT Listserv IS up and running with about 150 members so far. However, in the last newsletter there was a major typo that left many people unable to log on. The correct spelling to get to the list is:
Visionrehabtherapist not visionrehabilitationtherapist, as reported.
There are two ways to subscribe:
- Via email: send a message to visionrehabtherapist-request@freelists.org and put “subscribe” in the subject field.
- Via the Freelist website: Go to freelists.org and click on the link “find, join or leave a list” Search for visionrehabtherapist, then select the list and enter your email.
Sarah Heinrich, MSEd, COMS, CVRT
Metrolina Association for the Blind
704-8867-5126
Email: dietz1112@yahoo.com
WHO WAS BRUCE McKENZIE ?
And Why Is Our Lifetime Award Named for Him?
He believed we are all in a continual process of BECOMING. Mr. McKenzie believed that all professional teachers must continually improve our abilities, so that we can better help newly blinded persons in developing their problem solving skills. Bruce McKenzie became a supervisor in 1958 in IL and remained so until his untimely death in 1969, during a MACRT Conference Planning Committee Meeting.
The Lifetime Achievement Award was named for him in 1971 and the first recipients were named in 1973 and given to Mrs. Sammie Rankin of TX and to Mr. Ed Bird of NY. We have given this award to deserving leaders in RT ever since.
The RT Division has added Bruce McKenzie’s name to the wall of honor at APH. It is important that we keep our history real and honor those who came before us.
If anyone has additional information to share or a photo of Bruce McKenzie, please send them to Nancy Paskin, chair. Thank you, Alvin, for sharing.
THE NE/AER CONFERENCE
By MaryAnn Zelinsky-Cartledge, COMS, VRT
As always the conference started off with the traditional pre-conference. I chose the session on ADA and Other Disability Rights Laws, which was coordinated, by Meg Robertson and Kathy Gips was the presenter. She was the Center in Region I out of the Boston, MA area. It was well attended and it was quite informative. For those that aren’t aware there are ten regional ADA and Accessible IT Centers. We are fortunate to have one in the New England area so take advantage of it. The center provides some guidance on how to interpret some of those tricky questions that we frequently get asked. Kathy’s presentation included some good examples regarding questions about Section 504 and employment, program accessibility, and the federal fair housing act. In addition, she went on to discuss and provided examples about ADA and Titles I, II, and III.
Website: www.NewEnglandADA.org
Email: ADAinfo@NewEnglandADA.org
Ph: 1-800949-4232 V/TTY
There will be an Annual Conference on the ADA & Disability Law being held in St. Louis, Missouri on April 10-12, 2006. To receive more information go to their website: www.adasymposium.org or send your name and email address to: ada@missouri.edu
Information on the other centers:
Region 2: (NJ, NY, PR, VI), Cornell University, Northeast ADA &IT Center, www.northeastada.org
Region 3: (DE, DC, MD, PA, VA, WV), TransCen Inc, www.adainfo.org
Region 4: (AL, FL, GA, KY, MS, NC, SC, TN), Ctr for Assistive Technology & Environmental Access (CATEA), www.sedbtac.org
Region 5: (IL, IN, MI, MN, OH, WI), Univ of IL/Chicago, Department on Disability & Human Development, www.adagreatlakes.org
Region 6:(AR,LA, NM, OK, TX), Independent Living, Research Utilization, www.dlrp.org
Region 7: (IA, KS, MO. NE), Great Plains ADA & IT Center, ADA Project, Univ of Missouri/Columbia, www.adaproject.org
Region 8: (CO, MT, ND, SD, UT, WY), Meeting the Challenge Inc, www.adainformation.org
Region 9: (AZ CA, HI, NV, Pacific Basin), Pacific ADA & IT Center, www.pacdbtac.org
Region 10: (AK, ID, OR, WA), Northwest ADA & IT Center, Oregon Health and Sciences University, www.nwada.org
The afternoon session on Wednesday, Role of the Optical Prisms in Rehabilitation, was quite interesting. Karen Keeney from Chadwick Optical Inc. was the presenter. I was surprised but I never heard of Chadwick Optical and it’s located in White River Jct., VT. It makes custom ophthalmic lens designs. Another great low vision service to take advantage of. It’s been around since the 80’s but in 2003 it received a grant awarded by the National Eye Institute for nearly a half million dollars. This grant with the help of Dr. Eli Peli developed prism spectacles. These types of field expansion spectacles are capable of increasing the visual field, by 20 degrees. Great for those folks with a vision loss from a brain trauma like a stroke, or tumor. Unlike the Fresnel prism where it’s usually on the left or right side of the lens these prisms sit above and below the fixation point (unobstructed central vision). She even had some prism glasses for us to try. Wow, major strides are happening, interesting to say the least. Check out their website because they will consult with doctors in other states. Website: www.chadwickoptical.com
Email: chadwickoptical@aol.com
Ph: 1-800-410-1618
Note: Ms. Zelinsky-Cartledge, Division for the Blind and Visually Impaired, Ellsworth, ME.
NAVIGATING THE BUMPS IN THE ROAD:TIPS FOR ENHANCING BRAILLE LEARNING
by Sarah Bennett, CVRT
In teaching Braille to people of various ages, abilities and backgrounds, I have found the following strategies helpful in meeting their individual needs and maximizing their Braille literacy:
Check things out first:
Apart from reviewing a Braille textbook’s reading and writing content for the purposes of lesson planning and objective setting, it is important to also check prior to a lesson for anything that might present an obstacle to a client’s learning, such as anything that may be age, gender, race, culture, religion, or socially inappropriate or sensitive for a particular client. If you find anything potentially insensitive, choose another set of materials for that lesson, or adapt the existing ones to remove the content in question. Doing this will promote the learner’s success and even their enjoyment of the material.
Change things up:
Even if you do not find anything potentially sensitive or offensive in the materials, you may choose to use different reading and/or writing content now and then to better match a client’s age, sex, interests, etc., like a women’s magazine article or an excerpt from a children’s book. It generally only takes a lesson or two to discover a particular client’s level of motivation for learning through certain types of material. The amount of homework they complete, for instance, can signify whether or not the material is engaging them. As you can usually get some idea of a client’s likes and dislikes relatively early, you can heighten their motivation and chance of success by tapping into their interests and even involving them in the selection of lesson materials.
It is helpful to keep several types of Braille reading materials on hand. Many agencies and organizations produce Braille magazines and books for relatively minimal cost. I have found print-Braille and Braille books from Seedlings (www.seedlings.org) and the National Braille Press (www.nbp.org) effective in increasing both speed and accuracy for seniors and youth alike. I once used a print/Braille book about Louis Braille with a senior client who then read it to, and with, her sighted grandchildren. She also found general-interest magazine articles more rewarding than textbook exercises.
If you use different materials but they require greater Braille literacy than a client’s current level, simply adapt the reading content by re-brailling it with the already known signs and/or contractions, but without those that are yet to be learned. Alternatively, you could make a Braille copy of something of your own making. This needn’t take much time or effort, as often a couple of paragraphs Or one page of Braille will suffice. For two brothers, I once brailled out a few paragraphs at a time some excerpts from a Scripture text, something they were already familiar with.
In terms of writing, I have found that some clients would much rather Braille a passage that means something to them rather than a textbook’s writing exercises. It could be a paragraph or two about what they did on the weekend, a passage about their favorite television show or toy, or even just a grocery or errand list. To ensure that brailling exercises hit the important signs and contractions, pick out something again that is of higher interest to the client, something that contains the needed signs or something into which you can insert the required symbols.
Raise the Stakes:
As with almost all Braille materials, the Braille in textbooks flattens with repeated use, compression on a shelf or just from age. At the beginning of Braille lessons this can be particularly disheartening to clients who present no other reason for Braille-reading difficulty, like neuropathy, spasticity, etc. It might be necessary to replace wor4n textbooks if a majority of clients have trouble reading, or to use materials with “sharper” Braille at times or with specific clients, depending on their needs and goals.
For those who are avid readers and want to read Braille books from a library for the blind, learning to read “flatter” Braille can be beneficial since many library books that have been in circulation for any length of time will have suffered some wear and tear, particularly of the Braille. For many, many others, however, learning to read flattened Braille might cause more frustration than the client’s purposes warrant.
If a client experiences difficulty reading the textbook Braille and their goals do not entail reading possibly faded Braille (for example, they only want to label personal or household items—labels that do not fade quickly and that can be replaced as soon as they do start to fade), it is possible to provide “sharper” Braille for them to read. One method is to simply Braille out yourself passages from the textbook; this new copy will be clearer than the older book. For even crisper Braille, insert two or more Braille pages into the brailler, write the particular exercise, and remove the pages; the bottom pages will be sharper than the top one.
And again, print-Braille books and board books are a great source of very readable Braille for clients who are children, parents or grandparents, as they use thicker paper, thermoform or plastic pages, or even cardboard for paper. These are very resilient and can withstand repeated use. Indeed, any new, previously unused Braille book or magazine will have more raised Braille than others.
These tips have stood me in good stead when teaching Braille reading and writing. They don’t require much time or effort-just a bit of flexibility and ingenuity.
THE SUGAR BLUES: How to Choose a Low Vision Blood Glucose Monitor
Debra A. Sokol-McKay, MS, CVRT, CDE, CLVT, OTR/L
And
Kathleen Buskirk, MA, CVRT, CLVT, CDE
Kathleen has been involved in the blindness field for 28 years. A 1990 graduate of Western Michigan University (MA, Blind Rehabilitation), Kathleen has been a Vision Rehabilitation Therapist at Keystone Blind Association for 16 years. She currently holds certifications in vision rehabilitation therapy, low vision therapy and diabetes education. Fell free to contact her with questions at Keystone blind Association, 1230 Sambaugh Ave, Sharon, PA 16146, phone: (724) 347-5501, email: kbuskirk@keystoneblind.org.
Approximately 30 blood glucose monitors are currently available on the market. Even though these monitors do not have voice output capability, many have what may be considered “low vision” features that are beneficial for persons with vision loss. These features may include but are not limited to: large font on the display; touchable test strips; test strips with tactile and/or high contrast features; non-visual coding; presence of a beep feature (to alert user to completion of a step, for example when a strip is inserted, blood or control solution has been applied, a result is displayed); sufficient time to apply blood sample; ability to pick up the monitor; no specific cleaning required and ability to apply additional blood after initial application. Other features that may be beneficial if motor skills are impaired or sensory loss is present may include: large, easy to handle test strips; easy to open test strip container/package, and simple to use lancing device. To minimize strip handling several monitors now use a disc or drum of strips and one disposable monitor is pre-filled with strips.
A smaller blood sample requirement and a strip with capillary action are helpful in achieving sufficient blood sample application. With capillary action the blood sample is automatically drawn into the test site of the test strip rather than placed onto the test site to be absorbed. Alternate site capability may be a desired monitor characteristic should a client desire to use other body sites (forearm, palm, thigh) than fingertips, for monitoring. When possible, a blood glucose monitor should be chosen based on a client’s preferred and needed features. In some circumstances choice of blood glucose monitor may be determined by: an insurance plan, a diabetes care setting or a person’s financial status.
A small group of diabetes educators who work with persons with vision loss were informally surveyed and requested to identify 10 blood glucose monitors that were preferred and proved to be most successful for use by persons with vision loss. Six usable responses were received. The survey used to solicit the responses identified no specific manufacturer, model, or product. Two educators identified 3 blood glucose monitors, one educator 8 monitors, and 3 educators identified 10 monitors. Up to 20 different models of blood glucose monitors were identified. Eight blood glucose monitors were identified by at least 50% of the educators surveyed (3 of the 6 educators) as models preferred and determined to be most beneficial to persons with vision loss. Also, the educators were requested to identify features of those blood glucose monitors that proved most beneficial.
The chart included with this article illustrates the 8 blood glucose monitors that were identified by 50% of the survey respondents and specific information with respect to the features that are beneficial to persons with vision loss. The chart can be used when collaborating with diabetes educators or working directly with clients to inform them of specific features or the absence of features so that the monitor chosen can best match the client’s needs and preferences. The information on the chart is obtained through direct measurements, review of instruction manuals or package inserts, from other publications/literature and, in some cases, through direct contact with monitor company representatives.
The following are specific comments offered by the 6 diabetes educators surveyed with regard to beneficial monitor characteristics as well as the number of educators who chose that specific model. In presenting the following information, the monitors have been listed first by their frequency of selection by the educators, and, within each frequency, by alphabetical order.
Accu-chek Advantage (chosen by 5 diabetes educators) – large font on display; large touchable strip with tactile site (strip shaped to easily distinguish insertion end and area for blood application), strip has capillary action, 2nd blood sample application, non-visual coding with code key, beep feature (to indicate when strip is in place and when blood is detected), no cleaning, size, ease of use, ejector sleeve on lancing device to safely dispose of lancet, fairly small blood sample size.
Accu-chek Aviva (chosen by 4 diabetes educators) – large font on display, fairly large touchable strips that are easy to dose, strips have capillary action, 2nd blood sample application, non visual coding with code key, small blood sample size, beep feature, easy to open hinged pop cap on strip bottle, comes with multi-clix lancing device which minimizes pain when obtaining sample and eliminates need to handle and dispose of single lancets, no cleaning, not as temperature sensitive, meter edges are made of easy-to grip material, shape of meter makes handling easier.
One Touch Ultra (chosen by 4 diabetes educators) – large font on display, touchable strip with capillary action, small blood sample, capable of alternate site testing, rapid results, ease of use. With calibration strip, small blood sample size, beep feature, moderate amount of time to apply blood.
Accu-chek Active (chosen by 3 diabetes educators) – large font on display, large and easy to handle touchable strip, large pad on strip to collect blood, non-visual coding with code key, small blood sample size, beep feature, easy to open strip vial, test strip has tactile, high contrast features such as easy to feel pad/test site and large black stripes.
Accu-chek Compact (chosen by 3 diabetes educators) – large font on display, uses drum of strips so no strip handling, easy loading of strip drum, automatic strip advancement with push of button, touchable strip, capable of alternate site testing, non-visual coding with code key, beep feature, small blood sample size.
Ascensia Elite XL (chosen by 3 diabetes educators) – fairly large font on display, touchable strip with capillary action, non-visual coding with code strip, small blood sample size, beep feature, informs user when to remove tip/end of strip from blood sample, capable of alternate site testing, moderate amount of time to apply blood, small monitor size, ease of use.
Prestige True Track/Trackease (chosen by 3 diabetes educators) – large font on display, fairly large and easy to handle touchable strip with capillary action, non-visual coding with code key, small blood sample size, beep feature, easy to handle lancing device, reasonable cost.
Conclusion: The next column in RTNews will focus on blood glucose monitors with speech capability.
Reminder: Join the writer at the MacFarland Seminar: Everybody Wins: Diabetes Educators and Vision Professionals Team Up! The MacFarland will be a full-day, pre-conference institute of the International Conference of AER (July 14 – 19, 2006). Learn about all aspects of diabetes, an emerging practice area for vision rehabilitation therapists. Faculty includes over 15 professionals and experts in the fields of vision rehabilitation, diabetes education, and occupational and physical therapy. Features a combination of didactic and practicum sessions, exhibitors and panel discussions. Handouts and presentations will be recorded in CD format and available to all attendees. Contact: Margaret Cleary, at the Carroll Center for the Blind at 617-969-6200 ext 216 or mecleary@aol.com.
Note: The chart was too large to fit the following footnotes:
1Information for the chart was obtained from product literature, monitor instruction manuals, technical support personnel, and product websites; measurements of display height and thickness, and strip size were preformed manually and compared visually by the authors.
2Time permitted to apply blood while strip inserted into monitor; 20 seconds permitted to reinsert strip when blood applied to strip outside of monitor.
Characteristics of Blood Glucose Monitors for Persons with Low Vision, as of February 28, 2006
© by Debra A. Sokol-McKay, CVRT, CDE, CLVT, OTR/L and Kathleen Buskirk, CVRT, CDE, CLVT
The Cookbook Project: In the December issue a detailed report about the cookbook project was given and a request went out for MORE RECIPES. Lisa Mowerson, who is coordinating this effort, reports that she received 3 new entries in the past quarter.
MORE RECIPES are needed for this project to become a reality. We need more: Desserts, Entrees, Side Dishes, Soups and Stews, and Appliance Reviews. The Hints section has enough but we would entertain a few more here too.
Lisa’ s email changed. It is now l.mowerson@comcast.net Her address is the same: 8 N. Elm St., Wallingford, CT 06492
In-Sight, a 40 page monthly newspaper in Large Print.. Subscription $12. Free trial issue can be ordered at: www.insightlargeprint.com
In-Sight is published by Cobro Publishing, a privately held corporation based in Mill Creek, Washington. It features national and international news, travel stories, medical information, book reviews, crossword puzzles. Each issue features an article on vision care. All stories are printed in 16 and 18 point fonts. One must submit an email address when requesting a free issue of the paper.
Submitted by MaryAnn Zelinsky-Cartledge from ME.
Ad APH for Verbal View.
Adaptive Home Repair Tools and Techniques for the Blind and Visually Impaired User
by Kathy Bushkirk and Raedine Listopad
Laser Level—Displays an infrared light across a surface. Lace level on the wall with flat side touching the wall. On left side of curve, flop up lid on laser. Visually see if infrared light looks level. Press thumb indented button located near base of unit down until a click is heard. This will attach unit to t he surface. Task: lining up pictures on a wall. Source: Local hardware store in $29.33 range.
Audible Level—Audible detect a level surface. Press the raised button to turn on unit. You will hear a beep to indicate the unit is on. The unit will be silent until it is in a level position either horizontally or vertically. When it finds a true level position, the unit will emit a steady tone. Task: Installing a shelf on a wall. Source: Opti-Plus $48.00, Product number 40040
Audible Stud Sensor—Audibly detect a wall stud. With the unit touching the wall press and hold the “on” button. You will hear a beep to indicate that the unit is ready. Slide the unit left or right until a steady tone is emitted. Task: hanging a picture. Source: Opti-Plus, $18.50, #40055
Flat Framing Square—Drawing a straight line or squaring materials. Place square on material and match edge for edge. Use tactile markings to calculate measurements or just use to keep cuts even. Task: Squaring a frame on a wall or use as a straight edge for cutting materials. Source: Maxi-Aids, $29.95, #132*2416.
Drill Guide—Keep a drill bit straight while drilling. Place the guide on the spot the hole needs to be made. Place the drill bit up against the inside angle of the guide and begin drilling. Task: Drilling a hole. Source: Opti-Plus, $5.50, #40160.
Talking Tire Gauge—Audibly measure air pressure. Take off the cap from the tire’s valve stem. Put the nozzle from the tire gauge over the valve stem of the tire and press down for a count of 2 then disconnect the gauge from the valve stem. The gauge will speak the tire pressure. Task: checking air pressure in a tire or ball. Source: Local Auto Center, $12. 99.
Plunger (Drain Gun) - Unclogs drains and pipes. Fill the shaft of the plunger with water and cover drain with plunger. Hold shaft down over drain and push handle down. Task: Clogged sink, bathtub, or toilet. Source: Handsome Rewards, $18.00, #20-57592-4.
Devices may be available from other companies and subject to change
Cost listed may vary a dn does not include shipping.
The authors may not necessarily endorse all devices listed.
Misc. Adaptive House hold Devices: Toilet Level Indicator (Maxi, #554296, $29.95); Bath Alarm (Maxi, #152284, $14.95); Amazing Edge Painter (Maxi, #557486, $12.95)
Resources:
- Community Advocate, POBox 83304, Lincoln, NE 68501. 1(402)486-3091.
- Dynamic Living, 428 Hayden Station Rd., Windsor, CT 06095-1302,, 1(888)940-0605 www.dynamicliving.com
- Miles Kimball, 1(800) 546-2255, www.mileskimball.com
New from the field:
Have you heard about the palm peeler?
Have you heard about the screw-on handle-spout for 2-liter bottles?
And for around the house, have you heard about collapsible buckets?
All of these products are newly listed in the current issue of the Solutions catalog, PO box 6878, Portland, OR 97228 800-342-9988 Comments? Sound easy to store, at least.
Have you heard about the PLAYAWAY?
It’s the size of a half a deck of cards, uses one AAA battery and contains one entire audio book. There are large raised buttons on the back in a keypad formation. Has book marking up to 50 times, Speech speed in 3 levels, forward, reverse, volume, on/off. There is no downloading or transferring. Can be linked to a car’s audio system. Can be attached to a lanyard to be worn around the neck or fits in a pocket. Available at Borders, Barnes & Nobles, and Office Max and online. Costs about the same as a hardbound novel. $29 and up www.playawaydigital.com
Send in your new finds or adaptations or techniques.
Pennsylvania College of Optometry
8360 Old York Road
Elkins Park, PA 19027-1598
Access and Inclusion: Our Rehabilitation Future
U. S. Department of Education, Rehabilitation Services Administration, Office of Special Education and Rehabilitative Services
The Pennsylvania College of Optometry (PCO), Institute for the Visually Impaired, Department of Graduate Studies in Vision Impairment has been awarded a five-year, $500,000 grant from the U. S. Department of Education, Rehabilitation Services Administration (RSA), Office of Special Education and Rehabilitative Services (OSERS) for the project entitled “Access and Inclusion: Our Rehabilitation Future.” This project will address critical shortages of university-trained personnel in Orientation and Mobility (O&M) and Vision Rehabilitation Therapy (VRT) by increasing the supply of trained O&M and VRT graduates and upgrading existing personnel in the State-Federal Rehabilitation System.
The project objectives are as follows:
- Prepare students and state agency personnel for certification in O&M, VRT, and combined O&M/VRT via degree and certificate programs;
- Develop an Access Advisory Committee to ensure that all components of the O&M and VRT curricula are accessible to all learners;
- Create two accessible compact disks that emphasize observational techniques applicable to learners with disabilities, including those who are blind or visually impaired;
- Develop training courses for faculty, adjunct faculty and on-site fieldwork and internship supervisors that address course accessibility issues and non-visual O&M techniques;
- Disseminate all project materials through structured outreach, demonstration and training efforts.
All academic programs offered through the Access and Inclusion project reflect rigorous competency-based curricula, approved by the Association for Education and Rehabilitation of the Blind and Visually Impaired and accredited by the Commission on Higher Education, Middle States Association.
Maureen A. Duffy, M.S., CVRT, Laurel Leigh, M.S., COMS, and Audrey J. Smith, Ph.D., will assume responsibility for the Access and Inclusion project. Co-Directors Ms. Leigh and Ms. Duffy will share responsibility for overall leadership and management, while Dr. Smith will provide fiscal oversight.
According to Ms. Duffy and Ms. Leigh, “We are especially pleased with the opportunity that this grant provides to develop instructional methods and materials that emphasize non-visual observation techniques. Mastery of observational techniques is generally acknowledged as a critical component of general teacher training and professional practice. Historically, there has been a dearth of research in the most effective methodologies for developing these skills by and with blind and visually impaired O&M/VRT students in the university setting. Further development of this subject area will broaden our faculty’s skills in developing alternative approaches to O&M and VRT instruction and better prepare them to train potential O&M and VRT students who are blind and visually impaired.”
Through this grant, the Department of Graduate Studies in Vision Impairment is able to offer scholarships to qualified applicants. Application deadlines for the 2006-2007 academic years are as follows:
February 28, 2006 for Summer 2006 semester
May 28, 2006 for Fall 2006 semester
For further information about the VRT program, contact Maureen A. Duffy at mduffy@pco.edu or 215-780-1362.
For further information about the O&M program, contact Laurel Leigh at lleigh@pco.edu or 215-780-1449.