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UCI Catalogue: Electrical and Computer Engineer
Courses in Electrical and Computer Engineering
LOWER-DIVISION
NOTE: With the exception of ECE181A-B-C, the undergraduate courses listed below are open only to students in the School of Engineering. All other majors must petition for permission to enroll.
ECE11 Computational Methods in Electrical and Computer Engineering (4) W. An introduction to computers and structured programming. Binary Data Representation. Hands-on experience with a high-level structured programming language. Introduction to algorithm efficiency. Applications of structured programming in solving engineering problems. Prerequisite: Mathematics 2A. (Design units: 0)
ECE20 System Programming I (4) S. Advanced programming concepts for system software including data types, pointers, recursion and modules. The UNIX programming environment and software development tools. Prerequisite: ECE11. Formerly ECE11B. (Design units: 1)
ECE31 Introduction to Digital Systems (4) W. Digital representation of information. Specification of combinational and sequential systems. Analysis and design of networks of gates and flip flops. Standard modules and their use. Introduction to algorithmic systems: datapath and control. Prerequisite: ECE11. (Design units: 2)
ECE31LA Introduction to Digital Systems Laboratory (1) F, Summer. Laboratory to accompany ECE31 for non-computer engineering majors. Corequisite: ECE31. (Design units: 1)
ECE31LB Introduction to Digital Logic Laboratory (3) W. Introduction to common digital integrated circuits: gates, memory circuits, MSI components. Operating characteristics, specifications, and applications. Design of simple combinational and sequential digital systems such as arithmetic processors, game-playing machines. Construction and debugging techniques, using CAD tools and Breadboards. Prerequisites: ECE20, ECE31. (Design units: 3)
ECE40 System Programming II (4) S. Advanced programming techniques including data abstraction, object-orientation, code reuse, and design methodology. Techniques for window programming and advanced user interface design. Prerequisite: ECE20. ECE40 and Information and Computer Science 54 may not both be taken for credit. (Design units: 2)
ECE70A Network Analysis I (3) W. Modeling and analysis of electrical networks. Basic network theorems. Sinusoidal steady state and transient analysis of RLC networks and the impedance concept. Corequisite: Mathematics 3A or 3D. Prerequisites: ECE11 and Physics 5B. Formerly ECE70. (Design units: 1)
ECE70B Network Analysis II (4) S. Laplace transforms, complex frequency, and the s-plane. Network functions and frequency response, including resonance. Bode plots. Two-port network characterization. Corequisite: ECE70LB. Prerequisites: ECE11, ECE70A. Formerly ECE75. (Design units: 1)
ECE70LB Networks Analysis II Laboratory (1) S. Laboratory to accompany ECE70B. Corequisite: ECE70B. Prerequisites: ECE11 and ECE70A. Formerly ECE75L. (Design units: 1)
ECE72 Network Theory and Operational Amplifiers (3) S. Basic network theorems and analysis. Sinusoidal steady state and transient response of RLC circuits and the impedance concept. Analysis and design of operational amplifier circuits. Corequisite: Mathematics 3A or 3D. Prerequisites: Physics 5B; Engineering E10 or ECE11. Open only to Engineering, Civil Engineering, and Mechanical or Aerospace Engineering majors only. (Design units: 1)
UPPER-DIVISION
ECE104 Fundamentals of Computer Graphics (4) F. Instruction in the fundamental algorithms and data structures used in computer image generation and manipulation including: output primitives, linear transformations, windowing, hidden-line removal, and shading. Corequisite or prerequisite: Mathematics 3A or Mathematics 3D. (Design units: 2)
ECE111A Analysis and Design of Electrical Circuits (4) S. Active and passive electrical circuits. Topology, network theorems, sensitivity considerations. Classical synthesis and computer-aided techniques for two-, three-, and four-terminal networks. Prerequisites: ECE113C, ECE113LC; ECE120B. (Design units: 4)
ECE113A Electronics I (4) F. The properties of semiconductors, electronic conduction in solids, the physics and operation principles of semiconductor devices such as diodes and transistors, transistor equivalent circuits, and transistor amplifiers. Corequisites: ECE113LA. Prerequisites: Physics 5D, ECE70A. (Design units: 1)
ECE113LA Electronics I Laboratory (1) F. Laboratory accompanying Engineering ECE113A to perform experiments on semiconductor material properties, semiconductor device physics and operation principles, and transistor amplifiers to improve experimental skills and to enhance the understanding of lecture materials. Corequisite: ECE113A. Prerequisites: Physics 5D, ECE70A. (Design units: 1)
ECE113B Electronics II (4) W. Principles of operation and design of differential amplifiers, multistage amplifiers, biasing circuits, basic CMOS, digital electronic circuits: inverters, logic gates, and memory elements, other logic families. Corequisites: ECE113LB. Prerequisites: ECE113A, ECE113LA. (Design units: 2)
ECE113LB Electronics II Laboratory (1) W. Laboratory accompanying Engineering ECE 113B. Corequisites: ECE113B. Prerequisites: ECE113A, ECE113LA. (Design units: 1)
ECE113C Electronics III (4) S. Principles of operation, design, and utilization of integrated circuit modules, including operational amplifiers and logic circuits. Corequisites: ECE113LC. Prerequisites: ECE113B, ECE113LB. (Design units: 2)
ECE113LC Electronics III Laboratory (1) S. Laboratory accompanying Engineering ECE 113C to provide hands-on training in design of digital/analog circuits/subsystems. Corequisites: ECE113C. Prerequisites: ECE113B, ECE113LB. (Design units: 1)
ECE114A Field-Effect Semiconductor Devices (4) F. Semiconductor theory, metal-semiconductor contracts and diodes, metal-oxide-semiconductor (MOS) structures; MOS field-effect transistors, junction field-effect transistors, device modeling and fabrication technologies. Prerequisites: ECE113A, ECE113LA. (Design units: 2)
ECE114B Bipolar Semiconductor Devices (4) W. PN-junction diodes, bipolar (NPN or PNP) transistors, photodiodes, light-emitting diodes, laser diodes, device modeling, and fabrication technologies. Prerequisites: ECE113, ECE113LA. (Design units: 2)
ECE115A Integrated Electronic Circuit Design (4) F. Specialized analysis and design techniques associated with the design of LSI and VLSI electronic circuits. Current approaches to computer-aided design and fabrication. Prerequisites: ECE31, ECE113B, ECE113LB, and consent of instructor. (Design units: 4)
ECE116 Wafer Fabrication Processes (4) W. Fabrication of microelectronic components on a silicon wafer. Processes include lithographic techniques, oxidation, diffusion, ion implementation, thin film deposition, etching techniques, diagnostic techniques, wafer probing and process integration. Prerequisite: ECE113A, 113LA. (Design units: 2)
ECE117 Microelectronics Manufacturing Technology (4) S. Manufacturing technology leading to the production of microelectronic devices. Topics include cleanroom, electronic materials, vacuum technology, thin film deposition, etching techniques, bonding techniques, thermal management, stress analysis, injection molding, electronic packaging and process integration. Prerequisite: ECE113A, 113LA. (Design units: 2)
ECE118 Reliability and Yield in Microelectronic Circuits (4) W. Reliability issues in the design of Very Large Scale Integrated Circuits: VLSI failure modes, yield and reliability modeling, yield enhancement techniques, wafer-scale integration and reconfiguration. Introduction to testing and testing techniques. Economics of design, test, and manufacturing. Prerequisites: ECE151 and ECE186. (Design units: 2)
ECE120A Signals and Systems I (4) W. Studies of signals and systems. Application of Fourier series and Fourier and Laplace transforms to continuous-time system analysis. Convolution and modulation theory. Prerequisites: ECE70B, ECE180 or Mathematics 114A. (Design units: 0)
ECE120B Signals and Systems II (4) S. Application of sampling theorem, z-transforms, and discrete Fourier transforms to discrete-time system analysis. Difference equations, discrete-time convolution. Prerequisite: ECE120A. (Design units: 0)
ECE128 Communication Systems (3) S. Introduction to analog and digital communication systems, including effects of noise. Modulation-demodulation for AM, FM, PM, and PCM, with applications to radio, television, and recorders. Signal processing as applied to communication systems. Prerequisites: ECE120B and ECE186. Formerly ECE128A. (Design units: 1)
ECE132 Organization of Digital Computers (4) W. Building blocks and organization of digital computers, the arithmetic, control, and memory units, and input/out devices and interfaces. Microprogramming and microprocessors. Prerequisite: ECE31LB. ECE132 and Information and Computer Science 152 may not both be taken for credit. (Design units: 4)
ECE132L Organization of Digital Computers Laboratory (3) S. Techniques for the design of microprocessors (RISC and CISC), and microcode-based architectures. Covers all aspects of the design ranging from concept development to implementation and testing using FPGA chips. Prerequisites: ECE31LB and ECE132. Formerly ECE132LB. (Design units: 3)
ECE135A Digital Signal Processing (3) F. Nature of sampled data, sampling theorem, difference equations, data holds, z-transform, w-transform, digital filters, Butterworth and Chebychev filters, quantization effects. Prerequisites: ECE120B and ECE186. (Design units: 2)
ECE135B Digital Signal Processing Design and Laboratory (3) S. Students plan and perform 10 core laboratory exercises covering signal synthesis and analysis with various filter and frequency transform processes. Models of radio and radar/sonar signal processing are included. Prerequisite: ECE135A. (Design units: 3)
ECE136 Introduction to Machine Vision (3) F. The use of digital computers for the analysis of visual scenes; image formation and sensing, color, segmentation, shape estimation, motion, stereo, pattern classification, computer architectures, applications. Computer experiments are used to illustrate fundamental principles. Prerequisite: ECE120B or consent of instructor. (Design units: 2)
ECE137 Parallel Computer Systems (3) W. General introduction to parallel computing focusing on parallel algorithms and architectures. Parallel models: Flynn's taxonomy, dataflow models. Parallel architectures: systolic arrays, hypercube architecture, shared memory machines, dataflow machines, reconfigurable architectures. Parallel algorithms appropriate to each machine type area also discussed. Prerequisites: ECE20 and ECE132. (Design units: 1)
ECE140A Introduction to Control Systems (4) F. Modeling, stability, and specifications of feedback control systems. Root locus, Bode plots, Nyquist criteria, and state-space methods for dynamic analysis and design. Corequisite: ECE140LA. Prerequisites: ECE11; ECE113B, ECE113LB, ECE120B. (Design units: 2)
ECE140LA Control Systems I Laboratory (1) F. Laboratory accompanying ECE140A. Corequisite: ECE140A. (Design units: 1)
ECE140B Sampled-Data and Digital Control Systems (3) W. Sampled-data and digital control systems. Sampling process and theory of digital signals; z-transform and modeling; stability; z-plane, frequency response, state-space techniques of digital control system synthesis. Prerequisites: ECE31, ECE140A, ECE140LA. (Design units: 2)
ECE142 System Software (4) S. Batch systems multiprogramming, procedure implementation, processes, parallelism, critical sections, deadlocks, communication, multiprocessing, multilevel memory management, binding, name management, file systems, protection, resource allocation, scheduling. Experience with concurrent programming, synchronization mechanisms, interprocess communication. Prerequisite: Information and Computer Science 23. ECE142 and Information and Computer Science 143 may not both be taken for credit. (Design units: 2)
ECE143 Microprocessor Interface Techniques (3) W. Concepts and techniques necessary for using mini- and micro-computer systems to gather data and control equipment. Covers microprocessor architecture and peripheral devices. Experience with a microprocessor system is provided. Functional requirements are realized through software and I/O hardware design. Prerequisite: ECE132L. (Design units: 3)
ECE145 Senior Design Project (4) W. Conception, planning, implementation, programming, testing of an approved project. Options include: parallel processing, VLSI design, microprocessor-based design, among others. Prerequisite: senior standing. (Design units: 4)
ECE146 File and Database Management (4) W. Database system architecture--data structures, storage structures, and data languages. Alternate approaches to database management systems; relational approach, hierarchical approach, network approach. Database security and integrity. Query processing. Prerequisite: Information and Computer Science 52 with a grade of C or better. Same as Information and Computer Science 184. (Design units: 1)
ECE151 Introduction to VLSI (4) F. A first course in the design of Very Large Scale Integrated (VLSI) systems and chips. Review of CMOS VLSI technology. Analysis and synthesis of basic and complex CMOS gates. Introduction to CAD methodology and usage of CAD Tools. Prerequisite: ECE132. (Design units: 4)
ECE151L VLSI Design Laboratory (4) W. Train students to apply the latest computer design techniques and VLSI design tools for the implementation of VLSI chips. As part of this course, students will design, test, and develop the layout for final submission of the chip to a foundry for fabrication. Prerequisite: ECE151.
ECE160 Energy Conversion (4) F. Magnetic circuits and transformers. Fundamentals of energy conversion. Application to synchronous, induction, commutator, and special purpose machines such as robotic actuators and computer disk drives. Corequisite: ECE160L. Prerequisites: ECE70B, ECE113B, ECE113LB. (Design units: 2)
ECE160L Energy Conversion Laboratory (1) W. Laboratory exercises supplementing the content of ECE160. Corequisite or prerequisite: ECE160. (Design units: 0)
ECE161 Introduction to Computer Networks (4) W. Introduction to the techniques for design and analysis of computer networks. Layered network architecture. Communication media and hardware. Local area network (LAN) topologies and access protocols. Flow and congestion control. Introduction to network operating systems. Queuing and reliability analyses. Prerequisite: ECE142. (Design units: 2)
ECE163 Electric Power Systems (4) F. Generation, transmission, and use of electrical energy. Fault calculation, protection, stability, and power flow. Corequisite: ECE163L. Prerequisites: ECE70B, ECE113B, ECE113LB. (Design units: 1)
ECE163L Electric Power Systems Laboratory (1) F. Experiments and field trips relevant to studies in power systems. Corequisite: ECE163. Prerequisite: ECE110LA. (Design units: 0)
ECE166 Power Electronics (4) S. Power switching devices; generic power electronic converters; design and applications of rectifiers, inverters, motor controllers, uninterruptible power supplies. Prerequisite: ECE113C, ECE113LC. (Design units: 1)
ECE170 Engineering Electromagnetics (4) W. Electromagnetic fields and solutions of problems in engineering applications; electrostatics, magnetostatics, steady D.C. current, Maxwell's equations and plane wave propagation, reflection, and transmission. Corequisite or prerequisite: Mathematics 2D and 3D. Prerequisite: Physics 5D. (Design units: 0)
ECE176 Engineering Optics (3) F. Fundamentals of optical systems design: incoherent light sources, lens, mirror, photodetectors, radiometry, image recording and display. Optical systems and components; resolution, modulation, transfer functions, and noise. Corequisite: ECE176L. Prerequisite: ECE170. (Design units: 1)
ECE176L Engineering Optics Laboratory (1) F. Basic optics and laser experiments. Lens, prism, grating, diffraction, interferences, He-Ne and CO2 gas lasers. Corequisite: ECE176. (Design units: 0)
ECE177 Engineering Electrodynamics (3) S. Time-varying electromagnetic fields including waveguides, resonant cavities, radiating systems. Motion of charged particles in electromagnetic fields, radiation by moving charges. Scattering and dispersion. Corequisite: ECE177L. Prerequisite: ECE170. (Design units: 1)
ECE177L Engineering Electrodynamics Laboratory (1) S. Transmission line, waveguides, antenna microwave oscillators, and detectors. Corequisite: ECE177. (Design units: 0)
ECE178 Optical Electronics (3) W. Fundamentals of optical systems and components. Incoherent light sources, radiometry, resolution and transfer functions. Lasers and related optical devices and systems. Corequisite: ECE178L. Prerequisite: consent of instructor. (Design units: 1)
ECE178L Optical Electronics Laboratory (1) W. Optical guided waves, electro-optical modulator, acousto-optical modulator, dye and semiconductor lasers. Corequisite: ECE178. (Design units: 0)
ECE180 Electrical Engineering Analysis (3) F. Functions of complex numbers and their application to electrical engineering problems. Applications to lumped and continuous parameter engineering systems. Prerequisitse: Mathematics 3A or 3D; Engineering ECE70B. Only one course from ECE180, Mathematics 114A, and Mathematics 147 may be taken for credit. (Design units: 0)
ECE186 Engineering Probability (4) S. Sets and set operations; nature of probability, sample spaces, fields of events, probability measures; conditional probability, independence, random variables, distribution functions, density functions, conditional distributions and densities; moments, characteristic functions, random sequences, independent and Markov sequences. (Design units: 0)
ECE198 Group Study (1 to 4) F, W, S. Group study of selected topics in engineering. (Design units: varies)
ECE198L Group Laboratory (1 to 4) F, W, S. Group laboratory for experimentation or design in connection with special projects or ECE198 courses. May be repeated for credit. (Design units: varies)
ECE199 Individual Study (1 to 4) F, W, S. For undergraduate Engineering majors in supervised but independent reading, research, or design. Students taking individual study for design credit are to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering. Prerequisite: consent of instructor. (Design units: varies)
ECEH199 Individual Study for Honors Students (1 to 5) F, W, S. For undergraduate honor students majoring in Electrical Engineering. Independent reading, research, or design under the direction of a faculty member or group of faculty members in Electrical and Computer Engineering. Students taking individual study for design credit are to submit a written paper to the instructor and to the Undergraduate Student Affairs Office in the School of Engineering. Prerequisite: consent of instructor; open only to Campuswide Honors students. May be taken for credit four times.
GRADUATE
ECE206 Spline Theory and Applications (3) W. Mathematical background for three-dimensional realistic graphics, CAD/CAM, and geometric modeling. Polynomials, vector spaces, divided differences, B-Splines, Bezier Curves, and Beta Splines.
ECE207 Modeling and Rendering for Image Synthesis (3) S. Provides the fundamental understanding of mathematical and physical models used in image synthesis applications: geometric models, physics of color image formation, polygon approximations, ray tracing, and radiosity.
ECE210A Active Networks I (3) F. Behavior of active networks subjected to analog and digital signals. Application to the analysis and optimum design of common electronic circuits used for processing analog and digital signals. Prerequisite: ECE113B, 113LB; ECE113C, 113LC; or equivalent.
ECE210B Active Networks II (3) W. Analysis and optimum design of integrated electronic circuits and systems to process analog and digital signals. Performance limitations of bipolar and field effect integrated circuits, charge coupled devices; development of design methods for their effective utilization in analog, digital, and hybrid systems. Prerequisite: ECE210A or consent of instructor.
ECE211 Digital Electronics I (3) S. Band theory of solid-state electronics; semiconductor devices, fabrication technology; nonlinear circuit analysis, analog-digital and digital-analog converters, magnetic memories. Prerequisite: ECE113B, 113LB.
ECE212 Topics in Electronic System Design (3). New research results in electronic system design. Prerequisite: consent of instructor. May be repeated for credit.
ECE217A Advanced Semiconductor Devices I (3) W. Semiconductor theory, GaAs metal-semiconductor field-effect transistors (MESFET), microwave semiconductor devices, analog, and digital MESFET integrated circuits, device modeling and fabrication technologies. Prerequisite: ECE114A.
ECE217B Advanced Semiconductor Devices II (3) S. Photodiodes, light-emitting diodes, diode lasers, epitaxial growth of III-V compound semiconductors, and fiber optics technology. Prerequisite: ECE114A.
ECE222 Topics in Communications Systems (3). New research results in communications systems. Prerequisite: consent of instructor. May be repeated for credit.
ECE227A-B Detection, Estimation, and Demodulation Theory (3-3) W, S. Application of statistical design theory, state variables, random processes, and Ito calculus to deriving optimum receiver structures for signal detection, parameter estimation, and analog demodulation. Prerequisite: ECE287A.
ECE228A-B Communication and Information Theory (3-3) W, S. Communication over noisy channels; optimum receiver design; information theory concepts entropy, mutual information, encoding of information. Shannon's coding theorems, channel capacity, and implementation of some coded systems. Prerequisite: ECE287A or consent of instructor.
ECE229A Queuing Theory (3) F. Elementary queuing models; conservation laws; work. Markovian queues; product form results; embedded Markov chains. Fluctuation theory and GI/G/I queues. Approximation and bounds. Priority queuing. Prerequisite: ECE287A.
ECE229B Communication Networks (3) W. Review of elementary queuing models; Markov chains; passage times; approximations. Queuing models for networks; routing capacity assignment, flow control, priority, numerical methods. Models of local area networks, cellular radio networks, satellite networks. Analysis of multiple access schemes. Prerequisite: ECE229A.
ECE230A Digital Signal Processing I (3). Fundamental principles of digital signal processing, sampling, decimation and interpolation, discrete Fourier transforms and FFT algorithms, transversal and recursive filters, discrete random processes, and finite-word effects in digital filters. Prerequisites: ECE135A, ECE240A, and ECE287A.
ECE230B Digital Signal Processing II (3). Applications of digital signal processing, short-time spectral analysis, spectral estimation, optimal filtering, autoregressive modeling, waveform quantization and coding, block processing, distributed arithmetic. Prerequisite: ECE230A.
ECE231 Advanced System Software (3). Study of operating systems including interprocess communication, scheduling, resource management, concurrency, reliability, validation, protection and security, and distributed computing support. System software design languages and modeling analysis. Prerequisite: ECE142 or equivalent.
ECE232 Intelligent Machines (3). Design of machines that recognize patterns, learn from mistakes, discover clusters in data, hypothesize and test conjectures, and compete for survival. Applications in industry, neural sciences in biology, and cognitive sciences in psychology are discussed. Prerequisite: ECE186.
ECE233 Computer Architecture (3). Problems in hardware, firmware (microprogram), and software. Computer architecture for resource sharing, real-time applications, parallelism, microprogramming, and fault tolerance. Various architectures based on cost/performance and current technology. Prerequisites: ECE132, ECE132L.
ECE234A Digital Image Processing (3) W. Pixel-level digital image representation and elementary operations; Fourier and other unitary transforms; compression, enhancement, filtering, and restoration; laboratory experience is provided. Prerequisite: ECE135A.
ECE234B Digital Image Understanding (3) S. Image and texture segmentation and symbolic representation; three-dimensional modeling; relational structures; three-dimensional object recognition; three-dimensional scene analysis and interpretation. Prerequisites: ECE136 and ECE234A.
ECE235 Design and Analysis of Algorithms (3) W. The analysis of computer algorithms from a practical standpoint. Algorithms for symbolic and numeric problems such as sorting, searching, curve fitting, and FFT considered. Analysis includes algorithm time and space complexity.
ECE236A-B Artificial Neural Networks (3-3) W, S. 236A: Fundamental concepts and models of artificial neural networks (ANNs); single- and multi-layer ANNs; recurrent feedback ANNs; applications to pattern classification and interpretation, and intelligent control. 236B: Computational aspects of ANNs with applications to intelligent computing. Prerequisite: ECE120A-B.
ECE237 Medical Imaging Systems (3) W, S. Scientific and engineering principles for imaging, visualizing, and analyzing structures of the human body. Imaging modalities include x-ray projection radiography, ultrasonic imaging, magnetic resonance imaging, computed tomography. Visualization and analysis includes curve detection, flexible image registration, noise suppression, volmetric estimation. Prerequisite: ECE120A.
ECE238 Topics in Computer Engineering (3). New research results in computer engineering. Prerequisite: consent of instructor. May be repeated for credit.
ECE240A Linear Systems I (3) F. State-space representation of continuous-time and discrete-time linear systems. Controllability, observability, stability. Realization of rational transfer functions. Prerequisite: ECE140A or
equivalent.
ECE240B Linear Systems II (3) W. Continuation of deterministic linear multivariable systems. Linear state feedback and observers in continuous-time and discrete-time system control. Introduction to stochastic systems. Prerequisite: ECE240A.
ECE240C Linear Systems III (3) S. Continuation of stochastic linear multivariable systems. Kalman filtering, prediction, estimation, and smoothing. Prerequisite: ECE240B.
ECE242 Topics in Systems and Control (3). New research results in system and control theory. May be repeated for credit. Prerequisite: consent of instructor.
ECE251 VLSI System Design (3). Overview of integrated circuit fabrication, circuit simulation, basic device physics, device layout, timing; MOS logic design; behavioral simulation; logic simulation; silicon compilation; testing and fault tolerance. Prerequisite: ECE132.
ECE252 Distributed Computer Systems (3). Design and analysis techniques for decentralized computer architectures, communication protocols, and hardware-software interface. Performance and reliability considerations. Design tools. Prerequisites: ECE231 and ECE233.
ECE253 Real-Time Computer Systems (3). Time bases, clock synchronization, real-time communication protocols, specification of requirements, task scheduling. Validation of timelines, real-time configuration management. Prerequisites: ECE231 and ECE233.
ECE254 Fault-Tolerant Computing (4). Various aspects of fault-tolerant computing systems. Includes hardware and software failures, reliability, mechanism to recover from failures. Prerequisite: consent of instructor. Same as Information and Computer Science 250.
ECE257 Parallel Database Systems Engineering (3). Data models, database management systems, parallel algorithms, implementation issues, database machines, applications of parallel database systems. Prerequisite: Information and Computer Science 184 or equivalent.
ECE258 Numerical Processors (3). Number representations. Fast algorithms and implementations for addition, multiplication, division, and square root. Floating-point processors. On-line arithmetic. Function evaluation. CORDIC processors. Residue arithmetic. Prerequisite: ECE132.
ECE260 Design and Control of Electromechanical Energy Converters (3). Advanced topics in the generalized theory of electrical machines. Design criteria and methodology, including analytical and numerical field analysis. Electronic control of generators and motors. With laboratory where appropriate. Prerequisite: ECE160 or consent of instructor. May be repeated for credit with consent of instructor.
ECE263 Planning and Operation of Electric Power Transmission Systems (3). Advanced topics in the planning, design, and optimal operation of electric power systems. Power flow under static and dynamic conditions. Stability. Economic dispatch. Transmission line transients. System expansion. Reliability. With laboratory where appropriate. Prerequisite: ECE163 or consent of instructor. May be repeated for credit with consent of instructor.
ECE266A Advanced Power Electronics (3). New developments in power electronics: switching converter topologies, control, magnetics, and applications. Prerequisite: ECE113B, 113LB; ECE140B; ECE166; or consent of instructor.
ECE266B Advanced Topics in Power Electronics (3). AC motor drive, DC brushless motor drives, and magnetic levitation. Prerequisite: ECE266A.
ECE270 Imaging Optics (3) S. Optical imaging instruments from geometrical and wave optic standpoints. Indirect optical imaging methods such as holography, interferometry, and intensity correlation interferometry.
ECE273A Quantum Electronics I (3) W. Semiclassical development of the theory and application of lasers and related optical electronic devices. Prerequisite: ECE170.
ECE273B Quantum Electronics II (3) S. Quantum theoretic development of the theory and application of lasers and related optical electronic devices. Prerequisite: ECE273A or consent of instructor.
ECE275A Electro-optic Devices (3) F. Review of basic laser principles. Optics in crystals. Electro-optic effects. Electro-optic devices and applications. Prerequisite: ECE170.
ECE275B Acousto-optic Devices (3) W. Bulk and surface acoustic waves, acousto-optic effects, acousto-optic Bragg diffraction, acousto-optic devices and applications. Prerequisite: ECE170.
ECE275C Integrated and Fiber Optics (3) S. Optical waveguides; passive and active guided-wave devices; integrated optics modules/circuits and applications; optic fibers; fiber optic devices; fiber optic communications systems; fiber optic sensors. Prerequisites: ECE275A and ECE275B.
ECE279A Advanced Engineering Electromagnetics I (3) W. Stationary electromagnetic fields, Maxwell's equations, circuits and transmission
lines, plane waves, guided waves, and radiation. Prerequisite: ECE170 or equivalent.
ECE279B Advanced Engineering Electromagnetics II (3) S. Two- and three-dimensional boundary value problems, dielectric waveguides and other special waveguides, microwave networks and antenna arrays, electromagnetic properties of materials, and electromagnetic optics. Prerequisite: ECE279A or equivalent.
ECE287A Random Signals and Systems (3) F. Extensions of probability theory to families of random variables indexed on time. General properties of stochastic processes such as stationarity, ergodicity, stochastic continuity, differentiability, and integrability. Linear and nonlinear transformations, correlation, power spectrum, and linear filtering of stochastic processes. Linear mean-square estimation, the orthogonality principle, Wiener Kolmogoroff theory, filtering, and prediction. Wide-sense Markoff sequence, recursive filtering, and the Kalman filter. Prerequisite: ECE186.
ECE294 Electrical Engineering Colloquium (varies) F, W, S. Guest speakers discuss their latest research results in electrical engineering. Prerequisite: consent of instructor. May be repeated for credit.
ECE295 Seminars in Engineering (varies) F, W, S. Scheduled each year by individual faculty in major field of interest. Prerequisite: consent of instructor. May be repeated for credit.
ECE296 Master of Science Thesis Research (varies) F, W, S. Individual research or investigation conducted in the pursuit of preparing and completing the thesis required for the MS degree in Engineering. Prerequisite: consent of instructor. May be repeated for credit.
ECE297 Doctor of Philosophy Dissertation Research (varies) F, W, S. Individual research or investigation conducted in preparing and completing the dissertation required for the Ph.D. degree in Engineering. Prerequisite: consent of instructor. May be repeated for credit.
ECE298 Topics in Electrical and Computer Engineering (2 to 4) F, W, S. Study of Electrical and Computer Engineering concepts. Prerequisite: consent of instructor. May be repeated for credit as topics vary.
ECE299 Individual Research (varies) F, W.


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Tactic and Soccer Tactical information for professional players and teams.
Soccer Performance Source for animated training drills, specialised coaching articles and game analysis.
National Goalie War Association Educates and trains soccer goalkeepers, coaches, and others through its web site, publications, camps, and clinics.
Wynton Rufer School of Excellence Includes contact details, news, clinic schedules and online course enrolment. New Zealand.
Youth Soccer Drills Effective, easy to use soccer drills, skills, formations, rules and tips.
Europro Soccer Instruction using streaming media audio video segments created by professionally licensed European coaches.
SoccerROM A pay site with database of over 500 soccer exercises.
India Youth Soccer Association Provides tips and training information of interest to soccer coaches worldwide.
Soccer Kix Information, camps, equipment, drills and tournaments in association with A.C. Parma Scuola Calcio (soccer school).
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Soccer Training Information Training tips, including information on passing, dribbling, shooting, and strategies.
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Soccer practice plans and drills Offers plans and drills ready for the coach to print and run effective and fun practices.
Soccer Coaching International An international coaching magazine with newsletter, exercises, forums, contacts, and links.
Jeff Benjamin%s Soccer Goalkeeper Coaching Information on goalkeeping for the coach and player.
Soccer Head Coach Curriculum Vitae Successful player seeks position as a soccer coach.
Soccer Drills Excellence How to design effective soccer drills and how to effectively coach soccer drills.
Socatots A soccer-specific physical play concept for pre-school children.
Soccer from Italy Includes strategy, tactics, systems, schemes, and exercises.
Footy4kids Soccer coaching advice, lesson plans, drills, games, and how-to articles.
Soccer Tutor Interactive on-line soccer coaching resource offers animated soccer drills, videos, team management software.
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Scuola Calcio Coaching Magazine Provides soccer information for instructors at all levels throughout North America and the World.
Soccer Dynasty Provides player development programs, international tours and a consultancy service to develop youth soccer programs.
SoccerXpert Includes news, tips, and drills. A free online resource built for novice and advanced coaches.
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Football Impact Organizing tournaments, sporting events, friendly matches and player representation.
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Kick the Balls A place for parents and coaches to share their experiences in little league sports.
SoccerDrillbook.com Coaching help and resources for youth coaches, including online e-book.
justsoccerdrills PDF drills and games, suitable for all ages.
Professional Soccer Coaching The ultimate tool for coaches offering elite training sessions and all round support.
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Soccer Universe Soccer training tips to help improve soccer skills.
Coaching Youth Soccer for Success Free manual of soccer coaching tips.
Darrell Stuart Soccer development for players and coaches.
How To Play Better Soccer Features attacking, ball control, defensive skills, goalkeeping, passing and shooting, and formations.
Sredojevic Dragoslav Includes his playing and coaching career, plus contact details.
Coerver Coaching Learn about Weil Coerver and available youth soccer education programs.
One On One Soccer Professional soccer training for all ages.
Easy2Coach Interactive Offers online soccer software for beginners and professionals.
Teach PE Offer over 90 free to view soccer drill videos with progressions and coaching points.
ROK Global Soccer Academy Online and mobile professional football training.
Footballer21.com Completely free help for soccer coaches includes drills and articles.
The International Coaches Association Help with a variety of coaching topics such as drills for skills, understanding tactics, nutrition, and soccer news.
Elite Soccer Development Offers professional development programs in Canada. Programs, events, players and registration.
High Performance Goalkeeping Offers soccer training and fitness programs to talented goalkeepers in the UK and North America.
Academy Soccer Coach Offers soccer coaching software to plan and create training sessions and drills.
Total Football Schools An online football school with coaching information, videos, games and links.
And Again All types of soccer drills and games for practices.
EduKick International football galleries, international soccer boarding schools and language immersion videos.
Expert Football Coaching, techniques, fitness, strategy and FAQs.
Ginger Sport Soccer Offers soccer coaching sessions to girls and boys ages 2-10 in Brisbane, Australia. Venues, timetable and fees.
Discover Soccer A resource for drills, games, and advice for coaching youth soccer.
Serious Goalkeeping Offers goalkeeper techniques and tactics. Halifax, Nova Scotia, Canada.
Soccer Drills on Weplay Free soccer skills and drills for youth soccer coaches and players.
Soccer Starz Offers coaching programs in nursery schools, pre-schools and primary schools. Gauteng, South Africa.
Youth Soccer Skills Offers advice on soccer training drills, skills, tactics, conditioning and fitness.
FootbalHomeWork Learn all the techniques a football player needs thanks to more than 600 videos of exercises.
Argensports Football clinics in Argentina, individual or teams with Argentian tours with friendly matches against local teams.
Soccer Drills for Kids Soccer coaching blog with drills and coaching tips for youth soccer coaches.
ProfessionalSoccerCoaching.com Free database of soccer drills and practice sessions.
Soccer Drills Review Coaching drills and resources for coaching young soccer players.
Free Team Website Create a free team website with photos, videos, soccer session drills, calendar and more.
Soccer-Academy.net Providing expert soccer tactics, strategies and techniques using easy to understand language and pictures.
ISFAsports Soccer network for players, clubs, academies, managers, coaches, scouts and agents.
Better Football Coaching Free online football drills and football coaching advice. Must sign up with email address before accessing website.
Pocket Soccer Coach Free soccer drills and practice plans for busy soccer coaches.
Peter North: Online Soccer Training Drills Provides coaching and sport science support across many levels of performance.
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Faridabad:
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is a major industrial city and population
center in Haryana state, northern India. It
is located in Faridabad District. the city
was founded in 1607 by Shaikh Farid, treasurer
of Jahangir, with the object of protecting
the highway which passed through the town.
Shaikh Farid built a fort, a tank and a mosque
which are in ruins. Later, it becomes the
headquarters of a pargana which was held in
jagir by the Ballabgarh ruler. Faridabad became
12th district of Haryana State on 15th August,
1979.
Faridabad
is about 25 Kilometres south of Delhi at
28deg 25' 16" North Latitude and 77deg
18' 28" East Longitude. It is bounded
by the National Capital Territory of Delhi
on its north, Gurgaon District on the west,
and of Uttar Pradesh State on its east and
south. Delhi-Mathura National Highway No.2
passes through the centre of the district.
It has an Indian Railway station on the
Delhi-Mathura double track broad-gauge line
of the Central Railway.
Faridabad is famous for Henna Production
on agriculture sector while tractors, motorcycles,
switch gears, refrigerators, shoes and tires
are other famous industrial products of
the city. Badkhal Lake tourist complex,
Suraj Kund Tourist Complex, Aravalli Golf
Club, Raja Nahar Singh Palace and Dabchick
are the famous tourist spots. For the ease
of civil administration, Faridabad District
is divided into five sub divisions, Faridabad,
Ballabgarh, Palwal, Hodal and Hathin. Each
subdivision is headed by a sub-divisional
officer. Recently Faridabad has been suffering
due to the departure of many manufacturing
companies. Faridabad has seen Gurgaon and
Noida speed ahead in development with lot
of multinational companies setting up there.
Geography:
Faridabad City itself is a plain bordered by the
River Yamuna to the east and Aravalli Hills towards
the west and south West. Being in close proximity
to the Yamuna the land east of the National Highway
is better in quality than the western side. Today
virtually all of the land has been filled up with
residential housing as the population of the city
swelled during the mid 90s.
Much like the rest of India the people of Faridabad
rely on ground water for their basic needs which
is the gift of good monsoon season. In Faridabad
most of the population is Sikhs and Hindus and
having lot of Gurudwaras & Temples. Among
main Gurudwaras includes Santo Ka Gurudwara, Singh Sabha, Pothi Mala and amongst temples Hanuman
Mandir, Shiv Mandir and Ghusain Ka Mandir.
Transportation:
It includes everything
starting from an auto-rickshaw to the rich cars
like Maybach. Auto-rickshaws run mainly on national
highway connecting Delhi border and Ballabgarh.
Likewise other means of transport are taxis, buses
etc. Personal cars and two-wheelers have gradually
been increasing since recent years making the city
cause of jams and traffic blocks. Trains stop at
three railway stations in Faridabad connecting Ballabgarh
to New Delhi. Metro rail services are likely to
reach the city by 2010 as proposed by Delhi


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Area Wide News: Blog: Instead of Frittering
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Instead of Frittering
Posted Thursday, July 21, 2011, at 12:40 PM
Some people come into money and fritter it away -- others have a knack for turning money into more money.
Jim Lindsey graduated from high school in Forest City, Ark., in 1962. He went on to the University of Arkansas and played football under Coach Frank Broyles. As a 6-2, 210 tailback, he helped the Razorbacks become national champions in 1964. And by the time he graduated in 1965, they had won 22 games in a row.
In 1966, Lindsey was drafted in the second round by the Minnesota Vikings under Coach Norm Van Brocklin.
Bud Grant was hired to replace Van Brocklin in 1967 and Lindsey fit right in the new coach's system as a role player (backup running back and tight end) and soon became special team's captain on all the kicking plays.
Lindsey was a marginal offensive player for the Vikings, ever fearful he wouldn't make the team. He rushed for a total of 566 yards and six touchdowns, and received 65 passes for 632 yards and four touchdowns over seven seasons. But on special teams he was invaluable at breaking up wedges on kickoffs and covering punts.
Having played for Frank Broyles in college, Lindsey developed a deep appreciation of coaching. Throughout his seven years in pro football, Lindsey always assumed he would someday be a football coach, probably at the high school level somewhere in Arkansas or perhaps even back at his college alma mater.
As a second round draft pick back in 1966, Lindsey signed a three-year deal with the Vikings which paid an annual salary of $25,000 in the first year, $27,500 the second year and $30,000 the third year. He also received a signing bonus of $90.000. After taxes, the up-front cash bonus had been reduced to $60,000.
Lindsey was a small-town kid who majored in math in college. Instead of frittering away his fresh wad of cash on instant frills (cars, jewelry, etc.), he made a $60,000 down payment on a $167,000 chunk of Arkansas land.
Payments on the land came out of his salary while he and his wife lived modestly in a rented apartment.
Three years after purchasing the land, he sold it for $1.5 million.
Lindsey never did get into coaching, but he did start a real estate investment company in Fayetteville called Lindsey & Associates, plus he currently serves on the Board of Trustees at the University of Arkansas as chairman of the athletic committee.
Presently, Lindsey owns 27,500 apartment units, 12,000 acres of farmland and 28 golf courses. Not including income from the apartment building operation (which is spread over the Ozarks to Oklahoma, Kansas, Missouri, and Tennessee), Lindsey & Associates did $800 million in sales last year.
Jerry Jones, owner of the Dallas Cowboys, was also a member of the University of Arkansas football team at the same time as Lindsey. He and Lindsey are currently embarking on a five-year project to construct 5,000 apartment units, at a cost of $50 million, on 270 acres in the Dallas area.
And the rich get richer once again.
Unless you're born into it, money is hard to come by in this world, especially if you have to work for someone else. If you start your own business it's even harder because it requires a personal commitment, diligence and plenty of good luck along the way. And no matter how much effort you put into it, success is never guaranteed.
So if you suddenly acquire a large sum of cash, don't fritter it away on flashy goodies or get-rich-quick schemes -- invest it wisely in something worthwhile, such as real property or furthering your own enterprise.
If you define success by the size of your bankroll, you need to follow certain steps, starting with a long-term plan. Then be prepared to sacrifice personal luxury, remain persistent and have the patience to see it through.
Personally, I believe success is being content with everyday life, regardless of the surrounding insanity.
I've solved all my money problems the easy way -- by not having very much of it; just enough to maintain a debt-free existence and never any extra money to fritter away on anything beyond the bare necessities of life.
To fritter or not to fritter, that is the question.
But it's only a dilemma if you have more money than you need.
_
Quote for the Day -- "I try to learn from the past, but I plan for the future by focusing exclusively on the present." Donald Trump
_
Bret Burquest, author of four novels, has recently published THE REALITY OF THE ILLUSION OF REALITY (esoteric knowledge) and 1111 HAPPY TRAILS ROAD (humor) -- available on Amazon. He lives in the Ozark Mountains with a dog named Buddy Lee and has a small jar of quarters for emergency transactions.
_
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Boldly Going NowhereBret Burquest
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Bret Burquest is a former award-winning columnist for The News (2001-2007) and author of four novels. He has lived in Minneapolis, Los Angeles, Miami, Atlanta, Kansas City, Memphis and the middle of the Arizona desert. After a life of blood, sweat and tears in big cities, he has finally found peace in northern Arkansas


Hoteliers Danny and Carla Lafayette Receive the Norbert X.
Dowd Award; Maine's Bangor Region Chamber of Commerce's Highest Award /
January 2010
Hotel Online
News for the Hospitality
Executive
Hoteliers Danny and Carla Lafayette Receive the
Norbert X. Dowd Award;
Maine's Bangor Region Chamber of Commerce's Highest Award
By Dawn Gagnon, Bangor Daily News,
MaineMcClatchy-Tribune Regional News
Jan. 21, 2010--BANGOR, Maine -- A couple who have given
generously to area medical, educational and youth causes -- including a
$2 million pledge to a cancer treatment center -- received the Bangor
Region Chamber of Commerce's most prestigious award Wednesday night
during the organization's annual awards dinner.
Danny and Carla Lafayette of Hampden received the Norbert X.
Dowd Award in recognition of their contributions to Greater Bangor's
economy and quality of life during a sell-out event at the Bangor Civic Center. Chamber officials said Wednesday that the annual dinner
audience of about 750 people was the largest in the Chamber's 99-year
history.
For nearly three decades, the Lafayettes have been among the
region's most successful entrepreneurs.
As leaders in the hospitality business, the Lafayettes built
an impressive chain of 27 hotels in Maine and beyond. Their Maine
holdings include the Best Western Black Bear Inn & Conference
Center in Orono, the Bar Harbor Hotel and Bluenose Inn in Bar Harbor,
the Best Western Senator Inn and Spa in Augusta, and the Holi-day Inn
by the Bay in Portland.
Though the couple quietly had been sharing the proceeds of
their hotels with the community for years, the $2 million pledge they
made to the Champion for the Cure campaign for the new cancer center
last August created a stir throughout northern and eastern Maine. In
recognition of the pledge, the new facility was named the Lafayette
Family Cancer Center. The state-of-the-art center adjacent to the
Cianchette Building in Brewer opened last month.
The new center replaced the former Cancer Care of Maine
facility, which had outgrown its former space at Eastern Maine Medical Center in Bangor.
Fundraising continues for cancer research, however, with more
information available online at www.championthecure.org.
In accepting the Chamber award, the couple said they were
motivated to act because their own family has been touched by cancer.
One of their sons, Ramsey, now 23, was diagnosed with cancer at age 18
and has beaten the disease, they said during Wednesday's ceremony. They
said they believe a cure will be found, and the an-swer lies in
research.
"Danny and I and our family are very fortunate in that our son
Ramsey has now been cancer-free for five years," Carla Lafayette said
upon receiving the award.
"Half of the people who receive the same diagnosis that he did
-- stage three melanoma -- no longer are alive today. That sobering
statistic needs to change, and the key is research," she said.
"I envision a day when we share a characteristic with the
naked mole rat," which she said has been found never to develop cancer.
"I know that human beings are smart enough to figure out the causes of
and cures for cancer. If the naked mole rat can get it right, we can.
Research is the key. The more scientists that we have tack-ling the
problem, the sooner solutions will be found."
During his turn at the microphone, Danny Lafayette shared
ideas for making the region a better place in which to live and work --
chief among them a state-sponsored medical school. He envisioned the
school as a joint venture of the University of Maine and the University of New England.
"About 70 percent of doctors practice within 100 miles of
where they attend medical school," he said, adding that 44 states have
state-sponsored or private medical schools, 34 states have dental
schools, 47 have at least one pharmacy school and 29 states have all
three. He applauded Husson University's recent addition of a pharmacy
program.
"It's obvious that it's a good investment, and I have no idea
why we don't have [a medical school] at the University of Maine. We
should bond it just like we do a road."
Other award recipients honored Wednesday night were:
-- Bangor Savings Bank, Business of the Year.
-- Eastern Maine Medical Center, Not-for-profit of the Year.
-- US Sen. Olympia J. Snowe, Catherine K. Lebowitz Public
Service Award.
-- John I. Simpson, Bangor, Arthur Comstock Professional
Service Award.
-- Hilda Hutchins McCollum, Bangor, Community Service Award.
-- Mark Wellman and Tori Britton, Entrepreneurship Award.
-- State Rep. Emily Cain, Orono, Fusion's FLAVA Award.
-- Jerry Whalen, Hampden, Volunteer of the Year.
More information is available in the Bangor Region Chamber of
Commerce's annual report inserted in today's newspaper.
-----
To see more of the Bangor Daily News, or to subscribe to the
newspaper, go to http://www.bangordailynews.com.
Copyright (c) 2010, Bangor Daily News, Maine
Distributed by McClatchy-Tribune Information Services. For
reprints, email tmsreprints@permissionsgroup.com, call 800-374-7985 or
847-635-6550, send a fax to 847-635-6968, or write to The Permissions
Group Inc., 1247 Milwaukee Ave., Suite 303, Glenview, IL 60025, USA.
To search Hotel Online data base of News


Kevin S. Taylor, MBA
» Kudos to Clark County School District » Print
- Kevin S. Taylor, MBA - http://www.kevintaylor.ws -
Kudos to Clark County School District
Posted By Kevin S. Taylor, MBA On February 3, 2009 @ 9:40 pm In Community,Personal | 1 Comment
Another enlightening month of Leadership Las Vegas has opened my eyes to a few things that I believe everyone in the Southern Nevada community should be made aware of. Everyone seems to have an opinion on education. However, few people have the opportunity to view it from the inside out. That is exactly what Leadership Las Vegas Class of 2009 spent the month of January doing.
On the evening news we hear of sub-standard test data and other negative outcomes while school administrators and teachers struggle to meet the requirements of the infamous No Child Left Behind legislation. Very rarely do we hear of all the excellent programs provided by the Clark County School District (CCSD). Now, the problems are compounded by current financial crisis. Now, more than ever, the future of Nevada depend on public support.
Nevada State Senator Steven Horsford made a comment during a Leadership panel that suggested funding for schools was “equitably divided” among Nevada school districts. However, Clark County School District receives less money per student than any other district in the State. As a parent of 3 school-aged kids, I believe that the community needs to demand some answers from their local representatives in the State legislature. I am not seeing the equity.
These figures are not for the faint of heart. Clark County School District is the 5th largest school district in the entire nation. There are 311,240 students enrolled in 347 Clark County public schools. 7 new schools and 4 replacement schools opened in August of 2008. Currently, there are 18, 168 licensed teachers employed by CCSD – 1,640 hired this year. The comparatively slim administration consists of 1,337 administrators and 12,013 support staff. There are a total of 38,611 CCSD employees.
It is important to also consider what the student population looks like. There are 110 languages spoken by students in Clark County schools. Some of these languages are only verbal, creating some additional challenges for educators. In a an average classroom of 33 students, 7 of them are learning the English language (ELL), 13 are living at or below poverty, 4 of them have learning differences requiring an Individualized Education Program (IEP) and 2 of them have been identified as gifted.
The newer ‘prototype’ high schools are built to accommodate 2,700 students but have had enrollment as high as 3,956 in recent years. Even in these conditions, teacher salaries start at $35,083 per year. It is important to note that these educators are, in many cases, top-notch teachers. 63% of CCSD teachers hold a graduate degree. Certainly, it is the desire to teach rather than the need for a progressive salary that motivates these individuals to show up at work each day. Clark County has a 96.4% attendance rate for these teachers.
Clark County Schools receives a meager $7,355 per student each year to fund the education of students through high school. The national, per student average is $8,380. Nevada spends almost 3 times this amount on convicted felons in the prison system ($22,000). This, to me, is a crime in itself. Are you calling your legislator yet?
Clark County School District is the home of 21 magnet programs for students with vocational interests, such as my daughter who is a junior at SECTA High School, one of the CCSD magnet schools. These magnet programs have helped keep some of the students in school – an important consideration knowing that the graduation rate for the class of 2006 was 63.8%. In 2007, only 3,639 graduating students had plans to go to college.
So, in addition to buying books and pencils, Clark County School District has an incredible amount to accomplish with the smallest per student paycheck in the state. Speaking of pencils, CCSD purchased 750,000 of them last year. They provided students a ride to and from school with 5,944 bus routes per day using a fleet of 1,267 buses.
With budget cuts affecting the bottom line, more and more each day, the CCSD must constantly ponder what services they can continue to provide and specifically which segments of the student population will lose out. There are federal mandates that stipulate certain things, like special education. This leaves ‘extra’ services especially vulnerable. These include things like the homework hot line which received 9,740 calls last year alone. Or, should safety be compromised? There are 143 school police and 177 nurses that keep our children and public property safe.
Bus drivers commute 20.9 miles each year while custodians clean 34 million square feet of school. The district provides free or reduced lunch to 127,557 students every day.  This accounts for a substantial amount of the 27,593,400 cartons of milk that were served to CCSD students in the 2007-2008 school year. Yes, that figure is 27 million.
Contrary to popular belief, only 0.1% of the general fund comes from the federal government. 35.5% comes from Sales Tax, 31.7% comes from State Support Tax, and 28.3% comes from Property Tax. While it is my opinion that the State tax base needs serious help, it is only partially salient. Our local School District needs a way to generate income as long as the State of Nevada is not doing its part.
Our Governor, Jim Gibbons, has suggested cutting education and reducing teacher salaries even more. I have accepted this as confirmation that he has completely lost his mind. Or, maybe he just does not understand the critical role of education in society. I hope that the legislators have more hope for the State of Nevada than our Governor. Call them, write them, let them know that this is not an acceptable option for the future of our children! And, while you are at it, stop a CCSD employee and let them know they are all doing a great job!
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1 Comment To "Kudos to Clark County School District"
#1 Comment By Elaine Taylor On February 4, 2009 @ 9:29 am
As a retired teacher who taught 30 years in California and 5 years in a Charter School here in Clark County, you need to be aware that sharing the negative rather than the
positive is the rule rather than the exception. Unfortunately negativity brings readership or viewers.
It is beyond my understanding how, in a society which is is supposed to provide world leadership, that we can pay millions to athletes, singers, and actors and actresses yet we pay peon wages to teachers and doctors who mold our children to be our new leaders. We have a totally messed up value system.
Good teachers work their perverbial butts off and get little, if any, thanks for it, except for the letter or phone call from an irate parent complaining.
In California, the school supplied pencils, paper, glue, tissues, composition books, materials for art projects, poster board…Here the families supply all those materials…THERE SHOULD BE MONEY TO PAY TEACHERS A REASONIBLE SALARY. Want to know why Clark County can’t get teachers? The year I came to Clark County I got credit for 4 or my 35 years on the payscale.
If we are to get and keep GOOD teachers, they need to be paid a decent salary and given credit for all their hard work. Teachers just don’t teach. They write curriculum, design special programs, spend hours of UNPAID time grading papers and planning their next day, week, month and so much more.So wake up Gibbons, State Legislators


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Brian Lenihan can’t be off-limits for discussion about the mess we’re in | Irish Examiner
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Brian Lenihan can’t be off-limits for discussion about the mess we’re inMatt CooperFriday, November 18, 2011Mary O'Rourke was not happy with me and was not slow to tell me why.I met her last Friday morning at the annual conference of members of ISME, at which she was speaking and
I was chairing. She said she had cried the previous Wednesday
while watching me on the Vincent Browne Show on TV3 outline the flaws in the performance of her nephew, the late Brian Lenihan, during his time as finance minister and as outlined in my new book How Ireland Really Went Bust. She accused me of attacking a man who is not alive to defend himself.
I disagreed politely, mindful of the fact that the woman must still be grieving. I pointed out that he’d had plenty of opportunities to discuss and defend his performance with me when he was alive. She countered that I hadn’t been "in the room" on the infamous night that the ruinous bank guaranteed was introduced. I didn’t point out to her that she hadn’t been there either. But I did say
there has been a deliberate and concerted effort by those who were present to limit what has been revealed, allowing only a small amount of documents to be released under the Freedom of Information Act.
I also asked her to read the book, which I said I believed was fair in its portrayal and assessment of how Lenihan and his taoiseach, Brian Cowen, had performed on that night and subsequently. She said she had read it but said no more about that, other than to say that at least Cowen is alive to defend himself.
As it happens Cowen has been unavailable to do so and is unwilling, as his predecessor Bertie Ahern has been, to defend his record in public. It all seems too raw for Cowen; he may still be in shock, much as he appears to have been when he was in office and as everything came tumbling down around him.
O'Rourke is one of his fiercest critics. She was blunt about his shortcomings and failings in the recent two-part RTÉ documentary Crisis: Inside the Cowen Government (to which I contributed). It seems likely that Cowen would have been greatly irritated by her and
many others (particularly Mary Hanafin) because of their contributions to that programme. Self-serving would be one way of describing them.
O’Rourke’s criticisms and viewing of the
programme made me consider again whether
I had been fair to Cowen and Lenihan in both my book and in my contributions to the documentary. In the latter I was dependent on the editing process of others, but the book, while involving the editing by others, remains very much my own responsibility. I stand by what I said in the documentary about Cowen because it sums up much of what is in the book: it is an appalling legacy to have been the taoiseach who oversaw the rushed introduction of the bank guarantee and to have surrendered economic sovereignty, as happened last November.
His performance prior to becoming taoiseach, during his time as finance minister, was appalling too. This is not hindsight: I wrote in April 2008, on his becoming leader of Fianna Fáil, that he had an enormous amount to do to justify the garlands
being thrown his way and that his performance as finance minister had not been impressive.
I go into greater detail in the book, particularly about what others have told me about Cowen’s behaviour while in office. The obvious manifestation of the psychological pressure he suffered was his drinking of alcohol. There is little doubt but that Cowen did not exhibit sufficient care about his drinking while in office. It may have been his way of releasing
pressure, but a middle-aged man with his responsibilities, excessive weight and previous health concerns (and the knowledge of the death of his father at the age of 51) should not have behaved as he did during a national crisis. He needed all
his wits about him at all times, not to be dealing with hangovers.
But what about Lenihan’s performance? Lenihan should not and cannot be off-limits to legitimate examination of his record, but there is a danger that sympathy for his personal tragedy can lead to overly sympathetic examination of his record. His illness, once disclosed, could not be a private matter, not when he held a key position at one of the most important times in the history of the state.
The reality is that there were very serious concerns in both the Department of the Taoiseach and the Department of Finance in the early months of 2010. Lenihan was unavailable because of treatment on many days when he was needed.
Cowen never moved against him, partly because of loyalty
(and they remained loyal to each other until near the end of Cowen’s leadership), partly because of a worry that the public might react negatively to the removal of a sick man as if it was callous rather than necessary, and
partly because of the realisation
Lenihan had the communication skills that Cowen himself lacked.
Lenihan got a pass in some respects because he was
likeable and engaging. Journalists liked him because he would answer questions and be available to do so, unlike others. (You could argue that he played the media along, knowing that he would get it somewhat easier if he engaged with it.) Also he was not part of the government as a full minister until after the 2007 general election and did not get his first economic ministry until after Ahern’s 2008 departure. He was a lawyer
who had to get up to speed quickly on economic and financial ministries,
but he cannot evade responsibility for the guarantee, the establishment of the disastrous NAMA (to which he was central), the failed and recurring recapitalisations of the banks and the ultimate surrender to the EU and IMF. And much of what he said about the economy "turning the corner" was nonsense.
He was unlucky in many respects — not just with his health but with the impact of outside events. I remember him getting furious with me in early November last year as I pressed him on soaring yields on Irish bonds, suggesting
this was the markets reacting to his policy of increased austerity, knowing
it would not work. He blamed, and with some merit too, the uncertainty caused by comments made by Angela Merkel and Nicolas Sarkozy that raised the possibility that sovereign states would be allowed to default on debts from 2013, making it almost impossible for Ireland to raise new loans on international markets.
Lenihan and Cowen found that their reward for doing all of that had been asked of them by the European Commission and ECB was to be hung out last November when it was decided that Ireland should be sacrificed for the greater good of the euro area. Knowing that it would finish them politically Cowen and Lenihan found the takeover but ultimately had to surrender. To a degree it is possible to feel sorry for them, and the knowledge of his failure was difficult for Lenihan in his final months.
The RTÉ programme on Cowen’s crisis was great drama, and had fantastic photos and footage upon which to draw, and, within the time constraints, was fair. I would argue that the story is bigger than can be told in two hours of television, and of course I would. But I believe that, by and large, any unfairness is coming from the former political colleagues of those under the microscope.
The Last Word with Matt Cooper is broadcast on 100-102 Today FM


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Old South Meeting House, Historic Boston Incorporated, and the Boston Landmarks Commission present a series of talks on the history of some of Boston's most vibrant neighborhoods.  The series begins February 2 and continues through March 29.
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In celebration of National Historic Preservation Month in May, the Boston Preservation Alliance is hosting their annual "Picture Preservation" photo contest.  Photographs should highlight an example of historic preservation in Boston's neighborhoods or downtown area.
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Mayor Menino joined representatives from Boston's historic preservation community, Emerson College, and Suffolk University in Buffalo, New York to accept the esteemed Preservation Honor Award from the National Trust for Historic Preservation for the restoration of Boston's Washington Street theaters.
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13-15 West Street Designated a Boston Landmark
13-15 West Street, Elizabeth Peabody's mid-19th century home, bookstore, and foreign circulating library, is the newest Boston Landmark.  The building was a meeting place for the Transcendentalist movement and hosted many prominent writers, philosophers, and artists, including Margaret Fuller, Henry David Thoreau, and Nathaniel Hawthorne.
13-15 West Street Report »
As one of the oldest American cities, Boston has long played an important role in the development of the nation.  It is home to a wealth of important cultural resources: there are more than 8,000 properties located with the City’s nine local Historic Districts or designated as individual Boston Landmarks.  These are the buildings, structures, sites, and areas that inform us about the people that have lived and worked in Boston and the events that have shaped the City from its beginning to the present.The Boston Landmarks Commission, along with the local Historic District Commissions, serves as the City’s steward of Boston’s historic buildings, places, and neighborhoods.  The BLC and the Historic District Commissions, all headquartered within the Environment Department, provide information and assistance concerning the regulatory process, historic preservation planning, archaeology, sources for historical information, and technical assistance.This website is provided as a service to those interested in Boston’s historic buildings, districts, and sites. It is not a substitute for the advice of staff, nor is it a substitute for formal review of an application by the applicable Commission, as required by law. BLC staff can verify if your property has local Landmark status or any other historic status, and if so, what that means in terms of protection and regulation.  We may also be able to provide technical information if you are beginning an historic rehabilitation project on your building or grounds.What is the BLC?JurisdictionIn 1975, state legislation (Chapter 772, MGL 1975, as amended) created the Boston Landmarks Commission as Boston's City-wide historic preservation agency.  The many functions it performs include identifying and preserving historic properties, reviewing development and demolition activities proposed in the City, providing public information and assistance on historic preservation practices, and providing staff support to the local Historic District Commissions.  The BLC also administers the City's Demolition Delay process, Article 85 of the Zoning Code.MembersView List of Members
Mission StatementFrom the Boston Landmarks Commission enabling legislation:The purposes of this act are: (a) to protect the beauty of the city of Boston and improve the quality of its environment through identification, recognition, conservation, maintenance and enhancement of areas, sites, structures and fixtures which constitute or reflect distinctive features of the political, economic, social, cultural or architectural history of the city; (b) to foster appropriate use and wider public knowledge and appreciation of such features, areas, sites, structures and fixtures; (c) to resist and restrain environmental influences adverse to such purposes; (d) to encourage private efforts in support of such purposes; and (e) by furthering such purposes, to promote the public welfare, to strengthen the cultural and educational life of the city and the commonwealth and to make the city a more attractive and desirable place in which to live and work.
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Isabella Stewart Gardner Museum - Petition #230.08
On November 8, 2011, the Boston Landmarks Commission held public hearing on petition #230.08 in consideration of designation of the Isabella Stewart Gardner Museum, 280 The Fenway, as a Boston Landmark.  Testimony was taken at the hearing.  A vote on potential Landmark designation will take place at a future BLC meeting, date to be determined.
Isabella Stewart Gardner Museum Study Report
Charles River Speedway Administration Building - Petition #206.02
On May 10, 2011, the Boston Landmarks Commission held a public hearing on petition #206.02, for the consideration of designation of the Charles River Speedway Administration Building, 1420-1440 Soldiers Field Road, Brighton


Foyle's War - Series 1 - A Lesson In Murder/ Eagle Day/ The German Woman/ The White Feather
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Foyle's War - Series 1 - A Lesson In Murder/ Eagle Day/ The German Woman/ The White Feather
Foyle's War - Series 1 - A Lesson In Murder/ Eagle Day/ The German Woman/ The White Feather : short review
Boxset containing four episodes. May 1940 and World War Two rages over Europe. Michael Kitchen stars as Detective Chief Superintendent Christopher Foyle who feels that his skills would be better used aiding the war effort than fighting domestic crime in Sussex. His boss, Assistant Commissioner Summers, disagrees with him and sends him back to Hastings offering him help in the form of a cheerful driver Samantha Stewart. Includes The German Woman, The White Feather, A Lesson In Murder and Eagle Day.
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But it ends in a controversy that's echoed to this day.
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Featuring a full dramatic reconstruction of the game's highlights played in front of a 47,000 crowd, Game of the Century uses eye witness accounts, and modern analysis from Jonathan Davies, to reveal the truth about 'the try that never was'.
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Agatha Christie - Miss Marple - Murder At The Vicarage
Geraldine McEwan takes on the role of world-famous crime writer Agatha Christie's shrewd and inquisitive Miss Jane Marple.
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Norman Thomas "Pep" Petrocine
- Estes Park Trail-Gazette
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Norman Thomas "Pep" Petrocine
Posted:
12/22/2011 07:11:22 PM MST
Norman Thomas
Pep
Petrocine
Norman Thomas "Pep" Petrocine
Norman Thomas "Pep" Petrocine, 89, an icon of the Greatest Generation, died Dec. 10, 2011, in Tucson, Ariz., of heart failure, just 11 days short of his 90th birthday. He was born Dec. 21, 1921.
A pillar of the Estes Park community since 1947, Pep grew up in Peekskill, NY, attended Park College in Missouri. His education was interrupted by WWII. After Army Air Corps training in Yuma, Ariz., Pep became a B-17 pilot, flying 35 combat missions out of England with the 8th Air Force. 1st/Lt. Petrocine was awarded the prestigious Distinguishd Flying Cross for one of these missions. Though he had kept a detailed diary during these missions, few of his lifelong friends knew of this honor.
Before going overseas with the AA Corps during WWII, he married Cora "Coke" Altick on Dec. 11, 1943. He attended Colorado University in Boulder under the GI Bill, earning a degree in business. He worked one summer after WWII for Cheley Camps Boys Trails End, where his father-in-law, Ernie Altick, was one of the directors. Immediately after graduation, he moved to Estes Park, where he joined Jack Cheley and Altick in the purchase of Gooch Dry Goods store that had been part of Estes since 1914. From this partnership evolved Western Brands, Outdoor World and Rocky Mountain Connection, now the largest and among the oldest storefronts on Elkhorn Avenue. Pep started, in 1949, a very successful mail-order business to smooth out the seasonality of the Estes Park businesses year. All of these businesses still exist and have been successfully managed by his son, Ernie, for the past 19 years.
The legacy of Pep Petrocine is an indelible part of Estes Park history, having served as a trustee on the Estes Town Board for 12 years, during this time representing the town in the establishment of the Platte River Power Authority, now furnishing electrical power to five towns on the northern Front Range. He worked hard on a sign code and the redesigning of Estes Park before and after the 1982 flood. He was on the planning commission 14 years and chairman after the flood. He was always interested in having a quality presentation for the town of Estes Park. Pep also served a term as president of the Estes Park Chamber of Commerce. He was also active with the local Boy Scouts, and belonged to the Order of the Arrow.
Bankers attempting to establish a second bank in Estes Park approached this business and community leader to be an initial investor and board member, thus Pep served on the board of directors of the First National Bank of Estes Park for the next 40 years
Pep's passion for golf brought him the honor of being the very first president of the Estes Park Men's Golf Association. In the 1970s, this passion was replaced by tennis. He excelled at both sports, as he did in business. Back problems took him off the courts a few years ago and he had to again polish his ping-pong skills learned between bombing missions in WWII.
He played on the Estes Park Men's Basketball team in the early 1950s, competing with other Front Range teams. Having been a lifeguard in high school, he enjoyed swimming all his life.
The ever-community-minded and generous leader was a member of the E.P. Rotary Club for more than 50 years, where he also served on the board of directors. He was a one-time member of the E.P. Lions Club.
As a progressive businessman, he operated, possibly, the first computer in Estes Park.
During and after the transition of the corporate management to son Ernie, Pep started the first computer store in Estes Park, repairing and teaching. He eventually convinced the Town of Estes Park to "computerize."
Modest, loving, trusted, peacemaker, even-keeled, generous, lifelong learner, humorous all describe this officer, gentleman, entrepreneur, who will be sorely missed by all who knew him. Included are five grandchildren and 10 great-grandchildren. He is predeceased by a daughter, Nancy, four brothers, one sister, parents, Sadie Carpinelli Petrocione and Anthony Petrocione. It was on a 1990s' trip to their birthplace, Fontana Rosa, Italy, that it was discovered in hand-written ledgers that the "O" had been dropped during immigration, changing Petrocione to Petrocine. The village of Fontana Rosa gave the Petrocines VIP treatment during the two-day visit.
Survivors include his children Linda Woolsey, Bonnie Hebert and Ernie Petrocine, and younger sister, Rita Laoretti, living in Florida.
Also mourning his loss is his wife of 25 years, Pat, of their home in Tucson, and stepdaughters and sons Kay LaBella, Kim Brown, Mark and Mike Manglesen, also of Colorado.
Memorials can be sent to the 398th Bomb Group that includes surviving members of Pep's combat B-17 crew,
C/O Allen Ostrom
6520 196th St. SW Apt. 387
Lynnwood WA. 98036-4555
A special request spoken by Pep, "Please tell all my friends how much I enjoyed their friendship. Thank them for enriching my life. Have an ice cream social for them, perhaps on a Sunday afternoon." Details for this will be provided at a future date.Copyright 2012 Estes Park Trail-Gazette.
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