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2020-21 SCHEDULE/RESULTS from the TIP ARIZONA (16-5) Vs
Adam Gonzales Assistant Director of Communications Services O: (520) 621-1814 | C: (520) 591-6239 [email protected] www.ArizonaWildcats.com Twitter: @ArizonaWBB Instagram: @ArizonaWBasketball Facebook: Facebook.com/ArizonaWomensBasketball 8 NCAA TOURNAMENT APPEARENCES | 1997 | 1998 | 1999 | 2000 | 2003 | 2004 | 2005 | 2021 2020-21 SCHEDULE/RESULTS ARIZONA (16-5) vs. STONY BROOK (15-5) DATE OPPONENT TIME TV Mar. 22, 2021 | 11 a.m. (MST) NOVEMBER (1-0) Alamodome | San Antonio, Texas 29 Northern Arizona W, 76-63 DECEMBER (6-0) TV: ESPN2 (Tiffany Green & Steffi Sorensen) Radio: KTUC 1400 AM (Derrick Palmer) 4 #9 UCLA* W, 68-65 Live Stats: Arizona.Statbroadcast.com 6 USC* W, 78-77 Series Record: First Meeting 10 Arizona State* W, 65-37 Last NCAA Game: L, 76-43 vs. LSU (Second Round, 2005) 18 Colorado* W, 62-59 20 Utah* W, 77-60 BY THE NUMBERS 23 Idaho W, 96-42 3 .............................................................NCAA Tournament Seed.............................................................14 JANUARY (4-2) 11 ..............................................................Rankings (AP/Coaches) ......................................................NR Adia Barnes ....................................................Head Coach .................................... Caroline McCombs 1 #1 Stanford* L, 81-54 84-65 (5th year) ........................................Record at School ....................................130-75 (7th year) 3 California* W, 69-33 Same .............................................................. Career Record .........................................................Same 8 Washington* Canc. 10 Washington State* L, 71-69 OT FROM THE TIP 14 #10 Oregon* W, 57-41 f Arizona is playing in their first NCAA Tournament since 2005 and was chosen as a 3-seed. 17 Oregon State* W, 67-51 f The Wildcats will face 14-seed Stony Brook in the First Round at 11 a.m. MST on ESPN2. 22 Utah* W, 66-54 f Arizona has never faced Stony Brook. -
Policy Bulletin BUL-5469.2 Page 1 of 5 June 26, 2014 Office of The
LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin TITLE: Lockdown And Rapid Relocation Procedures For All ROUTING Schools All Schools and Offices NUMBER: BUL-5469.2 ISSUER: Michelle King, Senior Deputy Superintendent School Operations Office of the Superintendent Earl R. Perkins Assistant Superintendent School Operations Office of the Superintendent DATE: June 26, 2014 POLICY: The Los Angeles Unified School District is committed to providing a safe and secure learning environment for its students. When an event on or near a campus occurs that requires the school to initiate a lockdown, school site administrators are to follow the guidelines in this Bulletin. MAJOR This Bulletin replaces BUL-5469.1 dated February 13, 2013, issued by the Office of CHANGES the Superintendent, and includes procedures for Rapid Relocation during an “Active Shooter” incident. GUIDELINES: The following guidelines apply: A lockdown may be initiated by the Los Angeles School Police Department (LASPD), local law enforcement, or the school principal/designee when gunfire or a threat of violence is identified and it is necessary to shield students from gunfire or prevent the perpetrator(s) from entering any occupied campus areas. NOTE: During a lockdown due to an “Active Shooter” incident on campus, procedures delineated in Attachment B of this bulletin shall be followed if a “Rapid Relocation” is initiated. I. When a school initiates a lockdown, the following procedures will occur: A. The principal/designee will initiate the Incident Command System (ICS) as defined for that school in the Safe School Plan, Volume 2, Emergency Procedures, Section 2.0. The principal/designee becomes the School Incident Commander (School IC) and directs the students and staff to go into lockdown via the school intercom system, using the term “lockdown.” Do not use special codes, as they are not universally understood. -
Respondus Lockdown Browser & Monitor Remote Proctoring Is Available, but Not Recommended. Please Consider Alternative Assess
Respondus Lockdown Browser & Monitor Remote proctoring is available, but not recommended. Please consider alternative assessment strategies. If you absolutely cannot use alternatives, and want to move forward using Respondus Lockdown Browser, here are some aspects to consider to minimize the impact to your students: Definitions: • Respondus Lockdown Browser is an internet browser downloaded and installed by students, which locks down the computer on which they are taking the test so that students cannot open other applications or web pages. Lockdown Browser does not monitor or record student activity. • Respondus Monitor is an instructor-enabled feature of Respondus Lockdown Browser, which uses the students’ webcams to record video and audio of the exam environment. It also records the students’ computer screens. Instructors can view these recordings after the exam session is over. Considerations: • If Respondus Monitor is enabled, students must have a webcam to take the test. Be aware that many of your students may not have access to a webcam. You will need to offer an alternative assessment for students who do not have a webcam. o Students may not be asked to purchase a webcam for these exams, unless one was required as an initial expectation for the course. Requiring the purchase of additional materials not specified in the class description or original syllabus opens up a host of concerns, including but not limited to: student financial aid and ability to pay, grade appeals, and departmental policies. • Both Respondus Lockdown Browser and Respondus Monitor require a Windows or Mac computer. iPads require a specialized app, and are not recommended. -
Distance Learning Solutions and Child Development During the COVID-19 Lockdown
DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Lucia Mangiavacchi Francesca Marchetta Luca Piccoli OCTOBER 2020 DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Luca Piccoli CERDI, Universite Clermont Auvergne and University of Trento and IZA CNRS Lucia Mangiavacchi University of Perugia and IZA Francesca Marchetta CERDI, Universite Clermont Auvergne and CNRS OCTOBER 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. -
Hospital Lockdown Guidance
Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland June 2010 Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland Contents Page 1. Introduction..........................................................................................5 2. Best Practice and relevant Legislation and Regulation ...................7 2.1 Best Practice............................................................................7 2.8 Relevant legislation and regulation ..........................................8 3. Lockdown Definition ..........................................................................9 3.1 Definition of site/building lockdown...........................................9 3.4 Partial lockdown .......................................................................9 3.5 Portable lockdown ..................................................................10 3.6 Progressive/incremental lockdown .........................................10 3.8 Full lockdown..........................................................................11 4. Developing a lockdown profile.........................................................12 4.3 Needs Analysis ......................................................................13 4.4 Critical asset profile................................................................14 4.9 Risk Management ..................................................................14 4.10 Threat and hazard assessment..............................................14 4.13 Lockdown threat -
SUMMER NEWSLETTER If There's One Thing We Can Look Forward To, It's the Sunny Weather and the Later Evenings - Finally!
J U N E 2 0 2 0 SUMMER NEWSLETTER If there's one thing we can look forward to, it's the sunny weather and the later evenings - finally! MESSAGE FROM THE CEO It’s true to say, it’s a whole different world since writing the last newsletter foreword. It’s an extraordinary time, full of challenge, WHAT TO EXPECT FROM uncertainty and sadly, grief for many people directly affected by COVID 19 around the world. However, history shows us that THE NEXT VIEW PAGES: nothing is forever and although times are difficult, this time will pass and we will move forward into a different place. What will Photos that world look like…will we choose to learn the valuable Virtual ARC lessons that this crisis has offered us? Just as there has been Service Update grief, fear and hardship, there have also been extraordinary Flashback to recent events acts of kindness, community spirit and selflessness. However, one of the things that has continued to be apparent, is the Creative work by Service Users disparity between those in society that have so little and those Things to Celebrate who have so much. The advantage of wealth and privilege was Upcoming events clearly evident during this crisis. Whilst front line care workers struggled without testing or even basic PPE, unrecognisably Isolation Companions: How Pets surgically enhanced celebrities bathed in flower petals and Are Helping Us During the talked of us “all being equal in many ways”. I’d like to see a Pandemic change of consciousness to match the shift of our reality. -
England Lockdown Stay at Home the New Variant of Coronavirus Is Spreading Fast
ENGLAND LOCKDOWN STAY AT HOME THE NEW VARIANT OF CORONAVIRUS IS SPREADING FAST. WE ALL NEED TO PLAY OUR PART TO STOP THE SPREAD. LEAVING HOME WORK AND BUSINESS WEDDINGS AND FUNERALS You must not leave, or be outside of your Everyone must work from home unless they Funerals of up to 30 people permitted. home or garden, except for a very limited are unable to do so. Weddings up to 6 people permitted in set of exemptions e.g. to shop for basic exceptional circumstances. Wakes and necessities, exercise, go to work if you other linked ceremonial events of up to 6 cannot do so from home, or to escape EDUCATION permitted. risk of harm. Early years settings open. Primary and PLACES OF WORSHIP MEETING OTHERS secondary schools and colleges move to remote provision except for vulnerable Places of worship can remain open and children and children of critical workers. communal worship is permitted, but you You cannot leave your home to meet Most university students to move to must not mix with those outside your socially with anyone, except with your remote learning. household or support bubble. household or support bubble (if eligible to form one). Stay 2 metres apart from anyone TRAVELLING not in your household or support bubble. LEISURE AND SPORTING FACILITIES You must stay at home. If you do leave EXERCISE Closed, with limited exceptions. home for a very limited set of exemptions, you should stay local in the village, town, You may exercise on your own, with your or part of the city where you live where household or support bubble, or with one ACCOMMODATION possible. -
COVID-19 Case Rates in the UK: Modelling Uncertainties As Lockdown Lifts
systems Article COVID-19 Case Rates in the UK: Modelling Uncertainties as Lockdown Lifts Claire Brereton 1,* and Matteo Pedercini 2 1 Child Health Research Centre, University of Queensland, Brisbane, QLD 4101, Australia 2 Millennium Institute, 2200 Pennsylvania Ave NW, Washington, DC 20037, USA; [email protected] * Correspondence: [email protected]; Tel.: +61-419-901-107 Abstract: Background: The UK was one of the countries worst affected by the COVID-19 pandemic in Europe. A strict lockdown from early 2021 combined with an aggressive vaccination programme enabled a gradual easing of lockdown measures to be introduced whilst both deaths and reported case numbers reduced to less than 3% of their peak. The emergence of the Delta variant in April 2021 has reversed this trend, and the UK is once again experiencing surging cases, albeit with reduced average severity due to the success of the vaccination rollout. This study presents the results of a modelling exercise which simulates the progression of the pandemic in the UK through projection of daily case numbers as lockdown lifts. Methods: A simulation model based on the Susceptible-Exposed- Infected-Recovered structure was built. A timeline of UK lockdown measures was used to simulate the changing restrictions. The model was tailored for the UK, with some values set based on research and others obtained through calibration against 16 months of historical data. Results: The model projects that if lockdown restrictions are lifted in July 2021, UK COVID-19 cases will peak at hundreds of thousands daily in most viable scenarios, reducing in late 2021 as immunity acquired through both vaccination and infection reduces the susceptible population percentage. -
Fight, Flight Or Lockdown Edited
Fight, Flight or Lockdown: Dorn & Satterly 1 Fight, Flight or Lockdown - Teaching Students and Staff to Attack Active Shooters could Result in Decreased Casualties or Needless Deaths By Michael S. Dorn and Stephen Satterly, Jr., Safe Havens International. Since the Virginia Tech shooting in 2007, there has been considerable interest in an alternative approach to the traditional lockdown for campus shooting situations. These efforts have focused on incidents defined by the United States Department of Education and the United States Secret Service as targeted acts of violence which are also commonly referred to as active shooter situations. This interest has been driven by a variety of factors including: • Incidents where victims were trapped by an active shooter • A lack of lockable doors for many classrooms in institutions of higher learning. • The successful use of distraction techniques by law enforcement and military tactical personnel. • A desire to see if improvements can be made on established approaches. • Learning spaces in many campus buildings that do not offer suitable lockable areas for the number of students and staff normally in the area. We think that the discussion of this topic and these challenges is generally a healthy one. New approaches that involve students and staff being trained to attack active shooters have been developed and have been taught in grades ranging from kindergarten to post secondary level. There are however, concerns about these approaches that have not, thus far, been satisfactorily addressed resulting in a hot debate about these concepts. We feel that caution and further development of these concepts is prudent. Developing trend in active shooter response training The relatively new trend in the area of planning and training for active shooter response for K-20 schools has been implemented in schools. -
Law, Technology, and Public Health in the COVID-19 Crisis
Privacy in Pandemic: Law, Technology, and Public Health in the COVID-19 Crisis Tiffany C. Li* The COVID-19 pandemic has caused millions of deaths and disastrous consequences around the world, with lasting repercussions for every field of law, including privacy and technology. The unique characteristics of this pandemic have precipitated an increase in use of new technologies, including remote communications platforms, healthcare robots, and medical AI. Public and private actors alike are using new technologies, like heat sensing, and technologically influenced programs, like contact tracing, leading to a rise in government and corporate surveillance in sectors like healthcare, employment, education, and commerce. Advocates have raised the alarm for privacy and civil liberties violations, but the emergency nature of the pandemic has drowned out many concerns. This Article is the first comprehensive account of privacy in pandemic that maps the terrain of privacy impacts related to technology and public health responses to the COVID-19 crisis. Many have written on the general need for better health privacy protections, education privacy protections, consumer privacy protections, and protections against government and corporate surveillance. However, this Article is the first comprehensive article to examine these problems of privacy and technology specifically in light of the pandemic, arguing that the lens of the pandemic exposes the need for both wide-scale and small-scale reform of privacy law. This Article approaches these problems with a focus on technical realities and social * Visiting Clinical Assistant Professor, Boston University School of Law; Fellow, Yale Law School Information Society Project. The author thanks Tally Amir, Chinmayi Arun, Jack M. -
Vandalism May Put Lockdown on Building Expressions
Volume 30, Issue 10 UNIVERSITY OF NORTH FLORIDA October The unofficial results are in. See page 7 18 2006 Wednesday THIS WEEK NEWS Starbucks coming soon to a campus near you When the climate cools down in January, students can grab their books and curl up in the library with hot coffee. See STARBUCKS, page 6 EXPRESSIONS Backpacking through Europe Taking time to travel Europe can be a worthwhile experi- ILLUSTRA ence. Check out a variety of ways to cross the Atlantic. TION: JEN QUINN AND R See TRIPPIN’, page 11 SPORTS Boys versus girls... OBER Who will rule and who T K. PIETRZYK will drool? Female student athlete’s spots on the field are receiv- ing the same treatment as the prominent male sports, due to conditions associated withTitle IX. See EVEN FIELD, page 17 WEEKEND BY ACE STRYKER stances as a way to offer “alternative living environments” where stu- MANAGING EDITOR dents can enjoy more company at a lower rate than double rooms. Many, WEATHER he said, prefer the camaraderie of two roommates and don’t mind the The majority of the 2,450 students living in on-campus housing at the limited space. University of North Florida are now in triple occupancy rooms, accord- “I love it,” said Kyle Landmann, a freshman mechanical engineering ing to statistics provided by Housing Operations. major who lives in a triple room. Most people are uncomfortable with it at As enrollments increase and the demand for housing continues to rise, first, he said, but enjoy it once they overcome the initial awkwardness and UNF is booking more students together in rooms to make space for every- make friends. -
The Influence of Repeated Mild Lockdown on Mental and Physical Health During the COVID-19 Pandemic: a Large-Scale Longitudinal Study in Japan
medRxiv preprint doi: https://doi.org/10.1101/2021.08.10.21261878; this version posted August 13, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity. It is made available under a CC-BY 4.0 International license . The influence of repeated mild lockdown on mental and physical health during the COVID-19 pandemic: a large-scale longitudinal study in Japan Tetsuya Yamamoto1,2,*, Chigusa Uchiumi1, Naho Suzuki3, Nagisa Sugaya4, Eric Murillo- Rodriguez2,5, Sérgio Machado2,6,7, Claudio Imperatori2,8, and Henning Budde2,9 8FIFYJBHMTTQTCJHMSTQTL:SIYNFQFSIBTHNFQBHNJSHJCTPMNRFDSNJNYCTPMNRFFUFS (:SYJHTSYNSJSYFQJTHNJSHJAJJFHM8TUCTPMNRFFUFS )8FIFYJBHMTTQTBHNJSHJFSICJHMSTQTLT:SSTFYNTSCTPMNRFDSNJNYCTPMNRFFUFS *DSNYTGQNH9JFQYMFSIJJSYNJJINHNSJBHMTTQTJINHNSJETPTMFRF4NYDSNJNYETPTMFRF FUFS +FGTFYTNTIJJTHNJSHNFTQJHQFJJ:SYJLFYNF6HJQFIJJINHNSF5NNNaS4NJSHNFIJQFBFQI DSNJNIFI2SMFHFFGNIFJNHT ,5JUFYRJSYTBUTYJYMTIFSICJHMSNJ7JIJFQDSNJNYTBFSYFFNFBFSYFFNF3FNQ -FGTFYTTMNHFQ2HYNNYJTHNJSHJJTINJNY:SYNYYJ@JNRFITA3FNQ .4TLSNYNJFSI4QNSNHFQHMTQTLFGTFYT5JUFYRJSYT9RFSBHNJSHJ6TUJFSDSNJNYTATRJ ATRJ:YFQ 7FHQYT9RFSBHNJSHJJINHFQBHMTTQ9FRGL9FRGL8JRFS Abstract The mental and physical effects of repeated lockdowns are unknown. We conducted a longitudinal study of the influence of repeated mild lockdowns during two emergency declarations in Japan, in May 2020 and February 2021. The analyses included 7,893 people who participated in all online surveys. During repeated