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Glenview Breast Implant Revision Doctors
Glenview Breast Implant Revision cost
Average cost in US: $7,750
Average cost in Glenview: $7,850
Glenview Breast Implant Revision reviews
89% of Glenview reviewers said Breast Implant Revision was worth it
"Dr.Tijunelis Is The Best -..."
I have been a patient of Dr. Tijunelis since Jan 2012. He is honest, trustworthy and a wonderful plastic surgeon. In late 2012 I learned that I would have to go through a double mastectomy with reconstruction. I was nervous and scared, but Dr. Tijunelis assured me all would be fine. Jan 5, 2012 Dr. Strohmayer a lake county surgeon (whom is also fantastic!) and Dr. Tijunelis performed a double... more
"Tummy Tuck and Chin Lipo. Chicago, IL"
I am a 30yr old mother of 3 and decided that it was time for a new belly. I'm 5'2 about 135lbs, I had a baby bulge that never went away even with exercise. I decided to go with Dr. Weiner because I knew other patients of his and they were very pleased with his work! From day one he was very welcoming and made me feel comfortable. His whole staff are so hospitable and such nice people. I would... more
"After 2 Years I Am Finally..."
About a month ago I underwent my third, and final breast revision and I am THRILLED!!!!! They are continuing to drop and fluff and I get happier and happier day to day! I have been wearing the bandeau since day 1 PO 24/7 except when showering! I've been going back every 1-2 weeks to check the progress! In addition to the band, I do massages 3X a day for ~10 minutes total, focusing on my right... more
"Mommy Makeover Gone Right...."
Went to Dr Burke for a breast lift, implant exchange, and smart lipo after the birth of my second child. One month after the procedure I couldn't be happier with the results. Dr Burke was honest about what to expect and very easy to talk to. Her staff is wonderful, kind, and professional. Overall, I've had an excellent experience and I highly recommend her. more
"May Dr. Kim Be Forever Blessed -..."
I'm a breast cancer patient and came to Dr. Kim filled with anxiety. I had gone to a different plastic surgeon who used an inadequate implant ... wrong size, wrong shape, poor fit, etc. From my very first office visit, Dr. Kim assured me that he could help ... and he truly did! After discussing the various options, I chose the expander/implant reconstructive surgery. He thoroughly... more
"24yrs Old 3rd Surgery to Fix 2nd -..."
I had 3breast augmentations with Dr. Tcheupdijan and my first one at 19yrs old was awesome being a first timer going from wall flat to having some big boobs .since then I had a second child which caused them to sag and stretch so I decided to go for a 2nd time ! We'll that didn't go so well I had some complication which caused me to go into emergency surgery ! I came home and noticed the size... more
"45 Years Old. Mom of Three. Nursed..."
Have had previous implant surgeries. Due to a previous complication I was only able to nurse on one side. This left me completely uneven. One was bigger than the other. They were sitting differently on my chest. I had no cleavage. This was surgery #4 for me. Other than the first surgery- both follow up surgeries were to correct problems. Capsular contracture and uneveness. I did not want to... more
"The Perfect Decision - Chicago, IL"
Dr Shifrin responded to my email within a couple of hours of my writing him about the assymmetry of my breasts and how sad I felt about my appearance. I appreciated his empathetic and reassuring ear. I contacted Adrian, Dr. Shifrin's assistant, and scheduled a consultation. After meeting both in person I found them so very real and genuine. Despite all the other clients in the waiting room,... more
"Reconstruction Breast Augmentation -..."
I had breast surgery 30years ago, they became very hard, uncomfortable, unbearable to live with, I was referred to Dr Bushnick, had the procedure..the surgery performed was EXCELLENT. The results are amazing. I would recommend Dr. Bushnick to all my friends, and family. I am going to have another procedure within 2 years from Dr Bushnick (mini face lift) more
"Great Outcome After Round #2 ..."
Reading an article regarding Reoperation for a breast augmentation makes me once again so thankful for Dr. Laurie Casas and her great skill sets. I was new in town and without a referral network when one of my saline implants broke leaving me literally flat on one side and frightened about implications. I found Dr. Casas by doing research on the web and then was also referred to her by my... more
"BREAST POSSIBLE OUTCOME! Lift with..."
Almost 7 years ago I got a breast augmentation and in my opinion the implant was too large and almost immediately bottomed out. I wanted to get a revision right away, but surprise! I was pregnant… After nursing and then another pregnancy and nursing again, and then moving to another state, A revision by the same surgeon was really not an option. Dr. Shifrin made it all okay though! I really... more
"Overdue Breast Implant Revision -..."
I had implants some 25+ years ago and they had ruptured. Plus, I also had a lot of scar tissue. I, unfortunately, have a fairly pronounced doctor phobia so I had put this appointment/conversation off for many years. I was skeptical about actually going through with the revision. I just wanted a consult. However, Dr. Christopoulos' approach and confidence won me over. more
"Amazing and Well Worth It Love my..."
The reason why I needed a revision is because my ten years were up. I had saline and had those taken out and silicone implants to replace those!! Way nicer and well worth it. The shape is amazing and my surgeon did an amazing job!! They look stellar. If anyone out there is reaching the ten year point and have saline I highly recommend silicone !! more
"One breast was tightened by scar..."
I've had breast augmentation done before. Unfortunately, within the first 6 years, one breast was tightened by scar tissue, while the other completely lost shape and drooped. My trust was an issue. I felt like a "number" to a surgeon. Give money and deal with the outcome. So, of course I was very scared when told a breast lift and mesh was advised in order for the best outcome. A lift? I... more
"Excellent Surgeon - Hoffman Estates, IL"
I saw Dr. Pelletiere after I developed symmastia following a breast augmentation with a different surgeon. I had done a lot of research online and was impressed with his reviews and his experience repairing the rare complication of symmastia. I was very scared to undergo this repair, as there was no guarantee it would work. He did all he could to make it a successful repair - I am now 10... more
Well Known to Dr Johnson from a wonderful experience. He revised my breast implants, through the nipples, as part of a research study, with my participation, through my nipples. It was a 2 year project!. I was very grateful. I admired his care, expertise, and my beautiful breasts. Encapsulation again was aproblem. Then I was to find that after a car accident, seizure, and other related medical... more
"3 weeks PO. Still not happy or worth..."
I have posted previously in the Tummy tuck & brazilian butt lift areas....as Ive also had these procedures done this past March. I am having a revisition in January and an very seriously considering changing my saline to silicone and going a cup size larger. I also would need a type of a lift on the right side, and also some release of the pocket area on the lower left. I am not unhappy... more
"Outcome Matters to Me. INCOME is..."
From cancer breast reconstruction.Rigt side; Healed with a dent and a rib protruding, "we'll deal with it later" was the only response from Lu. Left side" falling and nipple fading .. again, "we'll deal with it later" ........... and then dismissed me as patient. Is that a piece of crap with no skills ....... yep! more
"Extremely Happy with the Entire..."
I was recommended to Dr. Placik for breast implant exchange and capsulotomy. I had previously had augmentation about 7 years ago (by a different surgeon) and I was no longer satisfied with the results. During consultation Dr. Placik went over every detail; my previous surgery, what I was looking for in my implant exchange, and explained the procedure so that the outcome would be exactly what I... more


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Martin Luther and the Reformation - Submitted by Gena M.
Library List:
Martin Luther: A Man Who Changed the World by Paul L. Maier (elementary)
Martin Luther: Father of the Reformation by Barbara A. Somervill (junior high)
Martin Luther by Sally Stepanek (high school)
Spy for the Night Riders by Dave and Neta Jackson (historical fiction for elem./ junior high)
Kingdom of the Birds by Hilda Demuth-Lutze
Luther (2003, PG-13)
Martin Luther (1953)
A Night of Reformation: Celebrating the Reformation With Family and Friends by Pam Forster - Doorposts
Love to Learn Place - Many ideas for celebrating Reformation Day
TeacherHelp - Numerous links
The Holiday Zone - Printables, art activities, etc.
Church Time Line - History
The Hall of Church History - History, includes info other reformers
Selected Works of Martin Luther
Art activities:
Make a Luther Rose
Stained Glass, Illuminated Letters, Coat of Arms, Lavender Sachets, Parchment Scrolls, Costumes of the period. See The Holiday Zone or Doorpost's A Night of Reformation for ideas.
1. Sing
or play
"A Mighty Fortress is our God" in English (or in German!)
Learn some of Luther's other hymns.
2. Listen to other period music: Chant, German Renaissance music.
3. Listen to more modern German music, like polkas.
4. Learn some German folk songs.
5. Study about German composers such as Bach or Brahms.
Label a map of Germany with the cities which were important in Luther's life: Eisleben, Wittenberg, Worms, Eisenach, and Wartburg Castle.
Foreign Language:
1. Latin-the language used by the Catholic Church. Luther studied
it, wrote the 95 Theses in Latin. Learn some Latin phrases, such as
the Five Pillars of Reformation Faith: 'Sola Scriptura' - By Scripture
Alone, 'Sola Gratia' - By Grace Alone, 'Solo Christo' - By Christ Alone,
'Sola Fide' - By Faith Alone, 'Soli Deo Gloria' - Glory To God Alone.
2. German-the language Martin Luther translated the Bible into. Learn a few German words, such as God (Gott), Church (Kirche), Love (Liebe)
Make a timeline of Luther's life. Here are some dates and events
to include: 1483 (born), 1505 (almost struck by lightning, leaves law
to become a monk), 1508 (begins teaching at University of Wittenberg),
1510 (visits Rome), 1517 (posts 95 Theses), 1521 (Diet of Worms), 1525
(marries Katherine von Bora), 1534 (completes translation of Bible into
German), 1546 (dies).
Definitions: Define the following words: Protestant Reformation, Monk, Nun, Catholic Church, Heresy, Sacraments, Penance, Indulgences, Relics, Purgatory, Diet, Recant, Pilgrimage, Excommunicate.
Writing prompts
Memorization and/or Copywork: "A Mighty Fortress is Our God", Luther's prayers or speeches, the Five Pillars of Reformation Faith, verses from Romans which helped Luther understand true Christian faith in Christ alone (Romans 1:17, 3:23, 3:28, 5:8, 6:23, 10:9-10, 11:6).
The Middle Ages: Do some research on the food, clothes, diseases, government, education, religion, music, art entertainment, knights, explorers, etc. See Medieval Life or World History.
Artists: Study some of the famous artists of the period such as Cranach, Durer, Da Vinci, Michelangelo, Bruegel the Elder and the Younger, Raphael.
Other Protestant Reformers: Study some others such as Martin Bucer, Ulrich Zwingli, John Calvin, William Tyndale, John Wycliffe, John Hus, Phillip Melanchthon, John Knox, The Huguenots, The Anabaptists.
Architecture: Look at St. Peter's Basilica, cathedrals, stained glass windows.
Drama: Act out some scenes such as John Tetzel selling indulgences, Martin Luther climbing the steps of Santa Sanctorum and praying on each one, asking Martin Luther to recant at the Diet of Worms, and the kidnapping of Martin Luther and being taken to Wartburg Castle. Or write a play about Martin Luther's life and perform it at a Reformation Party.
Cooking: Make food from the Medieval period or German food.
Reformation Celebration Party: Hold the party on October 31 to commemorate the day that Martin Luther nailed the 95 Theses to the Wittenberg church door. Find some wonderful ideas from Doorpost's A Night of Reformation and also at Love to Learn Place.

subset: commoncrawl


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In classic medieval fables, knights would travel the kingdom in search of dragons to slay and treasure to take. What a mean thing to do!
HOARD is a game that puts you in control of the real hero of the tales...the DRAGON!
Around you, a new kingdom of humans is threatening to put you out of your hoard and take what you have. The only way to maintain your quality of life is to make sure that kingdom doesn't succeed!
If you can steal enough gold from the kingdom, the people will be bound to pack up shop and find some easier place to settle. Attack their wagons! Raid their food carts! Burn down houses! Make them think twice about ever waking you from your peaceful, centuries-long slumber!
Of course, burning everything in sight doesn't get you as much gold as you'd like. Really, you need to let those towns and crops grow just enough to crank out out some real treasure. Then take it!
And if you get lonely, capture a fair maiden and bring her back to your hoard for conversation. Kings will pay good gold to get them back. Just watch out for those pesky knights!
Official URL
Official Site (US)
Recent threads
Agatsuma Soubi and 2 others own Hoard
jessestron played Hoard
PlayStation Plus in September adds Velocity 2X for PS4, All-Stars Battle Royal for PS3
Another month, another selection of delectable PlayStation Plus titles being added to each... posted Aug 27, 14 12:15pm
- Genre: Action/Adventure (PS3)
- Theme(s): Medieval
- Perspective(s): Third Person
- Developer: Big Splash Games
- Publisher: Big John Games
Released North America Nov 2, 2010


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Thursday Oct 10 16:30
on Four
Alonzo King, Founder and Artistic Director
29 OpenCoSF fans added this band.+ Add Band
The Arts
Alonzo King LINES Ballet is located at Seventh & Market in the historic Odd Fellows building. It is less than a block from the Civic Center/UN Plaza BART and MUNI station and the many Market Street bus lines. When arriving at the building, take the elevator to the third floor. The The event will be held in Studio 5.


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The New School >
Eugene Lang College > Academics > Advising > Seniors
Supporting Lang
Contact Admission
Dear Seniors,Congratulations on having reached this milestone in your education! The senior year is a culmination of your undergraduate education, though also the transition into a professional career, a graduate education, or a volunteer program. It represents a time to use prior knowledge to investigate academic and/or career fields in more depth. We encourage you to reflect on your learning experiences at Lang and the interests suggested by these experiences for life after graduation.
As most of you already know, we have an academic advisor designated for each undergraduate class; and I am the designated advisor for seniors. I invite you to schedule an appointment with me sometime to review your academic progress, discuss options for the senior experience requirement, or explore opportunities after graduation. I can provide you with assistance and/or referrals to ensure your senior year is both productive and memorable.
We welcome any suggestions about resources and services that would be most helpful for you, which could range from practical advice on apartment searching and student loan repayments, to graduate school programs and employment searches, to more reflective conversations about your education. We have compiled some information for you on this homepage, which should be useful during your senior year. If I can answer any questions or resolve any problems, please don't hesitate to contact me.
Jemima Gedeon, Senior Class Advisor64 West 11th Street, room 106212.229.5100 firstname.lastname@example.com


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BEAUMONT, Cumberland
"BEAUMONT, a parish in the ward and county of Cumberland 4 miles to the N.W. of Carlisle. It is situated on the banks of the river Eden. The Carlisle canal, admitting vessels of sixty tons burden, passes through the parish. The great Roman wall, too, crossed it. Bricks and tiles are made here. The living is a rectory* united with that of Kirk-Andrew's-upon-Eden, in the diocese of Carlisle."
[Description(s) from The National Gazetteer of Great Britain and Ireland (1868)
Transcribed by Colin Hinson ©2003]
- The transcription of the section for Beaumont from the National Gazetteer (1868) provided by Colin Hinson.


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Kenny Dalglish insists progress has been made at all levels of the club over the last year.
The Reds won their first trophy since 2006 in February, and have a great chance of securing another if they beat Everton in next month's FA Cup semi-final at Wembley.
And while league results haven't gone as planned of late, Dalglish is adamant that the club is moving forward in a number of ways.
He said: "It depends how people view success. I view success as the club moving forward, and that's what we're doing. We've moved forward in lots of ways.
"Maybe at times it isn't always apparent, but on the pitch the club is moving forward, in and around Melwood it's moved forward, off the pitch it's moved forward, the Academy has moved forward.
"We just need to get our league results in better order and it'll be a happier story.
"We want to compete equally in every competition we're in. We've done tremendously well in the cups and we've got to recreate it in the league.
"It's not been that way this season. There have been a lot of fantastic performances but we've not got the results.
"The players are as disappointed as anyone else when we lose a game but we'll keep doing what we do day in, day out in training. At some stage I'm sure it's going to come right.
"We'll keep going the way we believe in.
"We certainly have made progress over the year, in lots of areas - not just the first team."
Asked by reporters whether he agreed with Gerard Houllier's pronouncement this week that winning the league was an 'obsession' for a club like Liverpool, Dalglish replied: "I don't know how you define the word 'obsession'.
"It would be fantastic for Liverpool Football Club to win the league. We've won plenty in the past. It's been a while since the last one, and it's an ambition for everyone who supports Liverpool to see them win the league title.
"But, at the end of the day, there are a lot of other games to play other than league matches, and we want to compete in every game we play in.
"I'm not obsessed with anything other than the next game."
Dalglish and his squad have enjoyed a clear week following a hectic period of fixtures, and the boss thinks it has been beneficial ahead of Sunday's visit to St James' Park.
"The strength of a squad is the way it handles suspensions and injuries and loss of form," he said. "We've got a very strong squad that has been stretched, but there are a lot of other people in a similar position, whose squads have also been stretched.
"We were stretched at the weekend. A lot of them had three games in six days but the clear week we have gives everyone a chance to get rid of any bumps and bruises they have.
"And it gives the other boys a chance to get fit. The week has been productive for us in that sense."
Tagged: dalglish , kenny , kenny dalglish , newcastle
Submit your views in the box below. Alternatively, you can debate these issues with fellow fans on our Message Boards or blog about them on The Kop
The views expressed here are not those of Liverpool Football Club (read more)


text:
Eating Out
restaurant suggestions near Barclay Center
Going to the Leonard Cohen concert next Thursday at Barclay Center and would like some suggestions for a good meal beforehand.
Talk is closed, but that doesn't mean the conversations have to stop!
Check out this post for a more thorough explanation, and jump onto our Facebook page or our Twitter feed to keep the conversations going!


text:
Register now for free, or sign in with any of these services:
Alabama won all the games they were supposed to, unlike the rest of the teams below them.
Oregonians should start a "Yards Per Game Index National Championship" so you can win something for gaudy statistics every year. Oregon is like the guy who gets all of his home runs when the team is up or down by 10 runs. The highlights look pretty, but they never come through when it's on the line.
Oregon is head and shoulders above all of the other 1 loss team. Nobody wants to see any of the other teams play LSU. There is no chance of.... Oh crap, this is an old script...
Another Portland commie waisting our time and money.
how much tax money was spent on this?
Is tax dollars being used for this?
This is what happens when you keep voting for liberals.


text:
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Clinical Nephrology, Volume 79 (2013) - April (302 - 312)
Henoch-Schönlein purpura-like presentation in IgA-dominant Staphylococcus infectionassociated glomerulonephritis – a diagnostic pitfall
1 Department of Pathology, Ohio State University Medical Center, Columbus, 2 Department of Dermatology, Cleveland Clinic, Cleveland, 3 Department of Internal Medicine; Division of Nephrology, 4 Department of Internal Medicine, Division of Dermatology, Ohio State University Medical Center, Columbus, OH, 5 Southern Ohio Nephrology, Portsmouth, OH, USA
AbstractBackground: In children and adults, Henoch-Schönlein purpura (HSP) has a characteristic clinical presentation that includes a purpuric lower extremity skin rash, IgA-dominant glomerulonephritis, and abdominal and joint pain. A similar clinical presentation can be seen in adults who have a systemic infection with methicillin-resistant Staphylococcus aureus. It is critically important to distinguish the IgAdominant glomerulonephritis of HSP from the IgA-dominant glomerulonephritis of staphylococcal infection, because HSP may need to be treated with corticosteroids and immunosuppressives, while Staphylococcus infection-associated glomerulonephritis requires antibiotics. Design: We searched our renal biopsy database for cases of Staphylococcus infection-associated IgA-dominant glomerulonephritis, to identify those with an HSP-like presentation. Their clinical, laboratory, and biopsy findings are reviewed. Results: Between 2004 and 2011, we identified 37 patients with culture-proven Staphylococcus infection-associated glomerulonephritis. Of these, 8 (22%) had an HSP-like presentation manifested by lower extremity purpuric skin rash. Mesangial IgA and C3 deposits were consistent findings on kidney biopsy. Crescents were uncommon. Four of the 8 patients received glucocorticoid (steroid) therapy for a presumed diagnosis of HSP. Renal function worsened in 3 patients, and 1 patient ultimately improved but developed sepsis during the course. Overall, renal outcome was poor in 71% of the cases despite mild chronic renal injury in the biopsy. Conclusion: In adult patients with an HSPlike presentation, a high index of suspicion for underlying Staphylococcal infection is warranted. Blood cultures are frequently negative. Cultures from the site of infection should be performed. Steroid treatment did not improve outcomes. Renal outcomes were frequently poor.
Author Details
- Anjali A. Satoskar1
- Matthew Molenda2
- Patrice Scipio3
- Rosemary Shim3
- Matthew Zirwas4
- Reena S. Variath5
- Sergey V. Brodsky1
- Gyongyi M. Nadasdy1
- Lee Hebert3
- Brad Rovin3
- Tibor Nadasdy1
- 1 Department of Pathology, Ohio State University Medical Center, Columbus,
- 2 Department of Dermatology, Cleveland Clinic, Cleveland,
- 3 Department of Internal Medicine; Division of Nephrology,
- 4 Department of Internal Medicine, Division of Dermatology, Ohio State University Medical Center, Columbus, OH,
- 5 Southern Ohio Nephrology, Portsmouth, OH, USA
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text: Prev | Next Purchase this photo Sholten Singer/The Herald-Dispatch A runner sprints off the starting line of the Color Run 5K on Saturday, Aug. 31, 2013, in downtown Huntington. Gallery: Color Run 5K in downtown Huntington Aug. 31, 2013 @ 11:34 AM Sholten Singer Downtown Huntington welcomes the Color Run 5K on Saturday, Aug. 31, 2013. ()


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Tennessee Tech University special education major Rebecca Bell will spend four months working for Metro World Child on a co-op, or cooperative education, assignment.
Bell, of Collierville, will work with the faith-based, humanitarian organization that is dedicated to serving inner city children in New York City.
"Co-op experience gives TTU students an edge as they get ready to start their careers, especially in a tough job market," said Don Foster, associate director of Career Services. "The experiential education program can help students develop skills and better discover what they want to do when they enter the workforce after graduation."
Students from all academic disciplines are eligible for the TTU co-op program, which is coordinated by the Office of Career Services. The office works regularly with hundreds of employers across the Southeast including business, industry, non-profit and government agencies to fit students' career interests.
Tennessee Tech University, with an enrollment of approximately 11,400 students, has been selected as one of the nation's 50 "Best Value" public colleges and universities and "Best Southeastern College" by The Princeton Review.
Bell, daughter of Harold and Michele Bell, graduated from Collierville High School in 2011. She is a junior at TTU.


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Computer Science (CS)
Computer Science
105 Computer Ethics and Society (1:1:0)Prerequisite: 12 credits of undergraduate course work. Intensive introduction to legal, social, and ethical issues surrounding software development and computer use. Stresses professional conduct, social responsibility, and rigorous standards for software testing and reliability. Examines issues such as liability, ownership of information, privacy, security, and crime. Students read, write, discuss, and present reports on these topics.
112 Computer Science I (4:3:2) Prerequisites: thorough understanding of high school algebra and trigonometry, and successful completion of math placement test offered through the Testing Center; or a grade of C or better in MATH 105. Introduction to computer science for majors and others with serious interest in computer science. Topics include overview of computer system hardware and organization, problem-solving methods and algorithm development, program structures, abstract data types, simple data and file structures, introduction to analysis of algorithmic complexity and program correctness, and applications development in a high-level programming language that supports modular design.
211 Computer Science II (3:3:0) Prerequisite: grade of C or better in CS 112. Continuation of CS 112. Topics include abstract data types and data structures (sets, files, strings, linked lists, stacks, queues, trees, graphs) and examples of their applications. Emphasis on program development continues and is reinforced through several larger programming projects. Additional programming language instruction supplements major topics.
261 Introduction to a Second Language (1:1:0) Prerequisite: grade of C or better in CS 211. Not available for CS major credit. Advanced programming, using the Java programming language. Other languages may be offered at times.
265 Assembly Language Programming (3:3:0) Prerequisite: grade of C or better in CS 211; corequisite: CS 105. Symbolic assembly language and computer structures; arithmetic and logical operations; machine representations of numbers, characters, and instructions; input-output and data conversions; addressing techniques; assembler directives; subroutine linkage; and macroprocessing.
305 Ethics and Law for the Computing Professional (3:3:0) Prerequisite: CS 105 or IT 103; junior standing (at least 60 credits). Practical course to assist students in becoming effective computer professionals by examining the challenging legal and ethical issues surrounding computer technology and its use, and building foundation to deal with those challenges. Applies philosophical bases for ethical decision-making to modern concerns raised by computers and technology. Addresses topics covered by CS 105 in a more intensive manner, and focuses on emerging legal and ethical issues involved in e-commerce and the widespread use of Internet.
306 Synthesis of Ethics and Law for the Computing Professional (3:3:0) Prerequisites: CS 105 or IT 103; junior standing; completion or concurrent enrollment in all required general education courses. For course description, see CS 305. Computer science majors may use this course to satisfy the general education synthesis requirement, as long as they have not previously taken CS 305 for credit.
310 Computer Science III (3:3:0) Prerequisite: grade of C or better in CS 211. Tools and techniques required to develop moderate to large programs. Topics include continued study of object-oriented techniques, data structures, recursion, and problem-solving skills. Students complete several moderate-size programs.
330 Formal Methods and Models (3:3:0) Prerequisites: grade of C or better in CS 211 and MATH 125. Abstract concepts that underlie much advanced work in computer science, with major emphasis on formal languages, models of computation, logic, and proof strategies.
332 Object-Oriented Specification and Implementation (3:3:0) Prerequisite: grade of C or better in CS 310. Concentration on the transition from an abstract data type (ADT) specification to its implementation. Covers symbolic logic for reasoning about programs, axiomatic and algebraic methods for ADT specification, and introduction to goal-directed programming. Term project involves the design and construction of a program incorporating several ADTs.
363 Comparative Programming Languages (3:3:0) Prerequisite: grade of C or better in CS 365. Key programming mechanisms described independently of particular machines or languages including control, binding, procedural abstraction, and types. Systematically surveys diverse high-level language capabilities.
365 Computer Systems Architecture (3:3:0) Prerequisites: grade of C or better in ECE 303. Computer hardware organization, software structure, and data organization. Students complete term project that simulates one computer system on another.
367 Computer Systems and Programming (3:3:0) Prerequisite: grade of C or better in either ECE 303 or 445. Uses bottom-up approach to teach how high-level language control and data structures are represented at the machine level. Introduces systems programming.
391 Advanced Programming Lab (1:0:1) Corequisite: grade of C or better in CS 310 and permission of instructor. Programming-intensive lab course. Students refine problem-solving and programming skills while gaining experience in teamwork. Focuses on data structures, recursion, backtracking, dynamic programming, and debugging. Central focus is application of familiar and new algorithms and data structures to novel circumstances.
421 Introduction to Software Engineering (3:3:0) Prerequisites: grade of C or better in CS 310 (or both CS 211 and SYST 301) and ENGL 302. Techniques in software design and development. Discusses formal models of structured programming, software engineering methods and tools, functional or object-oriented design, and documentation. Working in teams, students organize, manage, and develop software engineering project.
440 Language Processors and Programming Environments (3:3:0) Prerequisites: grade of C or better in CS 310, 330 and 365. Survey of basic programming language processors and software development tools such as assemblers, interpreters, and compilers. Topics include design and construction of language processors, formal syntactic definition methods, parsing techniques, and code generation techniques.
450 Database Concepts (3:3:0) Prerequisite: grade of C or better in CS 310 and 330. Data models and data sub-languages for the relational, hierarchical, and network approaches to database management systems. Covers normal forms, external models, implementation, data independence, alternative logical views of data, and object-oriented design. Various approaches are compared.
451 Computer Graphics and Software Design (3:3:0) Prerequisites: grade of C or better in MATH 203, and CS 310 and 365. Basic graphics principles and programming. Topics include graphics hardware, graphical user interfaces, scan conversion, transformations, viewing, hidden surface removal, illumination, and graphics software design and techniques.
455 Computer Networking Systems (3:3:0) Prerequisites: grade of C or better in CS 310 and 365, and STAT 344. Data communications and networking protocols, with study organized to follow the layers of the Internet Protocol Suite (the TCP/IP family of protocols) Topics include role of various media and software components, local and wide area network protocols, network performance, and emerging advanced commercial technologies.
471 Operating Systems (3:3:0) Prerequisites: grade of C or better in CS 310 and 365. Issues in multiprogramming. Covers concurrent processes and synchronization mechanisms, processor scheduling, memory management, file management, I/O management, deadlock management, performance of operating systems, and projects dealing with synchronization in a multiprogrammed OS and with virtual memory management. f,s
475 Concurrent and Distributed Systems (3:3:0) Prerequisite: grade of C or better in CS 471 or permission of instructor. Practical issues in designing and implementing concurrent and distributed software. Topics include concurrent programming, synchronization, multithreading, local and wide-area network protocols, distributed computation, systems integration, and techniques for expressing coarse-grained parallelism at the application level. Projects involve network programming at the application level.
480 Introduction to Artificial Intelligence (3:3:0) Prerequisites: grade of C or better in CS 310 and 330. Principles and methods for knowledge representation, reasoning, learning, problem solving, planning, heuristic search, and natural language processing and their application to building intelligent systems in a variety of domains. LISP, PROLOG, or an expert system programming language is used. f,s
482 Computer Vision(3:3:0) Prerequisite: grade of C or better in MATH 203, STAT 344, and CS 310. Basic principles of visual perception and their implementation on computer systems. Topics include early visual processing, edge detection, segmentation, intrinsic images, image modeling, representation of visual knowledge, and image understanding. Students complete projects involving real images.
483 Data Structures and Analysis of Algorithms (3:3:0) Prerequisites: grade of C or better in CS 310 and 330, and MATH 114. Analyzes computational resources required for important problem types by alternative algorithms and their associated data structures, using mathematically rigorous techniques. Specific algorithms analyzed and improved. f,s
490 Design Exhibition (3:3:0) Prerequisites: grade of C or better in CS 421, 483; two other CS 400-level courses; and senior standing. Capstone course focusing on design and successful implementation of a major software project, encompassing a broad spectrum of knowledge and skills, developed by team of students. Final exhibition to faculty/industry panel required. f,s
498 Independent Study in Computer Science (1-3:0:0) Prerequisites: 60 credits, major in computer science, and permission of instructor. Research and analysis of selected problems or topics in computer science. Topic must be arranged with an instructor and approved by department chair before registering. May be repeated for a maximum of 6 credits if topics are substantially different.
499 Special Topics in Computer Science (3:3:0) Prerequisites: 60 credits and permission of instructor; specific prerequisites vary with nature of topic. Topics of special interest to undergraduates. May be repeated for a maximum of 6 credits if topics are substantially different.
540 Language Processors (3:3:0) Prerequisites: MATH 125; CS 265, 310, and 330. Basic programming language processors such as assemblers, interpreters, and compilers. Topics include design and construction of language processors, formal syntactic definition methods, parsing techniques, and code generation techniques. Lab includes construction of language processors, and experience with programming environments.
571 Operating Systems (3:3:0) Prerequisites: CS 310 and 365. Models of operating systems. Major functions including processes, memory management, I/O, interprocess communication, files, directories, shells, distributed systems, performance, and user interface.
580 Introduction to Artificial Intelligence (3:3:0) Prerequisites: CS 310 and 330. Principles and methods for knowledge representation, reasoning, learning, problem solving, planning, heuristic search, and natural language processing and their application to building intelligent systems in a variety of domains. Uses LISP, PROLOG, or an expert system programming language.
583 Analysis of Algorithms (3:3:0) Prerequisites: CS 310 and 330, and MATH 125. Topics include the analysis of sequential and parallel algorithmic strategies (such as greedy methods, divide and conquer strategies, dynamic programming, search and traversal techniques, approximation algorithms), analysis of specific algorithms falling into these classes, NP-Hard and NP-Complete problems.
631 Object-Oriented Design Patterns (3:3:0) Prerequisite: SWE 619 or 620, or CS 540 or 571, or graduate course in object-oriented programming or equivalent. Principles of object-oriented design through design patterns. Studies selection of appropriate object-oriented structure after system requirements or requirements specification of software system have been developed. Design patterns are created in the logic view of the software system. Studies generalized design solutions for generalized software design problems, and reuse of design patterns. Once developed, design patterns may be specified in any object-oriented language.
635 Foundations of Parallel Computation (3:3:0) Prerequisites: CS 583 and 540 or 571, or equivalent. Survey of the field of parallel computation. Three major parallel computing paradigms (MIMD computation, SIMD computation, and data flow computation) are covered. Emphasizes interfaces between algorithm design and implementation, architecture, and software. Parallel algorithms and parallel programming languages examined relative to architecture of particular parallel computers.
640 Advanced Compilers (3:3:0) Prerequisites: CS 540 and 583 or equivalent. Examines advanced compiler techniques such as code optimizations for sequential and parallel machines; compilers for logical, functional, or object oriented languages; and other topics in current literature.
650 Database Engineering (3:3:0) Prerequisites: CS 540, 583, and 571. Data models for network, hierarchical, object-oriented, and relational management information systems. Covers development (including internal structures) of a database system.
652 Computer Graphics (3:3:0) Prerequisite: CS 583. Graphics principles and programming. Topics include graphics hardware, antialiasing, transformations, viewing, illumination, blending, texture mapping, color models, curves, surfaces, and animation.
656 Computer Communications and Networking (3:3:0) Prerequisites: CS 571 and STAT 344 or equivalent. Techniques and systems for communication of data between computational devices and layers of Internet Protocol Suite. Topics include the role of various media and software components, local and wide area network protocols, network design, performance and cost considerations, and emerging advanced commercial technologies. Emphasizes TCP/IP family of protocols.
667/IT 667 Biometrics (3:3:0) Prerequisites: CS580 or permission of the instructor. Basic principles and methods for automatic authentication of individuals. Technologies include face, fingerprint and iris recognition, and speaker verification. Additional topics cover multimodal biometrics, system design, performance evaluation, and privacy issues. Term project required.
668 Computer Architecture Systems (3:3:0) Prerequisite: CS 571 or 540 or equivalent. Examines principles and practices relating computer architecture to programming execution and efficiency. Presents new approach that stresses performance and cost of architecture. Examines principles of compiler and OS implications, instructions sets, basic processors, pipelines, and memory-hierarchy. Topics may include RISC machines, cache memories, register usage, VAX architecture, and vector machines.
671 Advanced Operating Systems (3:3:0) Prerequisite: CS 571 or permission of instructor. Advanced topics in design and implementation of microkernel-based, object-oriented, and distributed operating systems. Specific topics include support for interprocess communication, interaction between computer architecture and operating systems, distributed file systems, transactions, and distributed shared memory.
672 Computer System Performance Evaluation (3:3:0) Prerequisites: CS 571 and MATH 351 or permission of instructor. Theory and practice of analytical models of computer systems. Topics include queuing networks, single and multiple class mean-value analysis, models of centralized and client-server systems, software performance engineering, and web servers performance.
673 Multimedia Computing and Systems (3:3:0) Prerequisite: CS 571. Focuses on technological and development environments in developing multimedia applications. Projects involve experience with multimedia authoring tools and simulations to assess performance.
680 Natural Language Processing (3:3:0) Prerequisites: CS 540 and 580. Explores principles of designing computer programs that respond appropriately to questions, commands, and statements expressed in human language, particularly English. Role of knowledge representation and linguistic theory. Students become familiar with current literature to implement a limited natural language processor.
681 Designing Expert Systems (3:3:0) Prerequisite: CS 580. Design, construction, and evaluation of software systems that solve problems generally deemed to require human expertise. Focuses on study and use of relevant languages, environments, mathematics, and logic. Case studies of successful systems. Programming projects include development of tools or small-scale systems.
682 Computer Vision (3:3:0) Prerequisite: CS 580 and 583. Study of computational models of visual perception and their implementation in computer systems. Topics include early visual processing, edge detection, segmentation, intrinsic images, image modeling, representation of visual knowledge, and image understanding.
683 Parallel Algorithms (3:3:0) Prerequisite: CS 583; CS 635 recommended. Examines design and analysis of parallel algorithms. Material focuses on algorithms for both theoretical and practical models of parallel computation. Considers algorithm design and analysis for PRAM and existing SIMD and MIMD type architectures. Topics include sorting, graph algorithms, numerical algorithms, and computational complexity.
684 Graph Algorithms (3:3:0) Prerequisite: CS 583. Data structures and analytical techniques for the study of graph algorithms. Data structures include disjoint sets, heaps, and dynamic trees. Algorithms include minimum spanning trees, shortest path, maximum flow, and graph planarity.
685/ECE 651/SYST 672 Intelligent Systems for Robots (3:3:0)Prerequisite: CS 580; or ECE 650; or SYST 611 or 555; or equivalent. Review of developments in intelligent autonomous systems. Studies applications of artificial intelligence, computer vision, and machine learning to robotics. Topics include analysis and design of algorithms and architectures for planning, navigation, sensory data understanding, sensor fusion, spatial reasoning, motion control, knowledge acquisition, learning of concepts and procedures, self-organization, and adaptation to the environment.
686 Image Processing and Applications (3:3:0) Prerequisites: CS 583 and either STAT 344 or MATH 351, or equivalent. Concepts and techniques used in image processing. Discusses methods for image capture, transformation, enhancement, restoration, and encoding. Students complete projects involving naturally occurring images.
687 Advanced Artificial Intelligence (3:3:0) Prerequisite: CS 580. Explores foundational issues of artificial intelligence, such as the roles of knowledge and search, formalization of knowledge and inference, and symbolic versus emergent approaches to intelligence. Studies advanced programming techniques for artificial intelligence and their relationship to foundational issues and most important application areas for artificial intelligence. Major programming project required.
688 Neural Network Principles (3:3:0) Prerequisite: CS 580 or equivalent. Study of neural network models, algorithms, and applications. Introduces several connectionist and biologically based models, and discusses their capabilities and limitations. Presents variety of application areas. Network simulation project is required.
697 Independent Reading and Research (1-3:0:0)Prerequisites: graduate standing, completion of at least two core courses (CS 540, 571, 580, 583), and permission of instructor. In areas of importance but insufficient demand to justify a regular course, students may undertake a course of study under supervision of consenting faculty member. Students usually submit written statement of course content, and tentative reading list as part of request for approval. Literature review, project report, or other written product usually required.
699 Advanced Topics in Computer Science (3:3:0) Prerequisites: completion of two core courses and permission of instructor. Special topics in computer science not occurring in regular computer science sequence. May be repeated for credit when subject distinctly different.
700 Quantitative Methods and Experimental Design in Computer Science (3:0:0) Prerequisites: STAT 344, at least two 600 level courses in computer science, and doctoral status. Integrated treatment to models and practices of experimental computer science. Topics include scientific methods applied to computing, workload characterization, forecasting of performance and quality metrics of systems, uses of analytic and simulation models, design of experiments, interpretation and presentation of experimental results, hypothesis testing, and statistical analyses of data. Involves one or more large-scale projects.
706 Concurrent Software Systems (3:3:0) Prerequisites: CS 571 and SWE 621 or 631 or equivalent. Study of issues related to development of concurrent software systems. Topics include concurrent programming languages and constructs; and specification, design, verification, and validation of concurrent programs. Students required to solve concurrent programming problems and check their solutions by using verification, testing, and debugging tools.
707 Distributed Software Systems (3:3:0) Prerequisite: CS 706 or permission of instructor. Issues in design and implementation of distributed applications. Topics include distributed programming using sockets as well as higher-level technologies such as remote procedure calls and distributed object middleware technologies including Java RMI, CORBA, and DCOM.
735 Concurrency (3:3:0) Prerequisite: CS 635, 706, or equivalent. Study of techniques and tools for specifying and verifying concurrent and distributed programs. Topics may include model checking, temporal logic, process algebra, and test generation. Automated verification tools used to specify and verify concurrent programs.
750/IT 750 Theory and Applications of Data Mining (3:3:0) Prerequisite: CS 450 and 580 or permission of the instructor. Concepts and techniques in data mining and their multidisciplinary applications. Topics include databases; data cleaning and transformation; concept description; association and correlation rules; data classification and predictive modeling; performance analysis and scalability; data mining in advanced database systems, including text, audio, and images; and emerging themes and future challenges. Term project and topical review required.
752 Interactive Graphics Software (3:3:0) Prerequisite: CS 652. Advanced graphics methods and tools. Topics include visualization, modeling, rendering, animation, simulation, virtual reality, graphics software tools, and current research topics.
755 Advanced Computer Networks (3:3:0) Prerequisite: CS 656. Current and emerging issues in advanced computer networks and applications. Topics include software systems associated with packet and cell-switched networking architectures and protocols, high-performance LANs, scheduling and congestion control, mobile networking, multimedia applications, and next generation of Internet.
756 Performance Analysis of Computer Networks (3:3:0) Prerequisite: CS 656 or equivalent. Analytical and simulation techniques for modeling and analysis of computer networks. Examines elementary queuing analysis; networks of queues; routing and flow controls; and applications to local and wide area networks, Internet, and emerging networking technologies.
773 Real-Time Systems Design and Development (3:3:0) Prerequisite: CS 656 or 671. Real-time systems and principles supporting design and implementation. Emphasis on fundamental results from real-time scheduling theory, and relevance to computer system design. Topics include system design issues for real-time applications involving communication networks, operating systems, databases, and multimedia.
775/ECE 749/IT 844 Pattern Recognition (3:3:0) Covers statistical pattern recognition, neural network, and statistical learning theory approaches. Topics include decision theory and BayesÕ theorem, density (parametric and nonparametric) estimation, linear and nonlinear discriminant analysis, SVM and kernel methods, SRM and model selection, performance evaluation, mixture of experts (AdaBoost), dimensionality reduction, feature selection and extraction, and clustering. Experimental design, applications, and performance evaluation emphasized.
777 Human-Computer Intelligent Interaction (3:3:0) Prerequisites: CS 580 and 652 or 682, or permission of the instructor. Current and emerging issues in human-computer intelligent interaction and human-centered systems and their applications. Topics include video processing, visualization, virtual environments, adaptation and tutoring, image and scene modeling, analysis and synthesis, face and gesture recognition, speech and natural language processing. Term project and topical review required.
780/IT 835 Computational Vision (3:3:0) Prerequisites: CS 682, 686, or permission of instructor. Study of recent advances in development of machine vision algorithms and knowledge-based vision systems. Topics include scalespace; Gabor and wavelet processing; distributed and hierarchical processing using neural networks; motion analysis; active, functional, and selective perception; object and target recognition; expert systems; data fusion; and machine learning. Emphasis on system integration in terms of perception, control, action, and adaptation. Presents applications to robotics, intelligent highways, inspection, forensic, and data compression.
782 Machine Learning (3:3:0) Prerequisite: CS 681, 687, or 688; or permission of instructor. Surveys machine learning concerning development of intelligent adaptive systems that are able to improve through learning from input data or from their own problem-solving experience. Topics provide broad coverage of developments in machine learning, including basic learning strategies and multistrategy learning.
785 Knowledge Acquisition and Problem Solving (3:3:0) Prerequisite: CS 680, 681, or 687; or permission of instructor. Principles and major methods of basic stages of knowledge acquisition (systematic elicitation of expert knowledge, knowledge base refinement, and knowledge base optimization) in the context of general problem-solving methods. Case studies of successful knowledge acquisition and problem solving systems. Projects include development or application of knowledge acquisition tools for knowledge-based systems.
798 Project Seminar (3:3:0) Prerequisite: 18 credits applicable toward MS in computer science. MasterÕs degree candidates undertake a project using the knowledge gained in the MS program. Topics chosen in consultation with advisor. Meets project or thesis requirement for the MS in computer science.
799 Thesis (3-6:0:0)Prerequisite: 18 credits applicable toward MS in computer science. Original or expository work evaluated by a committee of three faculty members.
803, 804 Doctoral Tutorial in Information Technology (3:3:0) Individualized intensive study of information technology. May be repeated as needed.
809/IT 809 Scaling Technologies for E-business (3:3:0) Prerequisites: at least one operating system and one networking course, and admission to an IT&E doctoral program. Discusses, from a quantitative point of view, characteristics of the most important technologies used to support the implementation of e-business sites. Includes topics such as hardware and software architectures of e-business sites, authentication, payment services, understanding customer behavior, workload characterization, scalability analysis, and performance prediction. Term paper and project required.
811/IT 811 Principles of Machine Learning and Inference (3:3:0) Prerequisite: CS 580, 681, or permission of instructor.Presents unifying principles that underlie diverse methods, paradigms, and approaches to machine earning and inference. Reviews the most known learning and inference systems, discusses strengths and limitations, and suggests most appropriate areas of their application. Hands-on experience by experimenting with state-of-the-art learning and inference systems, and working on projects tailored to research interests.
812/IT 812 Advanced Topics in Natural Language Processing (3:3:0) Prerequisite: CS 680. Advanced treatment of topics in syntax, semantics, and generation of linguistic output. Implementation and applications also discussed.
815/IT 815 Parallel Computation (3:3:0) Prerequisite: CS 635 or IT 816, or CSI 801. Topics illustrating some of the contemporary thinking on architectures, application, development environments, algorithms, operating system related issues, language requirements, and performance for parallel computation.
816/IT 816 Parallel Architectures, Algorithms, and Applications (3:3:0) Prerequisites: CS 583 and computer architecture course. Familiarization for students in area of parallel architectures, algorithms, and parallel computers. Discusses various algorithms and their applicability to certain architectures. Compares parallel algorithms with certain tools, and explores applications to artificial intelligence, image processing, and database machines.
817/IT 817 Neural Networks (3:3:0) Prerequisite: CS 688 or permission of instructor. Studies adaptive and competitive principles using distributed and parallel computation. Topics include background from statistics, control, adaptive signal processing, and neurosciences. Basic models, such as those suggested by Grossberg, Hopfield, and Kohonen, discussed in terms of analytical characteristics and applications. Neural networks assessed as universal approximators. Connections to fuzzy approach established through the Radial Basis Function approach. Presents applications to perception, knowledge-based systems, and robotics.
818/IT 818 Topics in High Performance Computer Systems (Scalable E-business Site Technologies and Models) (3:3:0) Studies technologies and architectures used to support e-business sites: multitier software and hardware architectures, security protocols, and payment protocols. Performance metrics for e-business. Performance impacts of e-business technologies. Performance models of e-commerce technologies. Workload characterization for e-business.
840/CS 685/ECE 750/SYST 672/IT 840 Intelligent Systems for Robots (3:3:0) Prerequisite: SYST 555, 611; ECE 650; CS 580; or equivalent. Reviews recent developments in intelligent autonomous systems. Studies applications of artificial intelligence, control theory, operations research, decision sciences, computer vision, and machine learning to robotics as well as correspondences between various fields. Topics include analysis and design of methods, and algorithms and architecture for planning, navigation, sensory data understanding, visual inspection, spatial reasoning, motion control, learning, self-organization, and adaptation to the environment.
852/IT 852 Graphical Real-Time Simulation (3:3:0) Prerequisite: CS 652 or IT 875. Current research in advanced computer graphics, and its applications in realistic real-time simulations. Topics include physically based modeling, real-time simulation, distributed interactive simulation (DIS), network virtual environments (NVE), and virtual reality (VR)
858/IT 858 Logic Models in Artificial Intelligence (3:3:0) Prerequisite: CS 580. Examines relevance of logic theory to artificial intelligence. Familiarizes students with variety of formal logics used in artificial intelligence, as well as ongoing research in new logics. Topics include first-order predicate calculus, resolution and non-resolution theorem proving, nonmonotonic logic, assumption-based reasoning, relationship between symbolic and quantitative theories of uncertainty, temporal logics, and their application to planning and metareasoning.
910/IT 910 Advanced Topics in Artificial Intelligence (3:3:0) Prerequisite: graduate course in artificial intelligence. Special topics in artificial intelligence not occurring in regular computer science sequence. Requires substantial student participation. Subject matter may include continuation of existing 600- or 700-level courses in artificial intelligence or other topics. May be repeated for credit when subject matter differs.
915/IT 915 Advanced Topics in Parallel Computation (3:3:0) Prerequisite: CS 815. Discussion of current research topics in parallel computation. Topics vary according to student and faculty interest. Possible topics include formal models of concurrency, specification and design of parallel programming languages, logic programming in a parallel environment, and parallel distributed processing (neural networks).
990/IT990 Dissertation Topic Presentation (1:0:0) Prerequisite: completion of all course requirements for PhD in IT, or permission of instructor. Opportunity for PhD students to present their research proposal for critique to interested faculty and students. Covers presentation of research topic for PhD in information technology; required of all PhD students. Students complete dissertation research proposal. May be repeated with a change in topic, although degree credit is given once.
998 Doctoral Dissertation Proposal (1-12:0:0) Work on a research proposal that forms basis for doctoral dissertation. May be repeated as needed. No more than 24 credits of CS 998 and 999 may be applied to doctoral degree requirements.
999 Doctoral Dissertation (1-12:0:0) Formal record of commitment to doctoral dissertation research under direction of faculty member in computer science. May be repeated as needed. No more than 24 credits of CS 998 and 999 may be applied to doctoral degree requirements.


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So much has already happened on 24 this season, I couldn't even possibly begin to describe it. Palmer… Michelle… Chloe saving the day… Rudy helping out CTU… Jack dating girls he's too good for… evil terrorists doing evil terrorist-y things. The folks over at TV Gasm are all over it.
Part 1: Relax, He's Really Good At This
Part 2: So… Does This Mean No Curb Side Check In?
God I love this show.


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Who is RIM CEO Thorsten Heins, anyway?
Mon, 01/23/2012 - 8:55am
After long years of troubled management for BlackBerry-maker RIM, the company's two co-founder CEOs stepped aside to see what some fresh blood could do to revive the ailing smartphone brand. Yet for those outside the company, Thorsten Heins (pronounced TORE-sten) is a veritable man of mystery.
That's about to change, and rapidly, as the new executive gets pushed into the glaring spotlight and will be expected to turn RIM around, and fast.


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Tampa Bay, Florida -- Beginning March 31 for two weeks, McDonald's customers can get a free McCafé coffee during breakfast hours as part of the fast food chain's national Free Coffee Event.
In addition to getting a free cup of joe to jump-start your morning, McDonald's will host "Make Friends with McCafé" sampling events at high traffic locations and transportation hubs throughout the Bay area. The events will include surprises such as live musical performances, spontaneous comedy experiences and more.
Tampa Bay fans can follow @McDTampaBay on Twitter for additional coffee giveaways and updates during the two-week event which runs from March 31 - April 13.
Then, starting in mid-April, McCafé will also surprise a Twitter follower every day this year with McCafé coffee and prizes. Fans can also keep up with the conversations using the hashtag #McCafe or by following @McCafe.


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If you are looking for a superbly fit and finished 1911, with inherent accuracy and reliability right out of the box, AND, with a minimum of cast and MIM parts, than Springfield Armory is for you. Forget Colt...it's a has been.
Only somewhat inexpensive 1911 with no MIM parts is the Sig Revolution.
There is even lower cost models out now for less than $800.
I don't really see why everyone worries so much about MIM parts. I have heard that a lot of the manufacturers MIM parts are very strong. I know my Kimber has a few MIM parts but that doesn't not stop me from trusting it 100%
I agree, it doesn't matter to me. But, some people like no MIM parts.
Forum Rules


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WorkAmerica has partnered with Anne Arundel Community College's Office of Occupational Skills to offer Job Commitment programs to AACC students.
Students — you can now line up your new job in your new career before you start class at AACC.
WorkAmerica's special arrangements with employers means they'll review your job applications and decide to hire you before you attend school. The employers will then give you a signed Job Commitment letter – a letter promising to hire you once you graduate – giving you peace of mind and determination to pay for, attend, and graduate from your class. You'll be ready to work from the day you graduate! We currently offer Job Commitments to students interested in:
Contact Michael Hughes, the WorkAmerica Student Services Rep at Anne Arundel, to learn more. Call him, email him, or fill out the form below to have him contact you.
Michael Hughes
Student Services Representative
Anne Arundel Community College at
Glen Burnie Town Center, Suite 316
Office Hours: 8:30am-4:00pm
office: 410-777-2056
cell: 240-601-8909


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But her father's family has a complicated history - one tied up with the fight for equality for the nought population. And as Rose takes her first steps away from Sephy and into this world, she finds herself drawn inexorably into more and more danger. Suddenly, it's a game of very high stakes that can only have one winner.
© Malorie Blackman; (P) Random House
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There is nothing so terrible as activity without insight. — Goethe, The Maxims and Reflections
Suppose innovation is on your mind today. Suppose further that you are puzzled by the capacity — or lack thereof — for your organization to be innovative, or to act in innovative ways. And suppose a little further still that you really and truly want to understand both what it is that makes for innovative cultures and just how your organizational culture stacks up against that understanding. And, lastly, let's suppose that you are prepared to be deeply and profoundly honest with yourself.
If all these assumptions are true, here's a suggested path for you to consider.
Over the next month or so, set aside some time to wander around your organization, to do a walkabout. Make this a daily habit, and make it random, as random as you can possibly make it. Start dropping in on folks, unannounced, and just inviting them to talk with you. Don't have an agenda. Don't have an outcome. Make it clear that your conversation is open, flexible and focused solely on things that are of interest and concern to the person with whom you are talking. Then, once you get started, start listening. Listen deeply. Listen for what the person is trying to say, not their words. Listen for the truth of their speaking. Remind yourself that you are seeking insight. Don't think at all about what you are going to do as a result of conversation; think only about how you might be different after your conversations. If you do this carefully and with integrity and personal honesty, you might hear some or all of the following. And what you hear, and the insights that follow from that hearing, may very well provide you with a deep understanding of what's missing, both in your organization and in you.
Trust: The foundation of operational efficiency is trust. It's probably meaningful, irrespective of accuracy, to assume that there is a direct correlation between trust as a cultural value, and productivity. The absence of trust fuels a constant, deep, profound headwind against optimal contribution.
So, keep this thought in mind as you listen to folks during your "innovation walkabout": Imagine a key player in your organization has just experienced a big failure of some kind — a project that didn't work out as expected, a missed performance goal, a deadline not achieved — really anything that is more or less public. Imagine the degree to which her productivity has diminished while recovering energy, confidence and focus. It is likely — maybe certain — that post-failure of any kind, productivity is lower and commitment is compromised. Now, think about "recovery." The route to "redemption" in the face of any failure is grounded in trust — trust in colleagues that a failure is understood; trust that peers and co-workers will see failure in the proper context, and welcome continued risk-tolerance; trust that co-workers still trust, after a failure. The ramp up to full commitment, full productivity after failure is faster in the presence of trust; in its absence, fully ramping up to pre-failure levels of commitment may never happen.
Does your conversation hint at this? Do you hear unspoken words that address the absence of trust? Behind all the words you are hearing — maybe institutional buzz words or phrases, culturally supported slogans, and restatements of the "company line" — you will hear commentary on trust, in some fashion. Listen carefully, and then give an honest appraisal by asking this question: "Have I just had a conversation that is grounded in trust?"
Win/Lose: One of the great mysteries of organizations is the dualistic culture of incentives and expectations. In your walkabout innovation conversations, listen for language that addresses this strange feature of most systems. It goes something like this: There is an organizational party line that likely preaches something about the value of everyone working toward a shared, corporate goal. There is an assumption, both spoken and unspoken, that the reason everyone belongs to an organization is to further the goals of that organization. That's one side of the duality. The other side is the reality.
As you listen to random conversations, listen for what is said (if unspoken) about incentives — that is, incentives that are inclusive of financial reward systems, extra-rational motivations, policies and any other features that influence behavior. If you listen deeply what you will likely find is that everything — and it may not be overstating the case to say "everything" — folks are asked to do in your organization operates at some level counter to someone else. Someone is going to win, only when someone else loses.
Think of this example: Suppose you have a bonus pool of finite dollars, which is probably more or less true, since bonus pools are rarely infinite. If that is true in your organization, no one can win without someone else losing. Anyone who is going to receive a bonus can only receive something that someone else doesn't. In this case, the incentive is decidedly win/lose, and the incentive is to never, ever help someone else achieve a bonus. You won't likely hear anyone say this directly in a conversation, and in fact you may hear the exact opposite (if you listen only to words). What you might hear is some variation of incentivizing producers over non-producers, or rewarding excellence, or recognizing high achievers . . . something along those lines. But listen carefully, especially where you are hearing positive sounds about incentives. The real conversation is about what is not encouraged by incentives: collaboration, mentoring, sharing, supporting.
Very likely, if you are listening honestly to your conversations, you will be hearing conflict: the very real conflict between the values your organization is promoting, and the reality inside of which everyone operates on a daily basis. And that deep conflict is the friction between wanting to be in a "win/win" world and actually living in a "win/lose" world.
Risk: Everyone loves a risk-taker . . . as long as they don't fail. Risk that fuels achievement can only really be encouraged in cultures that are deeply trusting and deeply grounded in win/win thinking. As you are in conversation, listen for the real point of view being expressed about risk. Is risk in your organization seen as something that is valued, but only for the lucky? Is risk accompanied by failure seen as a negative, or a learning opportunity? Are the folks you are talking with growing as mindful, accountable risk-takers? Or are they learning the value of risk aversion? This conversation is the trickiest of all, because how individuals and organizations perceive and operate inside of risk is all mixed up with trust and win/win and many other value systems. What you are looking for is insight that addresses cultural inclinations to risk personally on behalf of the organization, rather than hold back in fear.
There is a world of difference between saying "risk more!" and building an organizational and cultural infrastructure that supports risk-taking; a world of difference between encouraging collaborative work and operating in incentive systems that reward the opposite; a world of difference between a highly efficient, trusting culture and one that only trusts on the surface. If you do an "innovation walkabout," and you look only for insight into these difficult value sets, you may very well be rewarded with a clear, but deeply disappointing, picture of your organization. If so, congratulations! You are now in a position to take powerful action toward creating and nurturing innovative values, and that is a great place to be. And if you are in that fortunate place, you will likely have two immediate questions: 1) How do I go from insight to measurement? and 2) How do I go from measurement to action?
If those are your questions, stay tuned.
Henry Doss believes leadership will change the world. His book, The Rainforest Scorecard, provides a guide to the measurement of innovation in organizations.


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|PIE root
From Middle English standen, from Old English standan ("to stand, occupy a place, be valid, stand good, be, exist, take place, consist, be fixed, remain undisturbed, stand still, cease to move, remain without motion, stop, maintain one's position, not yield to pressure, reside, abide, continue, remain, not to fall, be upheld"), from Proto-Germanic *standaną ("to stand").
Compare Old Frisian standa, Old Saxon standan, Old High German stantan, Old Norse standa, Gothic [script needed] (standan)), derived from Proto-Germanic *stāną ("to stand") (compare West Frisian stean, Dutch staan, German stehen, Danish/Norwegian stå), from Proto-Indo-European *steh₂- (compare Irish seas, Latin stare, Lithuanian stóti, Old Church Slavonic стояти (stojati), Albanian shtoj ("to increase"), Ancient Greek ἵστημι (hístēmi, "to put"), Avestan [script needed] (hištaiti)[script needed], Sanskrit तिष्ठति (tiṣṭhati).
Cognate with Scots stand ("to stand"), West Frisian stean ("to stand"), North Frisian stean ("to stand"), German dialectal standen ("to stand"), Swedish stånda ("to stand"), Norwegian standa ("to stand"), Faroese standa ("to stand"), Icelandic standa ("to stand"), Russian стоять (stojatʹ, "to stand").
stand (third-person singular simple present stands, present participle standing, simple past and past participle stood)
- (heading) To position or be positioned physically.
- (intransitive) To support oneself on the feet in an erect position.
- Here I stand, wondering what to do next.
1898, Winston Churchill, chapter 5, The Celebrity:
- Then came a maid with hand-bag and shawls, and after her a tall young lady. She stood for a moment holding her skirt above the grimy steps, […], and the light of the reflector fell full upon her.
- (intransitive) To rise to one's feet; to stand up.
- Stand up, walk to the refrigerator, and get your own snack.
- (intransitive) To remain motionless.
- Do not leave your car standing in the road.
- Bible, Matthew ii, 9
- The star, which they saw in the east, went before them, till it came and stood over where the young child was.
1918, W. B. Maxwell, chapter 23, The Mirror and the Lamp:
- The slightest effort made the patient cough. He would stand leaning on a stick and holding a hand to his side, and when the paroxysm had passed it left him shaking.
- 1914, Louis Joseph Vance, Nobody, chapter III:
- Turning back, then, toward the basement staircase, she began to grope her way through blinding darkness, but had taken only a few uncertain steps when, of a sudden, she stopped short and for a little stood like a stricken thing, quite motionless save that she quaked to her very marrow in the grasp of a great and enervating fear.
- (intransitive) To be placed in an upright or vertical orientation.
- 1879, Richard Jefferies, The Amateur Poacher, chapter1:
- They burned the old gun that used to stand in the dark corner up in the garret, close to the stuffed fox that always grinned so fiercely. Perhaps the reason why he seemed in such a ghastly rage was that he did not come by his death fairly. Otherwise his pelt would not have been so perfect.
- 1945, George Orwell, Animal Farm, chapter 1
- He seized the gun which always stood in a corner of his bedroom […].
- 1879, Richard Jefferies, The Amateur Poacher, chapter1:
- (transitive) To place in an upright or standing position.
- He stood the broom in a corner and took a break.
- (intransitive) To occupy or hold a place; to be situated or located.
- Paris stands on the Seine.
- 1774, Edward Long, The History of Jamaica. Or, General Survey of the Antient and Modern State of that Island, volume 2, book 2, chapter 7, page 6:
- The chapel ſtands on the South ſide of the ſquare, near the governor's houſe.
- (intransitive) To measure when erect on the feet.
- Alfred Tennyson (1809-1892)
- Six feet two, as I think, he stands.
- Alfred Tennyson (1809-1892)
- (intransitive) To support oneself on the feet in an erect position.
- (heading) To position or be positioned mentally.
- (intransitive, followed by to + infinitive`) To be positioned to gain or lose.
- He stands to get a good price for the house.
- (transitive, negative) To tolerate.
- I can't stand when people don't read the instructions. I can't stand him.
1913, Joseph C. Lincoln, chapter 7, Mr. Pratt's Patients:
- "[…] if you call my duds a 'livery' again there'll be trouble. It's bad enough to go around togged out like a life saver on a drill day, but I can stand that 'cause I'm paid for it. What I won't stand is to have them togs called a livery. […]."
- (intransitive) To maintain one's ground; to be acquitted; not to fail or yield; to be safe.
- Spectator
- readers by whose judgment I would stand or fall
- Spectator
- (intransitive) To maintain an invincible or permanent attitude; to be fixed, steady, or firm; to take a position in resistance or opposition.
- Bible, Esther viii. 11
- The king granted the Jews […] to gather themselves together, and to stand for their life.
- Robert South (1634–1716)
- the standing pattern of their imitation
- Bible, Esther viii. 11
- (intransitive, obsolete) To be in some particular state; to have essence or being; to be; to consist.
- Bible, Hebrews ix. 10
- sacrifices […] which stood only in meats and drinks
- John Dryden (1631-1700)
- Accomplish what your signs foreshow; / I stand resigned, and am prepared to go.
- Sir Walter Scott (1771-1832)
- Thou seest how it stands with me, and that I may not tarry.
- Bible, Hebrews ix. 10
- (intransitive, followed by to + infinitive`) To be positioned to gain or lose.
- (heading) To position or be positioned socially.
- (intransitive, cricket) To act as an umpire.
- (transitive) To undergo; withstand; hold up.
- The works of Shakespeare have stood the test of time.
- John Dryden (1631-1700)
- Love stood the siege.
- Joseph Addison (1672-1719)
- Bid him disband his legions, […] / And stand the judgment of a Roman senate.
- Alexander Pope (1688-1744)
- He stood the furious foe.
- (intransitive, UK) To seek election.
- He is standing for election to the local council.
- Izaak Walton (c.1594-1683)
- He stood to be elected one of the proctors of the university.
- (intransitive) To be valid.
- What I said yesterday still stands.
- (transitive) To oppose, usually as a team, in competition.
- 1957, Matt Christopher, Basketball Sparkplug, Ch.7:
- "Kim, Jack, and I will stand you guys," Jimmie Burdette said. ¶ "We'll smear you!" laughed Ron.
- c. 1973, R. J. Childerhose, Hockey Fever in Goganne Falls, p.95:
- The game stopped while sides were sorted out. Andy did the sorting. "Okay," he said. "Jimmy is coming out. He and Gaston and Ike and me will stand you guys."
- 1978, Louis Sachar, Sideways Stories from Wayside School, Ch.21:
- "Hey, Louis," Dameon shouted. "Do you want to play kickball?" ¶ ""All right," said Louis. "Ron and I will both play." […] ¶ "Ron and I will stand everybody!" Louis announced.
- 1957, Matt Christopher, Basketball Sparkplug, Ch.7:
- To cover the expense of; to pay for.
- to stand a treat
- (Can we find and add a quotation of Thackeray to this entry?)
- (intransitive) To have or maintain a position, order, or rank; to be in a particular relation.
- Christian charity, or love, stands first in the rank of gifts.
- (intransitive) To be consistent; to agree; to accord.
- Philip Massinger (1583-1640)
- Doubt me not; by heaven, I will do nothing / But what may stand with honour.
- Philip Massinger (1583-1640)
- (intransitive) To appear in court.
- (Can we find and add a quotation of Burrill to this entry?)
- (intransitive, nautical) Of a ship or its captain, to steer, sail (in a specified direction, for a specified destination etc.).
- 1630, John Smith, True Travels, in Kupperman 1988, p.40:
- To repaire his defects, hee stood for the coast of Calabria, but hearing there was six or seven Galleyes at Mesina hee departed thence for Malta […].
- 1630, John Smith, True Travels, in Kupperman 1988, p.40:
- (intransitive) To remain without ruin or injury.
- John Dryden (1631-1700)
- My mind on its own centre stands unmoved.
- Lord Byron (1788-1824)
- The ruin'd wall / Stands when its wind-worn battlements are gone.
- John Dryden (1631-1700)
- (card games) To stop asking for more cards; to keep one's hand as it has been dealt so far.
Usage notes[edit]
- In older works, standen is found as a past participle of this verb; it is now archaic.
- (tolerate): This is almost always found in a negative form such as can't stand, or No-one can stand… In this sense it is a catenative verb that takes the gerund -ing or infinitive to.... See Appendix:English catenative verbs.
Derived terms[edit]
- The translations below need to be checked and inserted above into the appropriate translation tables, removing any numbers. Numbers do not necessarily match those in definitions. See instructions at Help:How to check translations.
stand (plural stands)
- The act of standing.
- Spectator
- I took my stand upon an eminence […] to look into their several ladings.
- Spectator
- A defensive position or effort.
- A resolute, unwavering position; firm opinion; action for a purpose in the face of opposition.
- They took a firm stand against copyright infringement.
- A period of performance in a given location or venue.
- They have a four-game stand at home against the Yankees. They spent the summer touring giving 4 one-night stands a week.
- A device to hold something upright or aloft.
- He set the music upon the stand and began to play. an umbrella stand; a hat-stand
- 1915, Mrs. Belloc Lowndes, The Lodger, chapter II:
- There was a neat hat-and-umbrella stand, and the stranger's weary feet fell soft on a good, serviceable dark-red drugget, which matched in colour the flock-paper on the walls.
- The platform on which a witness testifies in court; the witness stand or witness box.
- She took the stand and quietly answered questions.
- A particular grove or other group of trees or shrubs.
- This stand of pines is older than the one next to it.
- (forestry) A contiguous group of trees sufficiently uniform in age-class distribution, composition, and structure, and growing on a site of sufficiently uniform quality, to be a distinguishable unit.
- A standstill, a motionless state, as of someone confused, or a hunting dog who has found game.
- 1625, Francis Bacon, "Of Truth", Essays
- One of the later school of the Grecians, examineth the matter, and is at a stand, to think what should be in it, that men should love lies; where neither they make for pleasure, as with poets, nor for advantage, as with the merchant; but for the lie's sake.
- 1819, Lord Byron, Don Juan, I.168:
- Antonia's patience now was at a stand— / "Come, come, 't is no time now for fooling there," / She whispered […]
- 1625, Francis Bacon, "Of Truth", Essays
- A small building, booth, or stage, as in a bandstand or hamburger stand.
- A designated spot where someone or something may stand or wait.
- William Shakespeare (c.1564–1616)
- I have found you out a stand most fit, / Where you may have such vantage on the duke, / He shall not pass you.
- William Shakespeare (c.1564–1616)
- (US, dated) The situation of a shop, store, hotel, etc.
- a good, bad, or convenient stand for business
- (sports) grandstand (often in plural)
2011 November 11, Rory Houston, "Estonia 0-4 Republic of Ireland", RTE Sport:
- The end of the opening period was relatively quite [sic] as Vassiljev's desperate shot from well outside the penalty area flew into the stand housing the Irish supporters and then Ward's ctoss [sic] was gathered by goalkeeper Pareiko.
- (cricket) A partnership.
2012 May 21, Tom Fordyce, "England v West Indies: Hosts cruise home in Lord's Test", BBC Sport:
- England wrapped up a five-wicket victory in the first Test as a stand of 132 between Alastair Cook and Ian Bell saw off an early West Indies charge.
- (military, plural often stand) A single set, as of arms.
- 1927, Herbert Asbury, The Gangs of New York: An Informal History of the Underworld, Paragon House (1990), ISBN 1-55778-348-9, p.170:
- The police and troops captured eleven thousand stand of arms, including muskets and pistols, together with several thousand bludgeons and other weapons.
- 1927, Herbert Asbury, The Gangs of New York: An Informal History of the Underworld, Paragon House (1990), ISBN 1-55778-348-9, p.170:
- (obsolete) Rank; post; station; standing.
- Samuel Daniel (1562-1619)
- Father, since your fortune did attain / So high a stand, I mean not to descend.
- Samuel Daniel (1562-1619)
- (dated) A state of perplexity or embarrassment.
- to be at a stand what to do
- A young tree, usually reserved when other trees are cut; also, a tree growing or standing upon its own root, in distinction from one produced from a scion set in a stock, either of the same or another kind of tree.
- (obsolete) A weight of from two hundred and fifty to three hundred pounds, used in weighing pitch.
Part or all of this entry has been imported from the 1913 edition of Webster's Dictionary, which is now free of copyright and hence in the public domain. The imported definitions may be significantly out of date, and any more recent senses may be completely missing.
Derived terms[edit]
- The translations below need to be checked and inserted above into the appropriate translation tables, removing any numbers. Numbers do not necessarily match those in definitions. See instructions at Help:How to check translations.
Most common English words before 1923: everything · six · comes · #500: stand · past · suppose · else
stand c (singular definite standen, plural indefinite stande)
stand c (singular definite standen, plural indefinite stænder)
stand c
Related terms[edit]
Etymology 1[edit]
|PIE root
From Old Dutch *stand, from Proto-Germanic *standaz. Related to staan.
stand m (plural standen, diminutive standje n)
Derived terms[edit]
- (score): speelstand
Etymology 2[edit]
stand m (plural stands, diminutive standje n)
- stand (small building or booth)
- Romanization of 𐍃𐍄𐌰𐌽𐌳
From English.
stand m (invariable)
- stand (section of an exhibition; gallery at a sports event)
Old English[edit]
From Proto-Germanic *standaz.
stand m
- (rare) delay
Old High German[edit]
From Proto-Germanic *standaz, whence also Old English stand.
stand m
- stand (clarification of this Old High German definition is being sought)
- English terms derived from the PIE root *steh₂-
- English terms derived from Middle English
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- en:Cricket
- British English
- Requests for quotation/Thackeray
- Requests for quotation/Burrill
- en:Nautical
- en:Card games
- English nouns
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- en:Forestry
- American English
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- Webster 1913
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- 1000 English basic words
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- Old High German lemmas
- Old High German nouns


text:
Culpeper attractions are listed below. Find things to do in or near Culpeper, VA for your upcoming individual or group travel for Culpeper visitors. We also offer the great discounts on Culpeper Virginia hotel and motel rooms.
Reserving group travel? Save with Culpeper Group Rates
Attractions + Things To See in Culpeper


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Tomato Soup with Orzo
(Domatesli Arpa Sehriye Corbasi)
2 large tomatoes, grated (cut a piece of skin at the bottom of the tomato and start to grate from there)
3 tbsp crushed tomato, canned
1 1/2 tbsp butter
1/4 cup orzo
2 cups chicken broth
2 tbsp heavy cream
Parsley, chopped
Mozzarella cheese, grated
Saute the grated tomato, crushed tomato with butter at low-medium heat for about 4-5 minutes in a medium sized pot. Add the rest of the ingredients. Cover and cook until the orzo in tender on medium-low heat. If it necessary you can add a little bit more chicken broth. Add the cream,stir. Simmer for one more minute, turn the heat off.
Immediately pour into individual bowls. Before serving sprinkle parsley and Mozzarella cheese on top.
*Before serve always check the taste, soup may need salt and pepper:)
2 servings.
Labels: Soups


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IFS Sri Lankan Operations celebrated their 16th anniversary at the Mount Lavinia Hotel recently. Inspired by Disney's "Pirates of the Caribbean", the celebrations, complete with stunning pirate-themed décor, saw IFS staff and their families celebrate this milestone in the midst of sand, sea and treasure chests. The "movie trailer" created and produced by the IFS video team and portraying their very own Captain Jack Sparrow on a mission to secure an IFS treasure chest, gave the party a stellar kick-off, followed by the lighting of the ceremonial lamp and cutting of the "pirate ship" anniversary cake by Alastair Sorbie, President and CEO of IFS and Thomas Sald Vice President R&D. Among those who addressed the gathering were Alastair Sorbie, Ranil Rajapakse, Vice President and COO of IFS World Operations Sri Lanka and Jayantha De Silva Vice President, IFS South Asia.
The audience were entertained by the singing and dance prowess of their colleagues as several IFSers performed on a magnificent pirate ship stage. Following tradition, all those completing 10 years of service at IFS were presented with a token of appreciation. The festivities were elevated with several exciting competitions including a raffle draw and the selection of IFS King and Queen. After a sumptuous dinner by the sea, the party goers danced till dawn on the soft sand.
back to home >>
read this news in Sinhala >>


text:
Backing down from a previous ultimatum, County Executive Ken Ulman has proposed an alternative option for funding artificial turf fields at county high schools. But the school board has yet to weigh in on either option — or even if they want turf fields at all.
For nearly a year now, Ulman and his staff have been working with school system staff on a proposal to convert grass stadiums at the 12 county high schools to turf fields, which would be shared between school teams and community recreation teams. Both staffs had agreed that using half of the $4 million slated to come to the county from increased state alcohol tax revenues would be a good way to start the conversions.
Last month, the school board — learning of the plan for using the state money for turf fields after the state Board of Public Works had already approved it — deferred a decision on allowing the projects to move forward.
At the time, Ulman warned that if the board didn't use the alcohol tax funds for turf fields, "there would be absolutely no county money coming for fields."


text:
Industry: Agricultural & Financial Services
If Old McDonald's farm is in Indiana, Kentucky, Ohio, or Tennessee, he might have a loan-loan-here and a loan-loan-there from Farm Credit Services of Mid-America. The cooperative association, one of the largest in the National Farm Credit System, provides lending and other financial services to these states' farmers and rural homeowners. Borrowers use Farm Credit's products to purchase real estate, homes, livestock, and farming equipment, and to fund capital improvements, and operating and living expenses. It has a loan volume of about $12 billion and serves some 85,000 customers through nearly 100 offices located throughout its service area.


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the type of sound made when you throw a pineapple directly at a brick wall and it smells like an urangatang.
"did it go splat or splatter?" Hilary asked bill clinton after he threw a bowl of aunt jamima pancake mix at her crotch.
by Pat The Phunky Homosapien June 27, 2003
11 more definitions
Top Definition
Horror subgenre with heavy amounts of gore. Sometimes also has graphic acts of violence, sex, sexual violence, and/or violent sex
also see: splatterpunk
also see: splatterpunk
that's one nasty piece of splatter filmaking!
by Dagon January 10, 2005
Causing something to violently splash against a surface.
My diarrhea caused my shit to splatter all along my leg.
by Shifty Eyed Goat June 18, 2003
When she comes all over your face.
by Bastardized Bottomburp June 18, 2003
A portmanteau of ass and platter, splatters are any pants or shorts worn lower than the waist that highlight the accessibility of the butt, presumably as an advertisement of one's eagerness for anal sex. Likely a carryover from the prison trend to announce homosexuality by wearing the pants low.
"Fool's wearin splatters and he ain't even gay!"
"What's with all these punks wearing splatters? You'd think it was Happy Hour at a gay bar."
"What's with all these punks wearing splatters? You'd think it was Happy Hour at a gay bar."
by <MF> July 14, 2009
I type of film where the emphasis is on killing itself compared with gore where the emphasis is on the result of the killing.
Brain Dead is a really funny splatter movie
by Lucas 666 April 02, 2007
usually meaning 'squish' or 'shatter', just with a liquid, and not a solid
The jello splattered all over the floor.
by Drako June 28, 2003
to kinda 'go everywhere'
go in every direction...
go in every direction...
the paint splattered all over me
by Just Like Campbells...MmMm Good June 21, 2003


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I'm so excited for my 3rd year participating in the Ultimate Blog Party @ 5 Minutes for Mom! If you are new here, my name is Jen and I'm a Catholic wife and mother of two little girls, ages 4 & 1. My passion is to help and encourage women with the heart of a Christian, wife and mother. I share practical information to help women with being more effective at all their jobs, ideally in proper order – God, Self, Spouse, Parent & Provider.
…whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellent and if there is anything worthy of praise, think about these things… Philippians 4:8 (NAB)
I am a book lover and learn by reading. As such, I love to share book reviews for both adults and children. I also share my faith, recipes, housekeeping tips, holiday celebration ideas, and homeschool fun for tots and preschoolers.
My most popular posts are in the sidebar, but I will list them here too so you don't have to go looking for them:
- Making Your Own Fabric-Covered Binder – No-Sew Version!
- Mother's Rule of Life Household Notebook Series
- Homemade Happy Birthday Banner
- Free House Rules Subway Art Printable
- "A Mother's Rule of Life" Book Study Schedule
- Building a Household Notebook – Building Schedules
- Building Your Household Notebook – Think & Gather
You can find me at CatholicMom.com and CatholicMothersOnline.com on a regular basis, too. And this year, I'm completely stoked to be going to #allume Social (formerly Relevent) in Harrisburg, PA. My daughter will be turning 2 the day my family drives over and I'm excited to be attending my first blog conference. I can't wait to see what God has in store for me! If you are a business lady and are looking for some Allume-related advertising, I do have several sponsorship packages available ;).
If you are interested in fun Catholic stuff, I have a giveaway open until 4.20 for a Sterling Silver St. Christopher Car Visor Clip. And it uses rafflecopter so it's super easy to enter!
So pull up your drink of choice (mine is a Coke from McDonald's — I SWEAR they have paid extra for the optimal syrup to water ratio) and browse around. Leave me a comment and I will return the visit!
Happy Partying!