COVID-19, Women, Girls and Sport: Build Back Better
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TESE Thaisa Francis César Sampaio Sarmento.Pdf
UNIVERSIDADE FEDERAL DE PERNAMBUCO CENTRO DE ARTES E COMUNICAÇÃO DEPARTAMENTO DE DESIGN PROGRAMA DE PÓS-GRADUAÇÃO EM DESIGN Thaisa Francis César Sampaio Sarmento MODELO CONCEITUAL DE AMBIENTE DE APRENDIZAGEM ADEQUADO A PRÁTICAS COM BLENDED LEARNING PARA ESCOLAS DE ENSINO MÉDIO Recife 2017 THAISA FRANCIS CÉSAR SAMPAIO SARMENTO MODELO CONCEITUAL DE AMBIENTE DE APRENDIZAGEM ADEQUADO A PRÁTICAS COM BLENDED LEARNING PARA ESCOLAS DE ENSINO MÉDIO Tese apresentada à Coordenação do Programa de PósGraduação em Design da Universidade Federal de Pernambuco, para a obtenção do grau de Doutor em Design, sob orientação da Prof.ª Drª Vilma Villarouco e do coorientador Prof. Dr. Alex Sandro Gomes. Recife 2017 Catalogação na fonte Bibliotecário Jonas Lucas Vieira, CRB4-1204 S246m Sarmento, Thaisa Francis César Sampaio Modelo conceitual de ambiente de aprendizagem adequado a práticas com blended learning para escolas de ensino médio / Thaisa Francis César Sampaio Sarmento. – Recife, 2017. 261 f.: il., fig. Orientadora: Vilma Villarouco dos Santos. Tese (Doutorado) – Universidade Federal de Pernambuco, Centro de Artes e Comunicação. Design, 2018. Inclui referências e apêndices. 1. Ambiente de aprendizagem. 2. Ergonomia do ambiente construído. 3. Design de interiores. 4. Design Science Research. I. Santos, Vilma Villarouco dos (Orientadora). II. Título. 745.2 CDD (22.ed.) UFPE (CAC 2018-29) UNIVERSIDADE FEDERAL DE PERNAMBUCO PROGRAMA DE PÓS-GRADUAÇÃO EM DESIGN PARECER DA COMISSÃO EXAMINADORA DE DEFESA DE TESE DE DOUTORADO ACADÊMICO DE Thaisa Francis César Sampaio Sarmento "MODELO CONCEITUAL DE AMBIENTE DE APRENDIZAGEM ADEQUADO À PRÁTICAS COM BLENDED LEARNING PARA ESCOLAS DE ENSINO MÉDIO." ÁREA DE CONCENTRAÇÃO: Planejamento e Contextualização de Artefatos. A comissão examinadora, composta pelos professores abaixo, considera o(a) candidato(a) Thaisa Francis César Sampaio Sarmento _APROVAD(A)__. -
Seleção Feminina Nos Jogos Olímpicos 25 Women’S National Team in the Olympic’S Cidades-Sede | Host-Cities 26
ÍNDICE SUMMARY インデックス COORDENADORa DE SELEÇÕES FEMININAS 03 Duda Luizelli | Women’s National Teams Coordinator TÉCNICA PIA SUNDHAGE | Head Coach 04 jogadoras | Players 06 numeração | Team Jersey numbers 12 Comissão Técnica | Coaching Staff 13 Caminho para Tóquio 2020 | Road to Tokyo 2020 14 Fase de Grupos Tóquio 2020 | Group Phase 18 CHAVEAMENTO | Knockout Phase 24 Seleção Feminina nos Jogos Olímpicos 25 Women’s National Team In the Olympic’s Cidades-Sede | Host-Cities 26 Curiosidades | Trivia 33 Redes Sociais | Social 35 2 ”35 ANOS DEDICADOS AO FUTEBOL FEMININO ” Ex-atleta da Seleção Brasileira Feminina, Duda Luizelli é a primeira mulher a liderar a Coordenação das Seleções Brasileiras Femininas. Anunciada em setembro de 2020, a contratação da gaúcha de 49 anos faz parte de um novo momento do futebol feminino na CBF, que conta com maior participação das mulheres. São 35 anos dedicados à modalidade, desde os tempos de atleta até a coordenação das Seleções Femininas Principal, Sub-20 e Sub-17. O despertar como jogadora foi aos 14 anos no Internacional-RS. Foi no duda luizelli clube colorado que a meia ganhou notoriedade e chegou à Seleção Brasileira. A estreia com a camisa Canarinho foi aos 20 anos. No total, COORDENADORA DAS SELEÇÕES foram oito anos vestindo o uniforme verde e amarelo, tendo no BRASILEIRAS FEMININAS currículo a conquista do bicampeonato Sul-Americano, em 1995. Na década de 90, Duda foi uma das primeiras brasileiras a atuar no futebol internacional. Com a camisa do Milan e do Verona, da Itália, a meia brilhou no campeonato italiano por duas temporadas. Ao retornar ao Brasil, voltou a vestir a camisa 10 do Internacional, e foi com o time colorado que encerrou a carreira aos 30 anos, somando conquistas importantes, como o pentacampeonato do Campeonato Gaúcho, o tricampeonato da Copa Sul e o Torneio de CIVATE (Itália). -
Rank One Sport Game Scheduler Tutorial
Rank One Sport Game Scheduler Tutorial To add a new game schedule, hover your mouse over the Schedules Tab Select Game Scheduler from the drop down menu Step 1. Highlight your School, Sport, Level, and Team Step 2. Enter your Advanced Settings. Advanced settings will allow you to enter the Game Start Time, End Time, Default Home Venue, and Game Type for HOME games in order to make building your schedule faster! In this example 7:30 p.m. will be set as the Start Time, 8:30 p.m. as the End Time, Demo 3 Stadium as the Home Venue, and District as the Game Type, since these will apply to most of the Home games. After you enter your Advanced Settings, click “Save Advanced Settings” before continuing. You will see the “Advanced Settings Saved Successfully!” message at the bottom. *Note: We suggest leaving the End Time as one hour after the Start Time so that the Facility Management piece can work behind the scenes to ensure you do not double book a venue. Parents do NOT see the End Time on the Game Schedule. Step 3. Select the Game Dates from the calendar. *You can select the date multiple times if you have more than one game on the same date* The dates will populate below with your Advanced Settings To adjust the Start Time highlight the existing data and make the appropriate changes For example: Start time is 6:30 type in 0630 (If you do not know the start time check the TBA box) Click Tab on your keyboard After you hit Tab, the End Time will automatically default to one hour after the Start Time We recommend NOT ADJUSTING the End Time Continue filling in the game details All information marked with a red * is required! Type your opponent in the opponent field. -
Gender in Televised Sports: News and Highlight Shows, 1989-2009
GENDER IN TELEVISED SPORTS NEWS AND HIGHLIGHTS SHOWS, 1989‐2009 CO‐INVESTIGATORS Michael A. Messner, Ph.D. University of Southern California Cheryl Cooky, Ph.D. Purdue University RESEARCH ASSISTANT Robin Hextrum University of Southern California With an Introduction by Diana Nyad Center for Feminist Research, University of Southern California June, 2010 1 TABLE OF CONTENTS I. INTRODUCTION by Diana Nyad…………………………………………………………………….………..3 II. SUMMARY OF FINDINGS…………………………………………………………………………………………4 III. DESCRIPTION OF STUDY…………………………………………………………………………………………6 IV. DESCRIPTION OF FINDINGS……………………………………………………………………………………8 1. Sports news: Coverage of women’s sports plummets 2. ESPN SportsCenter: A decline in coverage of women’s sports 3. Ticker Time: Women’s sports on the margins 4. Men’s “Big Three” sports are the central focus 5. Unequal coverage of women’s and men’s pro and college basketball 6. Shifting portrayals of women 7. Commentators: Racially diverse; Sex‐segregated V. ANALYSIS AND INTERPRETATION OF FINDINGS…………………………………………………….22 VI. REFERENCES……………………………………………………………………………………..…………………28 VII. APPENDIX: SELECTED WOMEN’S SPORTING EVENTS DURING THE STUDY…………..30 VIII. BACKGROUND AND PURPOSE OF THE STUDY………………………………….…………….….33 IX. ACKNOWLEDGEMENTS……………………………………………………………………………………….34 X. ABOUT THE CO‐INVESTIGATORS………………………………………………………………..….…….35 2 I. INTRODUCTION By Diana Nyad For two decades, the GENDER IN TELEVISED SPORTS report has tracked the progress— as well as the lack of progress—in the coverage of women’s sports on television news and highlights shows. One of the positive outcomes derived from past editions of this valuable study has been a notable improvement in the often‐derogatory ways that sports commentators used to routinely speak of women athletes. The good news in this report is that there is far less insulting and overtly sexist treatment of women athletes than there was twenty or even ten years ago. -
Handball Sport Rules
HANDBALL SPORT RULES Handball Sport Rules 1 VERSION: June 2016 © Special Olympics, Inc., 2016 All rights reserved HANDBALL SPORT RULES TABLE OF CONTENTS 1. INTRODUCTION .................................................................................................................................... 4 Terminology .............................................................................................................................. 4 Fair Play .................................................................................................................................... 4 2. GOVERNING RULES ............................................................................................................................... 4 3. OFFICIAL EVENTS .................................................................................................................................. 4 Individual Skills Competition ...................................................................................................... 4 Team Competition ..................................................................................................................... 4 5-A-Side Handball ...................................................................................................................... 4 Unified Sports® Team Competition ............................................................................................ 4 4. MARKING THE HANDBALL COURT ........................................................................................................ -
Sport and the Sustainable Development Goals (Sdgs)
SPORT AND THE An overview outlining the contribution of sport to the SDGs The United Nations have long recognized, advocated for and supported the important contribu- tions of sport to development and peace, with a significant record of General Assembly and Human Rights Council resolutions, UN treaties, Secretary-General’s reports and other guiding documents highlighting the unique potential of sport. The processes and milestones which led to the historic adoption of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) in 2015 were followed by the Sport for Development and Peace community with strong interest and a commitment to continue using sport as a unique tool to support this new global plan of action. As a result of joint efforts, particularly including UN Member States’ support to recognize the contribution of sport to the SDGs, Heads of State and Government and High Representatives declared in the Political Declaration for the new Agenda: Sport is also an important enabler of sustainable development. We recognize the grow- ing contribution of sport to the realization of development and peace in its promotion of tolerance and respect and the contributions it makes to the empowerment of women and of young people, individuals and communities as well as to health, education and social inclusion objectives (2030 Agenda for Sustainable Development A/RES/70/1, paragraph 37). This unprecedented recognition offers a compelling incentive and an unmissable opportunity for further joint efforts and action in the field Sport for Development and Peace. With the aspiration of leaving no one behind and maximizing the contribution of sport for a better and peaceful world, sport will continue advancing development as a powerful enabler of the SDGs, as it did for the preceding MDGs. -
Sport and Politics: Are the Olympic Games Political?
Case study SPORT & POLITICS: Are the Olympic Games political? 'No kind of demonstration or political, religious or racial propaganda is permitted in the Olympic areas'. So states the Olympic Charter. This is an interesting statement, and it locates the Olympic Movement as possibly the only sports mega-event that seeks to formally excuse itself from the realm of politics. The historic use of political influences, or does the Movement sport, particularly itself seeks to wash its hands of what many within the non- view as its corporate social responsibility to Western world, consider the human rights of individuals in the offers us nations that bid for and host the Games? numerous Image created by wallyg examples of the This case study presents key political events and reproduced under a overt use of sport that occurred at each Olympic Summer Games Creative Commons licence. in the furthering in the history of the Modern Olympic of political and nationalistic objectives; a Movement. concept that many nation states might see little reason to deny. After all, sport provides Between the first Olympic Summer Games in a platform for the potential reproduction, Athens (1896) and the Los Angeles Games of reflection and resistance of societal and 1932, there were no notable political events cultural norms, or which politics play a key (with the possible exception of the cancelling part. Other sporting mega-events such as the of the 1916 Games on account of WWI). This Maccabi Games and Pan Arab Games might partly be explained by the doubtless exist upon a clearly geopolitical comparatively small size of the Games within foundation, given that their clearly stated this period, as compared to each Summer objectives are to strengthen links between the Games that followed, and by the fact that the nation states and individuals who share their Games were not subject to any media fundamental religious, ethnic and cultural coverage before Berlin, 1936. -
Baseball: a U.S. Sport with a Spanish- American Stamp
ISSN 2373–874X (online) 017-01/2016EN Baseball: a U.S. Sport with a Spanish- American Stamp Orlando Alba 1 Topic: Spanish language and participation of Spanish-American players in Major League Baseball. Summary: The purpose of this paper is to highlight the importance of the Spanish language and the remarkable contribution to Major League Baseball by Spanish- American players. Keywords: baseball, sports, Major League Baseball, Spanish, Latinos Introduction The purpose of this paper is to highlight the remarkable contribution made to Major League Baseball (MLB) by players from Spanish America both in terms of © Orlando Alba Baseball: a U.S. Sport with a Spanish-American Stamp Informes del Observatorio / Observatorio Reports. 017-01/2016EN ISSN: 2373-874X (online) doi: 10.15427/OR017-01/2016EN Instituto Cervantes at FAS - Harvard University © Instituto Cervantes at the Faculty of Arts and Sciences of Harvard University quantity and quality.1 The central idea is that the significant and valuable Spanish-American presence in the sports arena has a very positive impact on the collective psyche of the immigrant community to which these athletes belong. Moreover, this impact extends beyond the limited context of sport since, in addition to the obvious economic benefits for many families, it enhances the image of the Spanish-speaking community in the United States. At the level of language, contact allows English to influence Spanish, especially in the area of vocabulary, which Spanish assimilates and adapts according to its own peculiar structures. Baseball, which was invented in the United States during the first half of the nineteenth century, was introduced into Spanish America about thirty or forty years later. -
Team Sport Officiating PEIMS Code: N1160012 Abbreviation: TEAMOFF Grade Level(S): 9-12 Number of Credits: 1/2-1
Course: Team Sport Officiating PEIMS Code: N1160012 Abbreviation: TEAMOFF Grade Level(s): 9-12 Number of Credits: 1/2-1 Course description: Students enrolled in the Team Sport Officiating course will learn rules and regulations of selected team sports, developing skills in the area of communication, decision-making, and conflict management, which are needed to officiate team sport competitions. They will work with coaches, players, other officials, and parents. The expectation is that students will have the ability to officiate at various levels and manage responsibilities that come with the role. Students will develop a personal fitness and injury prevention plan that directly relates to the needs of an official. Students will understand and apply time management skills required and recognize legal rights and responsibilities of an official involved with youth sports in the 21st century. Cardiopulmonary resuscitation (CPR), use of an automated external defibrillator (AED), and basic first aid skills will be taught in class. Students will be certified in CPR/AED first aid and receive an officiating certificate upon successful completion of course. Essential knowledge and skills: (a) General requirements. There is no prerequisite for this course. (b) Introduction. (1) In Team Sport Officiating, students acquire the knowledge and skills to become successful officials. Students enrolled in this class will gain the knowledge and understanding of all aspects of officiating. (2) Students enrolled in Team Sport Officiating are expected to maintain health-related fitness and develop a personal fitness plan reinforcing the concept of incorporating physical activity into a lifestyle. (c) Knowledge and skills. (1) Developing officiating skills. -
Game and Sport Administration No Student Who Has Played on a College Team Is Eligible to Play on a High School Team
Game and Sport Administration No student who has played on a college team is eligible to play on a high school team. A student who has enrolled and attended class in a college will not be eligible for high school competition, but this does not affect a regularly enrolled high school student who is merely taking the college course(s) for advanced credit. GAME AND SPORT ADMINISTRATION 17. PRACTICE TIME: There shall be no athletic practice during the regular school day. This means no individual or team practice may begin until after the last regularly scheduled instructional period. No authorized practice, contest, or workouts may occur during the work day for teachers during the ten-month teaching calendar, and coaches may not use their vaca- tion or leave time to hold a practice during the teacher work day. On the day following the end of the academic school year calendar, non-mandatory teacher workdays are governed by local policy. This rule also applies to non-faculty coaches. Exception: if a superintendent gives permis- sion for schools in his/her unit to practice prior to the end of a work day DUE TO INCLEMENT WEATHER ONLY. Team practice in any sport is prohibited after the sports season ends until the first day following the final day of the school year. 18. GAME RULES: All high schools participating in interscholastic athletics shall use the game rules as set forth by the National Federation of State High School Associations. Golf and tennis shall use USGA and USTA rules respectively, except where local modifications apply. -
Baseball – America's National Sport LIU024
B1 Baseball – America's National Sport LIU024 Complete the text about baseball by finding ONE word that fits into each blank. Baseball is America's national sport. But, (1) ___________________ it originated in the USA baseball is played in many other countries, especially in Central and South America and Japan. Baseball (2) ___________________ an Olympic sport at the 1992 Olympics. Baseball is not only a sport but an American (3) ___________________ of life. Many families spend summer afternoons (4) ___________________ their children at a baseball park, sitting in the stands with popcorn and hot dogs. They cheer for their favourite team and wear their baseball caps. The game (5) ___________________ played with a long wooden bat and a small hard ball. The players have large heavy gloves to (6) ___________________ the ball. They usually (7) ___________________ light shirts and knee-long trousers. Shoes have spikes on them to help players run on the field. A baseball field is divided (8) ___________________ two parts. The infield has the shape of a diamond and is bordered by the bases that runners run around. A few players stand in the grassy outfield and wait to catch the ball (9) ___________________ letting it drop on the ground. A baseball game consists of nine parts (10) ________________ innings. Teams take turns trying to score runs and defend. A pitcher throws the ball towards a batter (11) ____________ tries to hit it so that the other team can't catch it. The batter tries to run around the bases as (12) ___________________ as possible. A ball that is hit into the stands is called a home run. -
UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO Francielle
UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO Francielle Toniolo Nicodemos Furtado de Mendonça GRUPOS DE EDUCAÇÃO EM SAÚDE COM IDOSOS: EDUCAÇÃO PERMANENTE COM PROFISSIONAIS DA ATENÇÃO PRIMÁRIA UBERABA/MG 2015 Francielle Toniolo Nicodemos Furtado de Mendonça GRUPOS DE EDUCAÇÃO EM SAÚDE COM IDOSOS: EDUCAÇÃO PERMANENTE COM PROFISSIONAIS DA ATENÇÃO PRIMÁRIA Dissertação apresentada ao programa de Pós- Graduação Stricto Sensu em Atenção à Saúde da Universidade Federal do Triângulo Mineiro como requisito parcial para obtenção do título de mestre. Linha de pesquisa: atenção à saúde das populações. Eixo temático: Saúde do adulto e idoso. Orientador: Prof. Dr. Álvaro da Silva Santos. UBERABA/MG 2015 FRANCIELLE TONIOLO NICODEMOS FURTADO DE MENDONÇA Grupos de educação em saúde com idosos: Educação permanente com profissionais da atenção primária Dissertação apresentada ao Programa de Pós- Graduação Stricto Sensu em Atenção à Saúde da Universidade Federal do Triângulo Mineiro como requisito parcial para obtenção do título de mestre. Uberaba, 27 de novembro de 2015. Banca Examinadora ________________________________________________ Profo Dro Álvaro da Silva Santos – Orientador Universidade Federal do Triângulo Mineiro ________________________________________________ Profa Dra Leiner Resende Rodrigues Universidade Federal do Triângulo Mineiro ________________________________________________ Profa Dra Vânia Del’Arco Paschoal Faculdade de Medicina de São José do Rio Preto Dedico esse trabalho à minha mãe Denise, ao meu irmão Tiago e aos meus avós Maria e João, pelo amor e carinho com que sempre cuidaram de mim, e pelo incentivo e apoio aos estudos. Dedico também ao meu marido Marcelo, companheiro nesta jornada, que constantemente me incentiva a estudar mais e mais, e está sempre ao meu lado, oferecendo seu carinho, apoio e paciência em todos os momentos, principalmente naqueles em que eu mais precisei.