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Course Design: A Cyclical Process
Produce Courses with the QM Rubric in Mind. Make an appointment with CTL for a consultation. This could save you time and effort.
This section of the website covers the following elements of the systematic process of course design:
Before beginning to construct an online course, it is a good idea to effectively design the instruction you wish to deliver. One of the most common processes used in course design is called ADDIE. ADDIE stands for Analysis, Design, Development, Implementation & Evaluation.
While ADDIE provides a rudimentary, linear process for developing a course, it lacks detail and is not as easily adaptable to the methods most instructors and designers use to create courses.
In contrast to the ADDIE process, the Morrison, Ross & Kemp model (2007), allows the designer to address any element in the model at any time in the process. We are using a diagram (see below) that combines the ADDIE process with the Morrison, Ross & Kemp Instructional Design Model to give you a more detailed look at how to design an effective course. Usually the first step is identifying the Instructional Problems (this is part of the Analysis phase of ADDIE). Start there on the diagram and click on each of the areas for more information on the process.
Manning, S. & Johnson, K.E. (2011). The technology toolbelt for teaching. San Francisco, CA: Jossey-Bass.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
This step involves defining the instructional problem. You have been asked to create a course, now you need to identify what the students need to learn.
As a subject matter expert, this may seem simple, but it is suggested that you conduct a simple goal analysis to ensure that you are not missing something important.
- Develop an overall goal for the course - this helps establish a sense of direction for the course.
- Brainstorm specific objectives that lead to the accomplishment of the overall goal.
- Refine the list of specific objectives; delete duplicate objectives or merge similar objectives.
- Rank objectives by priority (importance to overall goal or frequency of objectives).
- Refine objectives again. Are the objectives related to the fulfillment of the overall goal?
Once the objectives are refined they can be used as part of your plan for training. More instruction on further refining learning objectives so that they are measurable can be found under "Instructional Objectives".
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
In order for our students to effectively learn, we need to consider their skills, abilities and readiness. Consider the following before designing your course:
- What are the students' general characteristics (age, gender, education experience, socio-economic background, work experience, online experience)? Understanding the diversity of your students can help you better relate to them during discussion.
- What are the prerequisite skills needed in order to benefit from the course (computer skills, content knowledge)? You will want to outline these prerequisites at the beginning of the course. You may also want to check if some students may need remediation.
- Consider adaptations necessary for learners from other cultures and for learners with disabilities.
You may consider creating a simple questionnaire for students to answer at the beginning of the course. While you will have already designed your course by then, students' answers may help you confirm that your design is on target or may help you adapt the course as necessary.
An example of questions that can be adapted for your course can be found here.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
For most courses you as an instructor will want to conduct a topic or concept analysis. A topic or concept analysis is used "to define the facts, concepts, principles, and rules that make up the final instruction" (Morrison, Ross & Kemp, 2004, p. 80). Such an analysis reveals:
- The content for the instruction
- The structure of the content (facts, concepts, principles/rules, procedures, interpersonal skills, attitudes)
For example, suppose you are designing a module on the roots of modern art for an introductory art history course. First you identify the broad topics and then gather more information about each topic and provide more details. You decide to divide the content by time periods and then divide further by art movements.
Next you would go back and identify the facts, concepts, and principles associated with your content.
Fact - a statement of association between two or more things.
Concept - a category used to group similar ideas or things to organize knowledge.
Principle or Rule - a statement of the relationship between concepts. Given a set of conditions, the learner is able to predict the consequences of an event (or given the consequences, a learner is able to predict the conditions).
Procedure - a sequence of events that the learner performs to accomplish a task.
- Interpersonal Skills or Attitudes - students develop the ability to effectively communicate in a situation or they develop specific beliefs with associated behaviors and responses.
Further explanation of the content types can be found here.
Classifying your information will help you as you write learning objectives and decide on learning strategies later in the process.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
A learning outcome describes in measureable terms the skills that the student is able to demonstrate with the knowledge of the discipline once they have reached competency. Learning outcomes are important because
- they help the instructional designer/instructor select appropriate activities for effective learning
- they guide the design of effective assessments of learning
- they let students know what they are supposed to be learning and mastering
When writing an learning outcome, you need to keep in mind that the outcome is related to the intended outcomes of learning, not the process for achieving the outcomes. Also, outcomes are concerned with students, not teachers.
Effective Learning Outcome
Ineffective Learning Outcome
After viewing Apocalypse Now and reading Heart of Darkness, the student will be able to interpret the symbol of "wilderness" and compare the treatment of wilderness in both stories.
Students will be able to read Heart of Darkness and the teacher will show Apocalypse Now in class.
(This is not an effective learning outcome because it is concerned with the process rather than the intended outcomes of learning.)
Effective learning outcomes are:
- Specific - not general or broad; they should be precise enough that you can easily tell if the objective has been met
- Observable/Measurable - describe a tangible outcome that can be easily measured
- Clearly stated and understandable for the student
Rubric standards 2.1, 2.2, 2.3, 2.4, and 2.5 require that course and module learning outcomes are consistent with each other and that all outcomes are measurable, clearly stated, include instructions on how to meet the outcomes, and are appropriately designed for the level of the course.
Simply put, a learning outcome includes an action verb (such as "interpret") and the content being treated (such as the symbol of wilderness in Apocalypse Now). Measurable learning outcomes ensure instructors precisely describe what students are to gain from instruction, and then guide instructors to accurately assess student accomplishment.
Sometimes learning outcome include these optional elements:
- Level of achievement - 8 out of 10 correct, within 5 minutes
- Conditions of performance - "Given an assigned reading..."
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
PROGRAM LEARNING OUTCOMES, COURSE LEARNING OUTCOMES and MODULE LEARNING OUTCOMES
There are three types of learning outcomes: Program learning outcomes, course learning outcomes, and module-level (or unit-level) outcomes. The outcomes are structured the same but have different foci.
- Program Outcomes - derived from the University and school missions, these learning outcomes are more general, focusing on a program discipline instead of one course's content.
- Course Learning Outcomes - more specific; includes required action, such as "The student will be able to deliver a compelling persuasive speech using Monroe's Motivated Sequence".
- Module-level or Unit-level Outcomes - most specific; breaks down the course learning outcome into smaller achievable parts, such as "The student will demonstrate how the speech topic applies to the psychological need of the audience members."
In most instances you will use Program Learning Outcomes as a resource to assist you in creating course and module learning outcomes.
Start Thinking About Assessment
As you plan your learning outcomes (what you want students to be able to do at the end of instruction) you also need to think about how you are going to assess the student's achievement of the learning outcome.
- How will you know that the student has achieved the outcome?
- What is acceptable evidence of proficiency?
Once you decide on outcomes and assessments, then you can determine the learning activities and resources that will effectively align with the outcomes and assessments. You are effectively "designing backward".
One method to begin this process is to use a matrix that includes all course and module outcomes. Use the matrix to align appropriate assessments, learning activities, technology, and resources with the outcomes. The following example shows a matrix created for one course outcome.
Learning Activities and week or Unit
Course Technology
Supports This Course Outcome
Deliver a Persuasive Speech following the criteria on the rubric
1. Write a speech outline and create slides-wk1
PowerPoint or Prezi
Chapter 1, Public Speaking text (cite)
Deliver a compelling persuasive speech using Monroe's Motivated Sequence
This will be a draft for you as you go through the planning process, so plan to make changes as you get further into the design and development of the course.
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
Wiggins, G.P. & McTighe, J. (2005). Understanding by design. (2nd Ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
In this phase you are considering the nature of the content in order to determine the order of instruction.
Three different schemes for sequencing your content are provided. You may decide to use one method or combine the methods as appropriate.
- Learning-Related Sequencing
This method looks at what the learner needs to know, what they already know, and what will benefit them in regard to comfort and motivation.
- What are the prerequisite skills necessary to accomplish complex tasks?
- Begin with familiar material
- Begin with easier material before moving to difficult material
- Begin with material that is most interesting and engaging for the learner
- Ensure that the learner is developmentally prepared for the task
- World-Related Sequencing
This method presents course content in categories found in the "real world" and describes 3 ordering strategies.
- Spatial (e.g. left to right, top to bottom)
- Temporal (related to time, steps in a procedure, speed)
- Physical characteristics (shape, size, color)
- Concept-Related Sequencing
This method organizes content sequence based on concepts.
- Class relations - teach general concepts before component parts
- Propositional relations - give real world examples, then teach the proposition or concept
- Sophistication - move from concrete concepts to abstract
- Logical prerequisite - teach prerequisite concepts first
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
Instructional strategies define how the content is developed and taught so that the objectives are met.
Learning takes place when learners connect new information with information that they already know. This is called generative learning. Cognitive research has shown that learners immersed in generative learning environments generate subproblems, subgoals, and strategies for achieving a larger task.
Generative learning strategies can be broken down into four methods to help learners connect the new and old information in meaningful ways:
- Recall strategies- repetition, rehearsal (mental practice), review, mnemonics
- Application - applying content to new situations
- Integration strategies - transforming information into a more easily remembered form; paraphrasing, generating questions, generating examples
- Organizational strategies - helping learners identify how new ideas relate to existing ideas; analyzing key ideas (interrelating them); outlining, categorizing
- Elaboration strategies - learners add their ideas to new information; generation of mental images, creating physical diagrams, sentence elaboration
Strategies from these four areas can be used alone or in conjunction with one another to achieve a learning goal.
To decide on a generative instructional strategy, first categorize the instructional objective by content type (fact, concept, principle, procedure, interpersonal skill, or attitude). Then decide whether the student will need to recall the information or apply it.
Further explanation of the content types can be found here.
The following instructional strategy chart summarizes generative strategies for content types at recall and application levels. A printable pdf of this chart can be found here.
Content Type
Generative strategies
Strategies: repetition, rehearsal, review mnemonics
Integrative strategies - learner generates or determines new examples and non-examples
Organizational strategies
Integrative strategies
Organizational Strategies- Learners identify key attributes and compare with other principles
Elaborative Strategy
Cognitive Procedures
Psychomotor Procedures
Cognitive Procedures
Psychomotor Procedures
Interpersonal Skills/Attitudes
Step 1: Model the skill (live demonstrations, role plays, videotapes, printed scenarios)
Step 2: Learner develops verbal and imaginal models
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
Student engagement in a course occurs through a combination of motivation and active learning. In regard to motivation, a student must expect that given appropriate effort they can succeed in the course. Additionally, a student must see the value and relevancy of what they are learning. An instructor can enhance motivation by providing clear instructions for succeeding in the course and by explaining the purpose of the course and its application in "real life".
Rubric standard 5.2 requires that learning activities provide opportunities for interaction that support active learning. Standard 5.3 requires that instructors clear state their response time for communication and assignment feedback.
Active learning requires student interaction with the course content, instructor, and often other students in the course.
Student interaction with content
Instructors assume that students will interact with the content of a course because students are expected to complete readings and other course activities. But student-content interaction is more than reading a textbook - it is active involvement and exploration of course content that guides students toward transformative learning.
Examples of student-content interaction include:
- Guided didactic interaction in the materials - a "conversation-like quality" in materials
- Elaborative questions within the text
- Simulations
- Self-assessment exercises
- Automated feedback in quizzes
- Digital learning objects
- Peer editing
Student interaction with the instructor
Student-instructor interaction is generally valued highest among distance learning students. Effective interaction and a sense of teaching presence requires instructors to let students know when they are available to communicate with students and how quickly they will give feedback to student assignments. Examples of student-instructor interaction include:
- Use of announcements in Blackboard
- Personal and all-class emails
- Instructor feedback and questioning in the course discussion board
- Synchronous conferencing (Wimba Live Classroom) for all-class discussion and individual consultation
- Student and instructor blogs and journals
Student interaction with other students
Student-student interaction is critical when a course is based on constructivist learning theories or group work. Students often report feeling less isolated when they know other students in their courses.
Examples of student-student interaction include:
- Class discussion boards - including an introduction forum and a "water cooler" area
- Debates
- Group projects
- Social Networks
- Peer editing
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. Te International Review of Research in Open and Distance Learning, 4(2).
Barkley, E.F. (2010). Student engagement techniques. San Francisco, CA: Jossey-Bass.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Sadler, L. (2006). Job aid for the instructional design process following the Morrison, Ross, and Kemp model. Retrieved from https://umdrive.memphis.edu/lsadler/www/Spartans/Assets/LindaSadlerJobAid.pdf
The design of your instructional content and message is just as important as the process of developing your learning objectives and instructional objectives. Effective message design engages learners and highlights key points in the instructional materials.
Pre-instructional Strategies
You can prepare your students for what they are about to learn by including appropriate pre-instructional strategies.
Pretest - A set of questions relevant to the subject matter given before instruction that gets students to start thinking about the subject matter. Often the pretest results are also used to identify students' level of competency in the subject matter before instruction.
Learning Objectives - inform students what they are expected to do or achieve at the end of the instruction. A good place to include the learning objectives is in the Overview section of your course template in Blackboard.
Overviews and Advance Organizers - used to introduce students to the central themes of the unit of study.
- Overviews are usually a brief written introduction about the upcoming unit and may include key concepts.
In order to meet QM rubric standards 1.1 and 1.2, course overviews must clearly show students how to get started on the course, where to find course components, and introduce the purpose and structure of the course.
- Advance organizers provide a broad conceptual framework for the learner that emphasize the context of the content to be learned.
- Expository Advance Organizers - used for new, completely unfamiliar material. This may include a list of concepts and a description of each concept.
- Comparative organizers - compares new content with what is already known.
Advance Organizer resources:
- http://en.wikipedia.org/wiki/David_Ausubel
- http://projectlearnet.org/tutorials/advance_organizers.html
Using Textual Signals in the Course Materials
Effective instructional materials are structured so that they are readable and key points can be easily identified. Typographical signals that draw the eye to key concepts include:
- Headings (usually bold face or larger font size)
- Italics
- Bullet points
- Lists
Using Images and Graphics to Enhance Learning
Images related to text force the learner to immediately process and apply what they have read, which in turn leads to greater retention. Here are a few ways that images can be used to enhance learning:
Demonstrate a Complex Task
Organize Learning
Show Steps in a Process
Visual Metaphors
Present Data
Hartley, J. & Davies, I.K. (1976). Preinstructional strategies: The role of pretests, behavioral objectives, overviews and advance organizers. Review of Educational Research, 46(2), 239-265.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
An important part of designing instruction is choosing and developing course materials. This may include textbooks, primary sources, reference and supplementary materials, audio and video resources, and external internet resources.
When choosing new instructional materials:
- Select 3 to 5 primary materials to review based on suggestions from colleagues or book reviews.
- Compare your learning outcomes with the course materials to determine if the material will help students achieve the learning outcomes.
Read a chapter covering content you know well and anther chapter covering material with which you are less familiar. Determine how well the material conveys key concepts.
Rubric standards 4.1 and 4.2 require that instructional materials contribute to the achievement of the stated learning outcomes and that the purpose of the instructional materials is clearly explained in the course.
Consider creating your own instructional materials. Use of podcasts, videos, blogs and wikis in online courses often prove to engage students in learning. For more information, check out our Teacher's Toolkit.
Rubric standards 6.1 and 6.2 require that that tools and media support the course learning outcomes and engage students to become active learners.
McKeachie, W. (1999). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Boston: Houghton Mifflin Company.
The goal of evaluation is to determine if learning is successful, however approaches to evaluation differ based on the stage of the instructional design process. Evaluation can be divided into formative and summative evaluation.
- Formative evaluation - conducted early in the process during course development.
- Summative evaluation - conducted after a course is run; measure the degree to which major outcomes are attained.
Formative Evaluation
Formative evaluation methods are used during course development to identify and improve any weaknesses with the instruction. Formative evaluation should be conducted throughout the course design and development process - they serve as a type of quality management for the course. For example:
- When writing learning objectives, you want to check that they sufficiently describe the intended outcomes and are in alignment with course goals.
- When choosing instructional strategies, compare the learning objectives and strategies to make sure knowledge and skills are appropriately matched. Is the length of time necessary for instruction and learning appropriate?
- During the message design, determine if your text structures convey the appropriate meaning and are readable. Make sure all images, video and audio correctly illustrate the concept being taught.
- When developing assessments, do they align with the learning objectives?
Formative evaluations can be conducted using the design team, subject matter experts, or a pilot test of the course.
Summative Evaluation
Summative evaluation methods are used to verify that all learning outcomes are achieved at the end of the course. Unit exams, papers, and other alternative assessments are used to measure student mastery of the content.
When choosing assessments for your course, consider whether they are consistent with the course and module learning outcomes and whether learning activities and resources have provided enough information or skill building for the student to meet the requirements of the assessment.
- Do the learning activities and resources provide sufficient guidance to successfully complete the assessment?
- Are the course and module learning objectives written at the same level of cognitive skill as the assessment? For example, are the course learning outcomes, module learning outcomes and assessment all written for the "applying" level of Bloom's Taxonomy?
- Is the assessment appropriate for the level of the course and the students?
Rubric standards 3.1, 3.2, and 3.3 require that assessments are consistent with course and module learning outcomes and course activities and resources. Moreover, the QM rubric requires that the course grading policy is clearly stated and that specific and descriptive criteria are provided for the assessment of student work.
Types of Assessments
Traditional assessments include unit and comprehensive exams, essays, and term papers. An alternative assessment is any type of assessment in which students create a response to a question or task. (In traditional assessments, students choose a response from a given list, such as multiple-choice, true/false, or matching). Alternative assessments can include short answer questions, essays/term papers, performances, oral presentations or demonstrations, exhibits, case studies, portfolios, service learning, and more.
The following is a sample list of alternative assessments:
|Case Study/Problem-Based Learning
A case study is a higher-level activity that requires students to demonstrate understanding of concepts in order to solve a problem or set of problems; provide real insight into the practical aspects their chosen field.
Students are forced to interact in very real situations and must demonstrate "real-time" mastery of course objectives. (practicum and mock experiences)
Student created products (to teach classmates)
Student-created products (or other student-created learning objects) help students clarify what they have learned by requiring them to succinctly communicate it to others. As they teach, they learn.
Discussions require students to really think about what they are learning, rationalize opinions, and consider perspectives from other students. Discussions allow the instructor to evaluate if students have a deep understanding of a subject or concept.
Research Papers
Research papers are best when they are student-centered and allow students to choose the topic or focus of the paper. Students build their knowledge as they uncover information relevant to their research interests.
Concept Mapping
Concept maps help students organize knowledge that facilitates further learning. Additionally, the instructor can use concept maps to identify student misconceptions and what needs to be reviewed.
Developing interview questions and performing meaningful interviews requitres students to understand the topic being covered and analyze and evaluate interview responses.
Student performances are used to reveal the students' understanding of concepts/skills and their ability to apply, analyze, or synthesize those concepts/skills.
A portfolio serves as a way to gather student assignments in order to evaluate the growth of their knowledge and skills. Additionally, portfolios can be used by students to reflect on their work, assess their knowledge/skills, and set goals.
Journal, Blog, or Individual/Group Wiki
Blogs and wikis can be used for journaling or creation of a product by individuals or groups. For more on blogs and wikis see:
Group Report, Project or Presentation
Many alternative assessments can be completed as a group. For more information, see examples from Teach Philosophy 101
Using Rubrics
"A rubric is a scoring tool that lays out the specific expectations for an assignment. Rubrics divide an assignment into its component parts and provide a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts." (Stevens & Levi, 2005, p. 3).
The benefits of using a rubric include providing clear instructions and expectations to students on assignments, providing timely feedback to students, encouraging critical thinking, and helping us as instructors refine our teaching methods.
Rubrics are composed of 4 basic parts:
- Task description (assignment)
- Scale (levels) to measure degrees of achievement
- Dimensions of the assignment (a breakdown of the skills/knowledge involved in the assignment)
- Feedback/Description of what constitutes each level of performance
Rubric Resources:
- Sample Rubrics from AALHE
- General Resources from Michigan State
- Creating Rubrics from Education World
- Designing Rubrics for Assessing Higher Order Thinking by William Pierce
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. (4th Ed). Hoboken, NJ: John Wiley & Sons, Inc.
Stevens, D.D. & Levi, A.J. (2005). Introduction to rubrics. Sterling, VA: Stylus Publishing, LLC.
Tessmer, M. (2001). Planning and conducting formative evaluations. London, NJ: Kogan Page Limited.
When your course is finished, consider having a peer review and use feedback to continually improve.


text:
Not cool, SNY
I urge all of you to watch this week's Mets Weekly, which just aired, and which features fun footage from our Bloggers Day in the SNY suite. But, then, I always urge you to watch SNY. As a blogger, I'm SNY's biggest supporter, and I always have been.
Too bad they pretended I didn't exist. You'll catch me in a couple brief cut-aways, but other than that, I'm the only one they didn't let introduce him/herself (besides one blogger whom I know prefers to be off-camera). I would like to know why they cut me out.
Like everyone there, I did a little introduction and talked to Teddy (Berg) a bit for the Mets Weekly camera. Now, usually the camera makes me incredibly nervous. When I appear on TV all I do is critique myself, and so I do have ambivalent feelings about the whole deal. But to be axed out of bloggers day? That was just kind of…mean. Our little community is very tight, and many of my blogger friends call me the "cruise director" because I've had a large part in making sure everyone knows each other, in making sure everyone knows about any events going on–most of all SNY events! Which I always promote and then provide pictures from. More than many (except for Matty), I've gone out of my way to help foster the sense of community we share. So to then pretend I don't exist…Mets Weekly and SNY? It kind of hurts.
Is it possible my interview sucked or was just not relevant to what wound up airing? Sure, absolutely. But at least let me do the introduction that everyone got to do! I think there might be some politics involved between SNY and Mlblogs. I'm not sure about that, it's just a feeling I get. But I've done a lot for SNY. I've promoted the hell out of them these past two years. I've gotten dozens of people to their events. (Jeez, and just as I was getting ready to help them promote an upcoming SNY event before the end of the month!) I've met many, many of their awesome on-air and behind-the-scenes guys. They should really get over whatever's going on and offer me more consideration.
Update: They also neglected to introduce Adam, aka Brooklyn Met Fan, who was also there, and who is also awesome. But Mets Weekly has Adam on rather often, so he may feel less slighted, I imagine. And also, to interview so many dudes and then cut out one of the few women there adds to the not-coolness.
7 Comments
Agreed agreed agreed, on all counts. Not to mention you have been one of the pioneering female bloggers in the blogosphere and in Metsopotamia (besides being a force in promoting their crap and getting us all together). I don't understand why you weren't at least informed as to why they wouldn't air your spot. I'm with ya babe.
Hi Zoe,
Although I have never commented before, I have been reading your Blog for a long time. As one die-hard female Mets fan to another– you rock! I check here daily to see if you have written a new blog. I made it a point to watch Mets Weekly today just to see you (after reading your previous blog). I am with you– shame on SNY for ommiting you!! Keep up the great job & please know that all of your fans support you 100%!!
Take care & LET'S GO METS!!
Tricia, CT
Aw, thank you Tricia! I really appreciate it. And thanks as well to my girl Coop at MySummerFamily!
Boycott Mets Weekly!
Zoe, I'm so sorry, and I'm disappointed too in SNY.
Thx guys. No need to boycott Mets Weekly, but they could make it up to me if they want!
It's pretty obvious what happened—you are far too attractive and talented, and your appearance would've made the others look bad by comparison. 🙂
Keep up the good fight Zoe!
Dave (NY Sports Dog)

subset: commoncrawl


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I volunteered at the Jefferson County SPCA to foster these 4 little kittens and their mom. They arrived at my house 3 weeks old. The next week, I received a one year old kitten that I rescued from Afghanistan. I was worried how they would get along, but it only took moments for all them to bond. They make my every day better.
The rewards of fostering
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Lindsay Lohan through the years
Published On: May 25 2011 02:20:52 PM PDT Updated On: Jul 03 2014 09:39:27 PM PDT
Take a look at the life of one-time child star turned troubled actress Lindsay Lohan, both on screen and off.
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Morehead State UniversitySpace Science Center101 SSC Building235 Martindale DriveMorehead, KY 40351Phone: 606-783-2381Fax: 606-783-5040
Space Science Center students and graduates (from left): Austin Clark, Yevgeniy
Byeloborodov, Jeremy Rice and Sara Phillips showing off MSU Satellites
during the 2016 Small Sat Conference, held annually in Logan, Utah. Photo credit: AIAA/USU Conference on Small Satellites
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Carmelo Rated Amongst NBA's Most Efficient On Drives, Touches At Elbow
The New York Knicks became one of 10 team to purchase a multi-camera system from STATS, LLC that tracks every movement in an NBA game.
Carmelo Anthony was the most efficient player in the NBA of all players who drove the ball at least 40 times in camera-recorded games during the 11-12 season. New York scored 1.66 points per possession on those trips. Anthony shot the ball on 55 percent of those drives and drew fouls on 25 percent of them. Anthony shot just better than 50 percent.
But Anthony drove just 3.1 times per game, equivalent to the same rate as Chandler Parsons and Luol Deng.
Anthony also ranked No. 1 on points per possession on all of his elbow touches. Anthony shot 62 percent on shots taken after an elbow touch.
Via Zach Lowe/Sports Illustrated


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David Hoelzer
- Fellow
- Twitter: @it_audit
David Hoelzer is a high-scoring SANS Fellow instructor and author of more than twenty sections of SANS courseware. He is an expert in a variety of information security fields, having served in most major roles in the IT and security industries over the past twenty-five years. Recently, David was called upon to serve as an expert witness for the Federal Trade Commission for ground-breaking GLBA Privacy Rule litigation. David has been highly involved in governance at SANS Technology Institute, serving as a member of the Curriculum Committee as well as Audit Curriculum Lead. As a SANS instructor, David has trained security professionals from organizations including NSA, DHHS, Fortune 500 security engineers and managers, various Department of Defense sites, national laboratories, and many colleges and universities. David is a research fellow in the Center for Cybermedia Research and also a research fellow for the Identity Theft and Financial Fraud Research Operations Center (ITFF/ROC). He also is an adjunct research associate of the UNLV Cybermedia Research Lab and a research fellow with the Internet Forensics Lab. David has written and contributed to more than 15 peer reviewed books, publications, and journal articles. Currently, David serves as the principal examiner and director of research for Enclave Forensics, a New York/Las Vegas based incident response and forensics company. He also serves as the chief information security officer for Cyber-Defense, an open source security software solution provider. In the past, David served as the director of the GIAC Certification program, bringing the GIAC Security Expert certification to life. David holds a BS in IT, Summa Cum Laude, having spent time either attending or consulting for Stony Brook University, Binghamton University, and American Intercontinental University.


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#68387 - 05/01/02 07:43 AM Corporate Curriculum
old hand
Registered: 01/12/01
Posts: 771
Loc: Portland, Oregon
I was recently entranced by Eric Schlosser's Fast Food Nation, and I'm dying to get your collective take on some of his tenets. The connection to words is tenuous, although I can assure you that the book is *exclusively* written in them.
One revelation he makes (at least it was a surprise to me) is corporate sponsorship of teaching materials. Set aside the "beverage partnerships" that Coke and Pepsi make with school districts, the barrage of advertising that accompanies the "essential current events" on the Channel One system, this offends me on a far deeper level:
"The spiraling cost of textbooks has led thousands of American school districts to use corporate-sponsored teaching materials. A 1998 study of these teaching materials by the Consumers Union found that 80% were biased, providing students with incomplete or slanted information that favored the sponsor's products and views. Procter & Gamble's Decision Earth program taught that clear-cut logging was actually good for the environment; teaching aids distributed by the Exxon Education Foundation said that fossil fuels created few environmental problems and that alternative sources of energy were too expensive; a study guide sponsored by the American Coal Foundation dismissed fears of a greenhouse effect, claiming that 'the earth could benefit rather than be harmed from increased carbon dioxide.' The Consumers Union found Pizza Hut's Book It! Program - which awards a free Personal Pan Pizza to children who reach targeted reading levels - to be 'highly commercial.' About 20 million elementary school students participated in Book It! during the 1999-2000 school year; Pizza Hut recently expanded the program to include a million preschoolers.
"Lifetime Learning Systems is the nation's largest marketer and producer of corporate-sponsored teaching aids. The group claims that its publications are used by more than 60 million students every year. 'Now you can enter the classroom through custom-made learning materials created with your specific marketing objectives in mind,' Lifetime Learning said in one of its pitches to corporate sponsors. 'Through these materials, your product or point of view becomes the focus of discussions in the classroom,' it said in another, '...the centerpiece in a dynamic process that generates long-term awareness and lasting attitudinal change.' The tax cuts that are hampering America's schools have proved to be a marketing bonanza for companies like Exxon, Pizza Hut, and McDonald's. The money that these corporations spend on their 'educational' materials is fully tax-deductible."
Sorry for the length of the quote, but I felt the context was necessary.
Now, I remember back in 7th or 8th grade (circa 1982-84) when some random lady came into the health classroom, and the teacher asked all the girls to go with her, while the boys stayed in the classroom with the teacher. We went off to another room, and were given "the talk" about menstruation. Throughout her presentation, she never referred to just "tampons" or "pads", it was always "Tampax tampons" and "Kotex pads". I didn't even get it until much later - I was unaware enough to believe at the time that she was talking about four separate items: tampax, tampons, kotex, and pads - and I didn't get the distinction among them. So obviously this tactic isn't a huge innovation, but either advertising wasn't as pervasive/impactful then as it is now, or maybe the topic doesn't provide a solid basis for comparison, or maybe I just lived under a rock.
Is anyone else as horrified by this state of affairs as I am? If/when I have children, is home-schooling my only option to protect my kid(s) from corporate brainwashing?
#68388 - 05/01/02 09:06 AM Re: Corporate Curriculum
Carpal Tunnel
Registered: 10/17/00
Posts: 5400
Loc: rego park
20 years ago, there was less of it, but it was always an issue. When the PTA did programs (say an after school functions, it was very temping to accept McDonald offer of a bevage cooler and free bug juice(sweet, vaguely fruit flavored water)... but it came in a big Yellow barrel with a banner, and "a server" and Mc Donald cups and did want goody bags? full of advertizement?
since NYC school are "open" we had about 20% of the kids in the school bussed in from other areas. most of these kids had fewer economic resourses.
all the free stuff from McDoodoos would have meant more stuff for the kids and more profits for the PTA -- and our pta was busy then buying computers. (a small, 300 student school had a computer lab with 5 computers in 1990-- many school don't have that many yet!)
one of the problems was, about half of us felt we didn't want McDooDoos stuff, because it was to full of ads, and the other half felt, Hey, the kids like McDoodoos, and its free, and the kids see commercials all the time on TV (and a good 20% of us agins, either didn't have TV's, or strictly curtailed TV watching, and limited to PBS! but those all for it, though we were just too weird!)
There is no free lunch, but schools all over US seem to think there is... corporate sponsership is not free!
#68389 - 05/03/02 02:57 PM Re: Corporate Curriculum
Registered: 01/18/01
Posts: 428
Loc: Cape Cod, MA, US
Is anyone else as horrified by this state of affairs as I am? If/when I have children, is home-schooling my only option to protect my kid(s) from corporate brainwashing?
I think you make great (and in some ways frightening) points, FB, but let me play Devil's Advocate for a minute:
It is becoming increasingly difficult to avoid being barraged with advertising everywhere you turn. I just read an article about Boston signing a deal with a German company that will (in exchange for providing the city public toilets and bus kiosks) install "street furniture" (which used to mean benches and trash cans, but now seems to mean free-standing advertising signs) all over the city. Even walking down the street ad-free is impossible. Maybe we should be using the implied "ads" in our kids school lunches and textbooks as "teachable moments". Ask them "So why do you think McDonalds put its name on that cooler? Why does this company pay for your textbook?" and teach them to be *aware* of the haze of advertising that will (increasingly, no doubt) surround them. I've heard recently about the excellent job Canada seems to be doing teaching "media awareness" to kids, and I think the US should take a page out of their book.
I haven't read Fast Food Nation, and I imagine I would be pretty shocked by it (the stuff in your quote about Exxon-sponsored environmental education is particularly scary), but I do think that attempting to keep our lives free of advertising is like trying to bail out a boat with a sieve, unfortunately.
#68390 - 05/03/02 03:29 PM Re: Corporate Curriculum
Registered: 02/18/02
Posts: 322
Loc: Toronto, Canada
I've heard recently about the excellent job Canada seems to be doing teaching "media awareness" to kids
I don't know how excellent a job we're doing, but here's an example: there's a hilarious ad on TV about house-hippos, done as a nature show vignette, complete with very cute graphics. At the end, the narrator reminds us viewers to question what we see on TV, since it often looks believable, even when we know it probably can't be true.
#68391 - 05/03/02 03:34 PM Re: Corporate Curriculum
Carpal Tunnel
Registered: 10/17/00
Posts: 5400
Loc: rego park
Yes, it is important to teach children that almost everything they read or see, is expressing a point of view. -- i tried to do it.. and so did ex, but still, when my daughter went to Japan, she came back and said "newpapers lie!" (it was 10 years ago she went, at the height of US japan bashing, with the claims that Japan was a closed market to US goods.)
of course what she found was 7/11's, selling Saran wrap, and Kelloggs corn flakes, and winston cigarettes, and ever ready batteries, and kodak film, and so on, and so on.. now there might have been some real substance to claims that japanes markets were harder for US companies to get into, and that Kodak film was much more expensive than Fiji film, but the markets in many places were not closed.
and she also noticed in a US car dealership, that none of the cars on display (a great big whopping 2!), or the US cars in the used car lot (again, not many), had been designed with the steering wheel on the rigtht.
it hard for kids to seperate out wheat from chaff.. and if they get sold a false bill of goods--its harder still.. even when you try to teach them.
again, i think we are a self selected group here.. i am smart, and pretty well read, but i recognize i don't have a first class degree.. and i know there is a difference-- and not all college degrees are the same.. and i also know, some here do have first class educations, some because of formal schooling, some because they were very dilligent in the school of hard knocks.
but, there are many (its scary just how many!) college graduates who know nothing! -- or have only the vaguest idea about things, and think, because they read one book, or took one 1 credit course --they know something! I hang out here, because, i know my vast sum of knowledge-- mile wide it might be, is a mere mircon think in most places.. and there are many here with knowledge that is miles deep! i am just smart enough, and educated enough to know, i know almost nothing!
and to expect that this vast majority of people can distingish between quality and trash.. it expecting more than you have a right to!
the world has changed rapidly, the vast sum of information that is needed today is so much greater than ever before, and kids are being raised by parents who don't know what to look for, what to expect, what is needed.. they are clue-less.
what is the solution? time.. a hundred and fifty years ago, poor peasants got thrown off the farms, and thrust into the city... and their great grandchildern are still playing catch up.
#68392 - 05/03/02 05:09 PM Re: Corporate Curriculum
Registered: 03/22/00
Posts: 1981
>teaching kids to decode advertising
It seems to be pretty well covered here in the UK. My eleven year old has just finished a project on advertising and sits through TV adverts discussing what they are selling and the various messages. I think that children are far more media aware than my generation ever was (and we are a lot more aware than our parents).
It is the advertising pumped into school as facts that is insidious, the latest thing are the websites that offer homework help. Here's an example of a website touting for adverts: http://www.jiskha.com/contact_jhh/advertise.html you can apply for a Visa Card whilst learning about Anna Karenina. Children have always written to companies for information about products and manufacturing methods - I remember getting information about sugar production (talking of a product that is steeped in restrictive practices) when I was at school and the corporate website is the perfect way of providing free information. I think that there is some regulation here of what can be included but hard-pressed schools do find it hard to turn down practical support. Most of the schools that I have come across offer a pretty good balance to any of these influences. They are very strong on fashionable areas of ecology (the rain forest seems to be the most often repeated subject on the curriculum here) and issues of exploitation are also covered pretty well in subjects like geography under the headings of the "haves and the have nots".
I've heard a fair bit of discussion about bringing products and money-off vouchers into schools and it certainly happens, although I can't think of a school that I have ever come across letting McDonalds through the door with anything. I think I've seen things with Pizza Hut on them. Coca Cola http://www.rif.org/partnership.html are involved with a reading programme http://www.rif.org/partnership.html, although I've not come across it here. Heres another view of that sponsorship http://www.saveharry.com/.
There is a double-edged sword. We encourage companies to take their responsibility to the community seriously with Business in the Community, corporate giving and sponsorship schemes then complain about it and throw it back in their face when the offerings are less than squeaky clean. It is said that there is very little totally clean money. I have certainly come across the view, in the fundraising world that many of the great trust and foundations build on fortunes that were made in the past were made on the back of cheap labour.
So, whilst I would prefer that advertising was not wrapped up in teaching materials, I think that we should make children aware if the real world that they live in and arm them to deal with the bombardment of advertising that they will certainly face.
#68393 - 05/03/02 07:06 PM Re: Corporate Curriculum
old hand
Registered: 07/03/00
Posts: 1094
Loc: Cincinnati & Loveland, Ohio, U...
Now just a minute here. I happen to have gone to school through a good portion of these "insidious" advertizements and I can assure you that Coke machines and ads in football stadiums have very little, in any, effect on students. Sure, soft drinks aren't the most healthy of choices, but considering that most students drink it anyway, it's not doing any more harm. The only disruption caused by a student going to a Coke machine between classes and bringing the drink into class is an up-tight teacher complaining that it's against the rules and making the student get up and throw it away. Otherwise, there's no problem. If anything, it might make an unmotivated student more alert during a boring lecture.
Billboards in stadiums are generally ignored. There's aimed at the spectators, not the players, and the fans are usually more focused on the game than the advertizements lining the sidelines.
I also watched Channel One through middle school and in social studies classes in high school. Yes, the ads are a little annoying, but they're no different than normal commercials and they're never harmful products. If I remember right, most of them were either skin care products or anti-smoking ads. And Channel One provides free TVs in every classroom to schools who use the program. Aside from the show often being the only current events most students get, the TVs were also, at least in my experience, used quite frequently for videos related to the class.
Certainly I don't think that products should be shoved directly in a person's face, but most ads are just background noise anymore. When someone talks about the Tostitos Fiesta Bowl or Qualcomm Stadium, it doesn't make someone want to rush out and buy some Tostitos corn chips or a Qualcomm cell phone.
#68394 - 05/04/02 10:26 AM Re: Corporate Curriculum
Carpal Tunnel
Registered: 10/17/00
Posts: 5400
Loc: rego park
RE; but most ads are just background noise anymore. When someone talks about the Tostitos Fiesta Bowl or Qualcomm Stadium, it doesn't make someone want to rush out and buy some Tostitos corn chips or a Qualcomm cell phone.
Do you really think that companies would spend thousand and thousands of dollars on something they don't think is effective?
focus group studies show, advertizing is very effective! kids might not run out and buy tostistos corn chips that very minute, but they will be more likely to buy corn chips than an apple, and even more likely to buy Tostitos. the name tostitos gets associated with something fun, and wholesome!
We've been doing the thread on kids songs over in Misc. Bel points out her nieces don't know these songs.. but all of us over -- well lets say a certain age -- do. why?
because in my childhood, we had to entertain ourselves.. we didn't have radios, or walkman's or tapes, or even to much tv.. we kids sang songs, and some of the songs, as i point out are childe ballads.. songs that came down from the 1600 in england to the bronx in the 1950's.. changed, but still very recognizable.. and they are now gone!
they have been replaced by boy bands, and scoobie doo cartoons, and junk!
my catholic schools had an agenda (and in our history classes, Queen Mary, (Henry VIII's daughter) was good Queen Mary- most other histories refer to her as "Bloody Mary"-- like wise, the spanish inquisition was present to us as a good thing.. bet there is not a lot of agreement with that view of history..
and yes, i grew up, read, and got over it.. but today, kids are constantly bombarded with information.. if they can't trust the information they recieve in text books? what can they trust? how do they learn to make an informed opinion, when all of their sources a biased?
advertizement has become so pervasive, and so incidious, i don't think you realize how much it has shaped your live. and maybe, because you are smart, and lucky enough to have educated parents, and other resources, you are less suseptitable to the influence. but is it a good idea for our society to have our history writen by coke cola? or socialogy taught by standard oil?
huge amount of money are spent on hooking a young kid.. to get them to spend money (or convince their parents to spend money) on McDooDoos, or harry potter, or jurasic park or pokiemans, or what ever the craze of the week is. and it works!
i use the same loose leaf binder for 4 years in HS-- now kids have to have the newest, trendiest, theme one.. every year a new one..
so much has changed.. and its not all bad. but alot of it aint good!
#68395 - 05/08/02 07:28 AM Re: Corporate Curriculum
Registered: 01/18/01
Posts: 428
Loc: Cape Cod, MA, US
We encourage companies to take their responsibility to the community seriously with Business in the Community, corporate giving and sponsorship schemes then complain about it and throw it back in their face when the offerings are less than squeaky clean.
That's a great point, jmh. In my field (historic preservation), funding is always at a premium, but corporate sponsorship is generally treated like nuclear waste. One of the greatest debates I've had with other professionals is to ask them, "If Home Depot (A mega-hardware chain, a la Walmart) wanted to give you $1M a year to run a non-profit preservation advocacy group, with no control over what you did, would you take the money?" Most people I've asked wouldn't (and neither would I, but it is tempting).
#68396 - 05/08/02 10:14 AM Re: Corporate Curriculum
Carpal Tunnel
Registered: 12/01/00
Posts: 13803
give you $1M a year to run a non-profit preservation advocacy group, with no control over what you did (EA)
Are you saying that you would have no control over what you did with the money or that HD would have no control over it? If the former, what would be the point of taking the money, but if the latter what would be the problem?
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Dear Members,
Keep in mind that Character Bashing is now prohibited. Making fun of certain characters/character pairings leads to a pointless thread filled with insults and general rule breaking.
Also, remember that Versus threads are allowed only in the Versus section.
Thank you, NarutoBase Staff
Originally Posted by Bogard
Ah, so you are talking about a surprise attack? Even so, i doubt Gaara could succeed because besides the fact there are ninjas all around the village to notice if there are intruders, there is also a barrier that localise every ennemy in the area, and it's not even sure Gaara knows about this barrier. So i don't see how Gaara could hide his presence except if he stays far from the village to do so, which won't be usefull for his surprise attack to succeed
Btw, catching Kakashi is useless now with his new teleportation ability
I highly doubt that just because Kakashi can kamui himself out of Obito's dimension he can now use Kamui like Obito does if that's what you're implying.
he would got stopped by guy
Rock Lee vs Gaara II
Vengeance comes to Konoha
he wouldnt beat kakashi, gai and other jounin
*Lee surfs thesand tsunami just as it is crashing down on Konoha. Landing face to face with Gaara*
"It is that time Gaara for us to finish that fight"
"I will destroy the leaf"
"We will see about that"
*Leaps to attack with a leaf hurricane*
He did take on the leaf village before.... And it was with a biju... And he was stopped... Sooooo I think not
Originally Posted by KazekageDaichi
All of you misunderstand the point of this thread.
This is not a real VS thread,he's only asking if he could destroy the village just as Pain did.
Is Pain>All hidden leaf ninjas except Naruto? No,but actually he destroyed the village.It's not the same thing.Gaara could use sand tsunami to bury them all.
Pain only got that far because he was able to get past the barrier and there were 6 of him. This tactic split the hidden leaf ninjas. He then summoned several giant animals. Then he blew up the whole village before they were able to regroup.
Gaara is only person and doesnt possess any attack that will destroy Konoha in a single shot. He doesnt have several summons and there aren't six of to disperse the konoha ninjas the way Pain did.
Jiraiya solos him.
Last edited by TrollingSage; 11-20-2012 at 02:21 AM.
Im saying rock lee would not fail again idc if he is a kage how far ahead could he had got above rock lee(the genius of hard work) by that time or gai kakashi
Kakashi can't beat him he won't be able to reach gaara if he takes flight seriously and gaara sand attacks would kill Kakashi normal body (meaning hes not DURIBLE like kimmi or 3 rd raikage
The lighting attacks well seeing as A didnt do anything to gaara's sand when his body was sardounded in lighting he can still touch him so lighting won't save Kakashi from gaara's grabs and sand burials / imperial funnerals now as for chidori and raikari and yes it pierced part 1 but remember it was hard as hell for sasuke to pierce it it took long as hell for it to pierce not to mention gaara let sasuke come at him like that (stupid move) he didnt even try to defend cuz his ball never had been broken and in the end sasuke had to chidori again just to get his hand out of the sand ball
Gaara's sand is that strong in part 1 stronger when he fought kimmi even stronger when he fought deidara gotten both stronger and faster when he defended and attacked sasuke
And now is faster then ever plus he can fight in air instead of being in Kakashi rakari reach
Kakashi has more smarts and expirence in battle (to me expirence doesn't matter like naruto> Kakashi) in battle but this is both their first war for both of them gaara has way better chakra and stamina then Kakashi
Honestly for me Kakashi wins over gaara 4/10 while gaara wind 6/10 of the time
Cuz tbh if anybody says ****ing kaumi -/- out of technicality Kakashi can kaumi everybody including madara -/- even if tht does happen gaara can slip out of his sand Shield. And if he kaumi sand all gaara has to do is wave his hand and the sand will come bac I mean look at deidara he found his arm eventually as long as the sand is still in naruto universe gaara can still get it bac cuz his chakra is mixed with it
Plus I have hard time beliving Kakashi can kaumi entire sand tsunami js
Originally Posted by KazekageDaichi
All of you misunderstand the point of this thread.
This is not a real VS thread,he's only asking if he could destroy the village just as Pain did.
Is Pain>All hidden leaf ninjas except Naruto? No,but actually he destroyed the village.It's not the same thing.Gaara could use sand tsunami to bury them all.
ooo yea because theres a whole bunch of sand right next to konaha waiting to bury it
Originally Posted by FTG V2
You still have Kakashi....he can simply Kumui Garra head off or use Raikiri on him...Chidori or Railkiri>Garra's Sand.
Don't forget eight gates Guy.
Chouji, Ino, Shikamaru.
said to be in the top 2 formations or what ever. they ain't a legendary trio for nothing.
Butterfly mode (in a way , sage), shadow paralysis into mind transfer.
woooah, Gaara would just have a bad match up.
idc what you say garra got beat up my madara with 4other kage with him kakashi may not be able to fly but he has long range ninjutsu and alot of defensive ninjutsu some sand no problem kakashi kage level
hmmm, you say this is after pains invasion, but while naruto is training with bee. So i can a question for you op, is tsunade still in her comma, or no?
Yes, it makes a difference, it makes a huge difference.
Because the way i see it, Without Tsunade Konoha wins high diff, w/ Tsunade mid diff.
Also, is
Firstly, he was friends with Naruto at this point so he wouldnt. Kazekage Gaara could be solo'd by Tsunade, Kakashi, Guy, Yamato and probably more. Definitely if the entirety of the K11 worked together.
He won't get past Konoha's protective barrier... He would be detected there and defeated by the top tier of Konoha for sure...
really, seriously, GUY>>>>GAARA KAKASHI>>>GAARA TSUNADE>>>GAARA
kakashi solos mid/high diff as does guy, probably rock lee as he's improved as well and knows gaaras tactics better than the first time they fought. like it or not Tsunade could take him as well as he relies on his "ultimate" defense too much and she would smash right through that. AND that's not to mention her summon...
He would need an ass load of sand to take out half the village at once too, and Gaara doesn't have an infinite supply of chakra so making a "huge sand tsunami" probably wouldn't be as easy as you think.
Here he was in the middle of the desert and he didn't make it THAT big:
Also. being where he has to use a lot more chakra to turn the soil into sand would be disadvantage. Also any water users, water slows down his sand a little or at least causes him to have to use chakra to move it out, and hovering around costs chakra, eventually hes gonna run out... We havent seen him fight one on one yet since he died and came back, so he may not even have as much chakra as he did when he did in the frame above...
Gaara's IS badass but he's not THAT big of a badass.
No, even though I hate to say it because hes my favorite character. He could solo his own village maybe, but not the leaf, Kakashi and Guy would give him a hard time and then theres Tsnuade and K11. I dont see anyway he could win.
Beside Naruto...there are other characters with much potentials....say kakashi, neji, lee, gai, yamato, kiba and so on.
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An 18-point second quarter allowed the opponent to get back into the game as Refugio would take a 34-27 lead into halftime. The Bobcats came out after halftime not happy with their second quarter efforts and would outscore Tidehaven 54-30 in the final two quarters.
This included an amazing 34-point fourth quarter to give the Cats the win, 88-57.
"We set a goal at the beginning of the year to hold teams under 50 points. We didn't get that tonight but on the other side, I wouldn't have thought we would score 88 points either. I am real proud of the way these young men have come together and how hard they play and compete," said Coach Boxell.
Top scoring Bobcat was Logan Myers - 24, followed by Brett Davis - 21, James Durst - 15, Anfernee Friar - 10, Tyler Castellano - 7, Tevin Nash - 5, Travis Quintanilla - 4 and Jacob Solis - 2.
The Bobcats traveled to Palacios on Friday, Jan. 28, to take on the Sharks. Just dropping from AAA, the Cats knew these Sharks were going to put up a fight.
A two-point lead after the first quarter and a three-point lead at half (24-21) proved the theory correct. Getting a win on the road in this competitive district is tough. The boys fought hard, knowing the importance of this game in making it to the postseason.
A 17-17 third quarter would prove just that as the Cats tried to hang on to its three-point lead. Fresh legs proved to be the difference as the Bobcat bench outscored the Shark bench 16-2, and Refugio came away with another win 63-52 over Palacios.
Scoring for the Bobcats were as follows: Davis - 17, Myers - 15, Nash - 12, Friar - 9, James Durst - 7, Quintanilla - 3.
Refugio hosted the Edna Bulldogs on Tuesday, Jan. 22, to start the second half of the district season.
With only seven games left, the Bobcats were fully aware of what was at stake. A win would put them in playoff position, and a loss would put them one game out.
The boys came out firing with a 16-6 lead at the end of the first quarter. A 19-point second quarter would extend that lead to 35-16. The Bulldogs had an answer as they found their shooting. The Dogs would hit eight 3-pointers on the night and outscored the Bobcats 19-17 in the third quarter.
However, it was not enough to outdo the Bobcats want to and fight. The Cats outscored the Bulldogs 15-11 to finish them off, 69-46, and earn the "W." Scoring for Refugio were Davis - 20, Nash - 13, Durst - 13, Myers - 11, Quintanilla - 5, Friar - 5, and Solis - 2.


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Sheriff: Use eyes, not fists, when you witness crime
It seems more people in Spokane are getting fed up with crime as many are stepping up to try to take criminals down, but Sheriff Ozzie Knezovich would rather people use their eyes -- not their hands -- to help combat crime.
The Spokane County Sheriff's Office reports they are seeing more instances where a simple case of shoplifting or theft escalates when the thief brandishes a weapon to avoid being caught by loss prevention. They're worried concerned citizens may be putting themselves in harms way when they try to get involved.
In December an armed robber held up a Spokane grocery store. Surveillance video of the crime shows a customer lying on the ground while an employee decides to charge the suspect. It's this type of situation the sheriff's office doesn't want to see happen.
Recently the sheriff has seen an increase in theft and shoplifting cases that have the potential to escalate.
"We're seeing things that we usually don't see on a regular basis but unfortunately, currently, we are seeing that more frequently and it's tough to say why," Chamberlin said.
While it's good that citizens want to help stop criminals deputies say stay hands off but eyes open; check for tattoos or distinguishing features on criminals.
"Maybe a birthmark, mole, something that would make this person stick out; vehicle information, that is priceless for us," Chamberlin said.
The sheriff's office, however, is not saying don't protect yourself or your family.
"Property can always be replaced; lives can not be replaced," Chamberlin said.
On the other hand, use common sense and some restraint.
"I've had incidents where people are asking, 'Someone just stole my car. Can I just shoot a couple of rounds into the air?' Do not do that. You will get yourself into hot water," Chamberlin said.
As for criminals, Chamberlin had a simple message for them: Someone is always watching you.
"We have citizens in our community that are outstanding, that help us out on a daily basis, so we will eventually find you," he said.
In all cases, the sheriff's office said that if you see a crime in progress, call 9-1-1 immediately.
© 2013 KXLY.com. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without prior permission.


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Sample EMAIL to Senator Alexander on Hatchery -TVA Tailwater Issues
Ok. Heres the email you might send or choose something different. You could modify or expand or do something totally different for the comment response to the TVA COMMENTS website for the public hearing comments.
The email to Senator Alexander website :
alexander .senate.gov
The topic choice for emails: environment
A sample email:
Thanks so much for intervening in the trout hatchery issues and requiring TVA to stand up to
Its responsibility to maintain the immensely valuable recreational and economic benefits that we now have in the TVA region. From the wasteland of barren TVA TAILWATER rivers prior to the implementation of reoxygenation , minimum low regimes, and sound fisheries biology , our region is now known among serious trout enthusiasts as the Montana of the east. It is a national
Flyfishing destination. By allowing TVA to walk away from its moral responsibility to enhance the only valuable fishery that can exist in these tailwaters, we would lose an irreplaceable recreational and economic asset in our region. And this asset can be maintained for a pittance in terms of the annual TVA budget. Literally a few pennies a year from its electric ratepayers.
I sincerely appreciate your prior assistance and trut you will use your good offices to influence TVA TO MAKE THE RIGHT MORAL AND ECONOMIC DECISION FOR THE CONTINUATION OF THE EXCELLENT TAILWATER TROUT FISHING ASSETS WE NOW ENJOY IN THIS REGION. THANKS LAMAR.
Good letter Joe. Many years ago, my mother ran the district office for a longtime congressman in North Carolina. Back then, they had a factor they applied to every letter they received. For example, everyone who sends Lamar Alexander this letter represents maybe 175 constituents who feel the same way but didn't write. You don't even have to doctor the letter to make it different. Just cut and paste and shoot the email his way. All they really care about is how many folks are on a particular side of an issue. With email, there is no excuse not to let your legislators know how you feel about many issues.
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KITV4 News asked you which Oahu roads are the worst and you responded!
In Palolo Valley, Kuahea Street is among the worst we've seen.
Gale Nakaoka told us through email to take a look at the street and this is what we've found -- the road is so uneven there's actually a 4-inch difference in the level of the pavement.
"I think it's the worst road to have in the entire Honolulu," said Kuahea Street resident Miwako Shoda.
KITV4 News has submitted the list of more than 50 roads to the Hawaii Department of Transportation and the city's Department of Facility Maintenance for them to tell us when the roads will be repaired or refurbished.
We will update this in the coming weeks and we'll let you know what the state and the city plans to do about the condition of the roads.
You can continue to send in your suggestions for the worst roads on Oahu. Send them through email, in our Facebook posts here and here, on Twitter using @KITV or the hashtag #KITVroads, and on Instagram.


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This website is the official
World Wide Web site of III Corps NCO Academy and contains
official government information. External Links Disclaimer
The appearance of a hyperlink on any of the pages of this
website does not constitute endorsement by III Corps NCO
Academy, Fort Hood, III Corps, the Department of the Army, or
the Department of Defense.
This site was last updated
October 2015.


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Man waves gun at wife
A Valley Head man remained in jail Friday on a $50,000 cash-only bond after allegedly pointing a gun at his wife Wednesday while the couple's two children were nearby.
George Martin Gaines, 24, was charged with three felony counts of wanton endangerment following an incident in which he allegedly threatened to kill his wife, himself and police.
According to the criminal complaint filed in the Randolph County Magistrate Clerk's Office, at about 7:15 p.m. Wednesday, Deputy Joshua Williams, Cpl. B.A. Talkington and Deputy B.T. Sharp, all with the Randolph County Sheriff's Office, were dispatched to a residence in the 100 block of Max Drive in Valley Head to respond to a domestic incident in progress.
Officers received information indicating a firearm was involved. Upon arrival, Williams found Gaines inside yelling and 30-30 Marlin rifle containing five rounds of ammunition in the kitchen, the complaint states.
After police placed Gaines in handcuffs, they took a statement from Gaines' wife, Lori Gaines, who said she and her husband had gotten into a verbal argument, and she threatened to leave.
"The argument then escalated and (George Gaines) the defendant threatened to kill her (Lori Gaines) and the cops," Williams wrote in the report. Gaines allegedly loaded the rifle and pointed it at his wife while two children under the age of 4 "were present in the immediate area," according to the complaint.
Police arrested Gaines for wanton endangerment, which state code defines as wantonly, or recklessly, performing "any act with a firearm which creates a substantial risk of death or serious bodily injury to another" person.
On Friday, Randolph County Sheriff Mark Brady said more charges may be pending against Gaines.
"It was a volatile situation, but luckily the deputies were able to apprehend (Gaines) without incident," Brady said.
Randolph County Magistrate Ben Shepler set bond at $50,000 cash only.
Gaines remained incarcerated in the Tygart Valley Regional Jail as of presstime.
The penalty for a conviction of one count of wanton endangerment is imprisonment for one to five years in the state penitentiary; or, in the discretion of the court, imprisonment for up to one year in the regional jail, a fine between $250 and $2,500, or both.
Contact Katie Kuba by email at email@example.com.


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For Rebecca Erb, (Ed.D) life headed south - fast - on the first day of retirement.
"I decided to avoid the reality of retirement by driving South to visit the states that I had not visited before: Mississippi, Kentucky and Alabama," laughs Erb.
The days of earning a broad education are long gone. Now is the time to focus your education and choose the right school and accompanying program that will take your career in the direction you want it to go.
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Northcentral University offers a variety of degree programs and non-degree programs with their own admissions requirements and tuition costs. Learn more about the admissions process, our competitive tuition rates and how you can finance your higher education goals.
All schools should be committed to the success of their students. But it's how we go about it that not only makes Northcentral University different from many of its counterparts, but in our opinion, make us better suited to truly serve you.


text: In the United States, mass vaccination programs carried out against diphtheria, polio, and measles have almost eradicated these diseases from the population. The graphs indicate the years the vaccines were introduced. Data source: U.S. Bureau of the Census, Historical Statistics of the United States: Colonial Times to 1970 (CD-ROM ed., 1997).


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You gay.
Same team that mercied.
USA just got lucky in one inning, if this was a best of 3, USA would fall.
Btw, USA is losing to Venezuela right now...getting SMACKED 10 -6 and its only the 5th inning, Ven got 15 hits...USA has no pitching.
What do you brag about things that aren't there?
You a fail.


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Not Impressed by 'Batmanu'
On Saturday, a bat found his or her way into the San Antonio Spurs game. (Some speculate that the animal didn't just fly in by accident.) The bat, of course, did what anybody would do in such a terrifying, unfamiliar situation—try to get the heck out of there—which, naturally, delayed the game. Until, that is, Spurs guard Manu Ginobili smacked the bat out of the air and slammed the animal into the hardwood court. Sports blogs across the 'net have been replaying the video of Manu in action as they celebrate his quick reflexes.
Here's our take on it:
To bludgeon a 4-ounce animal to death, it takes either a small man or a totally unthinking one—with no respect or consideration for lives humbler than his own. This is a time when athletes in particular need to be on their best behavior around any animal and show that they have brains and a heart, not just reactionary brawn.
Bats always try to avoid contact with humans, and there are plenty of easy ways to keep bats out of a basketball arena (or your home). We hope that the next time someone's life is on the line, Manu Ginobili will take just a few seconds to think before he acts.
Written by Amanda Schinke
Commenting is closed.
Come on from the beginning you like like an idiot who would bring a bat in and let it go..that place is full of bats they come out few times a year .please continue to write nonsense so no one takes u serious.in fact more people might take you serious including me if you picked the right battles.PETA is just another extremist group who use violence and intimidation to try and stop violence and intimidation .Idiots
I love Manu!!! He is one of the best basketball players in the world. He doesn't deserve this kind of criticism for accidentally killing a bat. All you are doing is twisting the facts so that you get more publicity. I admire what Manu did and so do many other people. Go BatManu!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
I hate when people twist facts. 1. Modern humans have been around for about 200K years. Anyone could open an ADULT book on evolution and know that. I recommend Ann Gibbons' "The First Human" Or ask your local biological anthropologist. Lucy does not count different genus AND species c. 3 million years ago. 2. Singer is not "the ONLY major philosopher making an ethical claim that we as humans have a RESPONSIBILITY to help the poorest people on the planet." There is a whole subfield of socialpolitical philosophy concentrated on global justice. See Pogge Nagel Nielson etc. These people are "major" philosophers even if they're not popular with some posters. Not all are consequentialists. 3. There is nothing wrong with the form of argument "Nonhuman animals do not have rights because they are nonhuman animals." There is nothing illogical about this statement. You can disagree but don't try to act like logic itself is on your side. Plenty of logical people believe that form of argument see Kant Jarvis Thomson Marquis and thousands of other "logical" people. 4. RE prejudice. Not all prejudice is based on antipathy. Sexism and racism are bad precisely because there is no scientific basis for the claim that eg blacks are essentially intellectually inferior to whites. There is basis for the claim that humans have cognitive abilities that nonhuman animals lack. 5. Manu apologized so we ought to move on. This was not a calculated act of violence against an animal. The act was not based on speciesist antipathy e.g. I must swat this bat because bats are hateworthy animals. Nor was the act done from systematic bat oppression.
Antoine So what about the last oh lets say 20000 years? Are you really going to suggest the people living in the colder climates where vegitarian? I just threw 20000 years out there I'm sure early humans started hunting well before then. Even the tribal people in central Africa and South America hunt other animals. I am of course talking about the recently discovered tribes say in the past 100 years or so. I've seen the Nat Geo documentaries those tribes people hunt all sorts of animals. Pigs birds snakes and even spiders. We are going to have to agree to disagree on this one. We both are too biased to convince each other either way. Good conversation though! Somebody Stop with the antiAmerica banter. I've read at least 5 posts similar to yours. The United States of America has done far more positive things for this world than Argentina could ever claim. Sure we fight wars when we have to but then again so does Argentina. 1980 Faulkland Islands ring a bell?
For Jason "hes from argentina thats the kind of stuff they do". I agree with you Jason. Thats the kind of stuff we the argentinians do. You usually prefer to start a war launch tons of missiles and destroys people homes lifes and everithing else including animals of course. We still dont.
PETA's response to this incident was IRRESPONSIBLE. Here are my responses to PETA concerning this incident How dare you link Manu Ginobli to Michael Vick!!! You people have lost ALL credibility with me. You jump on any news story that has anything to do with animals simply for the press regardless of how it may affect the human beings that may have been endangered. Manu risked being bitten or scratched by this bat and may have saved others from being injured by this bat. Your posting is misleading in the statement that bats avoid contacts with humans. My brother was once attacked and scratched by a bat unprovoked by the way and had to endure the same rabies vaccinations that Manu has now had to endure. You are liars seeking press. I am an animal lover and have rats for pets. If a rat had gone loose in a stadium full of people and been killed in the process I wouldn't have a problem with the killer. Don't you people care about PEOPLE? Balance things out and drop the politics! Stop trying to ride headlines! Manu's actions were absolutely heroic in my mind. He MIGHT have saved some lives. Of course you were right about Michael Vick but you're DEAD wrong about Manu. PETA SUCKS! Thanks for showing your true colors. Stay out of the headlines and politics and protect animals like you're supposed to but use some common sense. Manu Ginobli does not deserve to be attacked by PETA! IDIOTS!!! JERKS!!!!! PS Your words …We hope that the next time someone's life is on the line Manu Ginobili will take just a few seconds to think before he acts. Really? "The next time someone's life is on the line!" My point exactly! Thank you for making it for me. Ya'll are idiots! Maybe you people should take a few seconds to think before you write again. If he'd taken "a few seconds" to think about it and the bat had flown around freely for the rest of the game might the bat have bitten or scratched someone who's life was ON THE LINE? You PETA seem to think so which contradicts your statement that bats tend to avoid contact with people. Manu's split second reaction may have very well avoided the injury of any of the thousands of people in the building. Bite me PETA! I was all about PETA prior to your stance concerning this incident. Now I see you as simple headline chasers with no concern for PEOPLE!
Simply put Kurt You are wrong. I suggest popping open even a CHILDREN'S book on the evolution of man. Paleolithic man cave man has been around from 6 to 3.5 million years more recent finds even extend it to 7 million and lived ONLY in Central Africa. evolutionnary speaking we are the SAME as paleolithic cave man. the other earlier primates of which you speak were around much LONGER before that. so it is not at all like comparing a turkey to a raptor. It is like comparing a modern day mutated genetically modified sick and unhealthy turkey to his pristine ancestor of yore. Shawn refer to my previous argument What are YOU doing to help the homeless and the starving children of the world? We know you don't care about animals but how does US caring about animals mean that we are CAUSING homelessness and starvation? Jared You are a total coward if you are afraid of a little bat smaller than your hand and an innocent fool if you actually believe that the bat was not dead. OF COURSE he will say that the bat didn't die but he palmed her off to the worker who walked off with her in his hand. Even if she were alive there is NO WAY that the chicken eating worker walked ten minutes to go outside to release her. If she was alive he just flushed her down the toilet or threw her in the trash. Colin There was a time when most men thought that women were not people under the law who could formulate thoughts and yet another time when most people agreed with slavery. Just because most people agree with your prejudice does not make it any less of a despicable prejudice. And a prejudicial argument is not a valid one because it is a judgment based on something arbitrary that has nothing to do with actual logical thought. ie I fear someone who punched me in the face logical. I fear someone because they have a mustache illogical. I think that animals do not deserve rights because…well. just because! because they are animals illogical. Thinking critically is not hard you just have to try. First erase everything that you are being told by society than look at the facts and think for yourself…and remember to ask yourself how you feel every step of the way.
I admire Ginobili's actions


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