Game Sense is a student-centered approach to physical education that uses modified games to teach students about the key elements of full games in a meaningful way. It emphasizes developing an understanding of game tactics and strategies over isolated skill drills. This approach makes physical education more engaging for students and promotes the development of skills like decision making, problem solving and collaboration that are transferable to other areas of life. Game Sense aligns well with the goals of the NSW PDHPE syllabus by allowing students to apply their skills in a variety of contexts and promoting active lifestyles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. WHAT IS GAME SENSE?
• Game Sense is a student-centred PE teaching and learning approach that uses
modified games to enhance contextual understanding of the features of ‘full’ games
(Light, 2012; Reid & Harvey, 2014).
• Modified games are simpler versions of games (e.g. basketball, volleyball) played in
smaller than usual groups and the level of difficulty is also lower however gradually
increases as students’ skills and understanding improve (Light, Curry & Mooney,
2014).
• Modified games emphasise the game features (rules, objectives and strategies) rather
than skill development, resulting in students with various abilities being able to
interact and play together, thus maximising student participation in PE activities
(Hopper, Butler & Storey, 2009).
3. WHAT IS GAME SENSE?
• Game sense is an engaging teaching approach that places learning in context and
promotes meaningful play, which makes it more effective than traditional
methodologies focusing on drill exercises to develop fundamental skills in
isolation before allowing students to play a game (Light, 2012; Reid & Harvey,
2014).
• It uses a constructivist, inquiry-based approach whereby teachers promote
questions, conversations and reflections instead of giving instructions.
• As a result, students develop tactical awareness, decision-making and skill
application, being able to adapt skills to each game played (Light, 2012).
4. WHAT IS GAME SENSE?
• In addition, Game Sense shifts the focus from how well a game is played to
learning through games (Light, 2012).
• For example, students could play “Rob the Nest” with basketballs to practice their
special awareness, dribbling and ball handling skills. Instead of beanbags in the
centre of the court, students would collect basketballs that they need to dribble
on their way back to their nests.
5. WHY USE GAME SENSE?
• I believe that promoting the development of positive attitudes towards living an
active, healthy life should be at the core of every PE teacher’s pedagogy, and this
can be achieved using a Game Sense approach.
• It also promotes the development of basic fundamental movements and physical
literacy as students become increasingly confident and versatile in their
movements across a range of activities (Mandigo, Lodewyk, Francis & Lopez,
2009).
6. WHY USE GAME SENSE?
• It promotes social interactions and team work which Light (2012) argues is fun for
children and this is the main incentive for them to participate in sports.
• It gives students control over how they play the games, fostering important skills
such as reflection, decision-making, problem-solving and collaboration. These
vital skills are transferrable to all aspects of students’ lives.
• It is an inclusive approach to learning that caters for the
diversity of skills that each student can bring, offering equal
opportunities for learning.
7. LINKS TO PDHPE SYLLABUS
• I believe that Game Sense fits perfectly within the PDHPE syllabus (NESA, 2018)
rationale stating that “students learn in movement, about movement and through
movement and are given opportunities to apply and adapt their skills across
multiple contexts” (p.10).
• It also aligns well with Stage 3 outcome PD3-8: “Creates and participates in
physical activities to promote healthy and active lifestyles.” (NESA, 2018, p.71)
8. REFERENCES
Hopper, T., Butler, J., & Storey, B. (2009). TGfU-Simply good pedagogy: Understanding a complex challenge. PHE
Canada.
Light, R. (2012). Game Sense: Pedagogy for performance, participation and enjoyment. New York, USA: Taylor
and Francis.
Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering quality teaching in physical
education. Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 67-81.
Mandigo, J., Francis, N., Lodewyk, K., & Lopez, R. (2009). Physical literacy for educators. Physical and Health
Education Journal, 75(3), 27-30.
NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education K-10
syllabus. Sydney: Author.
Reid, P., & Harvey, S. (2014). We're delivering Game Sense… aren't we?. Sports Coaching Review, 3(1), 80-92.