This unit covers sports nutrition and basic anatomy over one semester. In the first term, students will learn about sports nutrition, including the digestive system, energy balance, and specific nutritional needs of athletes. The second term focuses on basic anatomy and physiology, including the circulatory, respiratory, and muscular systems and how they relate to human performance. Assessment includes assignments on nutrition, tests on both topics, and a lab exercise on the respiratory and circulatory systems. Students must complete the first three assessments to exit after term 1. The unit aims to provide foundational knowledge of how food and the body's systems work together to support athletic performance.
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...Liz Norman
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Liz Norman, Massey University, New Zealand
The purpose of this workshop is to enhance teachers' skills for improving students' attitudes towards their learning and work. The workshop is designed for healthcare educators.
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
To define educational objectives
To different types of educational objectives
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Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...Liz Norman
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A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
The purpose of this workshop is to enhance teachers' skills for improving students' attitudes towards their learning and work. The workshop is designed for healthcare educators.
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
To define educational objectives
To different types of educational objectives
To identify important sources
Should be able to make examples for their institutions and department
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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
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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!
1. PE FACULTY
SEMESTER 1 2010
Course Title Sports Science Course Code
Unit Title Human Movement 1 Unit Code
Semester Unit Sports Nutrition and Basic
Anatomy
Unit Value 1.0
Term 1 Unit Sports Nutrition Unit Value 0.5
Term 2 Unit Basic Anatomy and Physiology Unit Value 0.5
GOALS
This unit should enable students to:
• Describe and understand the structure and function of the digestive system
• Describe and understand the relationship between food intake, energy expenditure and metabolism
• Interpret and understand nutritional food values appropriate to athletes in sport
• Identify specific dietary requirements for a variety of athletic performance and community target
groups
• Demonstrate an understanding of dietary ergogenic aids and their specific performance uses
• Describe and understand the basic organisation of the human body: cells, organs, systems
• Describe and understand the structure and function of the circulatory system
• Describe and understand the structure and function of the respiratory system and be able to describe
the process of gas exchange
• Recognise and understand how these body systems relate to and enhance human performance
CONTENT SUMMARY
Sports Nutrition
• The digestive system- structure, function, enzymes, absorption and distribution of nutrients
• Effect of good nutrition – Australian Guide to Healthy Eating, balanced diet and food labelling
• Importance of energy
• Food as energy sources and nutrients (carbohydrates, fats, proteins)
• Food fuels at rest and during exercise
• The Glycemic Index (GI)
UNIT OUTLINE
2. • Energy balance, weight gain and loss and basal metabolic rate
• How nutrition affects performance and recovery
• Nutrition principles for athletes including pre and post/recovery performance meals and fluid
replacement
• Nutrition based issues – carbohydrate loading, dietary ergogenic aids and vegetarian athletes,
dietary extremism in athletes
• Differences in dietary patterns of athletes of different races
Basic Anatomy and Physiology
• Definitions – Anatomy & Physiology
• Basic introduction to the cell – structure, function and types
• Body structure – cells, tissues, organs & systems
• Homeostasis – bodily steady state, its importance & affect on human performance
• Circulatory system (cardiovascular system) – functions and types of circulation, heart and structure,
cardiac cycle, pulse, blood pressure, blood vessels, blood structure and function, blood flow around
the body at rest and during exercise and heart rate
• Heart and circulatory responses to exercise (immediate and training responses): hypertrophy, stroke
volume, cardiac output and blood pressure
• Respiratory system–structure, factors relevant to oxygen and carbon dioxide transport & mechanics
of breathing
• Respiration and exercise, respiration rate, tidal volume, ventilation, vital capacity, oxygen uptake
ASSESSMENT
TASK DUE DATE WEIGHTING
Discussion paper on Nutrition Week 4 (Term 1) 15%
In class written task Week 6 (Term 1) 15%
Nutrition Test Week 8 (Term 1) 20%
In class lab exercise and write-up Week 14 (Term 2) 15%
Workbook Week 17 (Term 2) 15%
Respiratory & Circulatory Test Week 17 (Term 2) 20%
(Weightings are those prescribed in the course outline)
Specific Entry & Exit Requirements for Term Units
It is possible to enter this course at term 2.
This is a Semester Unit.
To exit at term 2 you must complete the first three assessment items by week 9.
3. UNIT GRADES FOR COURSES
Grade Descriptor
A student who achieves
the grade A
KNOWLEDGE, UNDERSTANDING AND APPLICATION
• demonstrates a comprehensive knowledge of a wide range of complex terms, concepts and
interrelationships that shape decision making
applies knowledge, concepts and skills to a wide range of complex, familiar and unfamiliar situations and is
highly perceptive and skilful in identifying relevant information and issues.
CRITICAL ANALYSIS
• analyses and evaluates facts, theories and opinions and draws appropriate and insightful conclusions
• demonstrates precise use of terminology and constructs a sophisticated and logical argument
• demonstrates initiative, makes informed choices, and has an acute awareness of bias and perspective
shows a confident, accurate and sophisticated grasp of information drawn from a wide variety of sources
A student who achieves
the grade B
KNOWLEDGE, UNDERSTANDING AND APPLICATION
• demonstrates a competent knowledge of a range of complex terms, concepts and interrelationships that
shape decision making
applies knowledge, concepts and skills to a range of complex, familiar and some unfamiliar situations and is
perceptive and skilful in identifying relevant information and issues
CRITICAL ANALYSIS
• analyses and evaluates facts, theories and opinions and draws appropriate conclusions
• demonstrates a competent use of terminology and constructs a logical argument
• demonstrates initiative, makes informed decisions and has an awareness of bias and perspective
shows an accurate grasp of information drawn from a variety of sources
A student who achieves
the grade C
KNOWLEDGE, UNDERSTANDING AND APPLICATION
• demonstrates an essential knowledge of most terms, concepts and interrelationships that shape decision
making
applies knowledge, concepts and skills to familiar situations and can identify relevant information and issues
CRITICAL ANALYSIS
• analyses facts, theories and opinions and draws some conclusions
• demonstrates use of terminology and attempts to construct a logical argument
demonstrates informed choices and has an accurate grasp of information drawn from a few sources
A student who achieves
the grade D
KNOWLEDGE, UNDERSTANDING AND APPLICATION
• demonstrates a limited knowledge of terms and concepts that shape decision making
applies knowledge, concepts and skills to familiar situations with guidance
CRITICAL ANALYSIS
• demonstrates limited distinction between facts and theories and draws some conclusions
• demonstrates limited use of terminology and attempts to construct a logical argument
• responds to obvious features or differences in sources
produces limited summaries or descriptions from sources
A student who achieves
the grade E
KNOWLEDGE, UNDERSTANDING AND APPLICATION
• demonstrates very limited knowledge of terms and concepts
applies knowledge, concepts and skills with specific instruction
CRITICAL ANALYSIS
• demonstrates very limited distinction between facts and theories
• demonstrates very limited use of terminology
responds to obvious sources on occasion
Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to
complete and submit tasks within a specified time frame.
Executive Teacher (Mark Armstrong)_____________________________________
Class Teacher (Kate Hromow)_____________________________________________
Date: / / 10