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Communication Sciences and Disorders (2002-2003)
Admission | Courses | Program | Requirements
Department Chairperson: Kenneth Hawkinson
Graduate Faculty
Associate Graduate Faculty
The program in Communication Sciences and Disorders (CSD), accredited by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association, offers specialized courses leading to the Master of Science degree with emphasis in speech-language pathology. The program includes academic course work and clinical practicum requirements. Clinical practicum experiences are completed both on campus at the WIU Speech-Language-Hearing Clinic and at various off-campus sites.
The CSD program has two exit options designed to integrate research with clinical practice. The Thesis Exit Option is designed for students who are interested in research or who wish to continue their education beyond the master's level and the thesis is a complete data-based study. The Research Project Option is designed for students whose career goals involve practicing as a speech-language pathologist and the project is typically a clinically-based project or literature review.
At the completion of the program, graduates will have completed all
Students who wish to earn certification to work in the public schools in Illinois must complete all teacher certification requirements established by the state of Illinois and Western Illinois University. (These requirements may extend a student's graduate program. For further information on teacher certification requirements, see the WIU Undergraduate Catalog or contact the College of Education and Human Services.)
Applicants for admission must have an overall grade point average of 3.0 or earn a grade point average of at least 3.25 during the final two years of undergraduate work in order to be considered for regular admission to the graduate program in communication sciences and disorders.
Applicants must also submit the following:
The Graduate Record Examination (GRE) is not required for regular admission to the communication sciences and disorders graduate program; however, it is recommended that applicants submit GRE scores if they are available.
Students who wish to obtain a master's degree and/or meet state licensure and national certification in communication sciences and disorders must complete the courses or course equivalents listed below before undertaking master's course work. These courses may not be applied toward regular degree requirements.
Undergraduate Prerequisites:
Students who are deficient in any of the preceding areas will be required to make up these undergraduate deficiencies. Courses at the 200 or 300 level which are required to meet deficiencies may not be taken for graduate credit and none of the above courses at the 400 level may be applied to the graduate degree program.
The Master of Science in Communication Sciences and Disorders degree program requires a minimum of 47 hours.
Students must complete the following courses:
In addition to the course work above, all CSD majors must complete all clinical clock hours required for the American Speech–Language–Hearing Association Certificate of Clinical Competence (CCC) before the master's degree will be awarded.
Students who opt for the Illinois Public School Certification will also take CSD 521 and CSD 522.
435G Communication Disorders in the Classroom. (3) Study of the speech, language, and hearing disorders of school-aged children.
479G Augmentative Communication. (3, repeatable to 6) The study of the various means of communication aids and the assessment and intervention strategies utilized to implement them. Prerequisites: Major in communication sciences and disorders, special education or permission of the instructor.
481G Evaluation Procedures in Speech–Language Pathology. (3) Consideration of the general role of evaluation in speech and language therapy with intensive study of diagnostic tests and procedures used to discover and treat communication disorders. Prerequisites: CSD 312, 380, 382, 384, or permission of the instructor.
484G Clinical Methods for Children's Language Disorders. (3) Study of procedures for the evaluation and management of language disorders of children. Prerequisite: CSD 312 or permission of the instructor.
492G Clinical Audiology. (3) Study of the administration and interpretation of the basic differential diagnostic test battery used in the assessment of auditory disorders. Prerequisite: CSD 390 or permission of the instructor.
494G Aural Rehabilitation I. (3) History and development of methods of speech reading and auditory training. Multisensory approach to rehabilitation and habilitation is emphasized including specific procedures for handling the acoustically handicapped student in the classroom. Prerequisite: CSD 390.
495G Aural Rehabilitation II. (3) Language and psychological and social behavior of the acoustically handicapped. Methods of testing the population for therapy and rehabilitation are also studied. Prerequisite: CSD 390, 494 or permission of the instructor.
501 Introduction to Research Methods in Speech–Language–Hearing Sciences. (3) Explores clinician's role as researcher and need for science to inform our clinical practice. Students read and critically analyze existing research within the communication sciences and disorders. Incorporating a review of both qualitative and quantitative methodologies, this course enables students to ask scientific questions and plan corresponding research studies. Review of common research designs and data analysis techniques. Students are required to write a formal research proposal. Prerequisite: Graduate status.
502 Seminar in Speech and Hearing Sciences. (3) The examination of the production and perception of acoustical cues contained within the speech signal and other acoustical events. Current theory and research techniques will be discussed and implemented using functional research apparatus when applicable. Prerequisites: CSD 211, 212 or permission of the instructor.
503 Seminar in Professional Affairs. (2) The study of current problems, issues and legislation in the communication disorders profession. Discussions will be organized to accommodate both student and instructor interests and concerns. Prerequisite: Graduate major status.
504 Seminar in Speech-Language Pathology. (2, repeatable to 4) Investigation of current literature relating to etiology, assessment, and treatment of selected communication disorders. Topics based on faculty and student interest. Prerequisite: Graduate major status or permission of instructor.
510 Oral-Motor and Articulation Disorders. (3) Reviews the development of critical oral-motor and articulation abilities from infancy through adulthood. Enables the student to differentially diagnose and treat functional articulation disorders, oral-motor apraxia, and dysarthrias. Cultural issues of dialect are also addressed. Prerequisites: CSD 210, 212, 380, 382.
511 Language Theory and Development. (3) Current research on cross-disciplinary development theories as related to the typical acquisition and development of language as a formal and functional system across the life span with emphasis on school age and adolescent years. Prerequisites: CSD 312, 484.
512 Child Language Disorders: Assessment and Intervention. (3) Explores conditions associated with communication impairment in children. Reviews clinical assessment and intervention techniques for child language disorders from infancy through adolescence. Communication analysis and intervention planning. Consideration of impact of communication impairment across environments. Prerequisites: CSD 312, 481, 484.
521 Methods in Public Schools. (3) The study of general program considerations for the speech-language pathologist in the public school setting including case management and state and federal legislation.
522 Clinical Practicum in the Public School. (3, repeatable to 9) Supervised clinical practice in speech-language and/or hearing in the public school setting. Prerequisite: CSD 521, completion of required CSD coursework, no more than one C grade in CSD 587/588, and approval of faculty.
523 Neurological Disorders I: Aphasia. (3) Assessment and management of fluent, nonfluent, mixed, and global aphasia, with emphasis on the nature and cause of acquired language disorders in adults, including right hemisphere disorder. Prerequisite: CSD 382 or permission of the instructor.
524 Neurological Disorders II: Cognitive and Degenerative Disorders. (3) Identification, classification, and treatment of degenerative disorders and cognitive/memory disorders that affect speech and language, with emphasis on intervention across the continuum of care. Prerequisite: CSD 382 or permission of the instructor.
525 Dysphagia: Assessment and Intervention. (3) The study of swallowing and deglutition across the age span, with concentration on the methods of assessment and intervention in disorders of swallowing. Prerequisites: CSD 210, 312, 382.
535 Voice Disorders. (2) Voice production, including vocal development and life span changes. Pathophysiology of voice disorders, their assessment, management and treatment.. Prerequisite: CSD 210, 380, 384.
536 Physiological Speech Disorders II. (3) The study of the nature, etiology and management of orofacial anomalies and laryngeal speech disorders. Prerequisite: CSD 210, 384.
547 Fluency and Fluency Disorders. (3) Theory, research and clinical applications in fluency disorders. Emphasis on assessment and treatment of behavioral, affective, and cognitive features of developmental stuttering across the lifespan. Consideration of cluttering, neurogenic stuttering, psychogenic stuttering. Prerequisite: CSD 384.
548 Applied Phonology. (3) Concepts in linguistic theory and models of phonological development as they apply to the understanding of the nature, possible causes, evaluation, and management of functional phonological disorders. Prerequisites: CSD 212, 380, 481.
550 Audiology for the Speech-Language Pathologist. (3) Study of selected auditory disorders, screening procedures, and habilitation/rehabilitation approaches from a speech-language pathology perspective based upon current scope of practice and research. Prerequisites: CSD 390, 494 or permission of instructor.
551 Anatomy, Physiology, and Disorders of Hearing. (3) Study of the structure and functions of the human auditory system as well as the various causes of hearing loss. Prerequisites: CSD 210, 390.
552 Advanced Clinical Audiology. (3) Study of the instrumentation, administration, and interpretation of various special differential diagnostic tests used to determine the site of auditory lesions. Prerequisites: CSD 390, 492.
563 Hearing Aid Assessment. (3) Study of electroacoustic amplifiers as instruments for rehabilitation of the auditorial deprived. Major emphasis placed on hearing aid selection relative to the needs of the individual. Prerequisites: CSD 390, 492 or permission of the instructor.
564 Pediatric Audiology. (3) Methods and procedures for evaluating hearing loss in young children and infants. Includes preschool and elementary therapeutic techniques, parent counseling, and uses of pediatric hearing aids. Prerequisite: CSD 390 or permission of the instructor.
575 Electrophysiological Audiology. (3) The examination of current instrumentation and evaluative procedures utilized in assessing brain wave response to auditory stimuli.
576 Seminar in Hearing. (3) Studies in current research and rehabilitative problems associated with auditory function. Prerequisite: Audiology graduate student or permission of the instructor.
577 Industrial Audiology. (2) Methods and procedures of analyzing noise levels in various industrial and military environments. Effects of various noise levels on the human auditory system and the basic communication process. Prerequisite: CSD 502, or permission of the instructor.
587 Clinical Practicum in Speech–Language Evaluation. (1) Supervised practicum in speech-language evaluation procedures in the Speech-Language-Hearing Clinic. Prerequisite: CSD 481(G).
588 Graduate Clinical Practicum I Speech–Language Pathology. (1-3, repeatable to 8) Supervised clinical experience in on-campus and off-campus clinical facilities while working with children and adults having speech and language disorders. A minimum of 20 contact clock hours must be obtained for each credit hour. Prerequisite: Graduate standing or permission of the instructor.
590 Research in Communication Sciences and Disorders. (1–6, repeatable to 6)
599 Graduate Clinical Practicum in Audiology. (1–3, repeatable to 8) Supervised clinical experience in on-campus and off-campus clinical facilities while working with children and adults having hearing impairments. A minimum of 20 contact clock hours must be obtained for each credit hour. Prerequisite: Graduate standing or permission of the instructor.
600 Internship in Communication Disorders. (3, repeatable to 6) Supervised applied experience in an occupationally related area in line with the students' career objectives and approved by faculty. A minimum of eight weeks will be required for this experience. Prerequisite: Completion of required CSD coursework, no more than one C grade in CSD 587/588, and approval of faculty.
601 Thesis. (3, repeatable to 6)
602 Comprehensive Examination in Communication Sciences and Disorders. (0) The student will complete a written comprehensive exam consisting of selected questions that survey topics covered in CSD graduate course work. The exam will be graded S/U and will be administered once each semester. The student may take the exam twice. Students must enroll for CSD 601 or 602. Prerequisite: Students taking CSD 602 must be in their final semester of course work, and obtain permission of CSD Graduate Adviser to enroll in the class.
603 Research Project. (3) Capstone research project for students who choose not to complete a Master's thesis. Project will result in a journal-quality manuscript, including a detailed review of current literature and analysis of an approved topic. Prerequisite: CSD 501.
604 Graduate Portfolio. (0) Throughout their graduate program, students will develop a portfolio documenting their evolving knowledge and skills in speech-language pathology. The portfolio will be submitted to a faculty committee at the end of each semester, and the student's mastery of identified knowledge and skills will be documented. The final portfolio will show that the student has met the knowledge and skills outcomes for the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP). Graded S/U. Prerequisite: Students taking CSD 604 must be in their final semester of course work, and obtain permission of CSD Graduate Adviser to enroll.


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Free shipping over $ 99
Free shipping over $ 99
It's been designed by Pio & Tito Toso. These table accessories are decorated with small spherical calottes that seem like drops of water gathered and conserved on coasters.
Brothers, born in Venice, Pio in 1973 and Tito in 1971. They graduated in architecture in Venice in 1998. They began working together in the architecture field in 1996, developing numerous projects in both Italy and overseas, and entering various competitions. They have also worked in the field of furniture and design, collaborating with some of the most high-profile companies in these sectors (Artemide, Foscarini, Leucos, Vistosi, and Studio Italia Design, for lighting, and Alessi, Rossi di Albizzate, Colombo design, Frighetto, Cattelan Italia, Fly Line, and Doimo in terms of furniture). They have worked on the design of stands, exhibitions, shops, offices and warehouses for several companies, taking care of both image and graphics.

subset: commoncrawl


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California State University San Marcos (CSUSM) has become one of the fastest growing campuses in the CSU system. Providing access to a high quality education and preparing the leaders of tomorrow remain at the core of what we do. CSUSM embraces and symbolizes twenty-first century learning. We offer hands-on and collaborative learning experiences, cutting edge technology and academic programs relevant to the rapidly changing global environment. Our faculty engages in the latest research and other creative activities and our graduates are prepared to lead and compete in the digital age. Founded in 1989, CSUSM is located on a 304-acre hillside overlooking the city of San Marcos. It is fifteen miles east of the ocean; just thirty miles north of downtown San Diego.
California State University San Marcos is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.
The university is particularly interested in candidates who have experience working with students from diverse backgrounds and a demonstrated commitment to improving access to higher education for under-represented groups.
CSUSM has been designated as a Hispanic Serving Institution (HSI) and an Asian American Native American Pacific Islander Serving Institution (AANAPISI) and was recently named one of the top 32 Colleges most friendly to junior faculty by the Collaborative on Academic Careers in Higher Education.
California State University San Marcos focuses on the student as an active participant in the learning process. Students work closely with a faculty whose commitment to sustained excellence in teaching, research, and community partnership enhances student learning. The university offers rigorous undergraduate and graduate programs distinguished by exemplary teaching, innovative curricula, and the application of new technologies. CSUSM provides a range of services that respond to the needs of a student body with diverse backgrounds, expanding student access to an excellent and affordable education. As a public university, CSUSM grounds its mission in the public trust, alignment with regional needs, and sustained enrichment of the intellectual, civic, economic, and cultural life of our region and state.


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Roasted and Grilled Veggie Salad
|Posted by bibiddream on February 24, 2014 at 4:35 AM
As far as vegetables are concerned, we have been dining like kings lately. It's all thanks to local organic farmers! Beautiful baskets of fresh, vibrant produce are delivered right to my doorstep. I don't even have to leave the house! They come over, we have a nice chit-chat about what's growing, observe the difference between the veggies from last batch (oh my! Look how the mustasa has grown!)...all without having to start my car (plus points for that!)
Of course, I still meander through the market...what's a girl to do without her market-therapy right (no, shoe-therapy does not replace it...though they do complement each other I believe)? Plus I have to continually restock our garlic and onions, which we go through like there's no tomorrow (please someone tell me that onions are blazingly healthy)! I hardly buy any vegetables at the market anymore though, onions and garlic aside. You see, those baskets we get keep us two nicely covered in veggies for a while. In fact, I have to race to use them all before they start to, um, complain
I get my veg from two sources. One from the organic farmer I mentioned here (coincidentally delivering his first basket on my birthday!). The other is the same one who delivers to Christine. Here is where some of them went...
Roasted and Grilled Veggie Salad
2 Asian eggplants (the long thin ones), sliced on the diagonal
1 white onion, sliced relatively thick
1 red bell pepper
1 green bell pepper
1 yellow bell pepper
Extra virgin olive oil
Sea salt
Freshly cracked pepper
Herbs de Provence
- Roast the peppers. I cut them in quarters, remove all the seeds, and then lay them skin side up on a baking tray lined with parchment. Place in a 200C oven and roast until the pepper's skin is black and blistered in places. Take the peppers out, place in a bowl, and cover with cling wrap. Leave to cool slightly. When the peppers are cool enough to handle, gently peel off skin (it will come off easily at this point), slice into strips and set aside.
- While your peppers are roasting, heat a grill pan. Brush the eggplant and onions slices with oil and grill until they are soft and have respectable grill-marks.
- Place grilled eggplants and onions (the onion rings may fall apart...that's fine) in a bowl with the roasted and peeled peppers. Drizzle with olive oil. Sprinkle with herbs de Provence and season with salt and pepper.
- Serves two.
This is one of my favourite ways to have peppers and eggplant (aside from tortang talong) -- roasted and grilled, or just grilled or just roasted, then tossed with some good olive oil and salt. The herbs de Provence adds a lovely aroma, but if you don't have any, feel free to use what you've got. Or stick to the olive oil and salt. With great veggies you really won't need much else. This is good at room temp, so it can sit patiently while you go about making the rest of your meal. You can also add a splash of red wine vinegar and finely chopped garlic (or roast some garlic alongside the peppers and smoosh that in) and you'll have something approaching escalivada (a Spanish salad I am extremely fond of). If you have leftovers, just park them in the fridge and toss them with some pasta the next day.
Aaah...Lovely simple vegetables! Something tells me this won't be the last "veggie basket" post...please indulge me I'll try not to be too dull and swoony!
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Although the president's use of drones to execute the war on terror and those he assumes are associated with it has so far occurred only outside the United States, soon drones will slice through the domestic skies, as well. While the sight of drones over U.S. cities and towns is rare now, the Federal Aviation Administration (FAA) predicts that by 2020, 30,000 of these unmanned aerial vehicles (UAV) will be patrolling American airspace.
Scores of these UAVs will be deployed by state and local law enforcement, adding to the many that will be sent airborne by the federal government.
In a report released as part of a Freedom of Information Act (FOIA) lawsuit, the FAA revealed that it has approved drone licenses for at least 18 organizations, including police departments in Seattle, Washington, and North Little Rock, Arkansas. A story published November 3 in The Hill reports that Houston, Texas; Miami-Dade County, Florida; and Arlington, Texas, are also ready to launch their high-tech eyes in the sky as soon as the ok is given by the federal government.
Aviel Sanchez of the Miami-Dade County Police Department is quoted in The Hill piece saying that although "his department received FAA authorization in July 2011," it has not sent a drone airborne.
"It's nice to have that capability. If it does ... provide a service while safeguarding our property, our personnel and the citizens, then by all means, we'll use that," Sanchez said, as reported by The Hill.
It is the use of those enhanced capabilities that is worrisome to constitutionalists.
Below is a brief sample of some of the information contained in the FAA disclosure regarding the use of drones by local law enforcement. As readers will discover for themselves, often the police department's description of their intended use for the drones does not match the scope of the permitted flight plans as indicated on maps included in the files.
For example, the Seattle Police Department was issued a license to fly drones within their jurisdiction, and it reported the following intent for their use of them:
The objective of our program is to create a higher standard of safety for members of our community by utilizing the Draganflyer [sic] X6 Unmanned Aerial Vehicle in support of numerous Law Enforcement related functions which could include but are not limited to:
- Crash site related to interstate transport of hazardous materials,
- Crash site related to railroad transport of hazardous materials,
- Tactical support of law enforcement operations, and
- Search and rescue operations
Within those four objectives are several constitutionally suspect issues. For example, no precise guidelines are mentioned regarding the scope of the searches to be conducted by drone, and there is no indication of how the "tactical support of law enforcement operations" will be conducted so as not to violate the Fourth Amendment's prohibition on warrantless searches and seizures. That is to say, will officers of the Seattle Police Department be required to submit an affidavit "particularly describing the place to be searched and the persons or things to be seized" in advance of launching the drone?
The privacy issue was the center of the article in The Hill:
"Drones should only be used if subject to a powerful framework that regulates their use in order to avoid abuse and invasions of privacy," Chris Calabrese, a legislative counsel for the American Civil Liberties Union, said during a congressional forum in Texas last month.
He argued police should only fly drones over private property if they have a warrant, information collected with drones should be promptly destroyed when it's no longer needed and domestic drones should not carry any weapons.
This is one of many critical considerations regarding the constitutional use of drones. As mentioned above, one of the most crucial of those inquiries concerns the application of the Fourth Amendment's prohibition against "unlawful searches and seizures" and the requirement that warrants be supported by affidavits "particularly describing the place to be searched, and the persons or things to be seized."
In June, Senator Rand Paul (R-Ky.) introduced a bill to "protect individual privacy against unwarranted governmental intrusion through the use of unmanned aerial vehicles commonly called drones."
A person or entity acting under the authority [of], or funded in whole or in part by, the Government of the United States shall not use a drone to gather evidence or other information pertaining to criminal conduct or conduct in violation of a statute or regulation except to the extent authorized in a warrant that satisfies the requirements of the Fourth Amendment to the Constitution of the United States.
Senator Paul explained, "Americans going about their everyday lives should not be treated like criminals or terrorists and have their rights infringed upon by military tactics."
Constitutional conflicts rising in the wake of the domestic deployment of drones have already come up in court in the case of Rodney Brossart, who became one of the first American citizens (if not the first) arrested by local law enforcement with the use of a drone owned by a federal agency. Police launched this loaner after Brossart held the police at bay for over 16 hours.
To bring the standoff to a close, the Grand Forks police SWAT team called the Grand Forks Air Force Base, home to one of the Department of Homeland Security's squadron of Predator drones. No sooner did the call come in than the drone was airborne, and Brossart's precise location was pinpointed with laser-guided accuracy. The machine-gun toting SWAT officers rushed in, tased, and then arrested Brossart on various charges.
North Dakota state prosecutor Douglas Manbeck defends the deployment of the drone, claiming, "The use of unmanned surveillance aircraft is a non-issue in this case because they were not used in any investigative manner to determine if a crime had been committed. There is, furthermore, no existing case law that bars their use in investigating crimes." On August 1, 2012 Judge Joel Medd, agreeing with Manbeck, denied the defense's motion to dismiss.
Senator Paul's measure, if enacted, would give specific guidance to the judicial branch's understanding of the Fourth Amendment and the scope of its prohibitions. It would prevent citizens from being subject to surveillance without notice.
In contrast, in The Hill article, Ben Gielow, general counsel for the Association for Unmanned Vehicle Systems International, thinks that the current guidelines are doing "a pretty good job of protecting our Fourth Amendment rights."
The truth is we just don't know. Drones require a new approach to key constitutional issues of search and seizure. Senator Paul's bill would help judges apply the principles of the Fourth Amendment to drones in a very specific way. The standards presently used to judge the constitutionality of observation by helicopter or patrol car, for example, would be altered appropriately to fit the rapidly advancing drone technology. The improved legal framework would help law enforcement avoid legally suspect surveillance and would maintain the public's protection against unconstitutional searches and seizures.
A final question that must be asked is: What level of weaponization is permissible for the police? Does local law enforcement need the type of weaponry used by the military, whose mission is very different from that of law enforcement?
In fairness, however, drones aren't bad per se. There are many lawful uses of drones, including wildfire control, tracking suspected criminals for whom a qualifying warrant has been issued, tracking of stolen vehicles, etc. It is their unconstitutional use that is objectionable and that Americans must oppose.
Photo of Predator UAV: AP Images


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Sweet minerals with vanilla and musk.
8.5 ounce soy candle with cotton wick.
Glass tumbler with stamped kraft lid.
Burn Time: 45-55 hours.
Hand poured in small batches. Hand signed by the artisan.
Owners of MD Haney & Co., Matt and Darci Haney, are a husband and wife team who love architecture and beautiful spaces. They have a passion for what they do and believe that is evident in all of their projects. MD Haney & Co. is a design/build company that specializes in design, renovating homes, custom cabinetry and furniture re-finishing. MD Haney & Co. is also a Chalk Paint® decorative paint, and Miss Mustard Seed Milk Paint stockist. Besides refinishing and repurposing worn out pieces, they sell decorative paint, re-purposed furniture and offer monthly painting and creative workshops.


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Tim Dunn necesitaba un nuevo diseño de página web y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 32 diseños de 10 diseñadores freelance.
I need a simple website that is clear, clean, classic and modern at the same time. Up for the challenge?
Canadian Healthcare Law
Design and deliver a basic website with data back-up, search engine optimization, professional email addresses. There will be a general public section, a client section, and a private section for the staff of the firm to access documents etc.
- Item 1...Splash page with Classic (think greek temple, ), clean, clear, simple.)
- Colour scheme = beige, light brown (pantone 4645Cm 4675C)
- Font: Tunga, Arial (Clear, simple)
- Front page has main title "Canadian Healthcare Law" with subtitle to four business processes "Develop, Manufacture, Market, Distribute" each having a hyperlink to their own section of the site
- Main page has a pulldown menu "Industry Segments" with the following "Prescription Medicines", "Medical Devices" "Consumer Healthcare" "Nutritional Products" "Natural Health Products" "Animal Health" "Biothech" and "Vaccines"; each linking to their own section
- Each Industry Segment sub-section main page has a pulldown menu with "Expertise" linking to subpage describing various legal services and "Links" pages linking to relevant external websites
- Main page has link to "about the firm" and "contact" pages.
- Clear, clean modern desing
- Area for clients to log in and obtain access to specific content as well as be able to submit form data.
- A staff area of the webstite where the files from the firm will be backed up and accessible from remote locations.
- The site will be easy for me to add and edit content, either "news" or a "blog" or keeping information up to date.
- Item 1...no statue of justice with sword and shield
- Not too stuffy and old
- Pictures that infringe third party IP. If necessary a modest budget for stock can be discussed.


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Main Content
Office of Research Integrity
Research Integrity Officer: Dr. Christine Unson
Deciding Officer: Dr. Robert Prezant
Executive Director Research & Innovation: Dr. Christine Broadbridge
To confidentially report any concerns related to the research protection functions for the University: email@example.com
SCSU ORI Policies and Procedures for Responding to Allegations of Research Misconduct
Research Misconduct
Responsible Research Conduct at SCSU
Reporting Research Misconduct at SCSU
Processing Allegations
Actionable Research Misconduct
The Southern Connecticut State University (SCSU) Office of Research Integrity (ORI) promotes and monitors the responsible conduct of research for all SCSU human and non-human research, and acts on substantive allegations of research misconduct. The ORI subscribes to The United States Department of Health and Human Services' (HHS) Public Health Service (PHS) Policies on Research Misconduct published in The Federal Register, codified at Title 42 Part 93. Further, the SCSU ORI observes guidelines and processes presented in the HHS and PHS ORI Handbook for Institutional Research Integrity Officers (RIOs), and the ORI Introduction to The Responsible Conduct of Research respectively. The SCSU ORI participates in the HHS ORI Assurance Program and has established administrative policies for responding to allegations of research misconduct that comply with PHS regulation 42 CFR Part 93 and accepted institutional procedures.
Research Misconduct:
The federal codes, 42 CFR 93 at º 93.103, define research misconduct as . . . "fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results:
a) Fabrication is making up data or results and recording or reporting them.
b) Falsification is manipulating research materials, equipment, or processes, or changing or omitting data or results such that the research is not accurately represented in the research record.
c) Plagiarism is the appropriation of another person's ideas, processes, results, or words without giving appropriate credit.
d) Research misconduct does not include honest error or differences of opinion."
As represented in the codes at º 93.319 (a), "Institutions may have internal standards of conduct different from the HHS standards for research misconduct. . . . an institution may find conduct to be [potentially] actionable under its standards even if the action does not meet. . . [the HHS] . . .definition of research misconduct.
Responsible Research Conduct at SCSU:
Considering federal policies and institutional elements regarding the responsible conduct of research, it is expected that investigators conducting research under the auspices of SCSU will refrain from engaging in federally defined research misconduct activity and at a minimum observe (but not be limited to) the following common ethical values when involved in research:
- Honesty - convey information truthfully;
- Accuracy - report findings precisely;
- Efficiency - use resources wisely;
- Objectivity - let facts "speak for themselves" and avoid improper bias (first four
bullets from: ORI Responsible Conduct of Research, Steneck, N., US HHS ORI, page 3:
- Protect human participants in research -submit research involving humans to Institutional
Review Board (IRB) review;
- Attend to the welfare of laboratory animals - submit research involving animals to
Institutional Animal Care and Use Committee (IACUC) review;
- Follow discipline specific ethical codes regarding research investigator conduct;
- Foster professional self-regulation in research - set an example of responsible research
conduct for students, colleagues and the public;
- Report instances of research misconduct when they occur;
Adherence to these basic tenets provides a groundwork for research integrity and is expected to promote responsible conduct in research at SCSU. Violation of these ethical values and/or federal research misconduct codes will be considered actionable according to SCSU policies and procedures.
Reporting Research Misconduct at SCSU:
Allegations of research misconduct and the basis for them should be communicated confidentially and preferably (but not necessarily) in writing to the Research Integrity Officer. The complainant may not remain anonymous but will be protected under The HHS ORI Whistleblower's Bill of Rights found at: https://ori.hhs.gov/guidelines-whistleblowers
Processing Allegations:
The following presents the SCSU strategy for handling misconduct allegations:
- Preliminary Assessment - The RIO determines if the allegation contains sufficient
information to proceed with an inquiry.
- Inquiry - The RIO makes a prefatory evaluation of the available evidence, testimony
of the complainant and any key witnesses to determine whether there is sufficient
evidence of possible research misconduct to warrant an investigation.
- Investigation - The RIO, in consultation with institutional officials as appropriate,
appoints an ad hoc investigation committee (three or more members including the RIO).
The charge of the committee is to explore in detail the allegations, to examine the
evidence in depth, to determine specifically whether actionable misconduct has been
committed, by whom, and to what extent, and to report these findings and recommended
institutional actions to the institution's deciding official.
- Institutional Decision - Based on a preponderance of the evidence, the institution's deciding official will make the final determination whether to accept the investigation report, its findings, and the recommended institutional actions.
Actionable Research Misconduct:
- A finding of actionable research misconduct requires that:
- "There be a significant departure from accepted practices of the relevant research
community; and,
- The misconduct be committed intentionally, knowingly, or recklessly; and,
- The allegation be proven by a preponderance of the evidence."
- Please see CFR 42 part 93 at 93.104 (a), (b), (c)


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Standards Resources for BeginnersAugust 25, 2004
Questions about beginners resources have been coming fast and furious lately; let's build a list!
I'm not the first to have been asked recently about resources for those new to standards, and I won't be the last.
But I have a hard time fielding these questions too, because I've stopped looking for (or even keeping track of) the types of resources that cover basic principles. I'm aware of WestCiv's great free courses. I know of MaxDesign's growing list of tutorials. I recommend DWWS to anyone who will listen. But comprehensive resources that assume no prior knowledge? It's been a long time since I've seen one of those.
So, rather than respond to each person individually and point them to books that are probably too advanced for the people they're trying to teach, I figured I'd open up this question for feedback and see if collaboratively there's enough knowledge to build a good list of beginner's resources.
Ground rules: any resource is fair game, online or off. Use discretion and ask yourself whether it's something that would be truly educational for a person with no previous web knowledge at all, or at least no experience beyond old-school tables. Try to make this a useful list for a true beginner, instead of a list of what you found interesting reading last week.
Reader Comments
As always, http://www.w3schools.com is a great resource for alot of language and uses valid code.
I usually point beginners toward the NYPL Online Style Guide, co-authored by Zeldman.
Gives a good explanation of XHTML and CSS without getting too indepth.
i second the vote for http://www.w3schools.com/ . I use it to this day.
Without a doubt, Zeldman's "Designing with Web Standards" is the best resource I've ever seen.
Awesome, just awesome. I went from total noob to pretty competent in just a little while. I honestly can't say enough good things about it.
http://www.htmldog.com/ is a great resource, they have XHTML and CSS tutorials that assume no prior knowledge, are easy to read, go into a surprising amount of detail, and include lots of information on best practices, semantics, and things like that alongside the syntax.
I used http://www.htmldog.com and http://www.nypl.org/styleguide while getting started. Then I moved to http://www.alistapart.com and http://webstandardsgroup.org/resources/ .
Lately I've been enjoying Adam Howell's CSS 1.0 Once-A-Day project – http://www.weeklystandards.com/cssproject/.
Most important in Germany I think
SELFHTML deutschsprachig
SELFHTML en langue française
SELFHTML en español
SELFHTML japanisch
One of the better resources on this level that I have come across in a long time is Web Design from Scratch:
Check out the tabs and the navigate down the right hand side.
something i am asked again and again by designers at our company is how to do complex forms without reverting to some form of tables.
complex forms don't lend themselves well to the one field per row convention that a lot of CSS-only sites seem to use. especially optional fields, it seems a waste to dedicate an entire row to one when it could be placed next to a related required option.
any suggestions highly appreciated :)
Being a newbie myself (maybe a month now), I've started to document my efforts. Hardly authoratative, it's my hope that I am better suited to understand what it means to not have a clue and be able to create clear documentation.
If its helpful to anyone, than that's great. The address is littlelama.cjb.net
(Please keep in mind….really new….)
A forum dedicated to helping people learn CSS.
@Leon - I'm sure there are other ways, but this might get you thinking… http://www.quirksmode.org/index.html?/css/forms.html
Hi Everyone:
Actually, as a web-design newbie, I'm looking for a particular kind of resource: one that addresses the "artistic" aspects of designing. In particular, I'm looking for a "design palette" that explores different visual effects.
Here's a good example: in the issue of the current Photoshop User's magazine, there was an article on using a grid against a photo to create a particular effect. You would load a photo into photoshop, turn on a grid, use the marquee (sp?) tool to select a particular square of the grid, then play with the contrast and color to change just that particular square. You could do this on several different adjacent and non-adjacent squares to obtain some sort of "modern grid effect" in your photos. I thought this was cool, because you could then take that photo, crop and resize, and use it potentially as a top banner on a site, with a matching color scheme for the remainder of the site.
You could call this particular effect the "modern grid" pattern. I'm looking for websites that explore other types of visual "patterns" (those of you familiar with design patterns might see where I'm going with this).
I'm looking for lots of other kinds of examples like this - things that show "what's possible" - basically, things that get my imagination kick-started (since lately, I've hit a serious creative drought).
The CSS design garden is good for this, but I'm looking for other resources. Anything you can throw this way would be good.
Thank you everyone for your time, and thanks to Dave for addressing this topic!
www.sitepoint.com is an excellent resource for standards, and anything else to do with web design. But I've seen a lot to do with CSS now that they have their expert blogs.
As well, their HTML Utopia book is great… anyone new to table-less layouts (I was) can gain from that book.
Possibly the best resource is just taking a look at existing standards-based sites and looking at the CSS they used.
http://www.alistapart.com/ was my first introduction to table-less design. I started with "Practical CSS Layout Tips & Tricks" by Mark Newhouse: http://www.alistapart.com/articles/practicalcss/.
Perhaps not suitable for the absolute HTML virgin, but definitely useful for a would-be convert.
I got the title of the article wrong; should be "Practical CSS Layout Tips, Tricks, & Techniques". Oops.
Dan Cederholm's book "Web Standrads Solutions" may be outside the beginner level, but that depends on what type of beginner. Beginner to HTML? Probably out of your league. But for somone who's a beginner to standards-based design it's a solid introduction to practical tools. Get sold on standards by Zeldman (see post #4); receive solid how-to advice from Cederholm.
The best part is that he shows you four ways of approaching a problem, and guides you through the pros and cons of each. You learn the reason for the method, and not just the method itself.
Nothing like a good tool to help you get started. For the Windows users out there, take a look at TopStyle Lite, free from Bradbury Software - http://www.bradsoft.com/topstyle
I like CSS Vault - http://www.cssvault.com
This site combines CSS Design (it has a Gallery section which can be very inspiring) and CSS Resources.
I also agree with Scott (comment 1): W3Schools (http://www.w3schools.com) is also a great resource.
Besides referring people directly to the spec, I show people example sites such as the zen garden, and Eric Meyer's CSS Edge.
They're really good at getting people interested in how it all works. They can learn a lot by just looking at the source code, and experementing by making a few changes.
I have also recommended Eric Meyer on CSS to people also. Though, I'm not all the way through it myself, the parts I've read are really good.
W3 Schools can be good for some things, but should be mentioned along with a warning. Its HTML tutorial is not good; it doesn't teach valid, nor structurally and semantically correct code from the start, and they they basically describe HTML as a presentational language
Having said that, however, it does contain some useful information, especially for beginners, its just not *all* good information.
I would reference the book, Creating a Web Page with HTML : Visual QuickProject Guide. Next I would move on to Dan Cederholm's new book, Web Standards Solutions.
W3 Schools is alright, but it's very flawed, particularly when it comes to web standards.
W3 Schools inadequacies are one of the reasons that I wrote the beginner's guides for HTML Dog (http://htmldog.com ). There's no reason not to teach web standard HTML and CSS from the outset - and assume no prior knowledge of web design and development.
I get a LOT of messages from complete beginners who have found HTML Dog useful. And most of them don't realise the "special" web standards nature behind it.
I found a nice blog, updated frequently, with some nicely explained theories including floats & tags which I've found useful to refer people too.
Just my £0.01 / $0.02.
About 4 weeks ago I stumbled onto the CSS Zen Garden website, since then I have been riding the wave from site to site and so far everything I have found linked from mezzoblue has proven invaluable. At this point it may be worth adding that within this time my knowledge has increased significantly and as a result I have a new passion for my work (that's right it was starting to bore me). Before that my understanding of CSS was what I had learned from using Dreamweaver, and as it turns out that was sweet %#$@ all. Additionally I no longer use Dreamweaver and all of my coding is now done by hand, thankyou tableless design. And I have to say this without sounding like a suck up; I owe a lot of this to Dave Shea, Thankyou for your efforts and the inspiration, I hope one day to have a submission to Zen Garden (though not just yet).
As for the most useful websites for XHTML, CSS and Standards I have found (IMO)
http://www.mezzoblue.com Good place to start, this was how I found everything else.
http://www.positioniseverything.net To true, the things I never knew about browsers.
http://www.alistapart.com Great resource for practically everything.
http://www.w3.org Obviously.
http://www.htmldog.com Great resource for practically everything.
I have tonnes more but armed with these, I have gone from novice to capable in as little as 4 weeks so I'd say that's a good sign of informative resources and teachers who seem to care about what they are teaching.
I don't like to post twice in a row but I forgot to mention what is probably 'my' most important resource…
http://www.westciv.com Style master has been extremely helpful.
There is great series of tutorials on a blog from Belgium. What's so great about that tutorial is that it actually starts from the graphic design phase and ends with a cool CSS based template page. It's really a step by step easy written tutorial. You can find it at:
Not sure if this would be so much as hands-on learning, but the articles on Digital Web give you some pretty good insight into some of the more visible issues:
Just stumbled upon it:
One thing that all authors get wrong, especially when they're beginners is alt text. Many either omit it entirely, or explicitly declare it as empty even though, in many cases, it should contain the text of the image or an appropriate description that serves the same purpose. Ian Hickson explains this the best with his documents on the issue.
Hixie explains the difference between good and bad alternate text, and also gives advice about how user agents should render the alternate content, and thus what authors should expect from a user agent. Until, I read these, I always got it wrong. I recommend them to everyone, whether your a beginner just starting out, or even a web development guru like Dave.
Over the past couple of years I have accumulated these fine resources… Good luck to anyone starting out. You are already heading in the right direction.
- http://www.w3.org/TR/REC-CSS2/
- http://cssvault.com/
- http://www.dezwozhere.com/links.html
- http://meyerweb.com/eric/css/edge/
- http://www.meyerweb.com/eric/css/
- http://zeldman.com/dwws/
- http://www.nypl.org/styleguide/
- http://www.quirksmode.org/
- http://simplebits.com/
- http://www.sitepoint.com
- http://www.relativelyabsolute.com/
- http://www.brainjar.com/
- http://www.designbyfire.com/
- http://css.maxdesign.com.au/
- http://www.alistapart.com/
- http://www.7nights.com/asterisk/
- http://www.designdetector.com/
- http://www.digital-web.com/
- http://www.vinniegarcia.com/
- http://www.kaliber10000.net/
- http://www.netdiver.net/
- http://www.shauninman.com/
- http://www.stopdesign.com/
- http://www.useit.com/
- http://www.webstyleguide.com/
- http://annevankesteren.nl/
- http://www.web-graphics.com/
- http://www.456bereastreet.com/
- http://www.orderedlist.com/
- http://skyzyx.com/resources/
- http://www.9rules.com/whitespace/
- http://www.saila.com/
- http://veerle.duoh.com/index.php
Now I know missed one ;-) Good Luck….
I've had particular trouble recommending resources for people who are new to HTML whom I want to nudge in the standards-based direction. Can someone learn and use proper HTML/XHTML and CSS layout without understanding what came before? I guess so, but I find it hard to recommend standards resources to someone who doesn't understand the pain of the FONT tag and the fun of nested TABLEs.
Apart from the 'how', it's helpful to know where to find the 'what' and 'why' .
I'm finding the MACCAWS primer a handy addition to DWWS as I go about the business of changing minds and habits here at work (megabank-dot-com).
It's been too long… but I learned by using a WYSIWYG editor and then viewing the source. Granted, this was in 1997 (with NaviPress, God rest its soul), and HTML was soup even then. But, it worked for me because I didn't need to do EVERYthing from scratch. As I learned more, and got more confident, I could edit more and more of the source directly until I was able to abandon the WYSIWYG altogether. Today, I'd recommend Composer of NVu (http://www.nvu.com) for people getting started who just want to create a simple page.
The Web Design References site is a huge mega-reference (over 3,000 links) of information and articles. It is dedicated to providing knowledge of web design and development. It advocates accessibility, usability, web standards and many related topics.
Also web designers and developers are invited to join the webdev listserv and receive the award-winning Web Design Update Newsletter for site updates. The Web Design Update is a plain text email digest typically published weekly.
I originally started my own site, HTMLSource — http://www.yourhtmlsource.com/ — because it was unnerving how so many of the very popular beginners' resources (http://www.htmlgoodies.com/ and the aforementioned w3schools) were happy to teach dodgy code: HTMLGoodies still refers to HTML 4.0 as "new", and suggests you "just keep adding <OL>s until the text bumps over far enough for you" to indent text. That's no way to live.
Over four years it has grown into a very large centralised resource, that covers most aspects of designing and coding a complete site. As with Patrick's HTML Dog, I try to make sure that all the code taught is valid HTML & CSS. It is possible to teach beginners this stuff without them having to go through the same stages that most of us did over the last few years. I get mail every day from people relieved to have found it.
My first book about HTML was "Teach yourself HTML 3.2 in 24 hours" from Dick Oliver.
I bought this book in 1999.
The editor 1st Page 2000 was a step further with the Web Design Group: http://www.htmlhelp.com/
In Dutch:
• http://www.xs4all.nl/~werksman/webmees/index.html
• http://www.handleidinghtml.nl/
And I do have some tutorials on my own site:
I found these tutorials very helpful. I still use them if I need to refresh my memory about syntax, or about formatting I don't use very often.
While I'm honoured to see my own http://www.456bereastreet.com/lab/developing_with_web_standards/ mentioned here, I have to say that I didn't really have beginners in mind when I wrote it. It's primarily aimed at intermediate to advanced web developers. If it works for beginners too, that's great :-)
As for recommendations, Designing With Web Standards and http://www.htmldog.com/ , which have already been mentioned, are great. I also think Joe Gillespie's CSS From the Ground Up http://www.wpdfd.com/editorial/wpd0204news.htm#feature is worth taking a look at.
I usually recommend two books for people new to standards. One of them is Zeldmans "Designing with Web Standards" obviously. The other one is "Cascading Style Sheets: Separating Content from Presentation" by Owen Briggs, which takes a more practial approach. Highly recommended!
Dave - as a beginner myself, I have to say one of my first stops is usually mezzoblue.
Sure, some of what you cover may be over my head at times - but it's not like I'll drown by diving in at the deep end of the pool here. :-)
Thanks for everything you put up (and put up WITH!) here.
I started with CSS: The Definitive Guide by Eric Meyer, having only mucked about on my own with an HTML editor before. I do like comprehensive tomes, and maybe other beginners wouldn't, but I found it gave me a great idea of the entire potential of CSS, and a clear treatment of the specifics that I still find illuminating.
come check out my css directory -
While I'm no longer a beginner, I still find I need regular access to specific help.
One of the best sites I have found for both beginners and general reference is
Not only does it take you through the bascis of HTML, and XHTML but also CSS and plenty of other languages. It also provides tests on the basic and, if you're willing to shell out a few bucks, some certification of your basic knowledge.
Mike Richardson
Cyber-Rich Design
I had not noticed this site listed, but I find it an excellent HTML/CSS reference tool when dealing with cross-browser support and which items work in which browsers.
BTW… great list so far, I've found several here that I've never seen before. I mentor a few friends who are learning web development and these are excellent resources. Thanks to everyone!
Here is the list that Dan Cederholm had developers put together a couple months back, several great articles in can be found there.
The Complete List: http://www.orderedlist.com/articles/simple_list
Original Format of list: http://www.simplebits.com/notebook/2004/06/16/contest.html
As a newbie to CSS and Web Standards I have found nearly all the sites listed so far to be great resources for beginners.
My picks are as follows:
For the process of web design -
For beginner CSS and HTML tutorials -
For inspiration -
For tutorials on CSS aspects -
On Usability issues -
And for its simple introduction to accessability issues and site links -
Also, mezzoblue and its like, for all the articles on web design that have taken over my life :)
I've always thought it would be great to have a site that was dedicated to this topic. SOmething that contains some well-written, easy to follow tutorials and even a nice web based discussion board where people could ask questions and get answers. It feels, very often, that this CSS/XHTML based design stuff is almost like for an elite corps of people who devote their lives to this stuff and don't always have the time or desire to help others, but that's just my opinion. I've always wished for a nice place where I could ask questions that I would get friendly help for.
Ref to Post 15.
Stephen, your talking about something a little off the topic. But nevertheless, http://good-tutorials.com is launch pad to a variety of sources related to the artistic aspect of design, basically creating special effects on images in PS, such as buttons, plastic/glass effects, fire, it's endless.
As for the rest of the readers, I found the Style Master software at http://www.westciv.com/ invaluable with its hands-on tutorial on building a table-less webpage.
The no crap primer is awesome for absolute beginners at http://wendypeck.com/css101.html (take off http://www.dezwozhere.com/links.html)
I've been working on a community based resource at http://infinisphere.com/. Primary content is similar to ALA, in that it is article based. However, with the CMS I'm using all registered users can submit articles. By users, for users. All are welcome to contribute their knowledge.
I often receive inquiries about this, and therefore retain a standard list that I provide in my replies. I also include some fundamental resources, even if they're advanced, because the beginners will eventually become professionals and when they do it will be nice for them to have a list on-hand.
My standard list:
// Important articles
// General education
// Learn by example
I have tried to take the links that talks about XHTML / CSS, and put it in my website at http://weekly.alittleaway.com
you may find a good link there.
It's got to be Zeldman's " Designing with web standards".
It is simply the most practical book on standards based design. And entertaining to boot.
When I first started out, I visited http://webmonkey.wired.com/webmonkey/ on a regular basis. Not very standards/xhtml oriented, but it did help me get the job done with easy to follow turorials on html/design and backend technologies.
While not necessarily following the line of thinking of the other comments, I strongly believe in http://www.diveintoaccessibility.org or any site on that topic for newbies. Correct training from the beginning.
Might we now add this thread to the list? Honestly, I went through and bookmarked so many pages, I will never be able to keep up. I only wish I had something I could add to the list.
Well if I were to make a suggestion to someone looking into free web resources, I'd recommend the following in order:
1. w3schools.com - would serve as the main reference.
2. glish.com/css/ - simple and understandable layouts they can take apart and understand.
3. bluerobot.com/web/layouts/ - another css layout resource site that's so simple to dissect.
4. css.maxdesign.com.au/index.htm - well this should be next after knowing the reference material and layout techniques.
5. csszengarden.com - should definitely go here after having some techniques down.
Personally, I think wanting to mark up properly comes after learning basic CSS and realize that it is the way to go.
Once the basics are covered, I can tell them to go to alistpart.com and get Meyers book, simplebits.com, sitepoint.com, and sites where designers and developers have their blogs dedicated to such endeavors.
Stu's Cutting Edge CSS is worth a visit.
All the beginners, start with inspirations. I believe inspirations leads to better learning. If that is the case,
here is my list of inspirations & learning for CSS for the beginners.
Undoubtfully, it should be
also these,
More in terms of learning the "web" itself is
Though it is repeated, still
For more learn by example resources you can try perusing 'The List'.
Meryl's got it up to 1059.
For several years now I've taught a 4 hour intro course to XHTML, another one for intro to CSS and also Graphics for the web.
These courses are designed for *total* beginners. My online course notes are extensive, and available at http://www.mactips.info/tutorials .
The XHTML course includes accessibility and validation as fundamental requirements. It includes many screenshots and several MP3s and a short movie.
Veerle Pieters has created a nice PDF chalked full of hyperlinks to many great CSS sites. The links are organized into categories that range from "learning" to "image replacement".
As a preamble to doing anything with css ChunkeySoup's article is nicely written with useful links in all the right places:
A couple more nice resources for the beginners are:
1. http://tranchant.plus.com/web/html-tutorial/
(Has a CSS Tutorial too, but that is not complete at present)
(These are from the Opera Web Developer Bookmarklets, which Literary Moose so kindly included)
Hi, I would recommend O'Reilly definitive guides to get the theory: XHTML (Musciano, Kennedy) and CSS (Meyer).
After you got that right you can get more info from www.alistapart.com, Zeldman's book and www.sitepoint.com.
I am sure Dan's book is also great, but I haven't bought it yet.
Somebody mentioned examining good site's code, I agree, but remember, examine, learn the techniques, don't steal :)
I am amazed at the number of books on the programming languages and scripts. Why don't someone who has enough brains compose a book which will include EVERYTHING? I'm just being curious…
At http://www.w3.org/2002/03/tutorials the W3C provides an excellent list of tutorial resources.
This article will help me a lot. Thanks to all link contributors.


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Robson, Isaac (1801-1885)
Isaac Robson (1801-1885), an English Quaker, was delegated with Thomas Harvey (1812-84) to visit the Mennonites living in South Russia in 1867. They first made contact with the Mennonites of South Germany living in the area of Neuburg, Bavaria; the Oesch family and a Jakob Hege are named in their report. In Berdyansk they established long-lasting connections with Cornelius Jansen, who was then the Prussian consul. Guided by him, they went on to the Molotschna, visiting Gnadenfeld, Halbstadt, Felsenthal, Neukirch, Orloff, Rudnerweide, Steinbach and Tiegenhagen, namely, those congregations that in comparison to Petershagen and Pordenau were considered more progressive. At the beginning of 1868 Robson sent an open letter to the South Russian Mennonites, more specifically to Jansen, urging them to spread the Gospel in their vicinity. The publication of this letter was stopped by Russian censorship. The connection with Cornelius Janzen however, remained. The original with Cornelius Jansen's German translation is preserved in the Cornelius Janzen Collection in the Mennonite Library and Archives (North Newton, Kansas). The English Quakers gave the Mennonites immigrating to America generous financial support. On 8 February 1879, they sent a letter to the immigrant Mennonites in America, which was printed in that year at Elkhart, Indiana (copy in the Mennonite Historical Library [Goshen, Indiana.])
Bender, Harold S. Two Centuries of American Mennonite Literature, A Bibliography of Mennonitica Americana 1727-1928. Goshen, IN: Mennonite Historical Society, 1929: 45.
Gingerich, Owen. "The Relations Between the Russian Mennonites and the Friends During the 19th Century." Mennonite Quarterly Review XXV (1951): 285-94.
Hege, Christian and Christian Neff. Mennonitisches Lexikon, 4 vols. Frankfurt & Weierhof: Hege; Karlsruhe: Schneider, 1913-1967: v. III, 33-37.
Reimer G. E. and G. R. Gaeddert. Exiled by the Czar: Cornelius Jansen and the Great Mennonite Migration, 1874. Newton, 1956: 33-37, 102-6.
|Ernst Crous
|Date Published
Cite This Article
MLA style
Crous, Ernst. "Robson, Isaac (1801-1885)." Global Anabaptist Mennonite Encyclopedia Online. 1959. Web. 20 Oct 2019. https://gameo.org/index.php?title=Robson,_Isaac_(1801-1885)&oldid=146182.
APA style
Crous, Ernst. (1959). Robson, Isaac (1801-1885). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 20 October 2019, from https://gameo.org/index.php?title=Robson,_Isaac_(1801-1885)&oldid=146182.
Adapted by permission of Herald Press, Harrisonburg, Virginia, from Mennonite Encyclopedia, Vol. 4, p. 347. All rights reserved.
©1996-2019 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


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Tonight's Video Game Awards on Spike TV will also be streamed online (including here at Kotaku) as well as through the Xbox 360. It's via the 360 that viewers will be able to cast votes to tweak the show and one of its exclusives.
Spike's/GTTV's Geoff Keighley just shot me a list of the things that Xbox users can vote on. I was expecting some weak stuff like "Say whether you love the Xbox 360 or not", but these are actually some fun options.
- Which weapon Sam Jackson walks out with after a commercial break: Gears of War Hammerburst, a Halo Battle rifle, or an Assassin's Creed III Tomahawk.
- Which video game song we use to open us an act of the show, Castlevania's "Vampire Hunter," Mega Man 2's "Dr. Wiley Stage 1" or Persona 4 Arena's "Reach Out to the Truth"
- Which game Sam Jackson inserts himself into next, Halo 4, Angry Birds, or Minecraft.
- After the show, fans on Xbox get to pick an "extended cut" of exclusive new footage they get to see, either Gears of War: Judgment or Tomb Raider. Only one will be shown and fans on Xbox will decide which clip is shown
My votes would be Tomahawk, Persona (to make Jason Schreier happy), Minecraft and Tomb Raider. The VGAs air and stream tonight at 9pm ET / 6pm PT.


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A Passion for the Pacific Northwest // Meet the company
The RE/MAX Experience
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Experienced agents // market knowledge
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Our Brokers Love What They Do & It Shows
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Our Passion
It begins with our brokers. We choose to work with incredible real estate agents who understand the market in a unique way; it's more than just a job, it's a part of life. They live and breath real estate, they are willing to go beyond the call of duty for their clients and they support their teammates. Work Hard. Be Nice. It's not just a motto. It's what we do and who we are.
Our team
We work to create an environment that fosters entrepreneurial development where people come together, bounce ideas back and forth, build relationships, and learn real estate. By working hard and being nice, the brokerage has not only grown exponentially over the few short years since its founding, but has done so by attracting agents and staff with those same traits.
Our agents completed over 5,500 transactions last year.
2.5 billion in sales in 2017.
We're the 5th largest RE/MAX in the United States…
…and for good reason.
more than just a sign
Collaboration & Growth
Founder, Matt van Winkle, opened the first RE/MAX On the Lake office at Green Lake in the summer of 2011, adding offices in Bellevue over the next three years. When he saw inefficiencies in current real estate tech, he developed his own software to save time for the brokerage and its agents. He later co-founded a real estate startup to continue tech development from the agent and broker perspective.
The foundation of the brokerage was simple:
Knowing the challenging aspects of the real estate industry, Matt developed a team of agents that feel strongly that these two rules can conquer any obstacle. Keeping those values close to heart, RE/MAX On the Lake began blazing a trail in the real estate industry by capitalizing on technological advancements intertwined with providing the highest level of customer service.
In 2015, RE/MAX On the Lake acquired RE/MAX Northwest to become the largest RE/MAX brokerage in Washington State, providing outstanding service around the Puget Sound with six office locations and 250 agents. Growth of this rate cannot go unnoticed and other brokerages began gleaning from RE/MAX Northwest the high-level service that Matt and his team were able to offer.
In August of 2018, RE/MAX Northwest joined forces with RE/MAX Professionals to become the fifth largest RE/MAX in the United States. Infusing innovative technology with a personal approach to real estate, RE/MAX Northwest is home to 375 agents and 10 offices to serve Washington State. We look forward to serving you as well!


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Lost in all the hubbub of the NFL Draft was the annual Equipment Intern Draft (EID). Each year, hundreds of applicants enter this draft in hopes of landing a coveted internship position on a real NFL teams' equipment staff. For those unfamiliar with the EID, the process is very similar to the NFL Draft in that all 32 teams pick in reverse order of the previous year's standings – meaning the Panthers had the #1 pick while the Packers had the #32. But unlike the NFL Draft, each team is only allowed one intern and thus it the draft consists of just one round.
Held in an undisclosed location on the East coast, the 2011 EID was attended by several HOF Equipment staffer such as a 'Cranky' Ted Dabole and 'Jock Strap' Kennedy. All 32 teams were represented including legendary Packers' Equipment Manager Gordon 'Red' Batty, who has been with the organization the last 17 years.
EID week kicked off with the equipment version of the combine in which candidates undergo grueling physical tests such as sorting piles of game-used uniforms and the ever-popular helmet-waxing competition. Add to that a series equipment dilemma scenarios (Player X hates his shoes…and you!, etc.) and you can see why 30% of the candidates don't make it past day two.
The day of the draft is unlike any other. There's food to go along with every type of Gatorade known to man. The ceremony was kicked off with a sweet montage of the evolution of the shoulderpads and capped with the unveiling of the P7, a patent-pending solar-powered hybrid sock washer/dryer combo prototype, expected to become league-wide standard in 2014.
Carolina was first on the clock. Most teams generally take their entire 30 minutes to go over every last detail of the prospects and review trade offers. In an unprecedented turn of events, the NFL Equipment Commissioner approached the podium with those five famous words: "There has been a trade."
"Green Bay has traded up from the number 32 pick in exchange for Carolina's first overall. Green Bay will give Carolina this year's 32nd pick as well as their draft picks for the next five years. And now, with the first selection in the 2011 NFL Equipment Intern Draft Sponsored by Riddell: The Official Football Helmet of the NFL, the Green Bay Packers select….James Jobworthy."
As customary, a video profile of the selected intern is shown. Due to NFL trademark restrictions, I was only allowed the transcript:
James "Jimmy Job" Jobworthy is a graduate from Penn State's storied "Equipmentlethics" sports equipment program. He holds degrees in both Inventory Management and Sports Equipment Philosophy. Like most equipment prospects, Jimmy Job has been water- and ball-boyin' since puberty. He has been described as a 'go-getter,' 'an invaluable asset to any equipment staff' and possesses uncanny ability to customize shoes. His senior thesis "The Things We Could Do, But Don't For One Reason or Another" about personalized jersey folding has since been adopted as best practice by the NFL's Equipment Forum and has inspired two screenplays.
James "Jimmy Job" Jobworthy Analysis: It's so hard to give equipment draft grades. Yes, on paper this looks like a steal – even mortgaging the future for this guy. It's clear the kid's got spunk and I believe he will do very well. But it would be hard for anyone to fulfill these lofty expectations. I truly wish him the best. I'll give the Packers an "A" for now but ask me to regrade in 10 years.


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According to a new NBER working paper, "among teenagers who smoke frequently, 46% of girls and 30% of boys are smoking in part to control their weight. This practice is significantly more common among youths who describe themselves as too fat than those who describe themselves as about the right weight."
"Smoking for weight control is particularly common among white girls and those who consider themselves too fat."
John Cawley and Stephanie von Hinke Kessler Scholder, the authors of this study, argue this is something important to consider for regulators trying to change behavior.
"Under reasonable assumptions, the demand for cigarettes is less price elastic among those who smoke for weight control," they write. "Thus, taxes on cigarettes will result in less behavior change (but more revenue collection and less deadweight loss) among those for whom the demand for cigarettes is a derived demand"
In other words, if you raise taxes on cigarettes, teens will just find themselves spending more on cigarettes, not smoking less.
"Public health efforts to reduce smoking initiation and encourage cessation may wish to design campaigns to alter the derived nature of cigarette demand, especially among adolescent girls."
Download the paper at papers.nber.org.


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Specializing in Wedding Receptions, Office Parties, Class Reunions & Gatherings Of Any Size
The Bar's Open, a unique business in the Wichita area, is a professional bartending service for any occasion. Since 1992, The Bar's Open has served parties attended by up to 7,000 people and as few as ten. We treat every function as if it were our own, attending to every detail and making sure that your party or gathering is a success.
The Bar's Open has been fortunate to employ honest, dependable, trustworthy and efficient bartenders, thus contributing to the professionalism of our business.
The Bar's Open can supply a cash bar, bartenders, a portable bar and set-ups as well. We are the perfect addition to any reception, fundraiser, prom, office function or holiday gathering.
316-722-4227 or 316-803-2441


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FREE EVENT. This MeetUp focuses on exploring all aspects of data science. It is for anyone interested in exploring what this skill set has to offer in the changing digital world. How can it be applied? What are the best methods? And what does it mean for our world?
Contact: Ben Harris - firstname.lastname@example.com


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Keypads & Readers
Keypads & Readers
Access control is no longer simply a matter of deciding who gets a key to your home. In the 21st century, access control has gone high-tech, and HomeSecurityStore.com has all the sophisticated gadgets that you need to protect your entry points like never before. Here you'll find our wide selection of cutting-edge keypads and readers, which represent the utmost in modern-age convenience and security, all at an incredible value.
Keypads for Indoor/Outdoor Use
Among our varied inventory, you'll find keypads for both indoor and outdoor use. Our outdoor keypads are weatherproof and highly water resistant, and all of our keypads are tamper-resistant to ensure the maximum level of defense. Many of these devices can be programmed for dozens of unique access codes, and can even be integrated with your existing home security system. Best of all, you can toss those rusty old keys in the trash.
The Most Sophisticated Fingerprint Readers
In addition to keypads, we offer some of the most advanced fingerprint scanners for the ultimate in custom access control. Fingerprint scanners use sensors that identify and store the unique mapping of your finger, which is different from the fingerprint of every other person on Earth. Our fingerprint scanners offer top-of-the-line features like Web-based access, rapid authentication (less than 1 second in many cases), one-thousand user capacity and SSL-encrypted communication.
Magnetic Locks and More
While you're here, be sure also to check out our selection magnetic locks, which can provide up to 1200 pounds of reinforcement and contain no moving parts which can bind or wear out. We also carry pressure sensor bars, external proximity readers and multi-functional electric door strikes. Be sure to explore the full selection, and click on any product title to see the complete breakdown and specifications.
Order Yours Today
At HomeSecurityStore.com, we offer the best deals on top-quality keypads, biometric readers, magnetic locks and a wealth of other access control essentials. We invite you to take advantage of these incredible values and experience improved security for your home or business. While you're here, be sure also to check out our wide selection of security systems, surveillance cameras and burglary deterrents. With the right game plan in place, you can avoid becoming a victim. HomeSecurityStore.com can help.
Minimal Price: $91.10


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23rd March 2008, 09:53 PM
are all cavaliers so picky when it comes to food? My puppy Charlie who's five months won't eat anything that "dog" on the lable! I have to mix his food with gravy from dinner. He will sometimes eat it if I hand feed him. I tried to mix his dry food with all different kinds of canned food too like benefit or purina. He has beneful, purina one, wellness and iams dry food and won't eat it! What did you guys feed your puppies?? Thanks


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Heroin belongs to a group of pain-relieving drugs called narcotics. Although certain narcotics such as codeine and morphine are legal if prescribed (given) by doctors to treat pain, such as when someone has surgery or breaks a bone, heroin is an illegal narcotic because it is has dangerous side effects and is very addictive.
Many people who are addicted to heroin inject the drug into a vein using needles. They may inject the drug several times a day. Over time, the needle marks, sometimes called tracks, can become permanent scars.
Often, heroin addicts will share needles, which can lead to infection with dangerous germs like hepatitis B or C or HIV, the virus that causes AIDS.
Heroin is a very addictive drug and many people find it extremely difficult to stop using it — even after using heroin for just the first or second time. Heroin users constantly crave their next dose.
If heroin addicts suddenly try to stop using the drug or are unable to get another dose, they often develop withdrawal symptoms, like feelings of panic, sleeplessness, bad chills and sweats, muscle pain, stomach cramps, nausea, vomiting, and diarrhea.
If you take an overdose of heroin, it can stop your breathing and kill you.
Reviewed by: Mary L. Gavin, MD
Date reviewed: January 2014
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The Hundredorum Rolls of 1273 provided some of the earliest records of the family, typically with ancient spellings: Leman Bru in Norfolk; Alan filius Leman in Cambridgeshire; Eldred Leman in Somerset; and Thomas Letman in Oxfordshire. [3]CITATION[CLOSE]
Bardsley, C.W, A Dictionary of English and Welsh Surnames: With Special American Instances. Wiltshire: Heraldry Today, 1901. Print. (ISBN 0-900455-44-6)
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After coming two wins shy of reaching the Western Conference Finals, the Los Angeles Clippers are hoping their two latest additions will bring them closer to an elusive championship.
On Thursday afternoon, at the team's practice facility, the Clippers introduced free-agent signees guard Jordan Farmar, formerly of the Lakers, and center Spencer Hawes alongside head coach Doc Rivers.
"I thought they were a good fit for the way we play, both of them. Shooting is obviously very important for all teams, as you can see with all the signings around the league, I think they both have that. I like that they have league experience. Jordan's won a title," said Rivers. "We needed more size and we needed more skill and so with Spencer, he was our target."
Reports state that Farmar received a two-year, $4.2 million contract while Hawes' deal is worth $23 million over four years.
Both Farmar and Hawes spoke highly of Rivers and his ability to make them feel wanted in the organization, reaching out to the two free agents early and constantly.
"(Doc) was definitely the first person I talked to. I just landed at LAX, my phone started ringing as soon as I got service. He was the first person that called and he kept calling and he was persistent," said Farmar. "And that was a good feeling to feel wanted and to feel like you were going to be part of something special.
"With Doc, just speaking with him and when he tells you something, you buy in, you believe him right away," said Hawes. "He definitely left an impression."
Farmar, who starred at Woodland Hills Taft High and UCLA, called it "huge" being able to stay home in Los Angeles.
He was a bright spot for the struggling Lakers last season, but when healthy. The 27-year-old was plagued by groin and hamstring injuries, costing him 41 games. When he did play, Farmar was effective, averaging 10.1 points per game, 4.9 assists and 2.5 rebounds.
Farmar fills the hole left by the departure of backup guard Darren Collison, who opted out of his final year with the Clippers and joined the Sacramento Kings. Collison averaged 11.4 points and 3.7 assists last season.
The addition of Hawes, who stands 7-foot-1, will give the Clippers another dimension in the front court, with Rivers and Hawes excited about the prospect of adding the 26-year-old center to the rotation that includes All-Star Blake Griffin and DeAndre Jordan.
"The way we look at it, the reason why I really like Spencer is because he can play behind both, he can play with both guys, he can play with Blake, he can play with DJ. I thought the three-man rotation of the bigs," said Rivers. "That's really what you want if you can have that.… I think it'll be a great fit in that way."
Hawes played last season with the Cleveland Cavaliers and Philadelphia 76ers, averaging 13.2 points, 8.3 rebounds and 3.0 assists.
The Clippers (57-25) are coming off a roller-coaster season after finishing first in the Pacific Division and nearly making the Western Conference Finals amidst the swirling controversy of the Donald Sterling scandal. But for both Hawes and Farmar, one of the biggest selling points was the direction of the organization, a team they feel is ready to contend for a title.
"We are going to contend for a championship. At the end of the day, that's what I play for," said Farmar, who has won two NBA titles in his career, both with the Lakers. "So I'm happy to be apart of this and the opportunity that is in front of me."


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Why Apple is betting on Light Peak with Intel: a love storyDespite Apple's investments in developing its own custom ARM microchips in place of using Intel's Atom mobile processors, the company has reached out to Intel as a partner to drive the adoption of the new Light Peak specification for optical cabling. A look at Apple's historical use of ports explains why it is doing this.
Apple and Intel rarely crossed paths in their early days. In the 80s, Apple used chips from MOS and Motorola while Intel powered the IBM PC juggernaut. In the 90s, Apple worked with Acorn to deliver mobile ARM processors for its Newton Message Pad, and then with IBM and Motorola on Power PC, a modern new architecture aimed squarely at replacing the Intel x86 PC.
Apart from the secretive Star Trek Project, a brief collaboration exploring the idea of porting the classic Mac OS to Intel in 1992-1993, Apple rarely ever even caught Intel's eye. Then suddenly things changed.
In the late 90s, Intel failed miserably in trying to get its new 64-bit Itanium off the ground, only to run into a dead end with its Pentium 4, which ran blazing hot but only delivered lukewarm performance. Meanwhile, PowerPC was largely only finding real success in embedded applications, leaving Apple ignored by its increasingly disinterested chip fab partners.
Apple wanted a strong provider ready to flex some muscles on its behalf, and Intel desired a sexy darling of industry it could parade into market. Thanks to the technology it had acquired from NeXT in 1997, Apple could now run its Mac OS platform on virtually any chip architecture and still support existing third party apps with relatively minimal changes. Apple and Intel were ready to look at each other in a whole new light.
Is this thing still on?
To the casual observer, Apple's sudden romance with Intel in 2005 (and the resulting shotgun wedding of Mac OS X with Intel's x86 Core processors in the transition that began in 2006) has since lost some of its initial warmth. Outside of its Intel-based Macs and Apple TV, Apple has retained the use of ARM processors in its iPod, iPhone and AirPort base station product families. This has been bad news for Intel's low power, x86-compatible Atom chips, which the company hoped Apple would grow to love in place of ARM.
Sources familiar with Apple's plans say the company decided against Atom in favor of continued use of ARM processors in its mobile devices due to the better power management and maturity of the ARM architecture compared to Intel's fledgeling Atom chips. But rather than waiting around for Atom to catch up with ARM, Apple has invested deeply in building up an ARM's race to power its future hardware.
In April of 2008 Apple acquired fabless chip designer PA Semi, with the expressed intention to develop new mobile chips for use in the iPhone and iPod line. That purchase brought a highly esteemed crew of veteran chip designers under Apple's wing, including PA Semi founder Dan Dobberpuhl, who developed DEC's trailblazing Alpha followed by its highly efficient StrongARM mobile processors.
Somewhat ironically, Intel had acquired StrongARM from DEC in 1998, rebranded it as Xscale, and invested fantastic sums of money into it, only to then sell the chip division at a massive loss to Marvell in late 2006, right before Apple signaled its intention to dive into smartphones and other sophisticated mobile devices like the iPod touch. (Incidentally, Apple had canceled its StrongARM-based Newton handhelds in 1998 just as Intel jumped into the mobile chip business).
Intel, having rid itself of its poorly-performing mobile chip business that has licensed technology from ARM, instead focused on converting its x86 processor family for use in mobile applications in a project that resulted in Atom. Those chips weren't anywhere near ready for the iPhone, so Apple continued along its ARM-centric roadmap it had been on since the original iPod in 2001.
Apple plays the field
On the heels of its 2008 PA Semi acquisition, Apple also fleshed out other new ARM-related deals. Throughout 2008, AppleInsider reported and then confirmed that Apple was the 'mysterious licensee' involved in quietly lining up broad rights to use Imagination Technologies's PowerVR mobile graphics technology, the popular GPU complement to ARM CPU cores in "System on a Chip" processors designed for for mobile devices.
Apple has also hired a variety of other chip gurus, including a key developer of IBM's POWER architecture, Mark Papermaster, last fall; Bob Drebin, who formerly served as chief technology officer of AMD's graphics products group; and earlier this spring, Raja Koduri, who initially replaced Drebin's post at AMD before following him to join Apple.
It would appear that Apple is asserting its independence from Intel, a reversal of Apple's 2005 decision to liquidate its in-house VLSI engineering talent in favor of delegating all of its chipset design work to Intel. In addition to its own in-house work aimed at mobile CPUs, Apple also forged a partnership with NVIDIA last fall to migrate its Macs from Intel's chipsets to NVIDIA's 9400M integrated chipset with advanced graphics, a choice that helped inflame tensions between Intel and NVIDIA over the pairing of NVIDIA's chipsets with future generations of Intel's CPUs.
At the same time, shortly after the PA Semi purchase was announced, Steve Jobs told the Wall Street Journal "We have a great partnership with Intel. We expect that to continue forever," and added, "Were very happy with Intel."
On page 2 of 3: Intel's fatal attraction.