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okay ...about one piece i have some theory in my head that bugged me quite long...but still, it`s being fuzzy and too far fetched...and as the ch. goes oda leaves us more clues and fact ..but,it`s getting hard for connecting all the dot..but that`s until i found this theory of what really one piece was on ap forums....
Spoiler!yes you read it. I said it.
This theory I'm betting my life on.
I beleive that the One Piece's identity is confirmable enough by this point.
Yhea, REAL confirmation is always needed.
But .....bear with me. With this likely theory.
The One Piece is..
The Rio Poneglyph.
Exhibit A: Nico Robin's discovery on Skypiea.
Volume 32, Chapter 301.
Nico Robin:"I was here, and will follow these words to their end."
"Gol D. Roger, Pirate"
The Pirate King...?!!
He was here, in Sky Island?!
How can he write in that language...?!!
"I was here, and will follow these words to their end"...
"Follow these words"...
...then, maybe...
The Rio Poneglyph is...!!!
Yes... When you take all of the Poneglyphs around the world that contain information,
they must form one message that can account for the "Lost Years of History."
The Rio Poneglyph IS that completed message, the book that still does not yet exist.
The Pirate King, Gol D. Roger... must have arrived at the destination of this message.
Which means...
{It means that I must follow the words in all the Poneglyphs
I have read thus far...
To the end of the Grand Line...
An incriminating hint.
Exhibit B: This is going to suprise alot of you, but its info thats been sitting on this very forum for awhile.
Forum member Aldrich found and posted some INCRIMINATING information on the "oda's inspiration for One Piece" thread.
Omae no Kassan followed it up with some research.
A pirate who left a challenge to find his treasure.....in the form of a very Poneglyph looking cryptogram.
Exihibit C:
Next we need to talk about motives.
This takes some thought.
In speaking of "D"s and Luffy/Roger similarity (see Smoker's last lines in Chapter 99), one has to think Roger over.
This guy is infamous and was clearly a HUGE threat of some sort. Now actually think about that for a second.
This would have to mean Roger was more then a pirate sailing around making merry like Luffy's crew, right? Wrong.
If Luffy idolizes him and is apparently like him, then Roger simply cannot be a pirate like Arlong, or even Buggy.
Roger could not be raiding and burning villages, theifing money from innocent townspeople, slaughtering, etc.
But if he can't be that, then how can he be a GIGANTIC criminal?
In answer I'll pose the question further. Why ARE Luffy and crew seen as such a threat?
.....yhea yhea...they took down dangerous pirates and Crocodile (who was corrupt).
But even beyond bueracratic stubborness, why peg these (if anything) helpful people who are just floating around in a boat eating and yelling as major criminals?
The major detail of Exhibit C is the recent revelation in Robin's flashback as to what the Poneglyphes ultimately say...
The fate of an ancient civilization that was under attack from great foes. Added to the fact that The modern World Government began its formation directly after the Lost History during which that ancient civilization was around.
The reason otherwise harmless people like Luffy and presumably Roger are seen as threats (and inadvertently ALL pirates). Is for the same reason the scholars of Ohara were annhilated.
At the end of the Grand Line, is the indestructible cube that could reveal the Governments true nature.
When Gold Roger reached the end of Grand Line, Raftel (which appears as ruins *wink wink* in Crocus's talk of it) he found the Rio Poneglyph.
Roger already was a man of Ohara attitude, as he clearly was searching for the Poneglyphes and is capable of reading thier language.
So he finds WHAT HE IS LOOKING FOR.
Now the Government eventually captures him and his crew. And takes him to Lougetown for execution. Roger is about to be silenced forever.....so he must do something quick.
And when he is seconds away from having his head chopped off.....he does.
And does he EVER do it.
He tells the watching audience of thousands that he has a great great great treasure at the end of Grand Line.
Bullet to the Governments core.
Now thousands/millions/people from all over the world and thier children and everyone who lives on the world after this point. Will be trying to go and find the end of Grand Line. And inadvertently the truth the Government dosen't want anyone to know.
One last thought to leave you with.
If Luffy finding One Piece was the only goal.
That would suck ass.
Even just being Pirate King, would suck.
Because essentially the entire series would be Luffy doing what somebody already did. Its like Oda making a manga series just like Dragonball.
If One Piece is the Rio Poneglyph than there is a second step. One that Roger didn't manage to do. Act upon the information, and more or less bring the government down.
To really make the series fulfilling, Luffy must SURPASS Roger. Not just follow in his footsteps. He must do what roger could not.
Finding the One Piece is not enough.
The One Piece, the Rio Poneglyph, the truth of the entire world.
but still that does not explain why the WG need to conceal the history..yeahhh maybe they doing atrocities, possible genocides, and crimes against humanity that needed to be covered up a bit.but That STILL wouldn't explain why revealing all that would cause a huge war that the WG is fearing. . .
and then i found a theory about the D`s...
Spoiler!this is a fairly popular theory in higher J-nerd circles but here it is.
The winged-people being from the moon, they came to the earth and some mixed with a race of 'unwinged' individuals from below. They founded Shandora, part of the GIANT kingdom and lived in peace until SOMETHING happened. No clue as to what yet.
The individuals who carried the traits of both moon individuals and people of earth at some point came to be designated as 'D.'. Whether this was a derogatory term or a term to secretly express connection we can't tell, but they were labeled for a reason. The meaning of the 'D' is simple in that it represents precisely what they are, HALF moon, not the alphabet 'D' but in fact a pictogram for half of the moon. As the alphabet came to be used, it was lost as a 'D' instead of a pictogram. This is why Luffy is winking on the cover with wings, because he carries the 'half' blood himself. Now, we've never seen evidence that he actually had wings so he might not be a 'half' but the point is, those individuals carry those genes and its a way to identify them.
Here's the picture for volume 27 as reference.
Volume 27 could just be a special case, but this could also mean volume covers are significant which has implications for the volume 25 cover (the cover with Sengoku's pet goat in the center and the digger dude that Buggy ran into on the island with the skull).
and yeah...it would be creepy if Luffy's wink on Volume 27 really did mean something. "Hey, readers, I'm looking right at you and hinting at something really important. And smiling of course."
and that theory got me thinking..what ..what if that the WG want to protect wasn`t the past...what if the one the World Government wanted to protect is the future...their future.....
rehashing the theory..but my take ;
- Moon folk abandon moon cause the lack of resources, leave ruins of their civilization (Say around 200,000 years ago)
- They land on the planet
- Some end up on the clouds, others end up on the surface
- the ones in the clouds (Future Skypeia) keep the wings, although they apparently become vestigial
- The ones on the surface mixed with the `unwinged` local,loses their wings and became entirely new Race,they are the D`s
- they create a kingdom (probably shandora) with their knowledge the kingdom became powerfull and major.
- The kingdoms of the people originally native to the planet start fearing the kingdom
- The other kingdoms band together and defeat them during the Void Century, World Government formed
- some of the people from the race survived, because of the massive hunt of the D`s survivor, the survivor split up around the world but can still keep communicate with each one of them by some means.
- the survivor create the ancient weapon, hide it.and leave the clue in poneglyph in order to avoid the WG seize it.
- some of the survivor flee far enough and ended in raftel.
- realizes that raftel is almost impossible to reach.they make the rio poneglyph that explain the truth behind the void century and 'One Piece" in there.
- Years upon years later the history forgotten and the WG establishes a new world order, seeing the D`s wasn`t a threat anymore they leave the few who survive.
- Roger, descendant of the kingdom, reaches Raftel and finds the Rio
- finding the truth but realize he can`t do the task that left by his ancestors due to the illnesss.he decided to pass on the 'will of D" to the others
- roger execution.the pirate era began
okay..i know there`s some hole in there but heres my explanation....One Piece it`s not some treasure ..it`s a collection of the information regarding the D technology,a way to read the poneglyph,the devil fruit origin (yes ...i think that the devil fruit was invented by the D`s...BB anyone),and maybe some powerfull technology to topple the WG.the poneglyph is hard to decipher that`s why the ancestor lave the means to decipher it.if not, there`s no point to find it.
first time i think that One Piece is just a way to read the poneglyph,but if that`s really the case doesn`t that mean the SH already have it (nicole robin)...so that`s why i think the OP just not contain the poneglyph explanation.but some more stuff.
rayleigh once mention..if he explain everything about the void century the crew will reach a different conclusion,rather then they find it themselves...i guess roger have come to a decision that the WG need to be overthrow...as an act of revenge for their ancestor (although i know it`s plausible knowing how roger was) and bring back the balance of the world and true peace....
but knowing his life is short.roger need to do that act,even his act attract many people/pirates to search the secrets.what he really wait are the D`s .as stated by White Beard
so that`s is the true form of ONE PIECE. it will give wealth,fame and importantly POWER...big enough to overthrow the current government....that`s why the WG feared it....they do everything they can so no one finds it.taboo on the poneglyph study.to labelled any pirates as criminal even though they only sail to find one piece.everything to makesure their future so there will be no one will stand with enough power to overthrow them as the ruler.especially the D`s
i guess that s is the SH will face ...the important decision,to fight the WG or leave them be......
my take too that sengoku know all about it.when whitebeard says the ONE PIECE is indeed exist.
sengoku probably concluded that the WG, despite being hideously corrupt, was the best system the world could possibly have. And this'd be backed up by whatever happened in the void century (nuclear holocaust, ect). The World Government might be autocratic and brutal but he feel this brutality is the only thing keeping the world orderly and safe.
Luffy will reach Raftel, learn the history and then face a choice over whether to destroy the government or not. But, seeing as a key theme of One Piece is surpassing all competition, Luffy will disagree with (and thus surpass) Roger and remain optimistic about humanity. He'll believe that people can sort out their problems without any authoritarian government telling what to do. As such, he'll move to destroy the World Government so he can achieve a sea where anyone can have the freedom of a pirate king.
anyway that`s my 2 cent.
feel free to comment anything you want about my take or anything else.(fiuuu..glad to take that outta my head)
Peace out.


text: Her brash, rebellious, introspective music can appeal to many different audiences, but teens are the target audience of Sarah Hudson's guitar-driven angst-pop. The teens might be hip to her cousin -- actress Kate Hudson -- but the teens' parents are probably just as familiar with her father, the Hudson Brothers' Mark Hudson. Growing up in Bel Air, CA, with a purple Mohawk meant Hudson was always an outcast. Out of high school Hudson wrote a ton of songs and eventually landed a record deal with S-Curve/EMI in 2004. Her career was given a kick-start when the PBS news program Frontline featured the singer and her father talking about the ups and mostly downs of the music business on the "The Way the Music Died" episode. A month later her debut, Naked Truth, hit the streets and Hudson toured the country on the Rock the Vote Bus Tour. ~ David Jeffries, Rovi

subset: commoncrawl


text:
Parks Canada
Home > National Historic Sites > Fortress of Louisbourg National Historic Site > Visitor Information > Hours of Operation
Opportunities to experience the Fortress of Louisbourg's quiet streets during the low season allow visitors to imagine life in the toughest of conditions almost 300 years ago. While there are no services available, a low season visit may provide the best opportunity for visitors to experience the stillness of the streets, take in the beauty of the exterior architecture of the buildings, or simply enjoy the treasures that life's quietest moments may bring.
For a new way to experience the site in the low season, try our Explora app. Through sound, video, photos, quizzes and text, you will hold stories about Louisbourg in your hands as you walk through both the reconstructed town and the fortress's ruins. Explora is available to download for free at the App Store and through Google Play.
For those seeking quiet opportunities and some on-site services, visiting during the shoulder season is recommended. Visitors have the opportunity to enjoy an inspiring setting with beautiful visuals as they stand on our history-laden grounds. Several buildings with exhibits are open for you to discover. Explore the site on your own or embark on an Explora tour of the grounds. To enhance your visit you may purchase a guided tour, offered daily at 10:30 a.m. and 1 p.m., or participate in the Time Travel program. Accessible guided tours are available at noon and 2:15 p.m. We recommend reserving a place on these tours in advance by calling 902-733-3552 or emailing us.
By the end of June, the site will begin to fill with costumed interpreters as we ramp up for peak season. After Labour Day, the Fortress of Louisbourg winds down once again with costumed animators interpreting some buildings into September. No matter the season, be sure to find out from reception what activities and experiences may be on offer that day.
Peak season brings a different kind of magic on-site as costumed people add life to the streets and the homes. A foggy day cloaks the site in mystery and creates scenes and images not to be forgotten. A cold day with wind and rain may draw visitors to the warmth of a welcoming fire or to the cozy inn for a warming bowl of soup. A hot day shows the town and its various gardens at their brightest. On summer feast days colour and pageantry break the routine of daily life as the townspeople promenade in their finery. Chores are the order of the day on summer and fall mornings. With the rooster's crow comes bread from the ovens that supplies both soldiers and hungry visitors.
Louisbourg's inhabitants are happy to share their stories, and can be found working the forge, tending the gardens and running the kitchens. The beat of drums and the chime of the garrison clock order the soldiers' day. The sound of a cannon marks midday. Music might be heard from a waterfront tavern. Children play games in the streets, while the sentry at the gate challenges those who wish to enter the walled town. A public punishment gathers spectators. Sheep run through the streets, called home by the stable hand. Each hour offers something unique and real.
Guided tours, offered twice daily, are available for purchase at De la Plagne House.
During the peak season you can immerse yourself in an 18th century dining experience, available daily, at the Hôtel de la Marine and Grandchamp House. For those who prefer a modern experience L'Épée Royale Café offers a cozy stop for hot and cold beverages and a variety of pastries. Groups can pre-arrange a dining experience by calling 902-733-3552. The daily fare varies with the season. Please check in advance for menu options and our ability to accommodate any special dietary requirements.
When the Fortress of Louisbourg is closed, programs and services are provided through the Fortress Louisbourg Association after-hours programs.
Whether it's the bustling street or the solitude of the shore, a visit to the Fortress of Louisbourg offers many opportunities for memorable experiences.


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Game No. 12: We forward in this generation. (Triumphantly?)
Ryan Lambert
November 03 2010 06:08PM
What better way for a team that completely lost its ability to defend to get itself back together than to play against a team with ample skill and speed?
Calgary's been pretty poor lately.
No, no, it's true.
There's been finger-pointing and criticism and a whole hell of a lot of goals being given up. Now the Flames face their toughest test of the season to date. And for the second time the Red Wings are the opposition in that test. Obviously, last time didn't go so well as Calgary came out on the wrong end of a 4-2 loss after, you guessed it, taking a relatively early lead. So what's going to make tonight different?
Well, for one thing, Calgary's had a lot of time to get its act together since Saturday's gong show loss. That's completely unlike the last time they played Detroit, on the road, just two days after sneaking by the Predators in Nashville. For another, there's the pressure. Teams of veterans, such as this one, often respond better to hideous, ugly, embarrassing losses in which all their faults are laid bare for the whole league to see. (And everyone saw them, make no mistake about that.)
If, as Brent Sutter suggests, not everyone was "buying into the system" — that old gag — then that Washington game hopefully provided enough to start doing it. After all, there was no one spared from the tough questions that inevitably follow losses like that. Everyone stepped up and said the right things to the media.
But now the important part: stepping up and doing the right things on the ice. A loss will start bringing to mind that nightmarish spiral of last season that mercifully ended on New Years' Eve. It might also signal midnight struck for Brent Sutter some time ago, and no one noticed that he was a pumpkin behind the bench and in the dressing room until just now.
On the other hand, a win tonight will help to re-legitimize a team that, frankly, has a lot over which to be ashamed in its recent performances.
Either way, it should be riveting television, eh?
November 03 2010, 07:27PM
So...should I cheer for the Flames NOT to get the lead? Seems like the best strategy at this point.
It requires a very targeted cheering strategy: You want to cheer that the Flames don't get an early lead, but also that they don't fall too far behind. Not many fans are capable of such shades of gray in the support of their team, but I'm sure the Flamesnation can get it right.
November 03 2010, 07:40PM
Of course the TOR game has to go long.
November 03 2010, 07:40PM
The razors edge of Flames fandom?
November 03 2010, 07:45PM
Looks like Sutter is sending out Jokinen, Morrison and Hagman against Datsyuk and Zetterberg. Madness.
November 03 2010, 07:52PM
Well, at least the Flames are drawing penalties.
November 03 2010, 08:06PM
Looks like Sutter is sending out Jokinen, Morrison and Hagman against Datsyuk and Zetterberg. Madness.
I was thinking about it...who do you throw out? The Iginla line hasn't proven they'd do much better. Sutter seems to have Iginla's line out against Modano's unit while Backlund's line goes against Filppula.
November 03 2010, 08:06PM
@Pat Steinberg
I don't know to be truthful.
It looks like Sutter is targeting the Wings third line with the Iginla trio. The thinking being they can do more damage to them than Dastyuk can do to Jokinen. I guess we'll see.
November 03 2010, 08:14PM
Wow, tons of PIMs in this period.
Neither team is doing much with the extra man though.
November 03 2010, 08:17PM
Nice shot.
November 03 2010, 08:17PM
Ok so, 6-1 detroit?
November 03 2010, 08:17PM
Ok so, 6-1 detroit?
haha, oh god I hope not.
oh no we have the lead.good or bad?
November 03 2010, 08:20PM
Technically good, if you ignore recent history of course.
wow another pp this is crazy.hardly any time es
November 03 2010, 08:23PM
what a weak ass attempt by jay bo, that could have been a HUGE momentum swing and he half ass throws it towards the net
November 03 2010, 08:24PM
Relatively even period. Chances were 6-4 in favor of the Wings.
November 03 2010, 08:27PM
CGY -8. They have 1 shot at EV, but this game has been so disjointed with all the penalties, I'm not surprised that the Flames have no flow.
November 03 2010, 08:33PM
that got blocked, big fella
Yeah, big gunner.
November 03 2010, 08:34PM
I get the feeling Giordano's new facial hair will steer the Flames to victory tonight.
November 03 2010, 08:37PM
@Robert Cleave
Yeah. No way to really judge that first frame.
November 03 2010, 08:44PM
Modano can still skate.
November 03 2010, 08:44PM
Really bad step-up by Sarich in the neutral zone there.
November 03 2010, 08:46PM
Yikes. Isn't a Flames forward line having a good go of it yet in the 2nd.
November 03 2010, 08:53PM
That Jackman shot was the Flames first SC this period.
November 03 2010, 09:03PM
Calgary makes a ton of mistakes in the neutral zone. This nonsense happens every damn game.
November 03 2010, 09:03PM
Well, Flames were starting to reel things back in until that 2nd goal.
Ferraro is right, terrible change on that one.
November 03 2010, 09:05PM
Calgary makes a ton of mistakes in the neutral zone. This nonsense happens every damn game.
Yup. Plus the defenders are stepping up at bad times in those circumstances. I know it's good to control the gap, but they need to stop creating 2on1's out of nothing.
November 03 2010, 09:10PM
Just nothing going on since that goal.
butter doesn't look happy
November 03 2010, 09:13PM
Atta boy Iggy, Get off the ice and avoid that minus and give it to bourque... So can we say this is one of the situations where stats dont always indicate play?
November 03 2010, 09:15PM
haha, yup.
November 03 2010, 09:19PM
i hope when they talk about superstars fighting they show semins whispy slap match from a couple years ago.
Brad Stuart with a "convincing" response to Jarome.
~He really looked like he wanted to "go" him~ (once the linesmen came in)
November 03 2010, 09:21PM
CGY -16, -8 in the period. EV shots 14-7 DET.
If this team could complete two consecutive passes at EV, I might have a friggin' stroke. Detroit's a good team, but the Flames look slow because they can't move the puck. Poor passing and lousy puck support are at the root of virtually every problem this team faces.
November 03 2010, 09:21PM
Interesting periods. I guess this is right what the flames wanted, I was cheering for them not to get a lead, once they got one though i was cheering that they dont get to far behind (Like Kent and Mike were talking about). They have achieved the latter... Time for a good period!
Or this could just end up 6-1 like jbeach stated and Flames get owned in the third, Gonna try and keep it positive and look for a good third period.
November 03 2010, 09:25PM
Unbelievably, the chances were 5-3 for the Flames in that one. DET got the only 10 bell chance, but they spent a lot of time directing shots on the net from outside the scoring area. They also sat back a bit after they went up by one.
November 03 2010, 09:25PM
Speaking of fights, Crosby looked absolutely insane with rage during his fight.
November 03 2010, 09:27PM
BTW - Wolski has completely fallen out of favor in PHX for whatever reason. Two games as a healthy scratch and now just 5 minutes of ice so far tonight.
I don't know what that guy does to turn off organizations, but all I know is he's a quality player when coaches aren't bitching about him. Reminds me of Frolov a bit.
Anyways, that's a guy I would target if the Flames had any cap space.
November 03 2010, 09:29PM
Are iggy's minutes way down? kinda seems like it.
November 03 2010, 09:31PM
Are iggy's minutes way down? kinda seems like it.
Good catch. He's played less than Mikael Backlund at ES tonight.
November 03 2010, 09:35PM
Good catch. He's played less than Mikael Backlund at ES tonight.
To be honest it wasn't me - I am streaming the game and have the Detroit channel on, they were talking about it...I wonder why his minutes are down? Butter vs. Iggy?
BTW - Wolski has completely fallen out of favor in PHX for whatever reason. Two games as a healthy scratch and now just 5 minutes of ice so far tonight.
I don't know what that guy does to turn off organizations, but all I know is he's a quality player when coaches aren't bitching about him. Reminds me of Frolov a bit.
Anyways, that's a guy I would target if the Flames had any cap space.
I'm down for that... or anything, really.
November 03 2010, 09:40PM
To be honest it wasn't me - I am streaming the game and have the Detroit channel on, they were talking about it...I wonder why his minutes are down? Butter vs. Iggy?
It really looks like Sutter is trying to actively shelter the Iginla line. When you do that, you tend to limit minutes because you're trying to avoid the team's best (who happen to play a lot).
EDIT - although he's sat all 3rd period, so maybe.
Ice time ranking among forwards (in order):
Bottom 5 player in minutes on entire team:
November 03 2010, 09:48PM
Well, the blender is in full force. It's Brent Sutter symbolically throwing his hands up in the air.
We were collectively wondering what trios to go with against a team like DET before the game started. That's where Sutter is now. Might as well throw sh** against the wall and see if anything sticks I guess.
November 03 2010, 09:51PM
Yeah wow, Just as I look Iginla has only played 9:52 or so minutes with 3:40 or so of that on the PP? Meaning like 6 and a bit on ES? Anyone know if Iginla has ever dealt with ice team as low as this?
And just looking at ice times, I think its time to start changing the lines around in the previews... Jokinen and bourque lines first and second, With Iginla's line being the third.
Just making a comparison, Tim Jackman has played more ES (As of now) than Jarome Iginla. I dont know what to say about that... Its just bizarre
November 03 2010, 09:51PM
How on earth does a team get a two on none from there?
November 03 2010, 09:52PM
Babcock must be thrilled that his main weakness up until this game is killing it tonight.


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Where is the Flames goaltending at?
Kent Wilson
May 21 2013 02:01PM
- pic via resolute, wikimedia commons
For the first time in a decade, the Flames are entering the off-season without really knowing who their starter will be in October. Miikka Kiprusoff hasn't officially retired yet, but even if the 37 year old puckstopper decides he wants to play out the final season of his deal it would make sense for the club to use their compliance buy-out this summer to make his onerous $5.83M cap hit disappear.
Even if Kipper somehow sticks around, the Flames should be looking for its next starter this coming season - Calgary's mission is primarily exploratory next season, so it wouldn't benefit the org to stick to the tried and true even if it is an option.
So if not Kipper, then who? Here's how Calgary's crease depth chart looks heading into the draft and free agency:
1.) Karri Ramo
The former Lightning draft pick can't be signed by the Flames until July 5th, but is a good bet to be inked by Feaster and company as soon as possible. Ramo will be 27 on July 1 and is coming off his 4th straight season as a starter in the KHL for Avangard Omsk. Ramo struggled to find his footing in the NHL as a youngster, but has emerged as a legitimate tender across the pond in his mid-20s. His SV% has been north of .920 in each of his last three seasons, culminating in a career best .929 save in 44 games this year. That was the 8th best SV% in the league this season, or 5th best if you narrow the field to goalies who played more than 20 games.
Ramo's save rate over his last three seasons (or 3,423 shots) works out to .926, which is a healthy number in the second best league in the world. Unfortunately we don't have enough information to decipher a good KHL-NHL translation factor for goalies, so it's anyone's guess if Ramo will be able to maintain those sort of rates in North America. That said, Ray Emery and Sergei Bobrovsky are two recent examples of guys who played well in Russia (.926 and .932 in a limited sample) and then went on to post similar save stats in the NHL afterwards.
Ramo is the favorite right now to be the Flames starter next year. There's little doubt he'll get a long look, whatever else happens.
2.) Joey MacDonald
A career back-up who has bounced around various teams and the AHL over the course of his career, MacDonald gamely held the fort for the Flames down the stretch in Calgary, causing the team to re-up him for one more year. MacDonald is a veteran and...that's really all you can say about him. His career SV% in the NHL is .903. His save percentage for the Flames this season was .902. These are replacement level rates at best.
There's no reason to think he'll improve on that all of sudden or grab the reigns as the club's putative starter. MacDonald is established enough that he won't cause mass panic on the ice or in the front office should the starter go down to injury, but he's also not the guy who will provide real redundancy in the depth chart if a guy like Ramo proves to be inadequate.
It's a 50/50 bet whether MacDonald ends up as the Flames back-up or in the AHL next season. His one year deal is below the new CBA cut-off for retained cap dollars, meaning if he goes down to the farm his dollars won't count towards the Flames cap number. He will likely be considered the favorite as option B unless another guy can outplay him and take the job.
3.) Reto Berra
The biggest wildcard is the 26-year old out of Switzerland. Berra is coming off a very big world championships, managing a .967 SV% in four games. His save rate in thw Swiss elite league for Biel was less impressive at .906, but it's hard to know how that relates to the NHL.
Berra has spent his entire career across the pond, so is a totally untested commodity at this level. Sometimes those goalies turn out to be buried treasures who can immediately step in and make a difference (see: Jonas Hiller). And sometimes they fizzle out completely (see: Jonas Gustavsson).
As such, Berra could end up anywhere between battling for the starters role with Ramo to fighting for playing time in the AHL. We won't really know what he's made of until we see him.
4.) Joni Ortio
Although it seems like he has been around forever, Joni Ortio is just 22-years old and last year was the first time in his career he was a starter for a professional club. Ortio played 54 games for HIFK Helsinki in the SM-Liiga and managed to stop 91.7% of the pucks he saw. By many accounts, Ortio was only reason the team won the game on many nights, which established him as a legitimate goalie in Finland.
His first attempt at the AHL level in 2011-12 didn't go well, with being lit up in 9 appearances. That said, any goalie can look bad over that small a sample, especially a 21 year old getting his feet wet in a new country and league. Ortio is the youngest of the Flames established, pro goalies this season, but also the most untested. There's a good chance the team will give him a shot to win the AHL starters role to see if he can continue to develop.
4.) Laurent Brossoit
After three rather successful campaigns in the WHL, former 6th round pick Laurent Brossoit is poised to turn pro with the Flames this coming year. The Surrey BC native turned 20 in March and having spent the last two years as a top-10 puckstopper for the Edmonton Oil Kings, doesn't really have any reason to linger in junior.
Like many junior players, Brossoit has a nice resume heading into pro but the real test will be how he fares against grown men. Like most skaters, this is the step that many 'tenders fail to take (see: Matt Keetley, Leland Irving, etc.) so it's an open question whether Brossoit will continue to impress or struggle to take the next step.
5.) Jon Gillies
After winning a goal medal at the World Junior championships as USA's back-up, Gillies was named the national rookie of the year for collegiate hockey and second team all-star. Gillies surpassed all reasonable expectations for a freshman goalie, quickly becoming Provdience's starter at the onset of the season and then going on to post an incredible .931 SV% in 35 games. The Friar's back-up, Russ Stein, only played four games and managed an .879 SV% in contrast.
Gillies is only 19 years old and still has a lot of proving to do before he can be considered an option at the pro level. That said, he's off to a tremendous start.
Others (Internal)
Leland Irving, Barry Brust, Danny Taylor
The organization's trio of AHL goaltenders this season probably won't be returning thanks to the influx of other options (Ortio, Berra, Brossoit). All three guys are pending free agents and old enough to not be terribly interested in battling it out with other guys who might be considered more worthwhile organizational assets in the eyes on management.
Leland Irving is the best bet to be let go outright. The Flames re-inked him to a one-year "prove yourself" deal last summer. Unfortunately, the former first rounder took a big step backwards by first losing out to Taylor and Brust in the AHL and then getting beat up in the NHL when Kiprusoff went down with injury. By acquiring MacDonald and signing Taylor to an NHL contract, the team made it very clear they have no real confidence in Irving and so will likely be walking away from him this year.
Others (External)
It's possible this summer that a number of decently skilled puckstoppers find themselves without homes in the NHL. Ilya Bryzgalov and Roberto Louongo could find themselves at the other end of a compliance buy-out, while a team like the Anaheim Ducks may consider trading Jonas Hiller with the Victor Fasth enjoyed in his rookie season.
MA Fleury could also find himself rich but unemployed after his second straight playoff implosion, although he's so mediocre I'd counsel the Flames to give him a wide berth. The aging but still functional Nik Backstrom might make it to free agency as well. He could be a good stop gap for the Flames, especially if it doesn't look like Ramo will be able to be a true "1A" option. I wouldn't be surprised is Jaro Halak is shopped around by the Blues as well.
Nothing is overly certain about the Flames moving forward, least of all the goaltending. The organization isn't totally without options, clearly, but there's also no clear guy any NHL GM would feel comfortable betting money on. If a legitimate NHLer becomes available via either free agency or buy-out, it wouldn't surprise me to see the team investigate that option, at least so they can a get a body who will be able to platoon with Ramo at best or take over if NHL hockey proves to be over his head again.
You can still sign up and compete for great prizes with the Nations StreakCred! game. Trips to Europe, big screen TVs and Ipads are up for grabs. A portion of proceeds go to charities as well.
Sing up here.
NO! Don't listen to him, Gillis. Get Brent Sutter. That guy's great..
nah - Greg Gilbert!
Gotta love Nick Fotiu!
Sandy McCarthy?
Paul Kruse?
Randy Holt was terrible but not enough of a fan favorite except for me. I loved him until he attacked one of my high school teachers in a beer league game. Tarnished memories for sure.


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Showing 1-24 of 54 items found in History
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Lincoln's New Salem State Historic Site
Step back in time and explore historic New Salem just as Lincoln knew it. This meticulously reconstructed 1830s village is where Lincoln lived as a young adult, studied law and began politics. Everything from the people to the blacksmith's workshop gives visitors a glimpse into what pioneer life was really like when young, burly Abe was throwing down his axe. Open 7 days a week.
The Railsplitter Covered Wagon, recognized by the Guinness Book of World Records as the largest covered wagon in the world, is located on the front lawn of the Best Western Lincoln Inn, near historic Route 66. A statue of Abe Lincoln reading a law book sits in the huge wooden wagon, which stands 24 feet tall.
The Palms Grill Cafe was a well-known restaurant during the heyday of Route 66. Recently the cafe was revitalized and reopened, and is serving up delicious nostalgia from the fabled Route 66 era. The Palm's Grill Café has been baking pies and feeding hungry travelers and residents for decades. Their pies are so delicious they've even won a few state pie competitions. Saddle up to the counter or take a seat at a table; either way, the pie and coffee with the community atmosphere is enough to make any first-timer feel like a regular. Conveniently located right across the street is the towering Bunyon's Statue, another one of Route 66's famous Muffler Man Statues.
Standing 19 feet tall and clutching a giant hot dog, this Paul Bunyon statue, not "bunyan" purposely spelled with an "o", is one of Route 66's mythic Muffler Man Statues. A few of these giants still proudly grace the roadsides of historic Route 66. This one is located in Atlanta, just across the street from the Palms Grill Café, which features fine fare from The Mother Road's golden age.
Formerly known as the Illinois Asylum for the Incurable Insane. Come take a tour and hear stories of the history of the hospital, employees and the inmates. See how this nationally recognized historic
Route 66 Park & Tourism Center
This small park is right on Route 66, and it's a great place to check out the town of Atlanta. It is a great park, including flat area to run and playground for the kids to climb and run on, you and your family are sure to enjoy.
This hand-built chapel in Lincoln is open for prayer and meditation 24 hours a day, seven days a week.
Surveyed by Abraham Lincoln in 1836, the Petersburg Historic District is included on the National Register of Historic Places and has many outstanding examples of architectural styles.
Climb aboard the Trolley, sit back and relax as we bring the history of historic Petersburg Illinois and the surrounding area to you. We will take you past several points of interest along your journey back in history. Petersburg is rich in Victorian Homes, most of which were built in the 1860's and 1870's. During your journey into history, you will be entertained by points of interest along the way. We will stop for a short while in downtown Petersburg. At this time, you may choose to disembark and enjoy the downtown area on foot. There are a variety of shops and eateries to wander through. Don't worry, the trolley will return to pick you up. Your ticket includes a round trip back to Lincoln's New Salem State Historic Site. The Trolley runs on an hourly schedule. Consult with your conductor as to the return pick up times as well as the time of the last trolley of the day. Charter Available.
Built in 1929, The Mill Restaurant was a highlight of Route 66 in Lincoln. The building sat empty and was in danger of destruction, but is now on the way to recovery. Special tours will be given upon request and appointment.
Established in 1928 at the intersection of U.S. Route 66 and Route 136 in McLean, Illinois, Dixie Truckers Home is the oldest truck stop in America. It is still in operation today and although it has been restored after a fire in 1965 the original signs are still in place.
This colorful watertower is found in the small town of Atlanta, IL
Abraham Lincoln Long Nine Museum
Has electronic audio narrated dioramas that depict Abe the railsplitter, the self-taught scholar, the story teller, the lawyer and the politician.
Lincoln Christening Site/Watermelon Statue
A life-size statue of a watermelon commemorates the day the City of Lincoln was christened by Abraham Lincoln on August 27, 1853. The town's founders, John D. Gillett, Virgil HIckox and Robert B. Latham, were all personal friends of Lincoln.
Atlanta Public Library and Museum
Located across from Route 66 Park in historic downtown Atlanta, Illinois, the Atlanta Public Library is a hub of community activity and an attraction for tourists who are making the Route 66 pilgrimage. Throughout the year, the Library offers a wide range of programs for children, teens and adults. From reading, arts, and crafts activities for children to outdoor family programming, adult book clubs, writing workshops, programs for seniors, informational programs, and special events, the Library has something for everyone. Built in 1908, this octagon-shaped building is one of the few of its kind in the state. The museum in the basement of the library houses pieces of local history. The library and museum are both on the National Register of Historic Places.
In the heart of our nation's cornbelt, just a block off Historic Rt. 66, you can discover your connection to Illinois' rich grain producing, storing, and shipping history by visiting the J. H. Hawes Grain Elevator Museum.
Located on the campus of the only college named for Lincoln in his lifetime, the Lincoln Heritage Museum exhibits a rare and valuable collection of artifacts that tell the story of the life and times of Abraham Lincoln. The museum houses many rare Lincoln artifacts, including an 1860 campaign poster, a lock of his hair, Mary Lincoln's jewelry and Tad Lincoln's rocking chair. Also includes 9/11exhibit and other presidential artifacts.
Postville Courthouse State Historic Site
Postville Courthouse is the original seat of County Government in Logan County. The Courthouse site is a reproduction of the original courthouse where Abraham Lincoln practiced law. They offer a wonderful guided tour for all visitors. They also have Mary Todd's Medicinal Garden that is highlighted during the summer months.
Located next to the Atlanta Public Library and Museum the clock tower was added in the 70s. The clock itself is the original 1909 hand-would clock from the Atlanta High School.
Edgar Lee Masters Memorial Museum
This museum honors American poet Edgar Lee Masters, author of "The Spoon River Anthology." Memorabilia of his life and works are displayed in the house where he lived as a young boy.
Located at the Atlanta Museum, these three exhibits and 20 other prints depict a variety of Lincoln and Logan County events. It is located at the site of an early political rally during Abraham Lincoln's campaign for President.
Eleven different, beautifully painted murals. Main Street Lincoln was instrumental in bringing these murals to our community.
Atlanta's Abraham Lincoln Interpretation Site
The site of an early political rally during Abraham Lincoln's campaign for President, now showcasing an interpretive sign explaining the historic significance.
Elkhart Cemetery/John D. Gillette Memorial Arch
The cemetery is the final resting place of several notable figures, including Illinois Governor Richard Oglesby and John D. Gillette (Cattle King of the World). The Memorial Arch replaced the wooden bridge over which Robert Todd Lincoln walked during the Oglesby funeral procession in 1915.


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By GARY ARRINGTONSports Writer
In 1985, Emery High School hired their sixth head football coach in the past dozen years. As a recent graduate of Brigham Young University, new coach Jimmy Jones came to Emery High School "excited." He was "excited to be coming out of college and being hired as a head football coach. It was something he had always wanted to do." In fact, according to Jones, he was "excited just to have a job."
Jones came to Emery High "excited." He has now stepped away from that game he has loved for most of his life to hopefully recharge his batteries. This is a look back on the coach that influenced so many for so long.
Jones, after 18 seasons at Emery High and an overall record of 117-73, decided recently to leave the game that brought him here. He said, "The last couple of years have been tough, I have not looked forward to football. I haven't enjoyed practicing, watching game film or the summer weight program. The kids needed somebody more excited than I was. I just got burned out. The kids deserved better."
Jones was a 1980 graduate of San Juan High School in Blanding. At the time of his graduation, he was the career rushing yardage leader for the state of Utah. His record lasted all of one season as Kelly Smith of Beaver High broke the record the very next year, although Smith played varsity ball as a freshman. He went on to BYU and graduated in 1984.
That first season in 1985 saw the Spartans post a record of 4-5 and make the play-offs for the first time. They lost their only game 54-52 to Manti High. That game went five overtimes before someone emerged victorious. The second season in 1986 saw the Spartans improve their record to 6-4 and they won their first playoff game that year as they defeated Coach Jones' alma mater San Juan High.
Emery officially joined the ranks of good football programs in 1987 as they posted an 11-1 record and won the 2-A state football championship. They defeated Millard High in an exciting game in Orem.
Injuries were the story of 1988. That season several players went down but it was the quarterback position that was especially hit hard. Despite the hardships, the team still finished 8-3 and defeated Wasatch High in the playoffs before losing to San Juan.
In 1989, the Emery Spartans made the move from 2-A to 3-A sports. With only four classifications at the time, Emery was now playing against schools bigger than themselves, sometimes much bigger. It didn't seem to matter. The Spartans went 10-2 and lost in the state semi-finals to Woods Cross High in a game played at the University of Utah. With Cody Allred having 88 receptions, Steve Gordon having 53 receptions and Ryan Stilson throwing all those passes; Coach Jones thought that this team "was probably my best."
Coach Jones called his 1990 team his "most over-achieved team. We had no starters back, no kids that really had played, but those kids simply did not know how to lose. We should have lost several more but they always found a way to win." That team went 8-3, defeated a much bigger, physically and numerically, Pine View team in the first round and then lost a road game to Bountiful High.
Coach Jones finished his first six seasons with a record of 47-18. More importantly for Emery fans is that he finished six seasons and then stayed for many more as the coaching position was solidified for the first time. This was something new for Emery fans. Coach Jones said, "I thought, when I came here, that this is where we would start and that probably someday, I would end up back in Blanding. We found that we liked this area, so we stayed. It's a good place to raise kids. We're happy here."
His record says 18 seasons, 17 trips to the play-offs, four trips to the semi-finals and two trips to the finals. His 2000 football squad went 11-2 for the season but lost in the finals to Snow Canyon. Snow Canyon had also defeated them earlier in the year.
Coach Jones is still teaching at Emery High School and will remain the head baseball coach. He hopes to be able "to regain the enthusiasm that is necessary to coach football."


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Atone, Atonement
To reconcile man to God.
As used in the scriptures, to atone is to suffer the penalty for an act of sin, thereby removing the effects of sin from the repentant sinner and allowing him to be reconciled to God. Jesus Christ was the only one capable of making a perfect atonement for all mankind. He was able to do so because of his selection and foreordination in the Grand Council before the world was formed (Ether 3:14; Moses 4:1–2; Abr. 3:27), his divine Sonship, and his sinless life. His atonement included his suffering for the sins of mankind in the Garden of Gethsemane, the shedding of his blood, and his death and subsequent resurrection from the grave (Isa. 53:3–12; Mosiah 3:5–11; Alma 7:10–13). Because of the Atonement, all people will rise from the dead with immortal bodies (1 Cor. 15:22). The Atonement also provides the way for us to be forgiven of our sins and live forever with God. But a person who has reached the age of accountability and received the law can receive these blessings only if he has faith in Jesus Christ, repents of his sins, receives the ordinances of salvation, and obeys the commandments of God. Those who do not reach the age of accountability and those without the law are redeemed through the Atonement (Mosiah 15:24–25; Moro. 8:22). The scriptures clearly teach that if Christ had not atoned for our sins, no law, ordinance, or sacrifice would satisfy the demands of justice, and man could never regain God's presence (2 Ne. 2; 9).
- This is my blood, shed for many for the remission of sins:Matt. 26:28;
- His sweat was as it were great drops of blood:Luke 22:39–44;
- I will give my flesh for the life of the world:John 6:51;
- I am the resurrection, and the life:John 11:25;
- Christ is the author of eternal salvation unto all them that obey:Heb. 5:9;
- We are sanctified by the shedding of the blood of Christ:Heb. 9;
- Christ also hath once suffered for sins:1 Pet. 3:18;
- The blood of Jesus Christ cleanses us from all sin:1 Jn. 1:7;
- He was lifted up upon the cross and slain for sins:1 Ne. 11:32–33;
- Redemption comes to those who have a broken heart and contrite spirit:2 Ne. 2:3–10, 25–27;
- He offered himself a sacrifice for sin:2 Ne. 2:7;
- The Atonement ransoms men from the Fall and saves them from death and hell:2 Ne. 9:5–24;
- It must needs be an infinite atonement:2 Ne. 9:7;
- Be reconciled unto God through the Atonement of Christ:Jacob 4:11;
- His blood atones for the sins of those who have ignorantly sinned:Mosiah 3:11–18;
- Man received salvation through the Atonement:Mosiah 4:6–8;
- Were it not for the Atonement, they must unavoidably perish:Mosiah 13:27–32;
- He shall atone for the sins of the world:Alma 34:8–16;
- God himself atoneth for the sins of the world, to bring about the plan of mercy:Alma 42:11–30;
- I am the God of the whole earth, slain for the sins of the world:3 Ne. 11:14;
- I, God, have suffered these things for all:D&C 19:16;
- Little children are redeemed through mine Only Begotten:D&C 29:46–47;
- Behold the sufferings and death of him who did no sin:D&C 45:3–5;
- This thing is a similitude of the sacrifice of the Only Begotten:Moses 5:7;
- Through the Atonement of Christ, all mankind may be saved:A of F 1:3;


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Skip to comments.Final Footage of Anna Nicole Smith Sells for Over $500,000 (media vultures)
Posted on 02/09/2007 3:16:57 AM PST by Erik Latranyi
Footage of the final moments of Playboy Playmate Anna Nicole Smith's life sold for more than $500,000 Thursday after a media bidding war, according to Splash News & Picture Agency, the paparazzi outlet that sold the rights to the tape.
The video shows paramedics working on the unresponsive reality star as she was wheeled from the Seminole Hard Rock Hotel and Casino in Hollywood, Fla. Splash News screened the videotape to potential media buyers at their Los Angeles headquarters just hours after Smith's death Thursday afternoon.
Emergency responders appear to administer CPR on two separate occasions as the TrimSpa spokeswoman was wheeled out of the hotel on a gurney, according to FOX News Channel producer Christopher Spinder, who viewed the tape.
"At one point they kind of started to look like they were going to put the gurney onto the ambulance and they kind of pulled the gurney back out a little bit so they could do a second administering of CPR," Spinder said.
Her companion and lawyer, Howard K. Stern, is not visible in the video.
The two-minute tape, shot from three different angles from a distance of about 50 feet, shows Smith's sheet-covered body, with an oxygen mask over her face, being taken out of the Hard Rock Hotel by a gaggle of emergency responders, including paramedics and police.
"You cannot see her face, you cannot see hair flowing out from underneath the mask," Spinder said. "Again if someone didn't tell me this was Anna Nicole Smith, I totally would not have known it. You can't even tell it's a woman."
The video shows footage of the ambulance driving away from the hotel under a police escort, then cuts to the ambulance at Memorial Regional Hospital just after 2 p.m. ET Thursday.
(Excerpt) Read more at foxnews.com ...
Her own weaknesses fed the media and they, in-turn, fed her weaknesses.
It is a sad commentary on society.
Perhaps this is what she would have wanted ... on-camera to the end, and after the end.
I hadn't realized she was younger than I am. What a waste of a life.
even after she's dead, people want to jump her bones....
The only thing sad about all this is the newborn baby she left behind. Other than that, she brought it all on her self with her behavior.
Who is the ghoul who took the pictures and hawked them for money?
Not all that uncommon when you look at some in the media. Chris Matthews comes to mind, but he's not the only one out of control
Yes, absolutely.
What a wasted life.
Prayers to the family.
I don't care to see it.
On the other hand, I am curious to see Steve Irwins final moments. For a couple of reasons. I personally think he got careless and got too dam close to the critter. Also, attacks by sting rays are very rare.
Plus, he said quite a few times if anything ever happened, to keep the cameras rolling because he wanted people to see.
Interesting thing to think about, I guess.
If the last moments of your life were filmed... Would you want people to be able to see it? Your loved ones? Would you want it posted on YouTube?
Why does life keep handing us these stupid questions?
Regards, Ivan
I often wondered about her spiritual life. She seemed so lost when her son died. I can't help but think that this episode of her life was the beginning of the end.
She needs our prayers.
Definitely. And her infant needs our prayers even more. I suppose it's too much to hope that the child would be placed for adoption with a normal family ...
She did a reasonably good job...allbeit in a second-rate sort of way.
I'm sure that will become known. He or she will want "credit" for the accomplishment.
When I look at what has transpired with this woman I think we can count our blessings.
You're so right, TC. This baby is going to need some normalcy.
Greta was saying last night on Fox that Anna's lawyer happened to be in the room when Anna died and in the room when her son died.
They've been circling for years, now they come to eat the flesh...
Although her beauty brought fame and worldly goods, she lived a very sad life. May she RSP, and my prayers are w/her little girl...that she lives a normal life surrounded by love, not greed.
This does not bode well for Tara's future wellbeing.
She did a reasonably good job...allbeit in a second-rate sort of way.
Now all that's left is for Elton John to re-write Candle in The Wind for another dead blonde.
Playboy is not the road any young girl should take IMO. I know a woman who was once a Bunny there who did escape....to the South and marriage, but not all do.
Sounds like she actually got closer to Jayne Mansfield than Marilyn Monroe. At least she didn't go out like Jayne did.
Well, she outlived MM by 3 years.
Remember Elvis? He died from a drug overdose as well. Who would have ever thought he would end up like that? People are still making money off of him.
Good clue! I've been reading quite a lot about Mr. Stern re his presence when her son died and now his presence when she died. The dots do seem to connect........
You can be sure there will be no lessons learned from this death.
I hope she rests in peace. Her life was a tragedy.
That said, the MSM giving her death so much coverage is pathetic.
Well, the Daily News headline was: "Scandal In The Wind".
I guess that might be a start.
Just saw an interview where she said she's never doing Playboy.
That said, she does appear to be teetering on the edge. Few handle fame very well.
The lawyer, Stern, didn't just hapen to be in the room. There was testimony that he gave the kid methadone. The autopsy also found 2 different types of antidepressant in his system which with the methadone killed him. Interesting, eh?
[It was said on Sky News this morning that the person she admired and wished to emulate was Marilyn Monroe.]
IF true, it is apparently at least one thing she did well. This is an ironically sad story in the wierdest kind of way.
Was she still the size of a large, drug-addled horse, or had she dropped any of that weight? As I recall, a big loss in weight over a short time can cause great havoc for your heart. And if the heart is already weakened by drugs and such...
All I know about TV, I get from FreeRepublic! I don't ever have to watch the shows or the people; I just read what others say.
Steve Irwin's family should decide that-he gave the world quality entertainment and it was also very educational-a rare thing in the sewer of television-Anna Nicole Smith and her parasite shyster boyfreind apparently peddled death photos of her son-if this is true it is as low as it gets-I had no interest in her at all-it would be better to spend more time on the lives of brave men and women who are dying in the service of this country
Interesting that she would go against Trump. He's been negotiating with his good friend, whathisname, to get her on the cover of Playboy. Tastefully, of course. /s/
Don't know if it's true or not but news reports say she was recently hospitalized with a collapsed lung, and was recently running a fever with other health issues.
Note: She may have said she's never doing any nudity in Playboy...but I doubt Playboy would want her if that was the case.
I believe that death is too personal to share.
...to share with gawkers. Family, on the other hand, IS personal.
Not too much thinking involved in whether I'd want my death posted on Youtube.
She needs to go home and find herself before she makes another poor lifestyle choice.
Things that make you go hmmm.
At least now maybe that child will have the chance for a somewhat normal life.
Is it a term of sympathy?.....Is there meaning behind it?....A lot of folks on this forum say this, and I know they're being kind....
...but from all accounts, this woman spent most of her life in a lifestyle of 'me first'...
..the poor besotted elderly millionaire she bilked was a 'me first' kind of person too....taking what he wanted.
..will he 'rest in peace'...?
How can folks who lie, steal, extort, consume copious amounts of drugs, frolic naked....in other words, a hedonistic lifestyle....rest in peace?
Where do they go to do this?
In death she has left and can now rest from the trials and tribulations of this world. Let God decide after that.
..but my point is in death, we are not 'resting'....we are not taking a 'nap'....we are in eternity....either Heaven or Hell.
If in Heaven, we're singing praises to God forever and ever...Amen.
If in Hell, we are separated from God for eternity....and ....
Everybody's quick to assume foul play, but though she looked good for her age, I'd bet she had the heart of an eighty year old woman. Yes, Virginia, drugs & alcohol really do kill. No conspiracies necessary at all.
Anyone who's ever seen Anna Nicole Smith in person or on camera anytime over the last twenty years could easily see that she was committing slow-motion suicide, while all of her parasitic 'friends' and that repulsive leech of an unemployed lawyer who calls himself her 'husband' averted their eyes & did nothing except pick her pockets while she was still here. Pigs. Every last one of them.
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.


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Located in Newburgh Heights the 59-acre Washington Reservation is Cleveland Metroparks 15th reservation. Golf enthusiasts will enjoy an Audubon Certified nine-hole golf course, a First Tee of Cleveland Golf Learning Center, and a 30-station driving range. History buffs will enjoy the U.S.S. Maine Memorial and the American Legion Memorial that are found near the entrance of the park. The soccer, football or baseball fields, picnic shelter, rehabilitated arboretum and wetlands, or the all purpose trail with its neighborhood links will make the venture to Washington Reservation both easy and well worth the trip for any park visitor. This is also the home of the Washington Park Environmental Studies Academy which is part of the Cleveland Municipal School District.
Reservation open
6 a.m. – 11 p.m.


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Plans, Purposes, Missions, Goals, Objectives, & Outcomes
Mission Statements
Additional Mission Statement Examples
Program Goals and Objectives
Program Goals vs. Performance Objectives
Goals and Objectives: Examples
Checklist for Writing Goals / Objectives
Methods and Measures
Direct and Indirect Assessment Methods
Course-Embedded Formative and Summative Assessments
Outcomes and Results
Plans, Purposes, Missions, Goals, Objectives, & Outcomes
Assessment Plans
The implementation of assessment strategies begins with an assessment plan. Assessment plans are linked to the purposes, mission, goals, and objectives of the University, as well as the specific College or Program being assessed. Assessment plans generally have five components:
- Identify objectives and outcomes
- Establish methodologies to assess the achievement of outcomes
- Gather and analyze the evidence by implementing the methodologies
- Share the results of the analysis
- Make evidence-based improvements as needed.
Source: NIU Assessment Plan (1994-2003)
Other important aspects of an assessment plan, as signified by Central Michigan University (1994), are that the plan should:
- flow from the institutions mission
- lead to institutional improvements
- be implemented according to a timeline
- have faculty ownership/responsibility
- have institution-wide support
- use multiple methods and/or measures
- provide feedback to students and the institution
- lead to improvement
Source: Institutional Assessment Plan: Central Michigan University (1994)
Purpose Statements
To begin writing an assessment plan, The first step in implementation is to identify the purpose of assessment. Each component within a curriculum exists for some purpose. By having a purpose statement, we make that purpose explicit to others and begin to identify what is important to include in the assessment plan. Without a clear idea of what our target is, it will be difficult to determine how close to the mark we are performing.
The purpose statement should describe what the academic program is, what it does, and for whom it does it. It should summarize any specific educational approach or philosophy and any important values. It should also clearly establish its relationship with both the department's and College's mission statements. A student or stakeholder reading the statement should be able to identify how the program contributes to the education and careers of students and how it supports the department's and College's missions.
Excerpt from:
Morningside College's Assessment Handbook: Purpose Statements and Goals
Mission Statements
A mission statement describes the goals regarding teaching and learning. It should state values and philosophies and be understandable to new students and persons outside the field / college. In order to develop a mission statement, existing mission statements from both the University and individual colleges should be examined. Ultimately, the mission statement should identify the overall goals regarding teaching and learning which are specific to the discipline but which also are consistent with the goals of the College and the University.
Information adapted from:
Guidelines for the Assessment of Learning Outcomes
Institutional Effectiveness Practitioner's Manual. Texas A&M International University
NIU Assessment Plan (1994-2003)
NIU's Mission Statements
The following is NIU's Mission and Scope Statement. This can be referenced when building a department mission statement.
Recognizing that students will need to learn throughout their lives, the university provides them with the opportunity to become more competent in analytical thought, informed judgment, and effective communication and to develop an appreciation for the life of the mind. In its instructional activities, the university conveys an understanding of the organization of knowledge and the means of inquiry. It aims to develop a respect for rationality, a tolerance for ambiguity, and an appreciation of diversity. It fosters the capacity to explore the unfamiliar, to use the intellect in the process of discovery and the synthesis of knowledge, and to become familiar with new technology and its implications. It strives to enhance the imagination, sensibility, and creative talents of each student. It believes that all students should attain a level of academic and professional competence sufficient for productive employment and citizenship and that many students should be able to undertake the advanced study required for leadership in their chosen professional fields and academic disciplines. Click here for more details on NIU's Mission Statement.
All NIU colleges have their own mission statement. Here are select examples. Referencing the college's mission statement will be helpful when building department mission statements.
College of Business
The College of Business provides higher education and professional outreach in northern Illinois, participates in relevant activities at the national level, and is committed to raising students' awareness about the implications of international and global business operations. The college offers outstanding educational programs and academic services to students, faculty, business, and other stakeholders. The college endorses a balance between teaching and research while engaging in partnerships with the business community. The college focuses its efforts to continually improve the quality of instruction and scholarship to advance its disciplines and the success of all learners.
College of Education
The College of Education, in its leadership role in the state and region, prepares professional educators who are responsive to the needs of constituencies and audiences with whom they interact. State-of-the-art preparation addressing current societal needs is a symbol of the responsibility the college takes for its students. Among the societal needs to which the college is dedicated are issues associated with the interface of technology and the infusion of cognitive and affective dimensions related to a multi-cultural, pluralistic society. The college's intent is that its graduates will be responsible masters of change and adaptation and be responsive to the needs of an ever-changing society. The College of Education, in its focus on excellence, promotes a professional development school relationship with a local school district(s) which will be able to involve all of the college's disciplines as well as partnerships with appropriate agencies, business, and industry.
College of Liberal Arts & Sciences
The College of Liberal Arts and Sciences fosters the generation, dissemination, and preservation of knowledge as the foundation of a liberal education. The mission of the college is to provide high-quality education that contributes to the intellectual growth, self-discovery, and enhanced expertise of all members of the university community. The college makes available to the widest possible audience the rich cultural and scientific legacy represented by the disciplines that make up the liberal arts and sciences. Because bodies of knowledge do not exist in isolation, the college promotes interdisciplinary inquiry and is committed to the integration of teaching, scholarship, and service. The research and scholarship in the college permeate teaching and service, generating a wide range of opportunities for faculty and students to work together in transmitting, expanding, and applying knowledge. The college programs are designed to serve the university, its students, and the residents of the region, the country, and the world. These programs link basic and applied research and scholarly endeavors to the interests and needs of individuals and society.
Additional Mission Statement Examples
Additional examples of well written mission statements have been compiled by Western Carolina University, accessed from their Handbook for Program Assessment (pg 21).
Examples of Well-Defined Program Mission/Purpose Statements:
"The mission of the civil engineering program is to prepare students for professional engineering and management positions in all phases of civil engineering projects. The program will provide a broad educational background with a foundation in basic engineering and business principles. These basic skills will be complemented by advanced topics in engineering design, management, finance, computer applications, and real world civil engineering experiences throughout the Baccalaureate Degree program."
(Department of Civil Engineering, Western Kentucky University)
"The MBA Program within the College of Business at James Madison University emphasizes excellence and continuous improvement in graduate learning by stressing knowledge, technical and interpersonal and experiential skills in the development of managerial decision making. The MBA Program seeks to serve part-time students who are full-time working professionals in the Shenandoah Valley and Piedmont Region of Virginia. The MBA Program also serves other professionals through contract programs utilizing on-site and distance learning methodologies."
(MBA Program, James Madison University)
"Our mission is to foster an intellectual community, based on critical inquiry, that explores the human condition while enabling students to develop the capacity to "think like an economist," thereby providing the skills necessary for meaningful work, citizenship, and leadership."
(Department of Economics, Texas Christian University)
"The Department of Political Science offers strong major and minor programs sharing a focus on public concerns. We are committed to providing our students with the tools and competence to succeed in their lives, their graduate education and their careers by instilling academic rigor, information access and research skills, dedication to life-long learning and respect for diversity in cultures, nations and institutions of democracy."
(Department of Political Science, James Madison University)
Program Goals and Objectives
Program goals can be included either as part of the purpose statement or separately. The purpose of having goal statements is to clearly communicate the direction and aspirations of the program for faculty, students, and stakeholders. Commonly, programs specify their goals in relation to its major functions such as instruction, student learning, research, and service. Program goal statements provide impetus for planning and continuous improvement efforts. Primary among program goals should be those pertaining to student learning.
Goals differ from objectives in that goals represent what the program is striving to achieve in the long-term, and tend to be written using broader and more inclusive language than objectives. They state what the program wants to accomplish or become over time. Goals also define a set of specific (observable and measurable) student learning outcomes. For example, statements of learning goals might begin with:
- Gain an understanding of…
- Become aware of…
- Develop an appreciation for…
Performance objectives, on the other hand, flow from program goals. Objects are brief, clear statements of learning outcomes of instruction that are subsets of each program goal. Objectives use more precise terms and should focus on the students, rather than the curriculum. Thus, objectives such as "completing a course" or "writing a thesis" are unacceptable. Writing objectives with action verbs and statements, rather than vague terms such as 'know' and 'understand' is essential. Such 'action terms' are:
- Explain
- Translate
- Construct
- Solve
- Illustrate
- Analyze
- Compose
- Compile
Bennion suggests that specific performance objectives offer the best available means to measure the achievement of educational goals. A performance objective is distinguished from a goal by three characteristics: (1) specifying the student behavior that will be accepted as evidence that the objective is met, (2) describing the conditions under which the behavior is expected to occur, and (3) specifying the criteria of acceptable performance that the student must attain.
For example, given the goal: "The student will understand criminal law," the following performance objectives might be stated:
A) Given a case study of crime, the student will identify whether it is a robbery, burglary, or theft.
B) Given a case study of a crime, the student will determine who is the principal in the first degree, the principal in the second degree, accessory before the fact, and accessory after the fact.
Access Bennion's complete paper on writing performance objectives and relating performance objectives to program goals.
Additional word phrases for writing objectives can be found here. These were originally presented by Indiana Wesleyan University.
Concrete actions terms turned into learning objectives could look like this:
- Specify the conditions under which certain actions are to be performed
- State the minimum criteria for successful completion of the program or course.
Excerpt adapted from:
Bennion, Eastern Michigan University.
Morningside College's Assessment Handbook: Purpose Statements and Goals
ASU Guidelines For The Assessment Of Learning Outcomes (Pages 11-13)
Program Goals vs. Performance Objectives
The primary difference between goals and performance objectives is that goals are intended to provide general information and thus are not as measurable, while performance objectives indicate concrete measurable outcomes. Performance objectives are developed from departmental and course goals. Goals are the lens through which faculty can focus attention on specific requirements of a program. Objectives provide the means to focus on specific requirements of a department or course: they facilitate the selection of course content, teaching techniques or strategies, and assessment procedures.
Excerpt adapted from: ASU Guidelines For The Assessment Of Learning Outcomes (Pages 11-13)
To help solidify the understanding of program goals and performance objectives, here is a goal/objective pyramid presented by University of Connecticut. This pyramid image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction.
Goals and Objectives: Examples
As stated earlier, goals should focus on the general aims or the broad purposes of the program and curriculum. Objectives should be brief, clear statements of learning outcomes and should flow from the goals. Here are some examples:
Goal 1: To educate students in the basic methods and philosophy used to conduct scientific research, particularly in the Earth Sciences. Graduates from this degree program should be able to:
- Objective 1.1. Use the scientific method to organize and conduct research.
- Objective 1.2. Demonstrate knowledge of the information resources available in the Earth Sciences such as scientific journals, geologic databases, and internet resources.
- Objective 1.3. Be able to collect original data using field techniques and archival material.
- Objective 1.4. Apply quantitative methods to solve problems, analyze data and formulate models.
- Objective 1.5. Develop the ability to work independently and collaboratively in teams to solve open-ended questions.
Goal 2: To help students develop effective oral and written communication skills. Graduates from this degree program should be able to:
- Objective 2.1 Effectively disseminate technical findings and conclusions by means of written reports in the format used in professional/technical writing.
- Objective 2.2 Organize and give professional oral presentations.
- Objective 2.3 Use maps, three-dimensional diagrams and other earth imagery to summarize findings and display them to a range of different audiences.
Excerpt adapted from: Guide to Outcomes Assessment of Student Learning: Why Outcomes Assessment? California State University, Fresno
Checklist for Writing Goals / Objectives
A checklist for writing goals and objective was created by Indiana Wesleyan University. This checklist could be a helpful resource.
- Is it Integrated with the Mission of the University? Does it fit with the Institutional Strategic Plan?
- Will it Benefit the University Community?
- Can it Be Measured?
- Is it Reasonable/achievable?
- Does it Relate to Students' Needs?
- Is it Output Driven?
- Is it Documented?
- Is it Specific?
- Is it Simple and Easy to Understand?
- Is it Focused on the Purpose of the Program?
- Does it Improve Performance?
- Is it Cost Effective?
- Does it Use Current Technology?
- Is There a Time/date Established for Goal Completion?
- Is it Written with Assessment and evaluation in mind?
Methods and Measures
When referring to methods and measures, method specifically mean the type of data that will be collected (e.g., survey, exam, portfolio, capstone project, etc.) and measure specially means the actual instrument used to collect the data (e.g., NIU's alumni survey, Train and Assess IT for testing technology skills, LiveText portfolios, and thesis capstone projects, etc.). Both methods and measures are essential determinations for making assessment plans.
In preparing an assessment plan, the data collection process needs to be determined. This involves selecting the methods and measures to assess each objective (for objectives, see prior section). Some objectives may be more important than others, so selecting the most important objective(s) to measure is imperative. No single method or measure is perfect, and many experts believe that good assessment requires the use of multiple methods or measures.
There are two types of assessment methods: direct and indirect.
Direct and Indirect Assessment Methods
Direct methods of assessment involve students' displays of knowledge and skills. Thus, students' learning is evaluated through their performance (e.g., via: test results, written assignments, presentations, classroom assignments, etc.). Direct measures are often more time-consuming to collect and evaluate than are indirect methods, however direct methods can be more closely tied to the identified learning objectives.
Examples of direct assessment methods include:
- Behavioral Observations
- Capstone Projects
- Comprehensive examinations
- Course-embedded assignments (e.g., tests, papers, reviews, presentations)
- Dance or Music Productions
- Essay tests (blindly scored by faculty across department, division, or college)
- National accreditation exams
- Oral exams
- Performance appraisals
- Practicum / Internship evaluations
- Portfolios
- Simulations
- Thesis or Dissertation Projects
- Tests and Examinations (Local/Faculty designed or Commercial/Standardized tests)
- Video and Audiotaped Performances
Indirect methods of assessment gather data that is not based directly on academic or work performance. Instead, indirect methods assess perceptions of learning. For example, self-reports from students about their progress of learning, what experiences they attribute their learning to, and how they feel about what they know, would exemplify indirect assessment. Indirect measures are less objective, but they are easier to collect and provide important information about the extent to which the program is meeting student or employer needs. Thus, survey use is the most common indirect assessment method.
Examples of indirect assessment methods include:
- Alumni surveys
- Archival Records
- Continued scholarly success of graduates
- Curriculum and Syllabus Analysis
- Employer surveys
- Exit interviews
- External Reviewers
- Focus groups
- Licensure Statistics
- Placement records of graduates
- Student Satisfaction surveys
- Transcript Analysis
You can view all the assessment Methods currently being used by NIU Departments via our Methods Matrix
For additional Methods resources, see the Examples of Best Practices in the Good Practice Section of the Manual. This section provides case examples of how specific methods have been effectively implemented.
Above information adapted from:
Assessment Techniques. California State University, Fresno
University of Wisconsin-Madison, Assessment Manual, Chapter 6: Assessment Instruments and Methods Available for Assessing Student Learning in the Major
Western Carolina University, accessed from their Handbook for Program Assessment (pgs 33-34).
Course-Embedded Formative and Summative Assessments
Formative Assessments.
- Formative assessments are on-going assessments, reviews, and observations in a classroom.
- Teachers use formative assessment to improve instructional methods and student feedback through teaching and learning processes (Wiliam & Black, 1996).
- One way of conceptualizing formative assessments are as "practice."
Summative Assessments
- Summative assessments are given to assess what students do and do not know about a particular learning topic.
- They measure the level of success or proficiency that has been obtained at the end of an instructional unit.
- Examples include final exams, state assessments, end-of-unit chapter tests, and benchmark assessments.
Course-Embedded Assessments
- Course-Embedded Assessment can have a variety of advantages, including purposeful reexamination of course objectives, sequencing, and content and feedback
- This allows instructors to redesign assignments and give clearer direction to students about what is expected.
Course-Embedded Techniques Applied to Formative and Summative Assessment
- Course-embedded assessments may be formative as well as summative.
- They can be used to evaluate the development of student skills and provide feedback (formative) and they can be summative as well (evaluating final student product (MSU.edu, 2012)).
- For example, one could use the sentences that students wrote to sum up a lecture (formative) or a final graded essay (summative) as units of a course-embedded assessment.
For more information as well as References, please see "Course-embedded Assessments" in the glossary.
NIU's Method Matrix
The Methods Matrix is an Excel document created by the Office of Assessment Services to track the Methods of Assessment used at NIU. The methods matrix is broken into direct (link to term in glossary) and indirect assessment methods by degree program. View the Methods Matrix.
The instruments used to score student performance are often lumped under the broad title of 'rubrics'. In actuality, there are several types of scoring instruments: Rubrics, Performance Checklists, and Checklists. Each technique has their advantages and disadvantages, yet the most important aspect of scoring student performances is to make sure your using a instrument to standardize your the scoring process (whether it's a rubric, performance checklist, or checklist). You may be thinking… Is their a best instrument? Yes. True rubrics are ideal, and this section will help distinguish between rubrics, performance checklists, and checklists. Examples of well constructed scoring instruments will also be provided.
Below is Morningside College's "A Rubric - by any other name?" that distinguishes 'true' rubrics from other scoring tools.
- One of the problems endemic to assessment is that many of the learning outcomes we are trying to assess are complex. Whenever we are asked to make judgments about something, we have criteria that we use. Sometimes, however, we can't always clearly describe what those criteria are. As a result, there can be confusion when two or more individuals are judging the same thing. A good example of this is critical thinking. Even though it is a common learning outcome, it is also one that faculty find difficult to assess. One reason for this difficulty is that the measurement of complex things tends to be more subjective as different individuals often have varying ideas about what is being measured and what is appropriate evidence that it has occurred. If, however, the individuals involved can come to a mutual agreement on what important elements should be evident in student products or performances, then more consistent assessment can occur since the performance criteria do not vary among those involved. Performance criteria are the guidelines, rules or principles by which the work will be judged. They describe what to look for in order to determine the quality of the work. For those whose work is being assessed, it makes performance expectations more public and less mysterious. This is where rubrics come in.
What is a rubric?
Rubrics are instruments that attempt to make subjective measurements as objective, clear, consistent, and as defensible as possible by explicitly defining the criteria on which performance or achievement should be judged. They are devices for organizing and interpreting data gathered from observations or learning artifacts (papers, products, etc.) of student learning. Rubrics are designed to allow for the differentiation between levels of achievement, or development, by communicating detailed information about what constitutes excellence.
What is the difference between a checklist, a performance list and a rubric?
It is sometimes unclear what the differences are between a checklist, a performance list and a rubric. A checklist is an instrument in which the required elements of a performance or product are listed and a score is assigned based on whether the element is present or not. They are useful devices for assessing simple performances or achievement in which the individual elements being assessed typically involve dichotomous types of judgments. For example, I may use a checklist that includes an element like the one listed below if I were assessing a student's ability to apply a Gibney basket weave tape job for a lateral ankle sprain.
Checklist item:
- Tape anchors applied to shin and foot: Yes (1 pt) No (0 pt)
Notice that this checklist element does not address the concept of quality of the work and does not easily inform the rater what to do with partial performances. In the example above, which word should be circled if the student only applied an anchor to the shin and not to the foot, or applied anchors that were too tight, too loose or wrinkled?
As we increase the complexity of the outcome being addressed, the next level of instrument could be considered to be a performance list. Like checklists, performance lists outline the elements to be addressed. Unlike checklists, performance lists include a quality dimension by incorporating some kind of scaled scoring system. For example, one of the items on my performance list for assessing a student's writing sample might be:
Performance list item:
- Appropriate spelling and grammar is used 1 (poor) 2 (satisfactory) 3 (excellent)
Performance lists allow for more flexibility in scoring by varying the point values used in the scale (1 to 3, 1 to 5, etc.) and for allowing a weighting of the elements. However, the performance judgments still allow for a great deal of subjectivity as the criteria by which scores are selected is not clear. Even though the example above includes single-word descriptors to clarify what the numbers represent, it is still not clear how the rater will distinguish between a 1 and a 2 or a 2 and a 3. As a result, the device itself adds an element of inconsistency to the measurement. This is not to say that performance lists should not be used; they are useful for assessing somewhat simple products or performances.
The difference between a performance list and a rubric is the degree to which the elements and performance levels are described. In order for the scoring of the performance product to be as objective, clear, consistent and defensible as possible, the performance criteria must clearly describe the essence of what is being assessed and what level of quality is associated with each score. For a simple example, a faculty member wants to include a peer assessment of group work as one measure of a group project. She leads the class in a discussion about what good group work should look like and they settle on eleven performance criteria. One criterion is participation in group problem solving.
Below are three examples showing the differences between a checklist, a performance list, and a rubric for assessing participation in group solving.
Checklist: Participates in group problem-solving Yes / No
Performance list: Participates in group problem solving:
4 (Outstanding)
3 (Satisfactory)
2 (Tolerable)
1 (Unsatisfactory)
4 (Outstanding): Actively looks for and suggests solutions to problems
3 (Satisfactory): Does not actively look for solution; participates in the refining of solutions suggested by others
2 (Tolerable): Does not suggest solutions; does not refine solutions suggested by others; is willing to try out solutions suggested by others
1 (Unsatisfactory): Does not try to solve problems; does not help others solve problems; unwilling to try solutions suggested by others; does not provide any assistance
Helpful Rubric Links
NIU's Toolkit "What is a Rubric" article
Winona State University has an extensive list of rubrics for various disciplines, skills, and college-level assignments includes examples from many campuses. Note the link you can use to suggest additional examples.
Bowling Green State University has additional links to assessment rubric information.
Bridgewater State College provides several examples of Rubrics used at their College
General Education
State University of New York rubrics for campus-based general education assessment.
Student Affairs
Rubrics in Student Affairs [.ppt] provides information and resources from the Director of Student Affairs Research and Assessment at North Carolina State University
Outcomes and Results
Preparing Results
California Polytechnic State University provides a resource for preparing to use assessment data. The following segment comes from their Learning Outcomes Assessment Planning Guide.
Using evidence gathered in assessment
Specify procedures for analyzing and interpreting the evidence gathered in assessment. It may be useful at this stage to form a small work group. Determine before hand what form the raw data will be in for your work group to analyze. Pay particular attention to maintaining anonymity to personal identifiers in the data. Prior to scoring assessments, determine any performance expectations.
If you are utilizing multiple assessment instruments, review the results for related parts that directly address your program goals and educational objectives. Is there a relationship between the findings? Are they consistent, inconsistent or at opposite ends of the spectrum? Use the data to pinpoint the areas in your program that are achieving program goals and also areas of your program that warrant change for improvement.
Identify the means by which information that results from assessment can be used for decision-making, strategic planning, program evaluation and program improvement.
How, exactly, will your data be used to help with program planning and improvement? Will your program form a committee to review assessment findings, and make recommendations for change or improvement in a timely manner? Will your entire department convene to discuss assessment results and program changes? Who will make formal recommendations for curricular or other changes—the chair/head? The committee?
Using Results
The final aspect of assessment is the use and dissemination of results. The University of Arkansas at Little Rock shares how they use their assessment results:
With this step, we come to the final piece of the assessment puzzle. The success of an assessment plan ultimately rests on whether or not it provides you with the information needed to make informed decisions about your course's or program's future. Assessment findings must be usable and used for plotting the future of your curriculum. Here are some things to keep in mind when writing this section of your progress report.
Connecting decisions to results
Assessment writers often talk about the importance of the assessment feedback loop. The underlying idea is that results provide feedback that leads to decisions that in turn lead to new goals and objectives emerging for a given curricular program. Assessment plans that do not incorporate a feedback loop are seen as failures, no matter how much data is gather or how psychometrically meticulous that data may be.
Communicating results
For information to be used, it must be communicated. How was the information passed on to those who need it to inform their decision-making? Was it communicated in a way that was transparent to the user? Assessment results should never be used to lay blame on individuals, but rather should be communicated in ways that will lead to ever improving program quality.
Drawing conclusions and using results
What conclusions can be drawn from the data? What changes, if any, have been or will be made? This could include a revision of the objective or the assessment method to be used in the future. What improvements have been made based on assessment findings? How will the findings be used to make decisions about curriculum and instruction? Will your target for the coming assessment year change? How was feedback about the assessment results and program improvement communicated internally and externally? You should include how faculty, students and other stakeholders were involved in decision-making based on the results.
Example Assessment Reports
To download examples of NIU assessment results in report form, please see the following:
- Alumni Survey
- Annual Assessment Update Results (bottom of page)
- First Year Composition Report (right side of page)
- University Writing Project Report (right side of page)
Additional Resources
Analyzing, Reporting, and Using Results
This chapter provides some guidance on the things to consider as you analyze and interpret assessment data. It is also designed to walk you through the process of defining an assessment report in terms of audience and needs, formatting the data for effective presentation, and distributing and sharing the results of your work.
Chapter excerpt from Western Washington University's Tools and Techniques for Program Improvement: handbook for program review and assessment of Student Learning.
Quick handout with questions to answer when reporting assessment results and evaluating an assessment process.
Excerpt from Appendix 8-A, Western Washington University's Tools and Techniques for Program Improvement: handbook for program review and assessment of Student Learning. Entire handbook can be viewed here.


text:
Leafs Nation Podcast: PLAYOFFS!!1
Leafs Nation Podcast
April 22 2012 05:26PM
This week, Steve Dangle joined Danny Gray and I for a good talk about the Marlies' playoff performance so far, as well as some chit-chat about the current NHL playoff situation. Oh yes, that's right, we also discuss the Raffi Torres ordeal, as well as some interesting rumblings from a French-Canadian friend of mine.
Jump for more.
1. The Marlies' playoff run so far, and a closer look at D'Amigo, Frattin, Kadri, and Ashton
Interlude: "Sim Sala Bim" by Fleet Foxes
2. Rooting for 'underdogs' in the NHL playoffs
Interlude: "Drunken Lullabies" by Flogging Molly
3. Raffi Torres and his suspension
Interlude: "B.N.E." by The Japanese Motors
4. "Oh man, Fleury's brutal." and other goalie talk


text:
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