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In the basic chip manufacturing process, a glass layer with holes is generally bonded to another glass layer with channels. For more complex devices, multi-stack bonding is required. Micronit has in-house capabilities to bond multiple wafers into a single wafer stack. This is also suitable when a large internal volume is required. Devices can then be stacked in order to increase the internal volume.
Micronit uses a variety of different bonding techniques, depending on the application of the chip and the materials which need to be bonded together.
Direct bonding
Direct aligned bonding is done by creating a so-called prebond between two wafers, which is then annealed at high temperature, which makes the bond very strong. Routinely, fluid pressures of 100 bar can be reached, for certain structures the pressure tolerance can go up as high as 300 bar / 2175 psi. Micronit is one of the few companies in microtechnology that offers both direct glass to glass and glass to silicon bonding (without an intermediate layer) with accurate wafer-to-wafer aligning.
Anodic bonding
Anodic bonding is based on the application of an electrical field across the bond interface, while heating the wafer pair. This method is especially suitable for glass-silicon combinations, when the process temperature must be lower than the annealing temperature during direct bonding (although temperatures during anodic bonding are still in the order of 350-450 degrees C.
Room temperature bonding
In the case of having to join two very dissimilar materials (generally in terms of CTE), room temperature bonding can provide a solution. With a novel laser-assisted bonding process (see figure), Micronit is able to use only very localized heating to bond the two substrates together. This method provides a hermetically sealed bond interface, and also offers the possibility of integrating sensitive layers or components into the bonded wafer stack.


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Professor Mikel Wyckoff
Hours: MW 12-1:30 & By Appointment
753-7056 email@example.com
This course provides a college level introduction to the American political system and serves as a prerequisite for many upper level courses in American Government. Three general topics will be covered during the semester: (1) politics and the democratic process in the United States; (2) basic principles of the Constitution and Bill of Rights; and (3) the national policy making institutions of the United States. In addition to the standard textbook topics, we will also keep an eye on this President as he seeks to maintain support for the War in Iraq following the losses suffered by his party in the 2006 midterm congressional elections.
The following textbook is required and should be available at either of the campus bookstores:
· Janda, Berry and Goldman, The Challenge of Democracy(8th edition, 2005).
Additional required reading assignments are to be located at various Internet web sites. Consult the outline below for specific assignments. Occasionally this may involve using a computer at an NIU computing lab to gain access to sites for which NIU has paid subscription fees (for example, www.jstor.org ).
Cell Phones. With rare exceptions, cell phones and most other electronic devices should be turned off during class. A first violation of this rule will result in a friendly warning. A second violation will result in your removal from the classroom that day. A third violation will result in a grade of F for the course. Any exceptions to this general policy must be explicitly negotiated, in advance, with the instructor. If you have a special need to keep your phone turned on during class, please discuss your situation with me.
General Advice. Your best strategy for doing well in the course is to keep up with the assigned readings, attend class regularly, take good notes, focus on issues presented in the lecture, and then study(!) for the exams. If you find you're having trouble please seek help early in the semester. We will be glad to provide assistance.
Exams. Three hourly exams will be given. All will be multiple choice in format and each will contribute 22.5% to your final grade. Even though it is not a comprehensive final, Exam III will be administered during finals week. Barring extraordinary circumstances everyone must take Exam III at that time.
Written Assignments. About every other week you will prepare a brief essay (1-2 pages of text, typed and double-spaced) reacting to one of the lecture topics for that week. The course outline (see below) will tell you exactly when papers are due. Papers not submitted by the due date will normally receive a grade reduction of at least one letter. Exceptions will be made for persons experiencing extraordinary circumstances as defined below under "makeup exams." I regard these papers as a serious part of the course, so spelling, grammar, and sentence structure will be taken into account when assigning grades. Together, your short essays will contribute an additional 22.5% to your final grade.
Attendance and Participation. The final 10% of your course grade will be based on attendance and participation in class discussion. To get to know you better I will set up a seating chart and take attendance on a daily basis.
Makeup exams and grades of incomplete will be provided cheerfully when needed, but only for reasons of significant illness, personal tragedy, or other similarly extraordinary circumstances. Furthermore, evidence of the extraordinary circumstance must be documented by the student. Should makeup exams be necessary, I reserve the right to switch to an essay format.
Extra Credit. Sorry, none is available. No exceptions. If you find you're having trouble, seek help early in the semester. We will be glad to provide assistance if you request it in a timely fashion.
Students with Disabilities. NIU abides by the Rehabilitation Act of 1973 which mandates reasonable accommodations for qualified students with disabilities. If you have a disability and may require some type of instructional and/or examination accommodation, please contact me early in the semester so that I can help you obtain needed assistance. If you have not already done so, you will need to register with the Center for Access-Ability Resources (CAAR), the designated office on campus to provide services for students with disabilities. The CAAR office is located on the 4th floor of the University Health Services building (753-1303). I look forward to working with you to enhance your academic success in this course.
I will do my best to adhere to the following schedule, but I reserve the right to delay a particular exam or modify a reading assignment if I find it necessary or useful to do so.
A. Organizational Issues and Basics of Government and Politics (January 17, 19 & 22)
· JBG, Ch. 1, pp. 1-24 and bar graphs on pages. 411, 418, & 595.
· John Locke, Chapter 9 from The Second Treatise of Civil Government (1690); locate at:
· W. Saletan, "What Reagan Got Wrong," at www.slate.com/id/2101835
B. Public Opinion and Ideology in America (January 24, 26 and 29)
· JBG, Ch. 19, pp. 611-620 (the Great Depression and its legacy).
· JBG, Ch. 1, pp. 24-27; Ch. 5, pp. 143-160; Ch. 6, pp.183-191.
· S. Chapman, "Minimum Wage High Jinks," and "Is Gay Marriage a Threat to Marriage" locate both at
· First, run IDEALOG at www.uspolitics.org (do the readings and the survey you find there).
· Then write a 1-2 page essay briefly summarizing the value preferences and policy views of each ideological type (liberal, conservative, libertarian or communitarian). Finally, cite examples of politicians, political parties, or political commentators that provide illustrations of each type. Due January 26.
C. Thinking about Democracy (January 31 and February 2)
· JBG, Ch. 2 and p. 265.
· Federalist 10, in JBG, pp.A15-A18. In Federalist 10,founding father James Madison is worried about self-interested groups (factions) and how to design a democratic system to protect the nation from them. Where do factions come from? Can they be eliminated? In dealing with factions does he favor: (1) direct or indirect democracy? (2) majority rule or pluralistic democracy? (3) a large nation or a small nation?
D. Political Parties (Week of February 5)
· JBG, Ch. 8.
· V.O. Key, "A Theory of Critical Elections," Journal of Politics (1955), pp. 3-11. (Find at www.jstor.org using an NIU
Internet connection).
· In this article, Key argues that some Presidential elections are much more important than others. What are the essential characteristics of a critical election? In his examination of Massachusetts, why did Key choose the particular communities that appear in his analysis (Figure A)? What do the trends for those two communities reveal about the voter realignment that occurred in this era? Explain in a 1-2 page paper due Friday, February 9.
E. Interest Group Politics (Week of February 12)
· JBG, Ch. 10.
· Review Ch. 2, pp. 42-45 (pluralistic democracy).
EXAM I: Friday, February 16
(Note: review questions for exams 1-3 can be found at the end of this online syllabus.)
A. Constitutional Origins (Week of February 19)
· JBG, Ch. 3, pp. 56-72, 79-86.
· The Declaration of Independence, in JBG, pp. A1-A2.
· Skim the Articles of Confederation, pp. A2-A5.
· John Roche, "The Founding Fathers: A Reform Caucus in Action," American Political Science Review (1961), Intro and
Parts 2-4, pp. 799-800 and 803-811 (www.jstor.org) (Save pp. 810-811. You will need them for Part III.B below.)
B. Principles of the Constitution I (Week of February 26)
· JBG, Ch. 3, pp. 73-78, 86-end; Federalist 51,in JBG, pp. A18-A19.
· You may also want to review Federalist 10.
· Still concerned about the dangers of factions, in Federalist51 Madison hopes to use the very structure and organization of government to create a system of checks and balances. How will his scheme of checks and balances work? One requirement is that every branch should have a "will" of its own. How does the Constitution encourage that? Are some branches naturally stronger or weaker than others, and if so how does Madison adjust for this? Comment and explain in a 1-2 page paper due March 2.
C. Principles of the Constitution II: Federalism (Lecture on March 5; Lopez discussion on March 9)
· JBG, Ch. 4, pp. 98-112, 121-end.
· U.S. v. Lopez,1995 (locate at www.findlaw.com). Read the first 3-4 pages of Justice Rehnquist's opinion for the Court and the first 3-4 pages of Justice Breyer's dissent (scroll down some 30 pages to find it). Compare and contrast these opposing interpretations of Congress' authority stemming from the commerce clause.
D. Civil Liberties and the Bill of Rights (March 7 and week of March 19)
· JBG, Ch. 15, pp. 472-497 and Amendment 1-3 & 14, p.A11-A12.
· Engel v. Vitale (locate at www.findlaw.com)
· C. Krauthammer, "Phony Theory, False Conflict," locate at
· Read Justice Black's opinion of the Court in Engel v. Vitale and Justice Stewart's dissenting opinion. Compare and contrast these two conflicting interpretations of the establishment clause. Which is most convincing to you? Why? (1-2 page paper due Friday, March 23)
· JBG, Ch. 15, pp. 497-end and Amendments 4-10, p. A11.
E. Civil Rights (Week of March 26)
· JBG, Ch. 7, pp. 214-217 and Ch. 16.
· Loving v. Virginia (1967). Locate at www.findlaw.com.
· S. Coontz, "The Heterosexual Revolution," (stephaniecoontz.com/articles/article21.htm)
EXAM II: Friday, March 30
(Note: review questions for exams 1-3 can be found at the end of this online syllabus.)
A. The Supreme Court and Judicial Review (Week of April 2)
· JBG, Ch. 14, pp. 442-end (organization of court system).
· Article III of the Constitution, pp. A9-10.
· JBG, Ch. 14, remainder (judicial review and judicial decision making).
· C. Krauthammer, "From Thomas, Original Views," locate at:
B. Presidential and Congressional Elections (Week of April 9)
· JBG, Ch. 9, pp. 268-293 and Ch. 11, pp. 341-349.
· Federalist Paper #68 (locate at www.yale.edu/lawweb/avalon/federal/fed.htm).
· John Roche, "The Founding Fathers: A Reform Caucus in Action," American Political Science Review(1961), Part V, pp. 810-811 (at www.jstor.org ).
· Writing in Federalist 68,Alexander Hamilton argues that the Electoral College is a sophisticated institution carefully designed by the great thinkers at the Constitutional Convention. Based on his reading of the debates that actually occurred at the Convention, political scientist John Roche has a different analysis of the origins of this peculiar institution. Who is more persuasive? Explain and discuss in a 1-2 page paper due Friday, April 13.
C. The U.S. Congress (Week of April 16 & April 23)
· JBG, Ch. 11.
· Article I of the Constitution, pp. A6-A8, especially sections 8 & 9.
· Go to thomas.loc.gov (not www.thomas).
· Click on "House Committees." Investigate several of these standing committees.
· Then write a paper explaining which committee you would like to work on if you were a member of the House of Representatives. Among the questions you should consider: (a) What kinds of bills would you be dealing with? (b) How would this committee help you represent the district from which you were elected? (1-2 page paper due April 27)
D. The Presidency & the Executive Branch (April 25 & 27 and week of April 30)
· JBG, Ch. 12, pp. 372-379, 384-end and Article II, pp. A8‑A9(presidential powers).
· S. Chapman, "The Return of Divided Government" locate both at:
· JBG, Ch. 12, pp. 379-384 and Ch. 13, pp. 406-423 (Executive Branch organization).
EXAM III: Monday, May 9 at 10:00
POLS 100, Professor Wyckoff
Exam 1 Review Questions
1. Define: government, politics, public policy. What functions do governments perform for society?. What alternatives to government are available to us?
2. Be familiar with basic terms: (1) totalitarianism, libertarianism, anarchism; (2) socialism, capitalism, laissez-faire.
3. Be familiar with the values of freedom, order and equality as defined in the textbook and lecture.
4. In 20th Century America the most commonly used ideological labels are "liberal" and "conservative." Know what these terms mean in the context of: (1) economic policy; and
(2) social/moral issues. Furthermore, know how economic liberalism emerged in the era of the Great Depression and how this kind of liberalism relates to the policies of the New Deal. Be familiar with the historical circumstances that led to a debate over social and moral issues instead of economics in the 1960s.
5. By cross-classifying economic liberalism-conservatism with social/moral liberalism-conservatism Janda generates four different ideological classifications. Be familiar with them (liberals, conservatives, libertarians, communitarians) and the value tradeoffs that underlie them.
6. Define "political party." What functions do political parties perform for democratic political systems, according to the lecture? Be familiar with "responsible party democracy" as one approach to majority rule democracy.
7. What is a "critical" or "realigning" election and how did V.O. Key demonstrate that critical realignment occurred in the New England region in the late 1920s? Using the New Deal realignment as an example, explain how critical elections have helped promote democracy in America. What kind of party era do we find ourselves in now and how did it come about?
8. How do interest groups differ from political parties? How do interest groups try to influence public policy? What type of democracy do interest groups tend to promote? What are the pitfalls of relying too much on interest groups to provide democracy?
9. There are many ways to think about democracy and how democratic political systems work. Discuss and evaluate democracy in America using the ideas encountered in this course (in the lecture and in Chapter 2 of Janda, Berry and Goldman).
10. In Federalist 10, founding father James Madison is worried about self-interested groups (factions) and how to design a democratic system to protect the nation from them. Where do factions come from? Can they be gotten rid of? In dealing with factions does he prefer: (1) direct or indirect democracy? (2) majority rule or pluralistic democracy? (3) a large nation or a small nation? Explain.
POLS 100, Professor Wyckoff
1. In the 1760s and 1770s, the British government adopted a variety of policies that greatly offended the colonists. Why, given their history, did the colonists react so negatively?
2. What body served as a national government for the colonists during the Revolutionary War? What two significant founding documents were adopted by this body (one with the help of Thomas Jefferson)?
3. What kind of national government operated in the U.S. during most of the 1780s? What factors led to its demise?
4. What kinds of people attended the Constitutional Convention of 1787? What major issues were debated and what major agreements were achieved there? According to Roche, what does all of this tell us about the founders of the Constitution?
5. Still concerned about the dangers of factions, in Federalist 51 Madison hopes to use the very structure and organization of government to create a system of checks and balances. Discuss the logic of his separation of powers/checks and balances system. One requirement is that every branch have a "will" of its own. How does the Constitution encourage that? Also, certain branches deserve special attention. Explain.
6. Over the course of our history, the relative powers of the national and state governments have varied with the outcomes of presidential elections, wars, and Supreme Court decisions (e.g., McCulloch v. Maryland). Be familiar with major events and turning points discussed in the lecture on federalism.
7. Be able to identify the basic contents of Articles I - VII (e.g., Article I defines the legislative branch of government).
8. Why isn't the Bill of Rights found in the main body of the Constitution? Identify: the federalists, the anti-federalists, the Federalist Papers.
9. Know the opinion of the Supreme Court in Barron v. Baltimore (1833). Why is Amendment 14 such an important addition to the original Bill of Rights? Define: "selective incorporation of the Bill of Rights."
10. Know the key provisions of Amendment I (discussed in class) and how those provisions have been interpreted by the Supreme Court in Near v. Minnesota (1931), N.Y. Times v. U.S. (1971), Miller v. California (1973), Schenck v. U.S. (1919), Engel v. Vitale (1962) and Lemon v. Kurtzman (1971).
11. Know the key provisions of Amendments IV- VIII (discussed in class) and how those provisions have been interpreted by the Court in Mapp v. Ohio (1961), Miranda v. Arizona (1966), and Gideon v. Wainwright (1963).
12. Know how a Constitutional "right to privacy" was defined by the Supreme Court in Griswold v. Connecticut (1965) and know how that right has a bearing on the decision of Roe v. Wade (1973).
13. Be familiar with major events and turning points in the struggle for racial equality (e.g., Dred Scott v. Sandford, 1857; Civil Rights Cases, 1883; Plessy v. Ferguson, 1896; Brown v. Board of Education, 1954; the Civil Rights Act of 1964; the Voting Rights Act of 1965) discussed in the lecture on civil rights in America.
14. Be familiar with major events and turning points in the struggle for women's equality.
POLS 100, Professor Wyckoff
Study Questions for Exam III
1. The American court system: (1) in reality we have two different court systems; why? (2) within each system there are courts with different functions; what are those functions and what names do the courts go by? (3) how do judges in Illinois differ from federal court judges with regard to manner of selection and terms of office? (4) what conditions must be met to bring a case before the U.S. Supreme Court? (5) what happens when a case is heard by the U.S. Supreme Court?
2. Judicial Interpretation: (1) what is the power of judicial review, and what is the source of that power? (2) There are two general schools of thought with regard to how judges should go about interpreting the Constitution: "judicial activism" and "judicial restraint." Be familiar with the basic tenets of each.
3. According to Madison, "In a republic the legislative authority necessarily predominates." What did he mean by that and what evidence do we have that the founders really believed in this principle?
4. Be familiar with legislative reapportionment redistricting. When do these processes occur and why? Who is responsible? What is gerrymandering?
5. What factors favor incumbents in House and Senate races?
6. Bicameralism: Know the basic differences between the House and Senate.
7. Be familiar with the various stages in the legislative process: (1) introduction and referral; (2) processing in committee; (3) scheduling (e.g., by the House Rules Committee); (4) floor debate (note House and Senate differences here); (4) conference committee adjustments; (5) presentment to the president.
8. Regarding party leadership and organization: (1) what is a party caucus? (2) who are the day-to-day party leaders in the House and Senate? (3) who are the Constitutional presiding officers in each house and why are two of them relatively unimportant most of the time? (4) why is it advantageous to be a member of the majority party in Congress?
9. Nominations: (1) what are primary elections and how did we come to use primaries as the principal method of making nominations in the U.S.? (2) how do primary elections differ from state to state?
10. Presidential nominations involve both primaries and conventions. Explain. What does it take to win a presidential nomination?
11. Know the basic rules and procedures involved in the Electoral College. What potentially undesirable outcomes can occur with this method of presidential selection? Why did the Framers of the Constitution adopt the Electoral College?
12. What major Constitutional roles or powers are granted to the President in Article I and II? What other kinds of informal powers and resources are required for effective presidential leadership? Why are some presidents more successful with their legislative proposals than others?
13. What are the major elements of the White House Executive Office and why are these groups sometimes more important than the Cabinet?
14. Define the term "bureaucracy." Know the major kinds of bureaucratic organizations found in the federal government (departments, independent executive agencies, independent regulatory boards, and government corporations).

subset: commoncrawl


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Ok, Bob. I crumbled and bought a 6 lb. package of Premio Sweet Italian sausage at Costco today. Looking forward to some really good sausage pizzas. Gotta fire up the vacuum sealer this evening.
Yup, my wife's pizzas are also pie-cut. It is my secret shame.
im a cheese and sausage guy. and i like extra sauce. i think cheese and sausage is the only way....my wife makes me make no sausage, extra cheese and little sauce on her half.......i also hate half and half pizzas. but i guess ill do anything for her!!
You'll have to take my word (I have no pics) but I did a party cut on the pie. I guarded it like a dog with a bone to prevent another case of the "wedgies."
Well...we'll take your word for it this time Jay; but no more goof'in around. Dang that is a purdy one. :chef Please tell me that's not Grande cheese.....
Nope, it was a blend of Costco Precious Mozz, Wisc. White Cheddar, and Provolone. I don't get the Grande comment, is there something wrong with that brand? I've never had it so I'm curious.
Bob,My recollection is that some of our members have purchased the Grande mozzarella cheeses in the past from Vern's. You might check out their offerings at http://www.vernscheese.com:10088/vernsShop/index.php?route=product/search&filter_name=mozzarella and report back to us on how their total pricing on a like order (if that's possible) compares with PennMac, which is closer to you than Vern's.Peter


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About the Department
BS, Rehabilitation Services
Minor in Alcohol and Drug Studies
MS, Rehabilitation and Career
MS, Substance Abuse and Clinical
PhD, Rehabilitation
Counseling and
Certificate in Substance Abuse
Certificate in Rehabilitation
Certificate in Vocational Evaluation
Financial Assistance and
Student Resources
Student Organizations
Employment Opportunities
News and Events
Other Sites of Interest
2007 News and Events
Susie Harris Presents to NCDVR Director and Staff
Wednesday, 11/21/2007
Susie T. Harris, MBA, RHIA, CCS is a PhD student in the Department of Addictions and Rehabilitation Studies and a clinical instructor in the Department of Health Services and Information Management at ECU. As part of her studies during the summer of 2007, Mrs. Harris conducted program evaluation research at the North Carolina Division of Vocational Rehabilitation (NCDVR) state office in Raleigh. While at NCDVR, Mrs. Harris analyzed data from a client satisfaction questionnaire to assist the Research, Planning and Program Evaluation Department (RPPED) to improve services for the citizens of North Carolina. On Wednesday, 11/21/2007 Mrs. Harris presented the results, Analysis of NCDVR Client Satisfaction Survey Data, to the NCDVR Director, Linda Harrington, RPPED staff and fellow doc students. Mrs. Harrington commented about the "usefulness of this data" and the professionalism of Mrs. Harris. This collaboration is an excellent example of how the Department of Rehabilitation Studies is able to collaborate with NCDVR to deliver more effective services and advance student learning.
Seated at table (left to right): Phil Protz (NCDVR), Paula Jones (NCDVR), Beth Coberly (NCDVR) and Susie Harris (doctoral student) Standing: Leigh Atherton (doctoral student), Jennifer Mitchell (NCDVR), Steven Sligar (professor), Linda Harrington (NCDVR Director), Sarah Li (doctoral student), Barbara Galloway (doctoral student) and Edna Davis (NCDVR)
Fall 2007 NCRCA/VEWAA Conference in Atlantic Beach
As the picture below clearly shows, the students at this year's conference added some well earned play to accompany their hard work. Concerning the work: Drs. Sligar & Toriello and masters student Lynette Weaver presented a workshop on Substance Abuse Screening in the Evaluation Process. Three masters students presented poster sessions: Tracie Campbell collected data for her project titled Some Considerations for Test Selection for Individuals with Mental Retardation; Lynette Weaver displayed her research of a Test Review of CAGE Questionnaire; and Nicole Zolnowski's analysis resulting in a Test Review of the Work Readiness Profile.
Professor emeritus Dr. Shel Downes presented A Funny Thing Happened on the Way to the Bathroom: The Agony and Ecstasy of Barrier Removal.
Rehabilitation Students Perform YMCA
L to R: Tracie Campbell, Rebecca Carbaugh, Melissa Cole and Nicole Zolnowski
Vocational Evaluation Summer Institute 2007
The annual Summer Institute at East Carolina University was a great success! The eight participants from North Carolina learned the foundations of vocational evaluation (VE) in the introductory course and then applied their new knowledge in the practicum class. The students have a better understanding of what constitutes a comprehensive VE and how to select, administer, score and interpret tests and situational assessments with accommodations for various types of persons with disabilities. They also developed skills in report writing and examined various formats. Those who participated full time earned 6 graduate hours. This year, Dr. Nathalie Mizelle co-taught both courses with Dr. Sligar. Next year's Summer Institute is scheduled to begin on May 19, 2008. For more information contact Dr. Steven Sligar firstname.lastname@example.com.
Standing: Terry Burtyk, Chapel Hill Unit NCDVR; Dr. Steven Sligar; Marjorie Spencer, Rocky Mount Unit NCDVR; Nicole Zolnowski, ECU graduate student; Courtney Derreberry, Sylva Unit NCDVR; Duane Cranford, Charlotte Unit NCDVR; and Skylar DePedro, Dunn Unit NCDVR. Seated: Tracie Campbell, ECU graduate student & Dr. Nathalie Mizelle (not pictured Doug Thomas) Photo by Robert Fainter
Spring 2007 Student & Faculty Presentations
The Department of Rehabilitation Studies had a strong presence at the spring 2007 conference of the NC Rehabilitation Counseling Association and Vocational Evaluation and Work Adjustment Association (NCRCA/VEWAA) training conference in Blowing Rock, NC.
Ph.D. student, Leigh Atherton, presented on Motivational Interviewing: Application to Diverse Populations; Masters student, Christina Fulks, presented her research project, Community Based Assessment Practices: An Analysis of Community Rehabilitation Programs in North Carolina; and Department Chair, Paul Alston, Ph.D., presented Defining Disability: Cultural, Economic and Political Influences.
In addition, two Masters students, Michelle LaCoste and Shamere Morrison, presented posters on the Myers-Briggs Type Indicators and the Simple Screening Instrument for Alcohol and Other Drug Abuse, respectively. Other students and faculty attended the two day event.
Back row, L to R, Keisha Malloy, Dr. Steven R. Sligar, Dean Stephen Thomas, Leigh Atherton, Lynette Weaver Front row, L to R, Melissa Cole, Christina Fulks, Tracie Campbell, Glovette Shannon, Dr. Shel Downes (professor emeritus), Shamere Morrison, Michelle LaCoste


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Few things are better than a warm, delicious casserole on a cold winter's night. Except, perhaps, a warm, delicious, healthy casserole! We have a new healthy casserole recipe for every day this month. Enjoy!
Brought to you by: Spry Living
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You are currently browsing the tag archive for the 'tarts' tag.
These lovely little tarts are quick to make and easy to eat. Forelle pears are tiny fruits with a beautiful texture and wonderful fragrance. It's hard to pass up a fresh ripe pear for eating when you want a delicate sweet dessert, so purchase extra ones just for eating later.
I have been catching up on the final gardening chores that need doing. Late fall is a calm time to put the garden to sleep and prepare for the winter ahead. The weather is calm and the cloudy skies cast a silvery tone throughout the scenery, which is rather lovely by the way.
On completing the final wintering in the garden I can now get back into the kitchen where it's warm and toasty, make a few tarts and say hello to a relaxing afternoon.
Hope you had a fantastic Thanksgiving holiday with family, friends and great food.
Forelle Pear Tart Recipe
2 cups gluten-free baking mix
1 cup confectioner's sugar, sifted
8 Tablespoons unsalted butter, softened
1 large egg, room temp
¼ teaspoon sea salt
4 ripe, but fir Forelle pears, peeled, cored and thinly sliced
[Frangipane Ingredients]
¾ cup confectioner's sugar
6 tablespoons unsalted butter, softened
1 large egg, room temp
¾ cup almond meal
1 Tablespoon gluten-free baking mix
1 Tablespoon almond extract
1/3 cup sliced almonds, coarse chopped
1/3 cup apricot jam, strained and heated for glazing
Preheat oven to 350ºF.
preparing the tart dough:
1. In a food processor, combine the sugar and butter.
2. Add in the egg and sea salt; process for a minute or so.
3. Add the baking mix and run the processor until a ball of dough forms.
4. Chill dough in a flattened rectangle for 2 hours or until solid.
5. Divide dough into eight pieces, working with one piece at a time, roll dough and press into three inch tart pans. Chill while you prepare the remaining ingredients.
*note: Tart dough should be rolled between sheets of parchment for ease of lining tart pans.
preparing the frangipane:
1. Whisk together butter and sugar until smooth.
2. Add egg and beat in until smooth and creamy.
3. Stir in almond meal, gluten free mix and almond extract.
assembling and baking the tarts:
1. Spread frangipane evenly into prepared tart pans.
2. Place pears down the center of each tart and press lightly into the frangipane.
3. Bake for approximately 25-28 minutes until filling has puffed and top has browned.
4. Brush on apricot jam and sprinkle almonds around the edges.
Serves 8.
*Gluten-Free Baking Mix Recipe
2 ¼ cups white rice flour
1 ¼ cups brown rice flour [Use superfine brown rice for a finer texture]
1 cup tapioca flour
2 teaspoons xanthan gum
1. Whisk together all of the ingredients well and store in sealed container.
Makes 4 ½ cups baking mix.


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Jackson, Jesse
Jesse Jackson 1908–
Black American young adult novelist and biographer. Jackson utilizes his own cultural heritage in his novels about black teenagers growing up in America. Call Me Charley, published in 1945, was one of the first young adult books to deal openly with racial prejudice. Although Jackson's treatment of the black-white confrontation in this novel seems dated today, he was a pioneer in treating this subject matter realistically and his work retains historical significance. In this work and in his subsequent fiction, Jackson writes simply and eloquently of the universal problems and joys of adolescence while also considering the more specialized problems of the black ghetto teenager. (See also Contemporary Authors, Vols. 25-28, rev. ed., and Something about the Author, Vol. 2.)
May Lamberton Becker
[The story of Charles Moss, the first colored boy in Arlington Heights,] can be matched under like circumstances all over the United States, except that in some parts it would not work out so well as [in "Call Me Charley"]. (p. 18)
Even Tom—whose solid, unemotional friendship was quickened by constant proof that whenever they both got into trouble the colored boy would get the blame—was often impatient with the patience of Charley and thought him scared. Perhaps he was but of something larger than what happened. (pp. 18, 20)
A straight story of American boy-life, it is told largely in dialogue; the young author, whose ear is uncommonly sensitive, reproduces the staccato touch and distinctive turn of Negro speech without attributing dialect to educated Northern Negroes. His book is a contribution to understanding. (p. 20)
May Lamberton Becker, in New York Herald Tribune Book Review (© I.H.T. Corporation; reprinted by permission), November 11, 1945.
Jane H. Clarke
In Tessie, a young girl from Harlem encounters an entirely different city and an entirely different world when she wins a scholarship to Hobbe and becomes the first Negro student to attend the private school….
Although it is unlikely that Tessie's first day at Hobbe could have happened as it did, [Jesse Jackson] writes compassionately of a girl's struggle to face a strange world and be true to herself. (p. 34)
Jane H. Clarke, in Book World—Chicago Tribune, Part II (© 1968 Postrib Corp.), May 5, 1968.
Mary Louise Birmingham
[In "Tessie" a] ninth-grader from Harlem wins an ivy-clad scholarship and runs the gantlet of her first year in a mythical private school named Hobbe…. [Tessie's] conflict is so dense with implications for all of us, so absorbing in itself, that pages turn willy-nilly. All the same, the book is a barely passable effort to bridge communication gaps between the races, the generations, or the sexes.
One embarrassemnt is the author's … assumption that black ritual and idiom never leak from the inner city….
This is bloodless drawing-room tragicomedy, even narrower in scope than "Guess Who's Coming to Dinner." Miscegenation is dismissed at the outset as a potentiality, although Hobbe is coeducational and almost lily-white. Tessie scoffs at the thought of any love other than her soul-buddy, Jimmy, and thinks that "the question only showed how little her parents understood."
The author seems to agree with Tessie. To the pure all things are very pure indeed, and few problems so knotty that they cannot be straightened out with patience and a heated comb. (p. 30)
Mary Louise Birmingham, in The New York Times Book Review (© 1968 by The New York Times Company; reprinted by permission), May 26, 1968.
Doris Innis
Juvenile books about Harlem and its residents fall into three main categories (or traps); those that romanticize life in Harlem, those that oversimplify it, and those that portray Harlem as a place from which the lucky ones escape. Tessie falls partly into the second category, but mostly into the third. These attitudes are obvious from the beginning. Bright 14-year old Tessie returns from a summer camp stay which has apparently dimmed her memories of unpleasant aspects of Harlem life and reacts as if she's returned to a minor nightmare. Tessie's escape route opens up when she wins a scholarship to Hobbe, an exclusive private school…. Tessie takes her scholarship, and the story chiefly concerns her resulting cross pressures; to win acceptance by Hobbe students without having her Harlem friends feel she has changed. The author handles this basic conflict in such confused and unconvincing ways that the end product is almost a hymn to the rather prevalent notion, more challenged now than ever before: to be white and middle class. Tessie's addiction to white social and aesthetic values is exemplified in the entire chapter devoted to what the author calls Tessie's hair problem, which, since it is kinky, she straightens, to conform to white standards of what hair should look like. Readers will inevitably be left with the unfortunate impression that Tessie, her verbal protestations to the contrary, has chosen the world of Hobbe and that it is the best of all possible worlds. (p. 169)
Doris Innis, in School Library Journal (reprinted from the October, 1968 issue of School Library Journal, published by R. R. Bowker Co. A Xerox Corporation; copyright © 1968), October, 1968.
Betty Zoss
Twelve-years old and living in Columbus, Ohio, Stonewall Jackson [protagonist of "The Sickest Don't Always Die The Quickest"] suspects being black is a sin…. With Stoney, who has a spot on one lung, the reader lives and learns. It is better (literally) to swim than sink: the sickest do not always die the quickest.
Stoney's world will be news to many of all ages, black and white….
While our busy hero survives more sad-funny, boy-growing up scrapes than one week (in July, 1920) and a book this size, can quite afford, TSDADTQ is fresh, warm, honest Americana about a real American boy. Stoney should make a lot of friends. (p. 20)
Betty Zoss, in The New York Times Book Review (© 1971 by The New York Times Company; reprinted by permission), February 14, 1971.
John W. Conner
Jesse Jackson is a very funny writer. In The Sickest Don't Always Die the Quickest he has created a black Tom Sawyer (Steeplehead) and a black Huckleberry Finn (Stonewall) who cavort irreverently through two weeks of hot July afternoons in 1920….
To support Steeplehead and Stonewall, the author recreates the black society which attends Calvary Baptist Church in Columbus, Ohio. These people and the white folks who control jobs held by blacks are a microcosm reflecting the foibles of a world with which the innocent but ornery Steeplehead and Stonewall constantly collide. (p. 665)
Stonewall and Steeplehead are twelve and thirteen respectively. Neither is willing to shed the...
(The entire section is 380 words.)
MAY HILL ARBUTHNOT and ZENA SUTHERLAND
Jesse Jackson has given a full and moving account of the kind of discriminations a black child may encounter. In Call Me Charley … the young black, the only one in the neighborhood, is not welcome in the school but is tolerated. He has some bitter disappointments but gradually wins the respect and friendship of some of the boys. It is a touching story made more poignant by Charley's quiet, patient acceptance of his lot…. The author has too realistic an approach to suggest a complete solution, but he tells a good story of a brave, likable boy in a difficult world.
Charley Starts from Scratch …, a sequel, finds Charley graduated from high school and trying to find a job in a strange...
(The entire section is 263 words.)
John W. Conner
Adolescent readers who enjoyed meeting Stonewall Jackson and his pal Steeplehead in one of Jesse Jackson's previous books, The Sickest Don't Always Die the Quickest, will welcome the continued adventures of these two black adolescents who try to find jobs in a Southern city in 1925. But, before Stonewall starts job-hunting in earnest, Jesse Jackson treats his readers to the laying out, the funeral, and the survivor's feast in honor of Aunt Hettie, Stonewall's favorite aunt.
Jesse Jackson has a talent for combining description and fast-paced narrative….
The Fourteenth Cadillac is great fun to read. It will touch many adolescents where their weaknesses in familial...
(The entire section is 223 words.)
Dorothy M. Broderick
Call Me Charley was the first book to present anything resembling a genuine black-white confrontation. (p. 166)
The verbal exchange and the threatening gestures do not lead to physical combat … at any time in the book….
[The bigot who gives Charley the most trouble is George.] He is pampered, a victim of his parents' prejudices, and the parents are shown as not really class people: a little too loud, a little too pushy.
This idea that "class" people do not behave badly is a direct descendant of the slave attitude that masters were "quality" folk and the nonslave-owning population was "poor white trash." It is also related to the idea that "happy slaves"...
(The entire section is 162 words.)
Zena Sutherland
[Black in America is a] survey of black history in this country…. Emphasis is on the long struggle for freedom and equality. The text is adequately written and the photographs well chosen, but the book seems somewhat random in choice of material…. Although most of the black history books are written for slightly older readers, they are so much better written and so much more informative that a history as sketchy as this one pales in contrast. (pp. 130-31)
Zena Sutherland, in Bulletin of the Center for Children's Books (© 1974 by the University of Chicago; all rights reserved), April, 1974.
(The entire section is 98 words.)
Loraine Alterman
[Jesse Jackson's biography, The Life of Mahalia Jackson, Queen of the Gospel Singers] details the course of her life from her early years in New Orleans, where she first impressed people with her singing at age 5, through her triumphs all over the world and her brave participation in the civil rights movement….
Jesse Jackson makes it clear that she lived and breathed to spread the word of peace and love through gospel music.
Jesse Jackson tells the story well—explaining vividly why Miss Jackson stuck with gospel rather than singing the blues and how she was willing to do the toughest kind of housework for white people so that she could sing. There are times when the...
(The entire section is 242 words.)
John Rowe Townsend
[Among stories which were "contemporary" at the time but which now look dated is Call Me Charley, concerning] the acceptance of a black boy in a suburban community generally.
[In this book] the black characters bear injustice with a patience which now appears Uncle Tommish…. Charley Moss's mother in Call Me Charley advises him on the last page, 'As long as you work hard and try to do right, you will always find good [white] people like Doc Cunningham or Tom and his folks marching along with you in the right path.' Actually Charley is not without spirit; when someone addresses him as Sambo he says, 'My name is Charles. Sometimes I'm called Charley. Nobody calls me Sambo and gets away...
(The entire section is 252 words.)


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RI Seminar Series
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RI Seminar Video Playlist
RI Seminars Fall 2008
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In many prediction problems, finding the right balance between accuracy and computational cost is critical. Specifically, in computationally constrained settings, an ideal algorithm utilizes as much of the available resources as possible to provide the most accurate result. Selecting such an algorithm can be difficult, however, when the computational constraints are not fixed in advance. For example, many applications require predictions in time to allow for adaptive behaviors which respond to real-time events. Such constraints often rely on a number of factors at prediction time, making it difficult to select a fixed algorithm a priori. Our work addresses this deficit by studying algorithms which can automatically scale to fit any computational constraint. Our work produces anytime prediction algorithms which rapidly produce initial predictions and then continue to refine the results as time allows, producing final results which dynamically improve to fit any computational budget.
I will present our framework for learning and analyzing anytime predictors which builds off the traditional boosting approach to machine learning. These modified boosting algorithms select weak predictors based not only on their performance, but also their computational cost, allowing the learning algorithm to automatically trade-off computational cost and accuracy. I will also show how our work can be applied to typical prediction problems, such as object detection and classification, as well as more complex structured prediction problems, specifically the scene understanding domain. In this domain I will demonstrate our ongoing work of applying anytime prediction algorithms to a hierarchical scene understanding approach to select both the most computationally efficient structural representations of the problem to utilize and the computations to run using these representations.
Additional Information
Host: Internal
Alexander Grubb is a PhD candidate at Carnegie Mellon University, where he also received his BS in 2007. His research interests include machine learning, computer vision, and robotics. His current work focuses on ensemble methods for machine learning, specifically extending function space optimization, or gradient boosting, to a variety of domains.


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Coach USA bus accident closes Route 60
Twenty years ago – 1993
Raymer McQuiston, a former Fredonia resident and now an attorney with a Manhattan law firm, described to Lifestyles Editor Louise Ratkoski what it felt like to be in the firm's offices on the 52nd floor of the World Trade Center when a bomb rocked the building on Feb. 26. The explosion hit in the underground parking garage and within two minutes smoke reached the 52nd floor. Mr. McQuiston, the son of Dr. and Mrs. Julian McQuiston of Fredonia, managed to escape the building, but only after much difficulty because of the thick smoke.
Thirty years ago – 1983
All Chautauqua County communities, organizations, businesses, schools and citizens have been invited to join in a three-year celebration of the county's 175th birthday, according to an announcement made by County Executive Joseph Gerace. The celebration will kick off with an anniversary luncheon at the White Inn this month to honor the founding of Pomfret.
Forty years ago – 1973
"Time Brothers" – Richard Lewis, Slow Time; Alvin Crowe, Any Time; Pat Ryan, Fast Time – entertained a capacity crowd at the Silver Creek High School auditorium. The event was the 13th Kiwanis Kapers.
Fifty years ago – 1963
Winners of the Land Mark Rally held by the Northern Chautauqua Sports Car Club were Mr. and Mrs. Alfred Willsey, Dr. and Mrs. Arthur Robinson, DeForest Woods and Helen Haglund.


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Jun 2014
Karl Malone, Ian Ziering, Lance Bass, Rumer Willis, Allie Laforce, Dolvett Quince, Bárbara Palacios, Randy Couture, Melissa Peterman To Judge The 2014 Miss Usa® Competition on June 8
New York, NY–June 6, 2014—NBC, Donald J. Trump and Paula M. Shugart, president of the Miss Universe Organization, announced today the roster of celebrities and experts who will judge the 2014 MISS USA® Competition, airing Sunday, June 8 at 8/7c on NBC live from The Baton Rouge River Center in Baton Rouge, Louisiana.
The panel of judges includes:
· Karl Malone, former power forward for the Utah Jazz, named one of the "50 Greatest Players in NBA History"
· Ian Ziering, guest celebrity host of Chippendales, Syfy Channel's Sharknado movies
· Lance Bass, member of the pop group *NSYNC, host of SiriusXM's Dirty Pop with Lance Bass, producer and actor
· Rumer Willis, actress starring in multiple movie and television hits including PRETTY LITTLE LIARS, 90210, HAWAII FIVE-O, THE HOUSE BUNNY, SORORITY ROW, and much more
· Allie LaForce, host and reporter for CBS Sports, Miss Teen USA 2005
· Dolvett Quince, fitness expert, star of the NBC hit show "The Biggest Loser," and best-selling author of 'The 3-1-2-1 Diet'
· Bárbara Palacios, Miss Universe 1986, coach and judge of the new Telemundo reality show, Miss Latina Universo, international beauty icon, inspirational author and entrepreneur
· Randy Couture, star of "The Expendables" movie series, NY Times Best Selling author, star of the upcoming "Gym Rescue" on Spike TV and former 6-time UFC champion
· Melissa Peterman, star of ABC Family's "Baby Daddy" and ABC's "Bet on Your Baby"
As previously announced, country sensation Florida Georgia Line with special guest Nelly, singer-songwriter Marc Broussard, The Dirty Dozen Brass Band Horns and Latin Grammy award winning Camila, will perform during the competition. Giuliana Rancic, co-anchor of "E! News," and Thomas Roberts, MSNBC's "Way Too Early" will host the competition. Style expert Jeannie Mai will provide behind-the-scenes commentary.
Fans will also have the opportunity to save their favorite contestant during the evening gown competition through a Twitter save in order to secure a sixth spot in the final question round. Viewers can tweet using #SaveTheQueen along with a keyword that will be provided on the screen during the live telecast. Rules and information can be found on http://www.missusa.com/rules. Fans are encouraged to get excited and show their support leading up to Sunday's telecast by using #SaveTheQueen.
The 2014 MISS USA® Competition will feature contestants from all 50 states and the District of Columbia. Contestants will be judged in three categories: swimsuit, evening gown and interview. Erin Brady, Miss USA 2013 will crown her successor at the conclusion of the three-hour telecast. The MISS USA show is the only domestic pageant to be seen internationally. The 2013 MISS USA® Competition was distributed to approximately 70 countries. For more information, visit http://www.missusa.com.
Other News
- 25-year-old CBS hoops reporter Allie LaForce is turning heads for all the right reasons
- Congratulations to the newly crowned Miss USA!
- Miss USA Talks Miss Indiana's "Normal" Size 4 Body on the Today Show—Watch Now!
- Miss USA 2014: 5 Things to Know About Nia Sanchez, Miss Nevada USA
- Miss USA Nia Sanchez of Nevada: 'It's going to be a great year — this is all a wonderful dream'
- New Miss USA, a taekwondo black belt, explains why she feels self-defense is important


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Greater intake of Western fast food among Singaporean adults is associated with increased risk of diabetes and heart-disease-related death
- Department of Nutrition, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
- Correspondence to
: Kiyah J Duffey,
Department of Nutrition, University of North Carolina at Chapel Hill, 1807 Asher Lane, Blacksburg, VA 24060, USA; kduffey{at}unc.edu
Commentary on:
Implications for practice and research
Adverse associations between fast food consumption and cardiovascular health are also observed in an Eastern population.
The role that Western dietary behaviours play in affecting health in transitional societies needs to be articulated and addressed.
Consumption of fast food has increased over recent decades, accounting for as much as 40% of daily energy among certain subgroups of the US population,1 which is typically higher in total energy, saturated fats, sodium, carbohydrates and added sugars,2 ,3 and have been adversely associated with numerous health outcomes including obesity, cardiovascular disease and diabetes.4 , …


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No Favorites in Hunt for New Olympic Sports
An IOC report assessing the strengths and weaknesses of seven sports seeking to join the 2016 Olympics has put each on a level pegging, according to a source familiar with the review.
Baseball, golf, karate, roller sports, rugby, softball and squash are vying to join the Olympic program.
Around the Rings understands no clear favorites have emerged in the technical evaluation of the sports compiled by the IOC program commission. The IOC Executive Board meeting in Lausanne in mid-June will review the report.
"There isn't one that stands out from all the others; there isn't one which ticks all the boxes," a source tells Around the Rings, adding that "each one of the seven has pluses and minuses."
The report is based on presentations made by the sports to the commission last November and dossiers providing answers to 80 questions submitted by the international federations in February. Observations made by commission members at major events run by the IFs are also taken into account in the final analysis.
The IOC administration is currently finalizing and packaging the report for submission to EB members.
The seven IFs will make presentations to the IOC's ruling body at its June 15-16 meeting. Along with consideration of topics such as universality and global development and governance, the impact of the sports on the organization of the Olympics will be another key factor in EB discussions.
With so much information to digest from the program commission report, a first cut of the field is highly unlikely before the EB convenes again in Berlin Aug. 13-14.
IOC President Jacques Rogge, speaking after the last EB meeting in Denver, had indicated that two sports would be shortlisted at the August meeting.
But ATR understands that as many as three sports could go forward to the IOC Session which will vote on any new additions to the Olympic program in Copenhagen around Oct. 6.
The IOC has yet to confirm whether each sport would be voted on individually or two finalists as a bloc.
At the Session, IOC members will vote on the final composition of the 2016 Olympic program, including the potential inclusion of up to two new sports. They will also vote en bloc on the inclusion of the 26 core sports.
With reporting from Mark Bisson.
Your best source of news about the Olympics is www.aroundtherings.com, for subscribers only.
(Copyright 1992 2008 Around The Rings, all rights reserved. )


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"Cyberbulling Law Signed by Cuomo"
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Cyberbulling Law Signed by Cuomo
Please enter your comments below.
Cuomo duplicates existing laws again-measure costs money
Well, nice going Cuomo, and Silvers--two of the biggest proponents of putting out new legislation with no positive effect. They do stay in the spotlight, though. This law duplicates anti-harrassment, anti-abuse laws in this state. Take a close look at the wording. It's all about "trying" to get these things done while "educating" everyone about what cyber-bullying is, and giving a method to pass the word along to various levels (aka a good grape vine or phone tree used for gossip). That's all it does. The good school district employees try to do something, both in and out of school. The costs will come from the "educating" school district employees, and from the resulting lawsuits now that the districts are the 'deep pockets' a cyberbullied individual might be looking for. Eduate the employees about what the law is and how it is to be implemented, and rewriting the manuals, and passing it before Boards of Education, and notifying everyone, etc. Then, when it fails to prevent cyberbullying, as failure is inevitible, then the cyberbullied get to try suing for large punitive judgements. Thank you legislators Cuomo and Silver!
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Morse recalled in close vote
Senate president out of office
COLORADO SPRINGS — Gun-rights advocates unseated Colorado Senate President John Morse Tuesday.
The recall election attracted money and attention nationwide, but ultimately involved only about 18,000 voters in state Senate District 11 that includes central and western Colorado Springs and Manitou Springs.
The unofficial results were close — voters supported ousting Morse 51 percent to 49 percent.
"You're not judged by how you got knocked down, but by how you got back up. Our last session was phenomenal and the next session will be even better," Morse said to a room full of tearful volunteers at the Wyndham Hotel. "The loss of this seat for the next 16 months is purely symbolic. Democrats, the party of working families, still holds the majority in both chambers."
Morse was poised to return to the state Capitol in January as sitting president of the Senate.
Instead, Bernie Herpin, a local Republican who founded one of the area's largest gun organizations, will take Morse's seat as a freshman lawmaker.
"Thank you for standing up for yourselves and demanding to be heard," Herpin told a packed room at the El Paso County Republican Party headquarters. "By your votes, you have sent a loud and clear message that you'll no longer tolerate elected officials who refuse to listen to their constituents and trample on our rights."
Before the recall, Democrats had a 20-15 majority in the Senate. The margin is now 18-17, giving Democrats little wiggle room on issues when legislators cross party lines.
Turnout was shockingly low in Colorado Springs, given the media blitz that hit voters in recent weeks. Of about 69,000 registered voters in Senate District 11, only about 17,833 turned out.
The laws that sparked the recall efforts banned magazines that hold more than 15 bullets; required background checks on all gun sales, including those between private parties; charged a fee for those background checks; required concealed carry classes to be conducted in person and empowered judges to remove guns from suspects in domestic abuse cases.


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yo.. film experience vastly improved...
i moved the projector.. it is better..(i also cleaned the lens, as u guys predicted it was filthy)
as well as surround sound, the sound can now go throught the pa, just make sure of these things:
*only the dvd or video is playing (if they both play then the sounds are combined)
*make sure the phono plugs labbelled 'film' are plugged into the stage box (on the stage!) phono sockets.
*make sure the phono plugs labelled 'film' are plugged into the left hand side phono sockets on the mixing desk by the decks.
*turn the volumes up on the desk as required.
sounds much much better.


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Wine Riot Boston
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Showing wines matching:
Style: white
Tasted at event: Wine Riot New York
NV Gloria Ferrer VA de VI Ultra Cuvee
USA, California, Napa Valley, Carneros
he liked it!
2009 J. Lohr Vineyards & Wines Riverstone Chardonnay
USA, California, Monterey County, Arroyo Seco
he liked it!
NV Casa Mariol Blanc
Spain, Catalunya
he loved it!
Torre Oria Cava
Spain, Utiel-Requena
he loved it!
2008 Ninety Plus Cellars Lot 16 Napa Valley Pinot Grigio
USA, California, Napa Valley
he loved it!


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by Anton Shilov
John Carmack, a well-known developer of video games, believes that modern graphics cards by ATI/AMD and Nvidia Corp. are powerful enough to handle very complex games. However, the company that can better help game developers to optimize their games for their hardware will eventually automatically provide better solutions for those titles, Mr. Carmack believes.
"You almost cannot make a bad decision with graphics cards nowadays. Any of the add-in cards from AMD or Nvidia are all insanely powerful," said John Carmack, the lead programmer at id Software, the game developer behind Doom, Quake, Wolfenstein and other popular title, in an interview with PC Gamer web-site.
Even though Mr. Carmack does not give any recommendations for buyers, he claims that the hardware from a vendor that better supports game designers can potentially offer better solutions to end users.
"We have had closer relationships with Nvidia over the years, and my systems have had Nvidia cards in them for generations. We have more personal ties with Nvidia. As I understand it, ATI/AMD cards are winning a lot of the benchmarks right now for when you straight-out make synthetic benchmarks for things like that, but our games do get more hands-on polish time on the Nvidia side of things. Nvidia does have a stronger dev-relations team. […] When you have got the dev-relation team that is deeply intertwined with the development studio, that tends to make your hardware, in some cases, come out better than what it truly is, because it's got more of the software side behind it," said Mr. Carmack.
Interestingly, but the legendary game designer believes that in several years from now integrated graphics solutions – thanks to the fact that they will be integrated into the microprocessors and thus will be made using the latest process technologies – will be good enough to challenge discrete graphics processors. Still, even now, Rage – an upcoming title from id Software – can run on Intel Corp.'s integrated graphics solutions.
"Rage executes on an Intel integrated graphics part, but it is not something you would want to run it on right now. But even that's going to be changing with the upcoming generations of things. […] To some degree, it seems almost inevitable where the world of multi-hundred-dollar add-in cards are doing something that's being done pretty well by an on-die chip. Not right now, maybe not next year, but it's hard to imagine a world five years from now where you don't have competent graphics on every CPU die," concluded the head of id Software.
It is noteworthy that the game designer behind the path-finding titles considers Intel as a viable player on the market of graphics cores and does not mention potential of companies like S3 Graphics, PowerVR and other small players, who still have potential to enter the market of personal computers in one or another form.


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We had heard some rumors of some amazing smoked whitefish coming from just over the hill near Bear Lake, UT. We asked around to find out who it was and found it was a fellow by the name of Scott (we'll leave the last name out since he doesn't know we're posting this). As it turns out, Scott is a friend of Camp Chef legend Guy Perkins. But then again, who isn't a friend of Guy's. Guy asked Scott to put together a little video the next time he smoked some whitefish. So here's Scott smoking up some Bonneville White Fish straight out of Bear Lake. Enjo
Smoking Whitefish
By campadmin on December 14, 2011


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It's not often my hometown of San Diego gets national media attention. But it is right now thanks to a "controversy" that arose Sunday night when Padres... More.
'Finding Religion on the Campaign Trail'
July 12, 2007 | 3:21 pm
The NY Times had another story yesterday about why presidential candidates should get religion.
Some of the presidential candidates, eager to refresh their... More.


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Outlook on the Web provides the same conversation view and experience as Outlook : by default, messages are displayed in threads so that all the messages on a particular topic are grouped. No more searching for a previous message to check what the response is referring to. When a new message in a thread comes in, the whole thread gets moved chronologically to the date/time of the new message. Conversation view has its benefits and drawbacks, but if you don't like it, you can turn it off. There is no global setting for all folders, set the view for each folder.
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- Dental Education
Rolf G. Behrents, DDS, MS, PhD
Orthodontic Program Director
The Center for Advanced Dental Education at Saint Louis University offers a thirty month program in the specialty of Orthodontics that leads to a Master of Science in Dentistry. The program offers three basic areas of training: an extensive and comprehensive clinical experience that involves diagnosis, treatment planning, active treatment, and retention of patients representing a variety of malocclusions and craniofacial deformities; a didactic core and specialty education that encompasses biomedical sciences as well as clinical concepts; and research related to the discipline.
The program is fully accredited by the Commission on Dental Accreditation of the American Dental Association. Following completion of the program, graduates are educationally qualified for certification by the American Board of Orthodontics. Find out more information about applying to this program.
Master of Science in Dentistry (Research)
D.D.S., D.M.D., or equivalent general dental degree.
Required Courses
All core courses described in the Graduate Catalog under the section entitled Center for Advanced Dental Education are required except for CAD.503, CAD.510, and CAD.522. In addition, specialty courses required include all courses described below.
Additional Requirements
Supervised active and retention clinical orthodontic treatment of patients; comprehensive orthodontic specialty examinations utilizing written, oral, and practical clinical formats.
Total required credit hours: 80
No formal minor is permitted.
ORTH 5010 - Fundamentals of Orthodontics (2)
Team-taught by the orthodontic faculty during the first summer and fall terms of the graduate program. Course is based upon a respected, comprehensive, graduate text in the specialty. Applied science and techniques of diagnosis, treatment-planning, active therapy, and retention are overviewed. (Offered every year.)
ORTH.5030 Facial Development (2)
An overview of current thought in the field of craniofacial biology. The graduate student is exposed to the changes that take place in the face from embryo to adult. Hypothetical control mechanisms, clinical application of facial growth principles, and the experimental evidence are explored in a critical review of relevant literature. (Offered every year.)
ORTH.5100 Biomechanics (2)
Concepts of orthodontic displacement and force. Kinematics and biomechanics of tooth movement. Deformable-body mechanics, materials science, mechanical analyses, and selection of orthodontic-appliance components. Instantaneous and dynamic analyses of example appliances and clinical mechanics. (Offered every year.)
ORTH.5250 Clinical Cephalometrics (2)
Introduction to the use of cephalometric radiographs in clinical orthodontics. Overview of cephalometric analyses of historic importance. Lectures and demonstrations with a laboratory component that includes cephalometric tracing technique, visualization of treatment objectives for orthodontic and surgical orthodontic cases, analysis of growth pattern, and treatment results. (Offered every year.)
ORTH.5350 Surgical Orthodontics (1)
Acquaints the graduate student with those surgical procedures that directly relate to orthodontic treatment plans. The lecture series encompasses a review of diagnostic procedures, surgical techniques for the treatment of maxillary and/or mandibular skeletal excess and deficiency as well as laterognathism, Class II malocclusion and adjunctive techniques of genioplasty for correction of microgenia and macrogenia. In addition to surgical consideration of jaw deformities, time is allocated for miscellaneous pathological conditions. (Offered every year.)
ORTH.5370 Orthodontic Problems Related to Cleft-Palate Patient (1)
A study of the various aspects of the congenital cleft-lip-and-palate condition with a consideration of the several professional areas concerned with the total habilitation of the cleft-lip-and-palate patient. Coursework includes diagnosis and treatment of patients at the Cardinal Glennon Hospital Cleft Palate Center. (Offered every year.)
ORTH.5390 Speech Problems Related to the Oral Mechanism (1)
Basic anatomy and physiology of the speech mechanism. Introduction to phonetics and speech sound production. Survey of communication disorders; significance of the disorder for the orthodontist, and orthodontic treatment plan. (Offered every Fall semester.)
ORTH.5400 History of Orthodontics (1)
Evaluating concepts in pre-specialization disciplinary organization, ethical considerations, and humanist aspects of the profession. (Offered every year.)
ORTH 5490 - Diagnostic Procedures in Orthodontics (1)
An introduction to diagnostic procedures including the taking of the prospective patients medical and dental history, conducting the clinical examination , and an evaluation of dental and oral function. the analysis of orthodontic study-casts. (Offered every year)
ORTH.5500 Diagnosis and Treatment Planning I (1)
Evaluation and treatment planning of various types of malocclusion. (Offered every year.)
ORTH.5530 Clinical Diagnosis I (1)
The clinical application of the various diagnostic procedures and philosophies of orthodontic diagnosis and a presentation of practical procedures to help in the management of unusual problems that can arise during the course of treatment. (Offered every year.)
ORTH.5540 Clinical Diagnosis II (1)
Continuation of Clinical Diagnosis I. (Offered every year.)
ORTH.5550 Orthodontic Analysis and Treatment Modalities (1)
An in-depth presentation of specific and complex problems that can and do arise in orthodontic practice. Recognition, precautions, and various treatment modalities for each problem are discussed. Advances in orthodontic technology will be presented utilizing diagrams, photographs, clinical aids, and actual demonstrations to further enhance knowledge in dealing with difficult situations. (Offered every year.)
ORTH.5560 Clinical Case Conference (0-1)
In seminar format, each class meeting features the presentation by one of the students of the work-up and diagnosis of an active orthodontic patient. The other students and faculty propose and critically evaluate possible treatment plans and modalities. The presenting student then reviews the actual treatment plan being followed and the progress in therapy to date. (Offered every year.)
ORTH.5580 Clinical Specialty Seminars (1)
Individual clinical faculty members present their personal philosophies of diagnosis, treatment planning, active therapy, and retention. These sessions serve also to introduce the students to a diversity of techniques and appliances and therapy for unusual and exceptional categories of patients and cases perhaps not routinely seen in the mainstream of orthodontic care. (Offered every year.)
ORTH.5600 Introduction to Clinical Orthodontics (2)
A didactic and laboratory introduction to basic clinical principles and techniques. Initially, instruction covers the policies and procedures of the orthodontic clinic and later, the development of a patient diagnostic data base including study casts, photographs, cephalograms, and clinical evaluation of the patient. (Offered every year.)
ORTH.5610 Introduction to Clinical Orthodontics II (1)
A continuation of ORTH.560. A concentrated, didactic course that addresses in some depth the procedures of diagnosis, treatment planning, and application of clinical therapy toward the solutions of orthodontic problems in patients of various and dental development. (Offered every year.)
ORTH.5620 Principles of Orthodontic Techniques (2)
Course includes typodont setup in normal occlusion before banding; philosophy of treatment; and a coordination of lectures and seminars with laboratory demonstration on archwire fabrication and reasons for each bend. (Offered every year.)
ORTH.5630 Principles of Orthodontic Techniques II (2)
Course includes treatment of Class II, Division 1 non-extraction case and treatment of Class I bimaxillary-protrusion case, requiring removal of permanent teeth. (Offered every year.)
ORTH.5700 Clinical Procedures (1)
Introduction of the first year students to the policies, personnel, and protocol of the orthodontic clinic and the ancillary facilities that complement the clinic. (Offered every year.)
ORTH.5710 Clinical Orthodontics I (2)
Supervised patient treatment in the Orthodontic Clinic. (Offered the first Fall semester and every academic term thereafter.)
ORTH.5720 Clinical Orthodontics II (3)
ORTH.5730 Clinical Orthodontics III (1)
ORTH.5740 Clinical Orthodontics IV (3)
ORTH.5750 Clinical Orthodontics V (3)
ORTH.5760 Clinical Orthodontics VI (1)
ORTH.5770 Clinical Orthodontics VII (3)
ORTH.5780 Clinical Orthodontics VIII (3)
ORTH.5800 Seminar: Child and Adolescent Psychology (1)
The personal-social development of the child and adolescent from the perspective of life-span psychology is presented and discussed in the context of orthodontics, which includes the psycho-social impact of malocclusion, patient-parent-doctor motivations, communication and interpersonal relationships, patient cooperation and behavior modifications, and the psychology of the orthodontist. (Offered every year.)
ORTH5840 - Diagnostic Seminars on Early & Mixed Dentition (0-1)
A didactic course on the development of the occlusion, growth-related imbalances and interceptive treatment. Discussions include psychological handling of younger patients, pros and cons of early intervention, early decisions to preserve spaces and pertinent literature review.
ORTH5850 - Adult & Interdisciplinary Treatment (0-2)
A didactic course on the philosophy and special considerations of adult and Interdisciplinary treatment. This course focuses on diagnosis, treatment planning, criteria for treatment, special mechanics with special attention to the interaction among the different specialties.
ORTH.5890 Review for the ABO Examination (0)
The second year students attend a series of seminars with various members of the faculty toward preparation for the phase two, written examination administered periodically by the American Board of Orthodontics. Passing the examination is a required step toward board certification. (Offered every year.)
ORTH.5910 Literature Review (1)
A consideration of recent developments and current literature in the orthodontic field and in related fields.
ORTH.5950 Special Study for Examinations (0)
ORTH.5970 Research Topics (1-2)
Prior permission of guiding professor and program director required.
ORTH.5990 Thesis Research (0-6)


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If you have comments about this or another United Stages show send it in an e-mail to firstname.lastname@example.com
If you've seen a United Stages show that you'd like to recommend, e-mail email@example.com.
This year the United Stages playbill and audience club is celebrating its 10th year of providing show information and prize giveaways to theater-goers who frequent the intimate venues of the Indie, Off- and Off-Off-Broadway universe. Thousands of discount ticket offers, hundreds of ticket and dinner giveaways and millions of distributed playbills later, we continue to celebrate the joy and excitement of live performance. We hope you'll enjoy this first installment of our look-back at favorite playbill covers from past seasons.
Claymont & Young Stowaways in Space
In 2004 Emerging Artist Theatre Company (now in its second decade headed by artistic director Paul Adams), was United Stages's first theater company client—or second…we'll get back to that later—and the play was Kevin Brofsky's coming-of-age story set in the small Delaware town of Claymont during the Vietnam War draft. Transferring from a 60-seat to a 300-seat house, Claymont was revived in 2008 for an Off-Broadway run at the Baruch Performing Arts Center's Rose Nagelberg Theater. Of this show, Back Stage wrote, "This is the world of Kevin Brofsky's Claymont, a dour world that trivializes both public happenings and private brewings. Just as in that ill-fated war, conclusions are vague, characters are drifty, and the television drones both Hollywood Squares and news from the front." The reviewer also saluted the ensemble cast for their fine acting but seemed to have missed the warmth and humor that I remember from Brofsky's compassionately drawn world.
Also in 2004, double billed with Claymont, was the TOSOS (II) production of artistic director Mark Finley's adaptation of Richard M. Elam's sci-fi drive-in movie genre novel Young Stowaways in Space. In 2004 TOSOS (The Other Side of Silence), a company founded by the late great playwright Doric Wilson, continues to be helmed by Finley. Of the production, one OOBR critic wrote "StowawaysĀshowcased Finley's directorial genius in a way that surprised. The stylized execution of this play was daringly entertaining. TOSOS II did it again."
FringeNYC: The Whole Enchilada
China: The Whole Enchilada is an example of a festival-dedicated playbill that United Stages created especially for The New York International Fringe Festival. The Present Company's Elena Holy is the driving force behind this NYC mainstay that presents 5000 artists in over 200 shows in 20 venues every August in Lower Manhattan. Of this production, a local critic noted that Mark Brown's musical "succeeds its goals of providing a comprehensive whirlwind of Chinese history, at the same time critically identifying the faults of both the Chinese and the West in our shared history. On the whole, I foundĀChina: The Whole EnchiladaĀfunny, smart, surprisingly deep, and very enjoyable."
On 42nd Street, Theatre Row
Theatre Row has always been a special complex of venues where non-profit theater companies rub shoulders with for-profit entrepreneurs and present a bridge for the Broadway crowd to experience more intimate shows in smaller yet comfortable surroundings. One of the more memorable playbill covers was that of Bradford Louryk's lip syncing tour de force Christine Jorgensen Reveals, a true story about an ex-G.I. who in 1952 went to a Copenhagen hospital to change his sex and consequently became a media sensation and an articulate spokesperson for the rights of transgendered persons. The show ran the length of the 1958 recorded interview (a little over an hour) that was later transferred and sold on LP. Of this show, a local theater website noted "Bradford Louryk is a wizard of deception and a master of the impossible as he morphs his six-foot frame into a completely convincing demure woman of the 1950s who stands no taller than 5′6″ in a size-10 suit draped over an extremely petite 120-pound figure."
Board of Tourism
Since 2004 United Stages's mission has been to encourage theater-goers to be more adventurous and mix up their live performance experience to include smaller venues. After all, the majority of creative artists working today in NYC are found in hundreds of small venue theaters throughout the five boroughs. Cofounder Ian Marshall had fun creating an ad that playfully employed reverse psychology for the 2009 FringeNYC playbill shell and encouraged audiences to break the yellow safety tape and explore the wide variety of smaller venue shows.
To be continued in our next installment


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Sweet Street Apple Crumb Cake
by Sweet Street | Item #: 171081 | Model #: 8154 |
We're sorry, this item is not available in your selected Club. Check another Club
About this itemFlavorful apples and cinnamon, alternating with buttery coffee cake, are topped with crunchy crumbs.
This gourmet crumb cake has 8 slices and weighs 1 lbs 11 oz. You will always serve something exceptional when you offer Sweet Street Desserts. We've dedicated our hearts and souls to making luscious desserts with intriguing, full flavors, textures that excite and visual landscapes that tantalize. Our passion for sweet perfection knows no bounds. Welcome to luscious™.
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When you receive your order, be sure to place them into your freezer or refrigerator. Our desserts are perishable. If no one is available to sign for your package, it will be left on your doorstep.
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Vasque Blur SL GTX
$120, 14.2 oz, www.vasque.com
The Sherman tank of the review, this hefty shoe mows down all trail types in any weather. The sock-like gusseted tongue provides a plush fit, the stiff midsole stops stingers cold and the high heel cuff offers considerable lateral support. The heel counter is also solid, but the shoe ran relatively "hard," which isn't much of an issue on trails.
If you're seeking a bomber-constructed shoe for rocky, wet, high-country jaunts, consider the Blur SL GTX, which runs surprisingly well for all its burliness. The shoe fits narrow to medium feet, and runs about a half size large.
TESTERMONIAL: "The Blur SL GTX is best in wet weather and muddy terrain, and performed well on rocky trails where blistering speed is not a concern." —Bob Jackman, Warwick, RI


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Announcement - Meeting Announcement for H.R. 1960 (General Debate) and H.R. 1256
The Committee on Rules will meet on Tuesday, June 11, 2013 at 5:00 PM in H-313 The Capitol on H.R. 1960, the National Defense Authorization Act for Fiscal Year 2014 (General Debate only), and H.R. 1256, the Swap Jurisdiction Certainty Act.


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Topic: Content controller
Hi guys,
I've been asked to create a fairly simple website for someone in which they'd be able to edit the content themselves (without any knowledge of HTML or coding in general.) The pages have to be hierarchical (one page belongs_to another) and the navigation menu has to be dynamic, adjusting itself to the pages the user creates.
In itself this is simple, I created a table called pages with columns id (int), content (text), parent (int). In the navigation menu I just read all the pages with parent == 0 first and work my way down recursively.
Now my question: my friend asked me to add another feature to the site which would require a completely seperate controller but he still wants to be able to add it to (and move it around) the navigation himself. Also he wants menu items to be able to link to external urls.
What I did was create a special case in the Pages model where, if the content column starts with a ! it takes the word following it to be the name of the controller to link to, otherwise it simply links to the PageController and displays the content. Similarly if the content starts with a # it's assumed to be a link to an external url.
Somehow this solution feels wrong, my gut feeling is I should be doing something with polymorphic associations or some such.. Any thoughts would be much appreciated
-- marsvin
* Multiple child models in a dynamic form


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Union group endorses Poe; police union backs Skop
The North Central Florida Central Labor Council has endorsed Lauren Poe in his runoff race for the Gainesville City Commission At-large 1 seat, while the north central chapter of the Florida Police Benevolent Association has backed the other candidate, Nathan Skop. In the Poe campaign's news release touting the NCFCLC endorsement, the chairman, Gunnar Paulson, said: "We endorsed Lauren for City Commissioner. We know he will do a great job for labor and for the working families of Gainesville. He… Read More »


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You are currently browsing the tag archive for the 'squash and chickpea recipe' tag.
This recipe is reminiscent of chana masala, a savory dish of stewed chickpeas with spices and tomatoes. For a fall version, butternut squash has been added, pre-cooked by roasting pieces in the oven with spices. These roasted squash pieces are great on their own, but make a hearty side to a meal or part of a collection of smaller dishes to serve.
Roasting winter squash of any variety I feel is the best way to bring out its flavor. The process of roasting increases the sweetness; caramelizing the sugars.
If you have a chance to try other unusual varieties of winter squash, or grow them yourself, the flavors not commonly tasted are intriguing. Some squash have flavors of hazelnuts, some perfect for pies and other for soup. No need to stick to the standards. A few squash type I will be keeping my eyes out for is the "Black Futsu squash," "Rouge vif d'etampes pumpkin," and "Galeux D'Eysines squash," all spectacular and delicious in flavor.
Roasted Butternut Squash & Chickpea Recipe
3 pound butternut squash, peeled, seeded & cut into ¾" pieces
2 Tablespoons olive oil
½ teaspoon ground allspice
¼ teaspoon ground sea salt
¼ teaspoon freshly ground black pepper
½ small red onion, diced
2 large garlic cloves, minced
2 Tablespoons olive oil
15 ounces diced tomatoes
15 ounces chickpeas, drained and rinsed
½ teaspoon turmeric
½ teaspoon crushed coriander seeds
¼ teaspoon crushed red chilies
2 lemons [juice one & wedge the other]
8 ounces plain yogurt
Cilantro [plenty for garnishing]
Preheat oven to 350°F
preparing the squash:
1. Toss squash with allspice, pepper, salt and olive oil.
2. Roast in a single layer for 25-30 minutes or until tender.
preparing the final dish:
1. Sauté onions in oil over medium heat until translucent.
2. Add garlic and cook for a minute, but do not brown.
3. Add diced tomatoes, turmeric, chilies and coriander and simmer for 5 minutes.
4. Add chickpeas and simmer for a few minutes more.
5. Adjust seasonings to taste and add the juice of one lemon, approximately 3 tablespoons.
6. Gently fold in roasted squash.
7. Serve hot with cilantro and lemon wedges with yogurt.
Serves 6-8.


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Softsoap Moisturizing Hand Soap with Aloe - Refill - 800 mL - 12 cartons
by Softsoap | Item #: 310007 | Model #: CPM01924CT |
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- Compatible with Softsoap Liquid Soap Dispenser, item number 422897
- Moisturizing with Aloe
- Smoothes and protects skin while restoring pH balance
Help maintain cleanliness in the work environment with this moisturizing hand soap. The premium, rich-lathering liquid soap features mild, yet effective skin cleaners. The conditioners and moisturizing agents smooth and protect skin, helping to maintain its natural pH balance. Refills are designed to fit in the Softsoap brand dispenser.
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Sturdy glasses for drinks - or why not
pencils, flowers or snacks? The colorful pieces fit into any style
and will stand up to just about anything! The swirling,
irregular veils of color make each an individual in its
own right.
View the entire Kosta Boda Mine Collection.
With characteristic craftsmanship and good design, and an ongoing commitment to avant-garde expression, Kosta Boda has become one of the leading glasshouses in the world. The company's three glassworks in the villages of Kosta, Boda and Åfors each have exciting individual stories of their own, yet stand together under the common brand name Kosta Boda.
Eight designers are currently on retainer at Kosta Boda. They work with both utilitarian and art glass. The designers are Olle Brozén, Anna Ehrner, Kjell Engman, Ulrica Hydman-Vallien, Bertil Vallien, Ludvig Lofgren, Asa Jungnelius and Göran Wärff. Glass results from a great many meetings between people, artists, crafts people and lovers of glass.
The artists of Kosta Boda have a decisive role to play in all the creative stages of the process. The cooperation between the designers and the skilled craftspeople is very close; indeed, it is essential if the designers are to transfer their intentions to the glass.
Crystal Classics is the largest independent retailer of Kosta Boda in the U.S.
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Summer Reading at Waveny Pool
The big blue book cart, sponsored by the Friends of the Library, has returned to the Waveny Town Pool again this summer. It is stocked with paperbacks for poolside reading, with selections ranging from board books for babies to recent bestsellers for adults. Readers are welcome to take books home if they are enjoying them. The book cart is restocked regularly by library staff and volunteers. For further information, please phone the reference desk at 203-594-5003.


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Nice collaborative effort from the TCF writers.
Anyone else have any Cleveland sports-related items/people to be thankful for?
Like the years of pure enjoyment that Andy Marte provided when he turned dozens of board members into morons right before our eyes?
Or what about specific board members? I'm damn thankful for 'redneckofsc'. He entertains me to no end and I have no idea why he gets away with the broken record routine when others just make me ill I wanna meet 'Neck and see a game with the man.


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Tag Archives: process variation
Patty and the Professor: The Twiddler
Folks, It's been a while. Let's look in on Patty… Patty stared, bleary eyed, at her laptop screen. It was the day after the election. She and Rob were following the election closely as a "statistical thinking" exercise. They had … Continue reading
Posted in Dr. Ron Tagged first-pass yield, optimization, Patty, process variation, root cause, The Professor, tweaks, wave soldering 1 Comment