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Front Dropmember Version 5 Installation
Front Dropmember Installation
There have been several updates and additions to the Dropmember product line over the past several years. We now offer three different variations of the Dropmember for the 60-87 C10 trucks. Although they are near identical in their installation procedures, there are a few differences that need to be noted. This set of instructions will serve all versions of the Dropmember for the 63-87 C10 trucks. We will point out the differences and variations of installation between the versions, so please pay close attention.
Dropmember Versions:
Dropmember Level 3 (formerly known as the "Extreme")
The Dropmember Level 3 is the most commonly known version of the Dropmember. It is used when wanting to achieve an ultra-low ride height, run a large diameter tire, and allow the frame-rails to rest on the ground at full deflation with up to a 29" tall tire (when combined with Porterbuilt control arms and 2.5" drop spindles).
Benefits include a narrowed trac-width (1.25" per side compared to factory); wheel center-line moved forward to center in the wheel well opening; rack and pinion steering; and revised suspension geometry for an unbelievable ride quality and improved performance! This is the Dropmember that put us on the map!
Dropmember Level 2 (formerly known as the "Touring")
The Dropmember Level 2 was developed to meet the demand of those looking for a C10 replacement cross-member that offered all the benefits of the Level 3 version, but not looking to plant the frame rails on the ground. So, we made it happen.
The Dropmember Level 2 is essentially the same assembly as the Level 3, but includes a different bag mount that acts as a bump-stop and keeps the frame rails 1" off the ground when fully deflated.
Benefits include a narrowed trac-width (1.25" per side compared to factory); wheel center-line moved forward to center in the wheel well opening; rack and pinion steering; and revised suspension geometry for an unbelievable ride quality and improved performance!
Dropmember Level 1 (formerly known as the "Mild")
The Dropmember Level 1 was developed to meet the demand of those looking for a C10 replacement cross-member that offered the improved steering and performance of our other Dropmember system, but weren't looking to cut up the factory sheet metal and achieve such an extreme drop.
There are a handful of differences in the design of the Level 1 version that sets it apart from its predecessor. First is the amount of drop built into the system. The Level 1 version raises the suspension 1" in the cross-member when compared to factory unit (while the Level 1 and Level 2 both raise the x-member 3" when compared to factory unit). Second, the trac-width is only narrowed .25" per side when compared to the factory suspension. With these changes in height and geometry, the frame rail does NOT need to be notched for rack and pinion clearance, and the motor sets much lower in the truck when compared to the Extreme version. This makes the Level 1 front kit 100% Bolt-in.
The Dropmember Touring and Mild versions are also offered in either airbag or coil-over configurations.
Special Notes:
When installing a Dropmember C30, please reference the "Level 1" procedures.
Frequently asked Questions:
Before we start with the actual installation procedures, I wanted to go over some of the most common questions and concerns.
Do I need to modify my floor or firewall?
On all Dropmember installations it is recommended to convert the transmission cover to a "Large Hump". The "Large Hump" transmission cover is a factory bolt-in piece that came standard in many trucks, and can easily be acquired. It is a straight forward conversion that allows additional clearance at the floor to transmission. It is necessary on all Dropmember Level 2 and Level 3 installations, and is recommended for the Level 1 version as well.
How big of a tire can I run and still lay frame?
With the proper combination of spindle and control arms you can lay frame on up to a 29" tall tire with the Dropmember Level 3 (drop spindle and Porterbuilt Control Arms). We have customers laying frame on larger diameter tires, but some modifications may be needed.
What will my ride height be?
When running the Dropmember Level 3 and Level 2, the ride height will be right around 5" (we take this measurement from the bottom of the frame rail under the front cab mount to the ground) when combined with a 2.5" drop spindle and 28" tall tire. You can drive the truck much lower, but 5" is the "sweet spot".
When running the Dropmember Level 1, the ride height will be 7" when combined with a 28" tall tire and 2.5" drop spindle.
What motor and transmission combo can I run?
We offer motor mounts for SBC, BBC, In-line 6, and LSX motors. The transmission cross-member supplied in the kit will work will all common transmissions with tail shaft style mount. We have had some fitment concerns with the 4L80-e transmission when running the Dropmember Level 2 and Level 3. The 4l80-e is HUGE and additional floor/trans tunnel modifications will be necessary.
Remove your factory suspension and steering components.
The factory cross-member and factory steering components will no longer be needed. Remove them and set them aside. The only factory steering component that will be maintained is the steering column. All other linkage and components may be discarded. It is not necessary, but recommended that you also remove your engine and transmission when installing the Dropmember.
Install the frame notch for rack and pinion clearance (continue reading before you do this).
When running a Dropmember Level 1 you WILL NOT need the frame notch for rack and pinion clearance. So do NOT cut your frame.
When running a Dropmember Level 2 and Level 3, the center-line of the rack notch will be located 4.25" forward of the front most mounting hole of the lower cross-member assembly (this is on the BOTTOM of the frame rail… see picture below)
Install Main Cross-Member Assembly
Level 1 Version Shown
When installing main x-member assembly, do not fully tighten the bolts, as the inner frame support plate will slide under the washer. Make sure to use the lock washer included, but not shown in the pic. (We typically drill the x-member mounting holes in the frame to 9/16" to make installation a little easier). The front two mounting holes have a blind nut welded to the bottom of the mounting flange, make sure the bolts threads in easily before attempting to install the cross-member. It may be necessary to run a tap down the hole after paint or powder coat is applied.
(Driver Side Shown)
(Passenger Side Shown)
The inner frame support brackets will slide in place between the frame-rails. Remember that the inner braces are side specific (also, the 63-72 inner frame support bracket is not as tall as the 73-87 bracket). Make sure the inner plate slides UNDER the washers on the bolt head.
Snug the main cross-member assembly mounting hardware. Do not fully tighten the bolts yet
Install Inner Support / Truss Tabs
(Pass. Side Level 1 shown)
The truss tabs will vary depending on the Dropmember version. The truss tab pictured above is the passenger side of a Level 1 Dropmember. The Level 2 and Level 3 variations are similar, but different heights… they will install in the same manner.
Level 2 and Level 3 style truss tabs shown (driver side).
The front and rear tabs are not identical, and a notch will indicate the front tab.
Use the supplied hardware to install the truss tabs, but do not fully tighten.
Driver side Level 1 shown
This is the Driver side truss tab for a Level 1 Dropmember. (The Level 2 and Level 3 driver side truss tab will look identical to the passenger side shown previously)
There are two machined spacers that will be installed on the driver side truss tabs on the Level 1 version to add additional strength/rigidity to the truss. The inserts are the same as the crush sleeve used in the motor mount isolator bushing. (See picture below for reference). Do not fully tighten the truss tab hardware at this time. It will be fully tightened once the motor mount perches are in place.
Install Upper Hat
The mounting holes on the side of the hats will line up with the existing holes on the side of the frame where the factory cross-member was secured (if they do not… please contact us to ensure you have the correct year application). It is recommended to open up the existing holes to ½" to aid in installation.
On the 63-72 chassis, the mounting holes on the top of the frame will all line up. It is recommended to open them up to ½" to ease installation. On the 73-87 chassis, it will be necessary to drill some new upper mounting holes, as not all holes will properly line up.
Use the provided 7/16 grade 8 hardware and snug it up. Do not fully tighten at this time.
Once fitment is confirmed, fully tighten the upper hat, inner support bracket (not the truss tabs yet), and lower cross-member hardware, torqueing the 7/16 hardware to 65lbs. and the ½" hardware to 75lbs.
Install Lower Control Arms (Older version of Coil-over arm shown)
(Older version of Coil-over arm shown)
(Older version of Coil-over arm shown)
Use the supplied locking sleeves and 5/8 grade 8 hardware to complete installation. The locking sleeve assembly will lock in place in the Dropmember's control arm mounting shaft, preventing the hardware from loosening or backing out over time. It is recommended that anti-seaze be applied to the area where the sleeve and the shaft contact. Once installed, torque to 80 lbs. If running a factory lower control arm from 73-87 C10 or Air Ride Technologies Strong Arm, it will be necessary to first remove the lower cross-shaft from the arm.
Install Rack and Pinion
Use the supplied rack mounting bushings and 9/16 grade 8 hardware. Insert the mounting bushing from the front side of the rack. Torque to 65 lbs.
Install Upper Control Arms
(Older version of upper control arm shown)
Use the supplied 9/16 hardware to install the upper control arms (you can run factory upper control arms from 63-87 C10 on the Level 1, Level 2 and Level 3 versions, however some trimming may be necessary). The short tube will face the front of the vehicle, and the long tube towards the rear. Do not yet torque the hardware, as it may be necessary to add alignment shims once installation is complete, just snug it up for now. When installing the bushings, make sure they slide into the arm without forcing them. If they bind when tightening down the hardware, it will bend the arm. Take your time and make sure the bushings do not bind. The bushings are a machined fit and it is important that no paint or powder coat be on the inside of the bushing sleeve of the control arms.
Install Ball Joints and Spindles
The upper ball joint will bolt into the control arm from the top side. The lower ball joint will be pressed into place. The rubber boot will be installed on the top side of the ball joint after it is pressed in place.
Note: There are a few different ball joint tapers available for the C10 spindles depending on the year. 63-70 lower ball joint has its own taper, as does 71-87 lower ball joint. There are 3 upper ball joint tapers as well: 63-70; 71-71; 73-87. It can complicate things a little if the actual spindle year is unknown. Test fit the ball joints in the spindle before pressing them into the lower arm.
It will be necessary to ream the hole in the steering arm to 5/8" for tie-rod installation. We have found that a heavy duty reamer works best, but a 5/8 drill bit will also get the job done. (see pic below)
Install Tie Rod Assembly
(Level 1 version mounts on bottom side of steering arm)
(Level 3 version mounts on top side of steering arm)
Use the supplied hardware to install the tie rod assembly. On the Level 1 version of the Dropmember, the tie rod will be installed on the BOTTOM side of the steering arm. When running the Level 1 and Level 2 version of the Dropmember, the tie rod will be installed on the TOP side of the steering arm.
Note: It may be necessary to trim the length of the threaded part of the rack and pinion to achieve proper length for alignment. On the Level 2 and Level 3 version we have had to trim just over one inch in some cases (and an additional inch when running a narrowed arm). This is one of those steps where it is best to remove a small amount at a time until you get the correct length.
Install Air Spring
Use the supplied 3/8 x .75" grade 8 bolt and locknut to install the air bag. The bag will utilize two bolts on the top, and one bolt in the center on the bottom of the bag.
When using Ridetech (Air Ride Technologies) lower control arms on an Level 2 and Level 3 versions, it will be necessary to re-drill the lower bag mounting hole 1.25" outboard from its current location.
Install Shock Relocation Bracket
Slide the shock bracket forward on the frame until the front edge contacts the raised portion where the original shock stud was located. (see picture below)
(Mock up the shock and bracket before drilling any holes, to confirm fitment and clearance) Once fitment is confirmed, mark and drill holes to 7/16". Secure bracket using supplied 7/16 x 1.25" long grade 8 hardware.
Install Shock Mounting Studs and Shocks (see pic below)
Install motor mount perches
The motor mount perches will bolt directly to the block of the engine, and the end with the poly bushings will bolt to the inner truss tabs as pictured below. The driver side mount is recessed for the steering linkage to clear. When installing the mounts, do not fully tighten until engine installation is complete.
(LS mount shown Level 2 and 3 pass. side)
(Level 1 pass. side perch SBC)
(Level 1 driver side SBC)
(Level 1 driver side SBC)
Install Transmission Cross-Member
There is no specific locating hole in the factory frame-rails for the transmission cross-member. It will be necessary to set the proper pinion angle, ensure the transmission cross-member is squared in the chassis, mark the mounting holes of the transmission cross-member, and then drill. Typically the trans will set at a 5* down slope towards the rear on the Level 2 and Level 3. While the Level 1 will typically be 3*.
Driveline Angles and Set-Up:
Please review the 2-piece drive-shaft tutorial to gain an understanding in regards to proper two-piece drive-shaft set-up. Also, please feel free to call or email with any and all technical questions.


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Wrinkle reducing injections of Botulinum Toxin Type A
Anti Wrinkle Injections are made of purified proteins that are injected into the face, and work by blocking nerve signals in the muscles. The muscles freeze, inhibiting their actions reducing the formation of future lines and wrinkles and ensuring current ones are removed. The skin is left looking smooth, youthful and renewed. At New Birkdale Clinic, we use Botulinum Toxin Type A, a superb form of Botox that constantly and consistently pleases its patients.
Wrinkles develop naturally through ageing and sun exposure, but can also form due to laughing, smiling and frowning repeatedly over time.
Therefore, Anti Wrinkle Injections are suitable for those who would like to correct the following:
These issues can result in further concerns, such as:
Therefore, you may seek to reduce or remove your lines and wrinkles with an Anti-Wrinkle Injection.
Botulinum Toxin Type A can also be used for excessive perspiration on the underarms and palms.
Think Anti-Wrinkle Injections could be right for you? Call our knowledgeable and professional team at our Liverpool or Rotherham clinics or fill out our contact form to find out more.

subset: commoncrawl


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A couple of weeks ago, just as the 24-hour news cycle was ramping up Ebola hysteria, the AMA sent out an email, telling members that the Centers for Disease Control and Prevention didn't need more money to face challenges like Ebola and Enterovirus D68. (Read the full release in: AMA Cries Ebola in CDC Helmet Critique.)
According to the AMA, the CDC doesn't need a bigger budget, it just needs to avoid "mission creep." The CDC should stick to diseases, the AMA argued, and stop pushing for things that have nothing to do with disease, such as whether or not motorcyclists wear crash helmets.
Right. This was politicking at its sleaziest, from an organization—the American Motorcyclist Association—that is in theory politically independent. The AMA should be ashamed of itself for coming up with this idea at all.
The thing is, the AMA didn't come up with it. But first…
Few people now remember that the CDC was originally created—and was based in Atlanta—because until the 1950s, malaria was endemic across much of southeastern United States. Know anyone who's picked up a case of malaria here lately? Probably not, because the CDC eradicated it.
In 1960, the CDC took over responsibility for tuberculosis, and virtually eliminated that once-common disease, too. I guess that was when the mission creep started; when they took over the fight against tuberculosis.
I suppose you might say, "Yeah but those are both infectious diseases, a type of health problem that is categorically different than motorcycle injuries." That's true as far as it goes, but to medical professionals the word 'disease' has a very broad definition, often including injuries.
It's not as if the sneaky, regulation-obsessed, freedom-hating CDC is secretively conspiring to broaden its reach, either. Its primary publication, Morbidity and Mortality Weekly Report, has always studied trends in injuries as well as infectious diseases. And the CDC's own website defines the organization's role as "promoting health and safe behaviors" among other things.
So the question is: Why shouldn't an organization devoted to promoting safe behaviors seek to increase crash helmet use by motorcyclists?
My question for the AMA is: Why don't you?
I know what the AMA will say: Our official policy is that all motorcyclists should wear helmets.
Right. Those are your words. But let's look at your actions, AMA. The cheap shot you took at the CDC, attempting to twist Ebola fears into an argument against crash helmet regulations was part of a much larger pattern.
If the steady stream of AMA press releases I get is any indication, the AMA's primary regulatory focus is fighting mandatory crash helmet regulations in state legislatures.
I hope you won't mind if I digress here for a moment. A few weeks ago, my wife, Mary, and I took a little vacation trip to the beach, in Florida.
In 2000, with lobbying help from the AMA, Florida repealed a universal helmet law. Now, in theory, Florida motorcyclists are only allowed to ride without helmets if they are over 21 and have $10,000 in medical insurance coverage.
In practice, Florida is a free-for-all as far as helmet use goes. The police virtually never institute stops for helmet-less riders to check their age or insurance. The result is that most of the riders I saw were helmet-less. (And incredibly, several of the sportbike riders I saw who were wearing helmets, were wearing proper full-face lids—perched right on the top of their heads, like a hat.) Many rigorous studies have confirmed the obvious, which is that when riders don't wear crash helmets they die from head injuries in larger numbers.
The thing that drives me crazy about the AMA's lame position on helmet use is that it's so completely disingenuous.
Sure, they use the right words. "The AMA strongly encourages the use of personal protective equipment, including gloves, sturdy footwear and a properly fitted motorcycle helmet certified by its manufacturer to meet the DOT standard."
But the AMA's actions say different. The organization consistently joins the fight against new helmet laws, and for the repeal of existing laws.
The math on this is completely clear: States with universal helmet laws have almost universal helmet use; whereas, in states with voluntary helmet use, half the riders don't wear them. Crash helmets are the single most important piece of safety equipment available to motorcyclists, and wearing one significantly reduces the risk of death in a motorcycle accident.
So inevitably every time the AMA 'succeeds' in its fight against a universal helmet law, or helps get a universal helmet law repealed, it is reducing the percentage of riders who wear helmets. By doing so, the AMA is actually in the business of killing motorcyclists.
Let that sink in for a moment.
I've written about this stuff before, and the responses are predictable. There's a subset of readers who support me, and they write in to say something along the lines of, "That's why I let my AMA membership lapse."
More usually, I'm attacked by people who argue, "It's a slippery slope; first they'll mandate crash helmets, next it will be training wheels." The other recurring theme, is, "It's not about wearing helmets, it's about freedom-of-choice," (which is, to be fair, sort of a corollary of the slippery-slope argument).
I don't buy the slippery slope, because there's no evidence for it. California—a state the right wing loves to paint as regulation-obsessed—is a helmet state, but it's also the only state that tolerates lane splitting. And throughout western Europe, governments that American helmet-haters would characterize as 'socialist' enforce universal helmet laws, but they also allow lane-splitting, often offer lower road tolls for motorcycles, and are more likely to have designated motorcycle parking in cities. So places with helmet laws seem to be more, not less, respectful of motorcyclists' rights.
As for the broader freedom-of-choice issue, my personal feeling is, I'd be fine with the AMA recusing itself from lobbying about helmet laws pro or con. It can leave that assignment to single-issue organizations like ABATE.
That said, if the AMA really wants to improve things for serious motorcyclists, it can accept universal helmet laws in exchange for meaningful improvements to our lives as riders, such as the right to lane split.
The AMA routinely spouts practiced, mealy-mouthed claims that mandatory helmet laws are a distraction from a more important mission of encouraging improved driver training, motorcycle awareness, etc. But the truth's different: every dollar it wastes lobbying for reduced helmet use—because make no mistake, that's what they're doing; they're arguing for laws that will result in reduced use—every dollar wasted on those arguments is, in fact, a dollar that's unavailable for driver education.
All of that 1300-word preamble was to explain my constant, low-level frustration with the AMA and, to get you to this point, why the AMA's "Ebola" letter brought that frustration to a boil.
The fact that the AMA took the country's fears about Ebola as an opportunity to get a kick in at the CDC is proof that the AMA's adopted a radical stance in its efforts to politicize a helmet position that many of its members find repugnant.
For a few minutes I wondered who, amongst the wizards in Westerville, really thought that an Ebola panic would be a good time to attack the Centers for Disease Control and Prevention?
Then, I pondered a more interesting question: Even though the decision to attack the CDC was sleazy politics, in poor taste, and likely not something most AMA members support, it was brilliant in a partisan, Machiavellian sense.
So who at the AMA, I wondered, thought it up? Then it hit me: No one. Maybe that idea didn't come from the AMA.
It took little effort on Google to find several "CDC mission creep" headlines. An Oct. 3 article published on thefederalist.com by columnist David Harsanyi cites the "mission creep" argument, four days before the AMA's Ebola press release. Two days after the AMA PR a report written by FreedomWorks, a right-wing think tank with ties to David Koch (one of the multi-billionaire Koch brothers famous for their financial support of numerous conservative and libertarian political organizations), further championed the "mission creep" position. And the CDC's "mission creep" has been a key talking point for conservatives throughout the month.
Capitalizing on the fear of the Ebola outbreak in Africa to push a flawed helmet agenda is distasteful. And it should be noted that, as of the date of this article, no one has died from contracting Ebola on American soil. The same cannot be said of helmet-less riders. But perhaps the more unsettling revelation from the AMA's Ebola press release, is that an organization which claims to be "non-partisan" appears to be actively moving itself further and further to the right.


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Eun-Yeop Lee, NCSP, Ph.D.
Clinical Neuropsychologist, Neurodevelopmental Specialist
Dr. Lee received her BA from SUNY Binghamton and doctoral degree in School Psychology with specializations in Pediatrics and Neuroscience from the University of South Florida. She completed predoctoral internships in Polk County School District (Lakeland, FL) and at The Watson Institute (Sewickly, PA), where she conducted school/in home evaluations, neuropsychological and neurodevelopmental assessments of children and adolescents presenting with a wide range of behavioral, developmental and psychiatric disorders. Dr. Lee completed post-doctoral fellowships in Pediatric Neuropsychology at McLean Hospital (Pathways Academy) and Boston area private practices. In these roles, she conducted school, neuropsychological and psychological assessments for children and adolescents (0-18 years) with specializations in Early Childhood, behavioral disorders and Autism Spectrum Disorders. Dr. Lee currently works at a residential school, specializing in research and clinical application of Applied Behavior Analysis techniques, and she is also employed at Franciscan Children's Hospital. Her specialties include Early Childhood, learning disabilities, ADHD and Autism Spectrum Disorders.


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Celebrating 20 years on the road in 2019, Mercury are well established as one of the world's most authentic tributes to the legend that is Freddie Mercury and Queen.
This dynamic theatre production fully emulates the true charismatic appeal of rock's most flamboyant front man, faithfully and accurately recreating the distinctive Queen experience.
The extraordinary vocal range and outstanding delivery of Joseph Lee Jackson as Freddie Mercury and the intricate guitar work of Glenn Scrimshaw as Brian May are backed by superbly crafted harmonies, a driving rhythm section and state-of-the-art production.
Including performances of the most popular Queen hits, such as Bohemian Rhapsody, Radio Ga Ga, We Are The Champions, We Will Rock You and many more, this show will captivate any audience - from die-hard Queen fans through to new generations of music lovers in a way that Freddie and Queen themselves would be proud of.
"Freddie was an original. He and Queen were the best. But now, in this new century, Joseph, Glenn and Mercury are the next best thing."
Jer Bulsara (Freddie's Mum)
Facebook: https://www.facebook.com/mercuryqueentribute/
View Trailer: https://youtu.be/LmBvTv6TeM4
View Time(s)
Theatre Club Members get discounted tickets to our shows and events plus pay no transaction or postage fees.
Click on the button below to find out more about becoming a member and save today.


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Tag Archives: high point market
Basic Boomer Beige Hearth Room "After"
It almost seems like we should say, "Drum roll please!" with our completed "after" of the Basic Boomer Beige Hearth Room … Continue reading
Posted in Design Tagged 50+, ageless design, basic beige boomer hearth room "after", basic beige boomer hearth room makeover, before post, Boomers, calculated color, club chairs, Color, Crypton fabric, dark colors, delighted clients, designer brain, designer rush, function, hearth room, high point market, how to make wise purchases for your own spaces, knick-knacks, lack of functioning spaces, light, materials and products, most of our shapes in our spaces are linear, principles and elements of interior design, rectangular shapes, reupholstering, scale and proportion, sitting area, texture, the little stuff disease, too much little stuff 5 Comments
Being Busy Bees at Be BoomerSmart
It's been a bizzzzzy time for Be BoomerSmart® and I'm excited to share what's buzzing in our world …
Posted in Design, Events, Gardening, Travel, Uncategorized Tagged #HPMkt, Adam Japko, asid, At Home, Be BoomerSmart, bees, boomersmart, DBC, design bloggers conference, Esteem Media, high point market, John Strauss, John Strauss Furniture Design, John-Richard, KC Home & Style Magazine, Lillian August, Ltd., Ohio, swivel chairs, Wesley Hall 2 Comments
My Boomer Bests from High Point Market
Returning recently from High Point Market in North Carolina, I couldn't wait to share my Boomer Bests with you all!
Posted in Aging in Place, Design, Events, Uncategorized Tagged #HPMkt, Barbara Cosgrove, Bernhardt, Boomers, Braxton Culler, chandelier, Crypton, Currey & Co, Design Masters, Global Views, high point market, HPMKT2016, Joe Ruggerio Collection, John-Richard, Jonathan Charles, Katy Skelton, Kerrie Kelly, lacquer, lamps, Libby Langdon, Lillian August, lucite, Market Place, Michael Berman Collection, Style Spotters, The Blush Label, Thibaut, Thomas Alexander, Thomas O'Brien, Tobi Fairley, Vietri, Visual Comfort, wall sconces, wallpaper, Wesley Hall, Wildwood, Wildwood Showroom 2 Comments
Trend Stagnation Is Over!
My last High Point Market wrap up focused on the color infusion that was over the top refreshing in the … Continue reading
The colors of High Point Market
America has gotten so serious with global conflicts, our own political scene, and also the economic challenges for so many … Continue reading


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Newport High (NHS) Class of 2007 Alumni List
Help us Update the Newport High 2007 Class List by adding any names missing from the list below:
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2007 Class List
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The top movie in theaters during 2007 was Spider-Man 3, grossing over $336,530,303 in its lifetime. The most popular television series for 2007 was American Idol
Reunions and Newport High School News
More 2007 alumni from Newport HS Newport, AR have posted profiles on Classmates.com®. Click here to register for free at Classmates.com® and view other 2007 alumni.
The Newport High Newport, AR class of '07 alumni are listed below. These are former students from Newport in Newport, AR who graduated in 2007. Alumni listings below have either been searched for or they registered as members of this directory.
We also encourage you to keep up to date on news and reconnect with Newport High School alumni.


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Mission and Vision
Crime Statistics
Sheriff's Office History
911 Dispatch History
Crisis Response Team History
Jail History
Training Center History
Leland Anderson
Leland Anderson
Executive Officer
Lt. Colonel Lee Anderson currently supervises the Administrative Services Division. He was promoted to this position in April of 2012.
Lt. Col. Anderson began his career at the Ascension Parish Sheriff's Office in October 1983. In 1989 he was promoted to Sergeant and then Lieutenant in 1993.
In 1994, he was promoted to the division of narcotics. In 1997 he then took the role of Lieutenant overseeing the Patrol division and was later promoted in 2000 as Captain over uniform patrol, traffic division, and water patrol. He has been a member of GAMA since 2000.
Lt. Col. Anderson is a 1977 graduate of Maurepas High School and attended basic training academy in 1984. He resides in Galvez with his wife and two children.
Gonzales Location:
828 South Irma Boulevard | Gonzales, LA | 225.621.8300
Donaldsonville Location:
300 Houmas Street | Donaldsonville, LA | 225.473.8671


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Virgil Edwards
Beatrice High Class of 2015
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- 2015
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To John Adams from C. W. F. Dumas, 6 February 1783
From C. W. F. Dumas
Lahaie 6e. fev. 1783.
Mrs. Jn. De Neufville & fils d'Amsterdam m'écrivent ce qui suit
"Nous vous prions de nous procurer un Passeport, pour le Brig. Américain le Firebrand de Boston, d'environ cent quarante toñeaux com̃andé par le Capne. Phoenix Frazier, qui desire profiter aussitot que possible de la cessation d'hostilités. Et les Vaisseaux de Nantes & de l'Orient obtenant des Passeports sur la requisition qui en est faite aux Ministres, s'il n'est pas de votre ressort d'en accorder, nous vous prions pour le susdit Capitaine d'en obtenir un de Paris, pour le garantir de tous inconvénients en cas de mauvaises rencontres."1
Je suis avec les respects de ma famille, joints au mien, Monsieur, de Votre Excellence / le très-humble & très obéis- / sant serviteur
Demain se prendra aux Et. d'hollde. la résolution finale de poursuivre criminellement la désobéissance quant à la sortie de l'Escadre pour Brest2
Le reglemt de la jurisdiction militaire est tonjours sérieusemt. sur le tapis de L. N. & Gr. P. Ce sera le croc en jambe du Haut Conseil de Guerre. La Mémoire là-dessus de Mr. Van Berkel, fait & rejeté il y a 10 ans, est adopté par les Etats d'Hollde. & inséré dans leurs registres. Quel triomphe pour l'Auteur!
The Hague, 6 February 1783
Jean de Neufville & Fils of Amsterdam writes to me as follows:
"Please would you obtain for us a passport for the American brigantine Firebrand of Boston, approximately 140 tons, commanded by Capt. Phoenix Frazier, who would like to take advantage as soon as possible of the cessation of hostilities. Since ships from Nantes and Lorient obtain passports by requesting them from ministers, if it is not in your power to grant this, we ask that you obtain one from Paris for the said captain as a safeguard in the event of hostile encounters."1
I am, with the respects of my family joined to my own, sir, your excellency's very humble and very obedient servant
Tomorrow the States of Holland will pass a final resolution to prosecute criminally the disobedience regarding the sortie of the squadron for Brest.2
The administration of military justice is still seriously on the agenda of their Noble and Great Mightinesses. It will be the Achilles heel of the High Council of War. Mr. Van Berckel's memorandum on this subject, written and rejected ten years ago, has been adopted by the States of Holland and inserted into their registers. What a triumph for the author!
RC (Adams Papers); internal address: "Paris à Son Exce. M. Adams M. P."
1. See JA's letter to Duncan Ingraham Jr., 19 Feb., below.
2. Dumas refers to the controversy over naval preparedness that had been festering since the previous autumn and that he had first described in his serial letter to Livingston of 27 Sept. to 22 Oct. 1782. In early Oct. 1782 a Dutch squadron of ten ships commanded by Vice Admiral Hartsinck was to have sailed for Brest to join the French fleet in operations against the British. The admiral and his subordinates refused to sail, however, citing the lack of provisions and the poor condition of their vessels (Wharton, Dipl. Corr. Amer. Rev. description begins The Revolutionary Diplomatic Correspondence of the United States, ed. Francis Wharton, Washington, 1889; 6 vols. description ends , 5:776–778; Gazette d'Amsterdam, 15 Oct.). The failure of the squadron to sail provoked the States of Holland and West Friesland to demand that William V, in his capacity as admiral general, explain the Dutch Navy's unpreparedness and its consequent failure to take effective action against the British. For the resolution adopted by the States of Holland and West Friesland on 7 Feb. and that province's correspondence with William V leading to it, see the Gazette d'Amsterdam of 18 February. For the stadholder's response of 13 Feb., see the Gazette of 11, 14, 18, and 21 March. In fact, while the questions of naval preparedness and William V's competence as admiral general fueled the ongoing dispute between stadholder and anti-stadholder factions, the issue had been rendered moot by the inclusion of the Netherlands in the armistice that resulted from the signature of the preliminary treaties between Britain, France, and Spain on 20 January.


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Africa's Largest Refinery Finds 2.7 Tons Of Gold "Missing" After Computer System Upgrade
Deutsche Bank, HSBC Accused of Silver Fix Manipulation
INDIAN SILVER IMPORTS: Near Record At A Quarter Of Global Mine Supply
Swiss, Chinese Central Banks Enter Currency Swap Agreement Read more: http://www.nasdaq.com/article/swiss-chinese-central-banks-enter-currency-swap-agreement-20140721-00068#ixzz38EEE39L7
Russia Adds 500,000 Ounces Of Gold Reserves
Richard Russell - War, $10,000 Gold & Worldwide Collapse
BRICS bank: 5 emerging powers to announce alternatives to IMF, World Bank
Citigroup to pay $7BILLION to settle a Justice Department probe into sale of subprime mortgages that led to financial collapse
Palladium Surges To 2001 Highs At $874/oz - Up 13 Days In A Row - Palladium hit $873.75 an ounce, the highest since February 2001, taking its gains to 8% over the past two weeks.
What Was The Primary Miners Break-Even Silver Price Q1 2014? In order to weather the manipulated low paper price of silver, the primary miners cut costs, reduced exploration and capital expenditures...
24 Silver Points: Facts, Conspiracies & Manipulations
The Platinum Supply Squeeze Is Just Getting Started ... Platinum is 30 times scarcer than gold. And South Africa produces 70% of the world's supply... the strike at platinum mines across that country was a big deal.
Richard Russell - Meltdown In The U.S. Dollar & Oil To Hit $150 - My single biggest worry is the US dollar. It's now clear that Russia and China are out to diminish the future of the dollar, which is the world's reserve currency.
Why The COMEX Is Corrupt - Through corrupt trade practices, the COMEX has stolen and captured the pricing mechanism for gold, silver and copper away from the influence of actual supply and demand fundamentals.
Brutal: 1Q GDP revised downward to minus-2.9 percent
Legend Warns To Expect $100 To $200 Up-Days In Gold
Man Who Predicted Short Squeeze Says Silver To Skyrocket
Steve Forbes: Link dollar to gold or face Great Depression II
Silver Eagle Bullion Coins No Longer on Allocation
What Austria's Gold Audit Means For You
Wall Street concerned over China's gold hoarding
First Quarter Canadian Maple Leaf Sales Up A Hefty 24%
Gold was considered wealth five thousand years ago, and it is considered wealth today. Gold is the first metal named in the Bible.
U.S. Gold Holdings Close to Zero
Financial Collapse and Massive Shortages in Gold Coming - There could be a buying panic or what some people call a demand shock.
George Soros Tells America To Take Their Money Out of the Banks Before It Is too Late
Dollar Collapse Starts in Late 2014-Charles Nenner
The Birth Of A 10-Year Bull Market In Platinum and Palladium
Platinum and Palladium Are Shaping Up To Be Major Bull Markets
Economist John Williams has a dire prediction for the U.S. dollar. Williams says, "I don't see what will save it at this point. . . . Now we are to the point that the dollar has been ignored for years. The federal deficit has been ignored for years. . .
Silver vs Gold - video by David Morgan - buy both silver and gold - thinks silver is the underdog with more upside
Gold:Silver Ratio Suggests Much Higher Future Price for Silver – MUCH Higher!
....with platinum and palladium, you also have some very unique fundamentals coming into play. First, both metals are in what is called a structural supply deficit. That's when supplies are limited and getting even more limited — and there isn't much that can be done about it.
Treasury Official: Fed is Money Laundering to Cover Up True QE Purchases
Platinum Climbs as Tensions Rise in South Africa
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Christopher Harrison1,2
1Uporto/ 2University of Wisconsin – Madison
Significant Financial Capital Expenditures for High Performance Computing (HPC) often require purchase and deploy multiple computational systems (aka a cluster) often incur significate costs and may well cost into $10's of millions of dollars for HPC systems. Knowing capital cost factors require planning and resource allocations to address user demand in computing, we will evaluate alternatives to the capital expensed multi year amortized homogenous HPC systems, specifically yearly upgrades in a heterogeneous compute clusters. Utilizing computational systems of different vintages and vendors, we attempt to optimize our computational infrastructure for price/performance with a goal to provide large RAM task optimization processing on a budget. Specific evaluations on the feasibility of the secondary computational market for Large RAM and I/O footprints systems using real world examples in the Bioinformatics Big Data analysis computing. We validate our method with two purchases of second hand computers for our cluster with the goal of improving the throughput and cost structure for computational task processing and optimizing for memory/cost at scale.
keywords: HPC, heterogeneous computing, Big Data, cost computing, cloud computing
Poster: Second Life Computing


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Name: How to add a button to my website
File size: 440mb
Language: English
Rating: 7/10
Want to make your HTML website more attractive? What about adding buttons to your website? Cool isn't it? Here are the steps by which you can insert buttons. With the Make your own button feature you can create buttons that match the design of your website and lead your visitors through your site. I have seen in few websites a facebook button and when the visiter click on it, it directly redirect to his facebook account and like on the page of the website user.
A click-to-call button or link on your website makes it easy for mobile users to quickly reach your office by phone with a single click. You can. Add a button to your website or blog. Add a button (like the one above) to your website or blog by copying the code found in the control panel of your JustGiving . Below are a couple of examples you can uses: Basic Click to Call Button HTML [ code]Call Me [/code]Advanced Click to Call.
Watch this video to see how you can easily create or add a button to your website : If you sell multiple items on your site, choose the "Shopping Cart" button to. When you add the Save button to your site's pages, your customers can save things If you have a Wordpress, Blogger, Tumblr, Wix or Squarespace website. So you have a website, and you want to promote your Facebook page on it.


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"Each year Tucsonans spend more than $1 million removing graffiti like the spray-painted scrawls that recently defaced the Fox Theatre downtown. But other communities have found success with programs that prevent graffiti rather than paint over it — and local supporters say Tucson could do the same."
Find the entire Arizona Daily Star article here.
Original publication date, Aug. 2, 2015


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In a striking white floral print, Panache Floris is a gorgeous co-ordinating brief for the Floris balcony bra. The mix of colours add a touch of sophistication and the geometric printed inserts add style.
Postage Rates are as follows:
Above rates are per order. Shipment is via Royal Mail. If you have chosen one of our standard services, we may still choose to send your order via a signed service at no extra cost to yourself.
Please see Order Shipment for additional information


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Kenwood USA announced the kickoff of the eXcelon X Rewards promotion for 2016.
KENWOOD Recognizes Top Reps, Rep Firms With Sales Excellence Awards
KENWOOD recognized the top performers of its independent sales representative group with the brand's annual Excellence in Sales and Rep of the Year awards.
JVCKENWOOD Commemorates a Decade of Navigation Partnership With Garmin
CES 2016 marks the 10th year of the partnership between JVCKENWOOD Corporation and top in-vehicle navigation producer Garmin Ltd.
2016 KENWOOD CD Receivers Become More Phone Friendly
KENWOOD USA continues its tradition of evolution with the announcement of 13 new CD receivers for 2016, 11 of which replace 2015 versions.
KENWOOD Introduces 15 New Multimedia Receivers for 2016
Kenwood USA will display its newest top-end multimedia receiver, the eXcelon DNX893S, in its booth at International CES, January 6-9.
KENWOOD Debuts Feature-Packed, Smartphone-Ready eXcelon DNX893S at International CES
Kenwood USA will display its newest top-end multimedia receiver, the eXcelon DNX893S, in its booth at International CES, January 6-9.
KENWOOD Releases Duo of Budget-Friendly 2016-Model Head Units
KENWOOD USA announced it is shipping the first of its 2016 line of CD receivers this month. The KDC-125U and KDC-165U target the budget-minded consumer who wants a multitude of media options in an attractive, user-friendly design.
KENWOOD Announces Release of Two New Multimedia Receivers With Apple® CarPlay®
The Excelon DDX6902S (MSRP $850.00) and DDX6702S (MSRP $800.00) expand the family of units equipped with Apple® CarPlay®, the Apple-produced in-vehicle interface for iPhone®.
KENWOOD Extends the Musical Experience Outside the Vehicle with New Headphones
The premier manufacturer of connected multimedia systems and car audio components unveiled three sets of headphones—two in-ear and an over-the-ear model. This week, Kenwood announced that the three models are now available and shipping to retailers.
KENWOOD Ships Multimedia Receivers With Apple CarPlay™ and Android Auto™
Today, the maker of premium entertainment systems for the automotive environment announced that the KENWOOD Excelon DDX9902S and KENWOOD DDX9702S are shipping to retailers, with suggested MSRPs of $950.00 and $900.00, respectively.


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Credit: iStockphoto
- Advertisement -
The environmental costs of both international travel and eating meat are well known. An easy way to reduce your carbon footprint is to stick to a vegetarian diet, though you'll find this a lot easier in some places than others…
United States
Renowned eating establishments such as the hippie-style Café Gratitude in San Francisco and the incredible New York eateries Quintessence and Pure Food & Wine offer raw vegetarian dishes that are just as clever and innovative as any Heston Blumenthal creation.
Great Britain
Blame it on mad cow disease or economic struggle, but most places now offer a generous selection of vegetarian fare. Even some of the traditional regional dishes have been restyled for tofu-munchers. Vegetarian black pudding (The V Pud), unveiled at a Lancashire black pudding shop in 2006, quickly became their top seller.
As a predominantly Buddhist nation, Vietnam offers many choices for the discerning vegetarian – including Ho Chi Minh City's Original Bodhi Tree, one of the restaurants that pioneered meat-free versions of fried chicken, abalone, roast duck and other delicacies, mostly made from soy flour.
In parts of China, vegetarian cuisine is hailed for its miracle cures. The nation also offers more than 100 varieties of tofu, many of which are anything but dull – and some of which stink to high heaven. The notoriously nose-filling cheeses of Europe have nothing on these.
Paris has around 20 vegetarian and vegan restaurants. However, France is justifiably proud of its culinary heritage, so many patisseries and brasseries will usually offer something with fish. Watch out for thon (tuna), a common ingredient in 'meat-free' savouries.
The Philippines
The unusual but highly popular cuts of meat (from boiled
ox tongue to pan-fried duck embryos) might prompt even seasoned meat-eaters to go vegetarian, but unless you can live on boiled rice, that won't be so easy.
For more info visit www.vegetarianguides.co.uk


text: Photo: Robert Pattinson… I'm on a horse Photo collage of Robert Pattinson. For some reason this collage reminds me of the omnipresent Old Spice commercial "I'm on a horse…" Doesn't it?!?! LOL! Hello ladies, Look at your man, now back to me, now back at your man, now back to me, sadly he isn't me, but if... Source :: Via KittTatt Slightly-disheveled Georges… dare I say, DRUNK Georges?! UNF! DontQuestionMe LOL! BiteMeBaker Ha ha ha ha! Jen, this is awesome! That Old Spice commercial is by far my favorite thing on tv right now, so this is all kinds of win. xoxo can't wait for June! Jen aka MRP LOL thanks BB. glad to have you saunter over to our lil blog and comment us! AprylRansom That commercial is so riddikulusly funny! When I saw this headline I got really excited to actually see Rob on a horse. Then I saw Old Spice and LMFAO! Dorym He is lookin" mean as a snake!


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Pregnant cat behaviour
Pregnant cat behaviour.
Is she or isn't she?
Cats are extremely fertile and can fall pregnant pretty easily. During the first two to three weeks you might not notice anything but soon after tell tale signs will start to appear,
Here are some common pregnant cat behaviours you can look out for if you have any suspicions:-
- Just like humans, cats can experience morning sickness so if your cat starts having uncharacteristic bouts of vomiting then pregnancy is a possibility, make sure that you rule out illness. So if vomiting is persistent and frequent or your cat shows other signs of illness, then it may be something else, so consider a trip to the vet.
- Weight gain is another clue, you may notice swelling to the abdomen. Also an increase in appetite which usually goes hand in hand with the weight gain.
- 'Pinking up', is the term sometimes used when the nipples become bigger and redder and is another strong sign. This usually occurs around 15-18 days.
- Your cats' behaviour alters and she becomes more affectionate with more purring and attention seeking.
- Your cat seeks solitude and becomes less inclined to spend time with you.
- Cats can also exhibit nesting which is classic pregnant cat behaviour and can involve pulling items of clothing, soft toys etc into a bedding area to get things more comfy!
If your cat shows multiple pregnant cat behaviour signs of the above then it's very likely you have new additions to your household on the way! And the first stop is the vet for confirmation and guidance. As soon as you are considering the possibility of pregnancy then seek confirmation and advice from the vet.
It's worth noting that any significant change in your cats behaviour should be looked into, if your cat isn't pregnant but still shows a change in behaviour it's worth looking into other aspects such as there food, excersise, social interaction and health, as these changes may be indecations that your kitty isn't feeling 100%
Cat pregnancy & pregnant cat behaviour can last as little as 60 days and in rare cases up to about 72 days with the average being around 64 days.


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The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups. In this ongoing discussion, fears and realities are often indistinguishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution's learning support by implementing data and analytics with a view on improving student success. In this paper, we try to get to the heart of the matter, by analysing the most common views and the propositions made by the LA community to solve them. We conclude the paper with an eight-point checklist named DELICATE that can be applied by researchers, policy makers and institutional managers to facilitate a trusted implementation of Learning Analytics.
Student differences in regulation strategies and their use of learning resources: implications for educational design
The majority of the learning analytics research focuses on the prediction of course performance and modeling student behaviors with a focus on identifying students who are at risk of failing the course. Learning analytics should have a stronger focus on improving the quality of learning for all students, not only identifying at risk students. In order to do so, we need to understand what successful patterns look like when reflected in data and subsequently adjust the course design to avoid unsuccessful patterns and facilitate successful patterns.
However, when establishing these successful patterns, it is important to account for individual differences among students since previous research has shown that not all students engage with learning resources to the same extent. Regulation strategies seem to play an important role in explaining the different usage patterns students' display when using digital learning recourses. When learning analytics research incorporates contextualized data about student regulation strategies we are able to differentiate between students at a more granular level.
The current study examined if regulation strategies could account for differences in the use of various learning resources. It examines how students regulated their learning process and subsequently used the different learning resources throughout the course and established how this use contributes to course performance.
The results show that students with different regulation strategies use the learning resources to the same extent. However, the use of learning resources influences course performance differently for different groups of students. This paper recognizes the importance of contextualization of learning data resources with a broader set of indicators to understand the learning process. With our focus on differences between students, we strive for a shift within learning analytics from identifying at risk students towards a contribution of learning analytics in the educational design process and enhance the quality of learning; for all students.
Network Awareness Tool – Learning Analytics in the workplace: Detecting and Analyzing Informal Workplace Learning
This paper talks about the introduction of a tool, named Network Awareness Tool, for the investigation of informal learning at workplace. The importance of tools like this is high, considering that "Informal learning is an important driver for professional development and workplace learning. However [...], there is a problem when it comes to making it a real asset within organizations: Informal learning activities are mostly invisible to others, sometimes the learners themselves might not even be aware of the learning that occurs. As a consequence informal learning in organizations goes undetected, remains off the radar of HR departments and is therefore hard to asses, manage and value".
In order to test the tool, a taget group has been selected, composed by teaching professionals working in school organizations. The tool is based on different theories:
- Networked Learning Theory: "Networked Learning Theory is an emerging perspective that tries to understand learning by asking the question how people develop and maintain a 'web' of social relations used for their own and reciprocal learning and professional development".
- Social Network Theory: "Social Network Theory asserts that the constitution of a network may influence the accessibility of information and resources and that the social structure may offer potential for the exchange of resources". The structure and the dimensions of a social network can be analysed by Social Network Analysis.
- Social Network Analysis: "According Social Network Analysis a network consists of nodes and ties. Nodes are the individual actors within a network and ties are the relationships between the actors. The impact of the structure of social networks can be studied on three levels: first the positions people have in a network (individual dimension), the relational level (ties dimension) and finally the overall network structure (network
- Social Capital Theory: this theory concerns "the relational resources embedded in social ties and how actors interact to gain access to these resources".
- Communities of Practice: "the collective advancement of knowledge and the development of shared identities comes together in the community aspect of social learning, which we base on the well known concept of communities of practice".
- Individual demographics: this is an important aspect to be taken into accounts, considering that "age and years of experience can also have an impact on teachers' professional development. Senior employees tend to take less initiatives in their professional development".
Thanks to Learning Analytics functionalities, Network Awareness Tool can depict the "actors" involved in the social network and to track the quality and the nature of ties between actors. Also the contents of ties can be tracked using meta-tags. Using Social Network Analysis, Network Awareness Tool can design the social network structure and density, indicating to HR department what topic are particularly relevant for informal learning at workplace.
Labour Market Driven Learning Analytics
This literature paper briefly anticipates and outlines a project about integrating labour market information in a learning analytics goal-setting application, with the aim to help student to develop skills that are currently requested by the labour market.
Authors highlight the absurd contemporary trend that characterise labour market, with high levels of youth unemployment together with difficulties of companies to find candidates with the right job skills.
In the developed IT solution, abour market data will be analyzed to extract information that may impact student planning. This will lead to a "goal-setting program in which students can specify goals (e.g., learning goals as subgoals of more distant career goals)" and have access to "relevant labour market information, view progress and success indicators, and receive recommendations from course advisors".
According to authors, "this research expands the impact of learning analytics beyond the educational setting by helping students to navigate the education-to-employment pathway using a goal-setting application" characterized by analytical methods joint with an examination of learning constructs and educational theories.
Which Recommender System Can Best Fit Social Learning Platforms?
This study aims to develop a recommender system for social learning platforms that combine traditional learning management systems with commercial social networks like Facebook. We therefore take into account social interactions of users to make recommendations on learning resources. We propose to make use of graph-walking methods for improving performance of the well-known baseline algorithms. We evaluate the proposed graph-based approach in terms of their F1 score, which is an effective combination of precision and recall as two fundamental metrics used in recommender systems area. The results show that the graph-based approach can help to improve performance of the baseline recommenders; particularly for rather sparse educational datasets used in this study.
Time Will Tell: The role of mobile learning analytics in self-regulated learning
This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of four months. Repeated measures of the Online Self-Regulated Learning Questionnaire and Validity and Reliability of Time Management Questionnaire were taken along the course. Our findings reveal positive effects of tracking time on time management skills. Variations in the channel, content and timing of the mobile notifications to foster reflective practice are investigated, and time-logging patterns are described. These results not only provide evidence of the benefits of recording learning time, but also suggest relevant cues on how mobile notifications should be designed and prompted towards self-regulated learning of students in online courses.
Stability and sensitivity of learning analytics based prediction models
Evidence of the month: July 2015
This paper focuses on the issues of stability and sensitivity of learning-analytics-based prediction models. It investigates whether prediction models remain the same, when the instructional context is repeated with a new cohort of students, and whether prediction models change when relevant aspects of the instructional context are adapted.
The research applies Buckingham Shum and Deakin Crick's theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and learning management systems.
The paper compares two cohorts of a large introductory quantitative methods module, with 1,005 students in the 2013-2014 cohort, and 1,006 students in the 2014-2015 cohort. Both modules were based on principles of blended learning – combining face-to-face problem-based learning sessions with e-tutorials – and had a similar instructional design, except for an intervention into the design of quizzes administered in the module. Focusing on their predictive power, the paper provides evidence of the stability and the sensitivity of regression-type prediction models.
The paper reports that the value of dispositional data is strongly dependent on the time at which richer (assessment) data become available, and on the need for timely signalling of under performance. If timely feedback is required, the combination of data extracted from e-tutorials (both in practice and test modes) and learning disposition data was found to be the best mix to support learning analytics applications.
Feedback related to learning dispositions (for example, by flagging suboptimal learning strategies, or inappropriate learning regulation) is generally open to interventions to improve the learning process. The same is true of feedback related to suboptimal use of e-tutorials; it is both predictive and open for intervention.
This paper won Best Paper award at the 7th International conference on Computer Supported Education
Effects of Learning Analytics on computer-supported collaborated learning
There is no proven direct effect between the availability of this form of learning analytics and learning outcomes. Leeuwen, A. van, Janssen, J., Erkens, G. (2014) Effecten van learning analytics bij computer ondersteund samenwerkend leren, Kennisnet, 4W Issue 4-2014
4W Issue 4-2014
When students work together in a computer-assisted learning environment, it is difficult to get a good picture of the progress of the groups. Learning analytics, where data on the learning activities of students are displayed graphically, helps teachers to better guide the groups and make students aware of the cooperation process. The expectation is that insight into the course of the cooperation process contributes not only to better cooperation, but also results in better educational results.
It is of all times: in a group assignment one of the group members is taking the task not serious and as a result a part of the assignment stagnates and / or more work ends up on the shoulders of others. As a teacher you hear this often afterwards, when the assignment has already been submitted. In group assignments in a computer-assisted learning environment these kind of obstacles already should have come to light in an earlier stage as the teacher can watch the cooperation process, thanks to the information gathered by the computer system on activities of students. In practice, however, the amount of information collected is so large that teachers cannot see the trees from the forest. By visualizing relevant data, the information is much more manageable: students see from each other how much everyone contributes and the teacher understands the process. This graphical representation of student activities is a form of learning analytics.
Effect of learning analytics on guidance by the teacher
Teachers can get feed back from the system on the activities of the students in the form of visualizations as well. Can they can better assist students with this information (arrow 3 -> 4 in Figure 1)? Our research on the Participation Tool (Van Leeuwen et al.) shows that teachers, thanks to information of the individual contributions of group members, can better detect imbalances in the groups and act on them. Then they seem to send relatively more messages to groups where participation is problematic then to groups in which this is not the case. In addition, their assessment of the participation is more specific because they can accurately identify which group member does not participate proportionally.
In a study completed at the time, teachers were given information about which task-relevant key words students use in their discussions (Draft Trail Tool) and to which extent they made progress on the task. The result was that teachers in general were sending more messages, and again often to groups with task problems, for instance, when there was discussions about things other than the subject of the task.
The presence of learning analytics not only seems to assist teachers in keeping an eye on the problems, but also to activate them to provide help to groups with problems.
Effect of learning analytics on learning outcomes
In summary, we can conclude that learning analytics have beneficial effects on the course of collaboration. Understanding participation ensures that the attitude of students changes and becomes more active, as well as the guidance by the teachers. Reasoning back, it was expected that this would also lead to better learning outcomes (arrow 5 in Figure 1). Is that the case? No, this expectation is to date not supported by research: there is no proven direct effect between the availability of this form of learning analytics and learning outcomes. All students have a better understanding of the participation of their group members, and although teachers can guide the groups better on the basis of learning analytics, it does not provide better group outcomes, nor a better individual performance. Therewith the added value of learning analytics is demonstrable for the cooperation process, but not for the learning outcomes.
The effect of using digital student monitoring systems on learning outcomes
Digital student monitoring systems (DSMS) usage results, in comparison to other interventions aimed at small groups of pupils, in a positive and relatively large impact on learning outcomes.
Research questions
More and more Dutch schools use digital student management systems (Inspectorate of Education, 2013). Also in other countries, and continents schools increasingly make use of such systems, e.g., as a result of the increase in assessment tests (Heritage & Yeagley, 2005). Digital student monitoring systems (DSMSs) can be defined as systems through which teachers receive feedback based on test results about the results of the education provided.
The information received by teachers on the basis of assessment tests can be considered as feedback to teachers about the results of his or her teaching (Visscher & Coe, 2002). Teachers can adjust their instructions based on this feedback so that the teaching is tailored to the specific learning needs of students. When this is the case, the use of a DSMS can result in higher learning outcomes. Both governments and schools therefore heavily invest in DSMSs (Ministry of Education, Culture and Science, 2007). It is therefore important to investigate whether the use of DSMSs actually leads to higher learning results.
In this research, the results of a meta-analysis are described in which this connection has been investigated. For this meta-analysis qualitatively strong experimental studies on the effects of DSMSs are selected. The following questions have been answered with the analysis:
- What is the effect of the use of digital student management systems by teachers on student achievements?
- What factors hinder or facilitate the intended effect of the use of digital student management systems on student performance?
Research design
In the meta-analysis 40 effects are included derived from fifteen different studies. The studies have been found in one of the six databases. A systematic search for relevant studies has been conducted on the basis of predefined keyword lists. Also 126 international contacts were approached and asked if they knew of other relevant studies, or performed relevant studies themselves. In the databases 38 studies were found, and 32 studies were found by accessing the contacts. The studies were read and evaluated by two researchers who eventually determined that fifteen studies met all predefined content and methodological criteria.
The effects of the selected studies were calculated using the Cohen's d and Hedges's g formulas.
Each effect had a weight attached that determined how influencing the corresponding effects were in the average effect size. These weights were assigned based on the variance within the effects. Use has been made of a random effect model for the determination of the average of the effect size.
The analyzes were performed with the program Comprehensive Meta-analyzes.
In the studies in which the aim of the intervention was to increase the learning outcomes of small groups of students (for example, the intervention was directed at a specific number of students within a class) a significant effect size of 0.4 was found (see Table 5). DSMS usage results, in comparison to other interventions aimed at small groups of pupils, in a positive and relatively large impact on learning outcomes. In the studies where the intervention was aimed at increasing the learning outcomes of all students within an entire school or school board a significant effect size 0.06 has been found (see Table 5). DSMS usage, in comparison to other interventions aimed at schools, results in a slightly lower than average effect on learning outcomes.
The following factors seem to enhance the intended effect of a DSMS on outcomes:
- high feedback frequency,
- systems that apart from feedback also provide advice on instruction and processing methods that match the feedback received,
- a supportive intervention which takes place at least monthly.
The on average high effect of a DSMS in studies with intervention aimed at small groups was not found in the studies of interventions aimed at schools or school boards. It is therefore worth further investigating how the successful approach of the use of DSMS for small groups of students can be translated into approaches at school or school board level resulting in comparable high effects.
How the use of a digital student management system can lead to higher learning outcomes
Causes of stagnation or even growth in the development of pupils are not in-depth researched, resulting in the effect that no appropriate plans can be developed or implemented.
In general primary schools have one or more digital systems with which they can register and monitor learning performance of students. The Ministry of Education, Culture and Science credited an important function to these student management systems. Conducting tests and analyzing the learning performance should be an important tool to improve education and improve learning outcomes (Ministry of Education, Culture and Science, 2007). Research by the Inspectorate of Education shows that schools who analyze their learning performance, and then adjust their teaching based on the results of these analyzes, indeed achieve higher output (Inspectorate of Education, 2010). Furthermore, in international literature the positive influence of using and analyzing student performance on the learning outcomes of students is supported (Feldman & Tung, 2001; Johnson, 2002).
To increase output, it is important that schools and school boards use the student management systems and correctly interpret the outcomes of analyzes, only then the results of analyzes can be used to improve education and output.
Various researchers, however, show that schools do not optimally use the possibilities of these digital student management systems (Meijer, Ledoux & Elshof, 2011; Visscher, Peters & Staman, 2010). Therefore, the purpose of this report is to provide information about the possibilities of digital student management systems, and on how the use of a digital student management system can lead to higher learning outcomes. Teachers, school boards and educational administrators can use the contents of this publication to assess and improve their own student management system (for this purpose included in the annexes is an instrument by means of which schools can determine their level of student management systems).
This report (in Dutch) also discusses and explains the following points:
- why and how a student management system within a approach can result in better learning outcomes,
- The specific support that digital student management systems can provide within result-oriented working (Hd. 2)
- the current use student management systems at schools or school boards, and the conditions for student management systems (Hd. 3)
- the various stages of use of student management systems (Hd. 4)
- and finally, three inspiring examples of student management systems are described (Hd.5).
In compiling this report use has been made of the knowledge and experience from the Focus project of the University of Twente. In this project, 150 primary schools are trained in result-oriented working; the use of student management systems plays an important role.
This report describes what results-oriented working entails and how student monitoring systems can be supportive. Schools and school boards work result-oriented when they work systematically and purposefully with the aim of maximizing student achievement (Inspectorate of Education, 2010).
Teachers, schools and school boards need feedback on their actions and performance as a basis to monitor and improve their education and performance. The LVS (student management system) provides schools and school boards with important feedback. With LVS, and the associated Cito LVS tests they can receive feedback on the performance and development of individual students, groups of students and schools. To examine in-depth the causes of a stagnation, or even growth in the development of students, it is necessary to obtain other information with other instruments. This can, among others, be done by means of the analysis of the method-dependent tests, diagnostic interviews with students, but also with the aid of class observations.
However, research shows that schools are struggling with this last point. Causes of stagnation or even growth in the development of pupils are not in-depth researched, resulting in the effect that no appropriate plans can be developed or implemented.
If this is the case, then the LVS is only used as a measuring and viewing instrument, and not as a tool to improve educational practices. Often, a first awareness is needed to see that assessment data (also) say something about the quality of education, and that these data represent an important starting point for customizing and improving education.
In the report six stages of LVS have been formulated. These stages emerge from continued experiences within the Focus project, the steps are not supported empirically. The three practical examples indicate, however, that the structure of the pyramid can be retrieved within schools, and then in particular the distinction between the measurement and check phase and the phase where use leads to changes in teaching practice. In addition, these practical examples show that there is a tension between stage five and stage six. In stage five the school administrators use the LVS, amongst others, as an instrument with which they keep an eye on the performance of teachers, if this is not done properly it can lead to a blame culture.
When this is the case, the sixth stage of self-reflection, in which teachers from their own initiative systematically use performance feedback for their professional development, will not be reached. Furthermore, the use of LVS within a result-oriented approach can then result in undesirable side effects. In this way the focus on the learning outcomes can result in an increased pressure on students, teachers, schools and school boards which results in teaching to the test. Even fraud with assessment data is not inconceivable. Teachers and administrators must therefore be alert on the occurrence of such negative effects. Thus, it is important that a school culture is created in which teachers themselves can openly and safely discuss the results of their work, not as a basis for controlling the use of each other's actions, but to improve teaching quality based on quality feedback.
If we know better what (different) students need for their development and can better connect to these needs, the outcome will be that students also will learn more, which is ultimately what matters in result-oriented working.


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One of Kano City's finest and the winner of Bezaleel Gospel Music Competition season 7 unveils an electrifying Reggea song she titles 'My Case is Different'. Shalom Obosa in this sensational spirit filled song paints the picture of 1 Pet. 2:9 that describes our separation as a peculiar people by God to show forth His praise. The lyrics of this song not only depicts our exclusion from the harsh happenings around the world as God's children but also tells of the many testimonies of how we are designed to live happily on earth in the light of God's many promises to us.
Recorded at Just Beat Studios and produced by the multiple award winning record producer, Timi Toba, this song is sure going to bless you immensely as you listen to it over and over again.
Shalom reveals, "God's mercies upon my life inspired me to write this song. His word in psalm 91 and also Malachi 4, has given me great courage to move on in the midst of the storm.
Despite the storms, I'm still standing… God is still keeping me. Those chapters of the Bible gave me this faith that I am not permitted to fall when others fall because I'm God's own and it has made me qualified to be exempted from falling down at the instance of every challenge. I can't begin to say all that God has done for me but I will just sum it up by saying God's mercy is real and it's never failing. I hope this song of testimony encourages you to hold firm unto God. Your case shall be different all round no matter the challenge. God bless you."
Download MY CASE IS DIFFERENT Here.
Following the success of her last worship themed single, project fame season 5 diva, Adetoun Adekoya Oshodi popularly known asAdetoun warms up to quench the thirst of fans around the world for a new sound.
She dropped a track titled "Worship Medley" in February 2017 which undoubtedly shook the airwaves and is still blessing lives across the globe.
Adetoun is working on a new project titled "Omolope". The audio and video will be officially out for free on the 10th of November 2017. Anticipate!
In preparation for this, she releases new photos which are displayed below:
Check out "behind the scene" photos for the Omolope's music video:
Audio producer: Tee Y Mix
Video director: Lucas Reid
Photo credit: Olere Photography
Click HERE to download her still trending "Worship Medley"
Talented and energetic Christian singer Brenda has released this brand new groovy tune titled 'Amazing Grace'.
The song 'Amazing Grace' describes the Amazing love and grace that Christ shared for all to be saved. His grace in our lives always makes Him brings us back to his bosom when we go astray and bless us when we don't deserve it.
The more frequently a household attends worship services, the more likely its members donate to religious institutions, and give generously, new research shows.
"Most strikingly, those attending religious services once a month or more make an average annual religious contribution of $1,848, while those attending religious services less than once a month donate $111," says the report from Giving USA.
The report, released Tuesday (Oct. 24), draws on data from the University of Michigan's Philanthropy Panel Study.
"Giving to religion," as defined by the Chicago-based Giving USA Foundation, includes contributions to congregations, religious media, denominations and mission organizations. It does not include faith-related institutions such as the Salvation Army, the University of Notre Dame, global relief organization World Vision, Catholic hospitals or Jewish foundations.
Overall, giving to religious causes amounted to close to a third of all charitable giving in 2016, Giving USA says. Religious institutions received $122.94 billion that year, or 32 percent of charitable donations. That figure is more than double the amount received by educational institutions, the next highest sector within nonprofits, which garnered $59.77 billion.
David King, director of the Lake Institute on Faith and Giving at Indiana University, said it's notable that religious giving has remained at about a third of charitable giving in recent years "despite trends that we've seen around declining religious affiliation and religious involvement."
Researchers from the university found that almost one-tenth of households that never attend religious services give to religious institutions, but in far lower amounts — $67 annually on average.
Households that attend religious services every week or more are 28 times more likely to give to religious causes than those that never attend, researchers found.
"(Y)ounger generations do give to religion, and do so at a rate that is similar to earlier generations," said Rick Dunham, a board member of Giving USA Foundation and president of a fundraising company that focuses on faith-based nonprofits. "It is reasonable to expect that as younger generations mature, they will be similarly engaged in charitable giving as older generations are."
Among donors to religious causes that Giving USA tracks, Protestants give more to those causes ($2,809) than Jews ($2,291), Catholics ($1,372) or those of other affiliations ($1,979).
African-Americans give a greater percentage of their donations to religion than other groups – 74 percent, compared with 66 percent among Hispanics and 58 percent among whites.
Age is also viewed as a factor in giving. Among donors to religious causes, annual average giving reaches its peak between ages 40 and 64 ($2,505) – which is higher than donors under age 40 ($1,892), and those over 65 ($2,338).
Religious giving also increases with income as well as with educational attainment.
While 21 percent of heads of household without a high school degree gave to a religious institution, 49 percent with education beyond a bachelor's degree gave to religious causes. Researchers attribute that change in part to connections between education and income.
Courtesy: Religion News Service
A Christian pastor recently said that the majority of millennials do not have a Christian worldview and society is "on the verge of having a generation that has completely lost the knowledge of God."
According to TheBlaze.com, these remarks were made by Mike Sherrard, director of RC College Prep, a high school ministry of Ratio Christi, which is a campus apologetics group.
Speaking on "The Billy Hallowell Podcast," Sherrard stated, "Seemingly, no young adult has a biblical worldview anymore. They don't know who God is. Even fundamental things about salvation and heaven and hell and things that are in the category you might argue are Christianity. They have no understanding of these things."
Sherrard continued, noting that there is much work to be done to bring these young people back to a foundational understanding of God.
"[T]here's a lot of work to be done because we have so many young adults that do believe in God, but they have very little understanding why they even should believe in God or who this God even is, which makes them of course ripe for the attacks of the militant atheists when they go off to university that offers them one compelling reason why they should leave behind the fairytales of their childhood, and they're ripe to be harvested in that regard."
The ministry Sherrard leads, Ratio Christi, has as its mission exactly that: engaging young adults with the truth of the Gospel and showing them why a Christian worldview is important.
The World Series matchup this year between the Los Angeles Dodgers and the Houston Astros has proven thus far to be a thrilling competition. Those who follow baseball may know the earned run averages, runs batted in, and a myriad of other stats about the players, but what we may not know about is the deeply-held faith of some of the men on the field.
One such person is Clayton Kershaw, the star pitcher for the Dodgers. At only 29, Kershaw has already had a highly acclaimed career in baseball. He is the youngest pitcher since 1985 to have won the Cy Young Award, and in 2011, he led the National League in victories, ERA, and strikeouts.
But as he explains in an "I am Second" video from 2012, he knows that life is about more than his career success.
He shares a helpful metaphor, comparing pitching to living life. With pitching, he says, rather than hyper-focusing on exactly where the ball needs to go and what you need to do, if you instead "have in the back of your mind where you're supposed to throw it just say, 'I'm going to throw it as hard as I can right at that glove'…it'll be around there more often than not."
"It's almost the same in life," he continues, "the more you try to grip control of your life, the more God's going to untangle that from you. He's going to make things go to where you have to rely on him."
He says that when he was finally able to stop trying to control his own destiny, that was when he was drafted into the Major Leagues. "God was there the whole time. I just didn't bother to look," he says.
Even though Kershaw has gone on to be have such a successful career in baseball, he says it is really all about "the legacy you leave off the field. It's about how many people can I affect through the platform He gave me."
Kershaw and his wife are living out their faith by being involved in mission work in Africa. They have started to build an orphanage for children who need help and hope.
Whether it's in Africa or on the pitching mound, Kershaw keeps things in focus. "The prayer I say before I go out there and pitch is not 'God let me go out there and win today' or 'God help me pitch good,' but 'God just be with me.'"
"Whether it be pitching on a baseball mound or living my life outside the baseball field, it's giving up my life to God that really puts my life in control," he concludes.
The World Series between the Dodgers and the Astros is currently tied at one game apiece. The next contest is set for Friday, October 27, at 8 p.m. EST.
In 1995, Thomas Cahill came out with the provocatively titled book How the Irish Saved Civilization. "Ireland," contended Cahill,
"had one moment of unblemished glory… as the Roman Empire fell, as all through Europe matted, unwashed barbarians descended on the Roman cities, looting artifacts and burning books, the Irish, who were just learning to read and write, took up the great labor of copying all of Western literature."
Then missionary-minded Irish monks brought what had been preserved on their isolated island back to the continent, refounding European civilization.
And that, Cahill concludes, is how the Irish saved civilization.
But there is more at hand in Cahill's study than meets the eye. Beyond the loss of Latin literature and the development of the great national European literatures that an illiterate Europe would not have established, Cahill notes that something else would have perished in the West: "the habits of the mind that encourage thought."
Why would this matter?
Cahill continues his assessment, "And when Islam began its medieval expansion, it would have encountered scant resistance to its plans—just scattered tribes of animists, ready for a new identity." Without a robust mind to engage the onslaught – and a Christian one at that – the West would have been under the crescent instead of the cross.
Never before have the "habits of the mind" mattered more. As Winston Churchill presciently stated in his address to Harvard University in 1943, "The empires of the future will be empires of the mind." Oxford theologian Alister McGrath, reflecting on Churchill's address, notes that Churchill's point was that a great transition was taking place in Western culture, with immense implications for all who live in it. The powers of the new world would not be nation-states, as with empires past, but ideologies. It would now be ideas, not nations, that would captivate and conquer in the future. The starting point for the conquest of the world would now be the human mind.
But this time we may need more than the Irish to save us.
"We may talk of 'conquering' the world for Christ. But what sort of 'conquest' do we mean?" writes John Stott. "Not a victory by force of arms…This is a battle of ideas." Yet there are surprisingly few warriors. Those who follow Christ have too often retreated into personal piety and good works or, as one BBC commentator I heard said, Christians have too often offered mere "feelings" and "philanthropy." Speaking specifically to the challenge from Islam, he added that what is needed is more "hard thinking" applied to the issues of the day.
What remains to be seen is whether there will be any hard thinkers to do it. The peril of our day is that when a Christian mind is most needed, Christians express little need for the mind and, as a result, even less resolve to develop it. There is even a sense that an undeveloped mind is more virtuous than one prepared for battle. Richard Hofstadter, in his Pulitzer Prize-winning book Anti-Intellectualism in American Life, identified "the evangelical spirit" as one of the prime sources of American anti-intellectualism. Hofstadter points out that for many Christians, humble ignorance is a far more noble human quality than a cultivated mind.
Such devaluation of the intellect is a recent development within the annals of Christian history. While Christians have long struggled with the role and place of reason, that the mind itself mattered has been without question.
Even the early church father Tertullian (c. A.D. 160- c. 220), who had little use for philosophy and was famed for his statement "What indeed has Athens to do with Jerusalem?" never questioned the importance of the mind. Tertullian's conviction was that Greek philosophy had little to offer in terms of informing the contours of Christian thought, akin to the apostle Paul's quip to the Corinthian church that the foolishness of God is wiser than the wisdom of men (I Corinthians 1:25). But Tertullian, as well as Paul, would have held any anti-intellectualism that celebrated an undeveloped mind in complete disdain.
Deep within the worldview of the biblical authors and equally within the minds of the earliest church fathers, was the understanding that to be fully human is to think. To this day we call ourselves a race of Homo sapiens, which means "thinking beings." This is not simply a scientific classification; it is a spiritualone. We were made in God's image, and one of the most precious and noble dynamics within that image is the ability to think. It is simply one of the most sacred reflections of the divine image we were created in. It is also foundational to our interaction with God. As God Himself implored through the prophet Isaiah, "Come now, let us reason together" (Isaiah 1:18).
This was certainly the conviction of Jesus, who made it clear that our minds are integral to life lived in relationship with God. When summarizing human devotion to God as involving heart, soul and strength, Jesus added "and mind" to the original wording of Deuteronomy, as if He wanted there to be no doubt that when contemplating the comprehensive nature of commitment and relationship with God that our intellect would not be overlooked. The apostle Paul contended that our very transformation as Christians would be dependent on whether our minds were engaged in an ongoing process of renewal in light of Christ (Romans 12:2-3).
All the more reason to be stunned by the words of Harry Blamires, a student of C.S. Lewis' at Oxford, who claimed that "there is no longer a Christian mind." A Christian ethic, a Christian practice, a Christian spirituality, yes—but not a Christian mind. More recently, historian Mark Noll concurred, suggesting that the scandal of the evangelical mind is that there is not much of an evangelical mind. "If evangelicals do not take seriously the larger world of the intellect, we say, in effect, that we want our minds to be shaped by the conventions of our modern universities and the assumptions of Madison Avenue, instead of by God and the servants of God."
And even if we do not lose our own minds, we will certainly lose the minds of others. This is the double-edged threat of our day, apart from a Christian mind: Either we will be taken captive by the myriad of worldviews contending for our attention, or we will fail to make the Christian voice heard and considered above the din.
Either way, we either begin to think, or lose the fight.
Written by: Dr. James Emery White
Adapted from the introduction to James Emery White's A Mind for God (InterVarsity Press), available here.


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Copyright 2017. Top Shelf Goalies. All Rights Reserved.
About Us
Our one of a kind sculptures are made of various materials, but usually polymer clay, commonly known as Sculpey.
Other mediums used in the past are hydrostone and earthware.
Figures average 30cm tall (10" to 12") and usually take 3 days to create, (with real wood goal stick taped with real hockey tape!)
Born and raised in a hockey crazy country like Canada, the winters are long and a lot of time is spent indoors. I began creating my goalie sculptures here in Edmonton, Alberta 25 years ago, partly inspired by occasionally bumping into the Oiler greats from the 80's and 90's. I have created thousands of works over the years, including canvas paintings, drawings and sculptures. My artwork has been mentioned in ROLLING STONE MAGAZINE and PEOPLE MAGAZINE. It can be found in homes, offices and fancaves from Vancouver to Nova Scotia and other areas of the globe.
For the most part I consider myself self taught but did attend Alberta College of Art as well as the University of Alberta's Community College courses. My name is Maurice Vandebeek and I sign my creations with my artist name VanMo. The choices for artistic medium and subject matter are endless...but I choose to specialize in sculpture of just one of many sports, and just one position of that great sport -
The Hockey Goalie
. I have played some recreational hockey as a goalie and it's something I am very passionate about. I believe that shows in my unique, folk style, Canadiana creations. - VanMo
Top Shelf Goalies was founded by VanMo as an independent artist. Creating custom one of a kinds, or, in conjunction with Fine Hau Industry, we commission mass quantities of any custom designed sculpture at wholesale prices. They are supplied retail shelf ready, made of cold cast poly resin, and available for the masses of hockey fans. RETAILERS? SUPPLIERS? DISTRIBUTORS?
There is currently stock of 200 red jersey and 200 white jersey limited edition vintage CANADA goalies. See


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dear diary,
sometimes the thoughts that i have when i'm sad really scare me. just because it comes so naturally. i see a transfer truck while driving and imagine how easy it would be to run into it. or i see a knife in the kitchen and imagine stabbing myself. typing that is hard. i don't know what's wrong with me. i don't know why i can't just control myself.
i don't want the life i'm living now. it doesn't even feel like i'm living. every day is the same and i'm not doing anything that i love. i'm not proud of myself anymore. i'm proud to have gotten myself out of the situation i was in, but now i'm not happy anymore and i know that i haven't been doing anything about getting myself out of the situation i'm in. i don't know what i could do.
at least now i have a date to look forward to that i can leave everything and just be. but what about when i come back? or the years after? i feel like such a little at heart (by this i mean i want no responsibilities. i just want to play, explore, and live joyfully in the moment) and to me that seems hard to respect. i want to not care. as long as my daddy loves and respects me i'll be okay.