DOCSLIB.ORG

Athletic Handbook for Coaches, Students, and Parents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Athletic Handbook for Coaches, Students, and Parents Athletic Handbook for Coaches, Students, and Parents. Magrath Jr/Sr High School Administrators Mr. Brad Sabey, Principal Mr. Ryan Blackmore, Vice Principal, Girls Athletic Director Mr. Russ Sommerfeldt, Vice Principal, Boys Athletic Director School Phone: (403) 758-3366 Website: https://mhs.westwind.ab.ca ​ Twitter: @MagrathHigh Facebook: https://www.facebook.com/magrathhigh ​ School Team names: Boys: Zeniths Girls: Pandas School Colors: Blue and Gold The Magrath Jr/Sr High School Athletic Handbook for Parents, Students, and Coaches, contains policy of the athletic department, school, and school division, SAIAC, and ASAA. The purpose of this handbook is to educate and answer questions that parents, students, and coaches may have regarding athletics. Mission Statement The mission of Magrath Jr/Sr High School’s Athletic Program is to create an educational and competitive experience, within an atmosphere of sportsmanship. We strive to develop and realize individual and team potential by promoting high standards of competence, character, civility, and citizenship. Athletics play an important part in the life of Magrath Jr/Sr High. Young people learn a great deal from participation in interscholastic athletics. Lessons in sportsmanship, teamwork, competition, and how to win and lose gracefully are integral parts of our athletic program. Athletic competition also improves school spirit and helps students develop pride in their school. The Athletic Department believes the opportunity for participation is a privilege that carries with it responsibilities to the school, to the sport, to other students, to the community, and the athletes themselves. These experiences contribute to the development of learning skills and emotional patterns that enable the student to achieve maximum benefit from his or her education. Magrath Jr/Sr High athletics are considered a supplement to the school's academic program, which strives to provide experiences that will help to develop students physically, mentally, socially, and emotionally. The interscholastic athletic program shall be conducted in accordance with ASAA regulations, SAIAC bylaws, existing Westwind Board of Education policies, Magrath Jr/Sr High School rules, and ​ Magrath Jr/Sr High Athletic Department procedures. The development of well-rounded athletes is a challenging and often serious commitment. Every practice or game competition is a teaching and learning opportunity. Athletics teach students to manage time, school, sports, and social events. Athletics show students the reality of life through disappointments and accomplishments. Athletics instill a sense of responsibility for the student's actions and a commitment of being counted on when needed. While the Athletic Department takes 1 great pride in winning, it does not condone "winning at any cost” and discourages any and all ​ ​ pressures, which might tend to neglect good sportsmanship, and or mental, and or physical health. CODE OF CONDUCT All schools in the Westwind School Division are members of the ASAA and therefore must/will abide by all rules, regulations, policies, and procedures established by that organization. No policy of Magrath Jr/Sr High or Westwind School District is meant to, or can, change or replace any ASAA policies. The Magrath Jr/Sr High Athletic Code of Conduct has been designed to ensure equity, due process, and consistency in disciplining our student-athletes. Although misconduct is usually limited to a small ​ ​ percentage of student-athletes on any one team, the aim of the coach is to promote self-discipline in each athlete. The student-athlete who practices self-discipline will be least affected by this policy. The Athletic Director is responsible for enforcing the discipline policy in a manner that is consistent, fair, and firm, treating each case on an individual basis and taking into consideration the overall school record of the student-athlete. MHS Admin may also be involved in some decisions Athletic Code As an athlete, I understand that it is my responsibility to: Place academic achievement as the Maintain a high level of safety awareness. highest priority. This includes attending Respect all equipment and use it safely and all classes and arriving to class on time. appropriately. Show respect for teammates, Refrain from the use of profanity, vulgarity and opponents, officials, and coaches. other offensive language (racist/religious) and gestures. Not be involved in any form of hazing. Refrain from the use of alcohol, tobacco, vapes, illegal and non-prescriptive drugs, anabolic steroids, or any illegal substance for any reason. Respect the integrity and judgment of Know and follow all ASAA, SAIAC, and school game officials. Adhere to the athletic rules and regulations as they pertain to established rules and standards of the eligibility and sports participation. game to be played. 2 Exhibit fair play, sportsmanship and Win with character, lose with dignity. proper conduct on and off the playing field. RESPONSIBILITIES OF AN ATHLETE 1. The athlete is a student first. School responsibilities override any team obligations. ​ ​ ​ 2. The team's goals, welfare, and success must come before any individual. 3. An athlete needs to attend practice sessions during the scheduled dates and times. 4. Players must be receptive to coaching. 5. Team members are responsible for all issued uniforms and equipment. 6. Must agree to and follow the team and school rules. 7. Remember that athletes represent themselves, the coaching staff, and school. ​ ​ RESPONSIBILITIES OF A COACH 1. Develop an atmosphere during practices and games that are inclusive, safe, caring, and supportive of all athletes. 2. The selection of the squad. 3. The determination of the style of play. 4. The teaching and instruction at practice sessions. 5. The determination of when and how long an athlete plays in a contest. 6. The decision of whom plays in what position. 7. The establishing of team rules. 8. The selection of team captain. 9. Understand that each junior high coach will only be able to coach the same group of kids for two years in a row. 10. Take and pass the Concussion Protocol assessment. 3 Sportsmanship Code Magrath Jr/Sr High will not tolerate any inappropriate behavior or unsportsmanlike conduct by ANY ​ of its’ participants, including spectators, parents, coaches, athletes, or students. If a spectator, parent or student is observed acting inappropriately, the administration expects it to be stopped. If it is not stopped, that spectator may be asked to leave by an official, school personnel, administrator, or police officer. If the person resists leaving, the police will be called and he/she will be charged accordingly. That spectator may forfeit his/her privilege of attending future contests – either home or away. If removed from a game, the spectator MAY have an opportunity to meet with school administration to try to resolve the issue. If the spectator shows up at future contests without resolving the issue, he/she may be charged with trespassing. At Magrath Jr./Sr. High School we expect all spectators adhere to Westwind School Division’s Spectator Code of Conduct (Shown Below) 4 Rally around good sportsmanship If an athlete acts inappropriately (see guidelines presented in the Athlete’s Code), the coach is expected to take disciplinary action. This may include suspension for the remainder of the game or longer. Consequences for such behavior should be outlined in team rules and expectations and discussed prior to the competitive season. If a coach acts inappropriately (see guidelines presented in the Coaches Code of Conduct), the coach will be dealt with by the Administrator. Consequences may range from verbal reprimand to written reprimand, suspension, or dismissal. Coaches are expected to set strong positive examples and ​ model expected behavior at all times!! The Fundamentals of Sportsmanship Expectations of Players, Coaches, Parents, and Spectators: ​ Game attendance is a privilege, not Become aware of the purpose of the a license to verbally assault others league and rules to keep winning in or to be obnoxious, rude or its proper place. demeaning to others. Respect decisions made by contest Respect fans, coaches, all officials, officials. and participants. Be a role model by positively Recognize outstanding supporting teams in every manner performances from both teams possible, including the content of and/or all individuals. cheers and signs. Suggested Positive Unacceptable Behaviour Behaviour of Players, of Players, Parents, and Parents, and Spectators: Spectators: ​ Applaud during the introduction of players, Yelling, taunting, trash talk, negative chanting or coaches, and officials. gestures toward opponents. Accept all decisions by officials. Booing or heckling a coach’s or an official’s decision. 5 Handshakes between participants and coaches Criticizing officials or coaches in any way; at the end of the contest, regardless of the displays of temper with an official’s or coaches outcome. call. Treat competition as a game, not a war. Refusing to shake hands or to give recognition for good performances. Search out opposing participants to recognize Blaming the loss of the game on officials, coaches them for outstanding performance or coaching. or participants. Applaud at the end of the contest for Laughing or name-calling to distract an opponent. performances of all participants. Demonstrate concern for an injured player, Using profanity or displays of anger that draws regardless of school. attention away from
Load more

Recommended publications
  • Patriotic Cheers Shac.Org/Patriotic-Theme
    Patriotic Cheers shac.org/patriotic-theme Cut out cheers and put in a cheer box. Find more cheers and instructions to make a cheer box at shac.org/cheers. America Cheer Eagle Applause Firecracker Cheer Shout A-M-E-R-I-C-A Grab imaginary match from back Lock thumbs, pocket, and light imaginary (3 times), Cub Scouts, flutter fingers like wings, firecracker held in the other USA! shout "Cree, cree!" hand, throw it on the ground, make noise like fuse "sssss", then yell loudly "BANG, BANG, BANG!" Fireworks Cheer Flag Cheer Flag Wave Everyone stands, points upward Pretend to raise the flag by Do the regular “wave” where one and shouts, “Skyrocket! Whee!” alternately raising hands over the group at a time starting from one (then whistle), then yell head and “grasping” the rope to side, waves – but announce that it’s a Flag Wave in honor of our Flag. “Boom! Boom!” pull up the flag. Then stand back, salute and say “Ahhh!” Fourth of July Cheer Liberty Bell Yell Rocket Cheer Stand up straight and Ding, Ding, Ding, Dong! Squat down slowly shout "The rockets red Let freedom ring! saying, “5-4-3-2-1” and glare!" then yell, BLAST OFF! And jump into the air. Patriotic Cheer Mount New Citizen Cheer To recognize the hard work of Shout “U.S.A!” and thrust hand learning in order to pass the test with doubled up fist skyward Rushmore Cheer to become a new citizen, have while shouting “Hooray for the Washington, Jefferson, everyone stand, make a salute, Red, White and Blue!” Lincoln, Roosevelt! and say “We salute you!” Soldier Cheer Statue of Liberty USA-BSA Cheer Stand at attention and Cheer One group yells, “USA!” The salute.
    [Show full text]
  • An Analysis of Hegemonic Social Structures in "Friends"
    "I'LL BE THERE FOR YOU" IF YOU ARE JUST LIKE ME: AN ANALYSIS OF HEGEMONIC SOCIAL STRUCTURES IN "FRIENDS" Lisa Marie Marshall A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Committee: Katherine A. Bradshaw, Advisor Audrey E. Ellenwood Graduate Faculty Representative James C. Foust Lynda Dee Dixon © 2007 Lisa Marshall All Rights Reserved iii ABSTRACT Katherine A. Bradshaw, Advisor The purpose of this dissertation is to analyze the dominant ideologies and hegemonic social constructs the television series Friends communicates in regard to friendship practices, gender roles, racial representations, and social class in order to suggest relationships between the series and social patterns in the broader culture. This dissertation describes the importance of studying television content and its relationship to media culture and social influence. The analysis included a quantitative content analysis of friendship maintenance, and a qualitative textual analysis of alternative families, gender, race, and class representations. The analysis found the characters displayed actions of selectivity, only accepting a small group of friends in their social circle based on friendship, gender, race, and social class distinctions as the six characters formed a culture that no one else was allowed to enter. iv ACKNOWLEDGMENTS This project stems from countless years of watching and appreciating television. When I was in college, a good friend told me about a series that featured six young people who discussed their lives over countless cups of coffee. Even though the series was in its seventh year at the time, I did not start to watch the show until that season.
    [Show full text]
  • Blacks Reveal TV Loyalty
    Page 1 1 of 1 DOCUMENT Advertising Age November 18, 1991 Blacks reveal TV loyalty SECTION: MEDIA; Media Works; Tracking Shares; Pg. 28 LENGTH: 537 words While overall ratings for the Big 3 networks continue to decline, a BBDO Worldwide analysis of data from Nielsen Media Research shows that blacks in the U.S. are watching network TV in record numbers. "Television Viewing Among Blacks" shows that TV viewing within black households is 48% higher than all other households. In 1990, black households viewed an average 69.8 hours of TV a week. Non-black households watched an average 47.1 hours. The three highest-rated prime-time series among black audiences are "A Different World," "The Cosby Show" and "Fresh Prince of Bel Air," Nielsen said. All are on NBC and all feature blacks. "Advertisers and marketers are mainly concerned with age and income, and not race," said Doug Alligood, VP-special markets at BBDO, New York. "Advertisers and marketers target shows that have a broader appeal and can generate a large viewing audience." Mr. Alligood said this can have significant implications for general-market advertisers that also need to reach blacks. "If you are running a general ad campaign, you will underdeliver black consumers," he said. "If you can offset that delivery with those shows that they watch heavily, you will get a small composition vs. the overall audience." Hit shows -- such as ABC's "Roseanne" and CBS' "Murphy Brown" and "Designing Women" -- had lower ratings with black audiences than with the general population because "there is very little recognition that blacks exist" in those shows.
    [Show full text]
  • Edmond / Norman 507 S
    ! EDMOND / NORMAN 507 S. Coltrane / 3203 Broce Dr. 341-2390 / 701-5999 www.CheersandMore.com Welcome to the Cheers and More All Star Cheerleading family. We are very proud of our highly successful, internationally recognized All Star Cheerleading program. This packet will provide you with the information you will need as parents of a Cheers and More All Star cheerleader. Please carefully read ALL of the important information contained in this packet. All Star Cheerleading is a serious and highly athletic team sport. The more you know, the better experience you and your child will have in this wonderful program. Cheers and More strives to insure that your child has every opportunity to learn cheerleading, achieve their goals, and have a great time, all while learning many important life lessons along the way. Many of the athletes we have trained have received college scholarships to continue cheering after high school. We rely on our All Star parents to help us build and maintain our family friendly, athlete centered atmosphere. All Star Squads Cheers and More All Stars are competitive cheerleaders participating in a serious team sport. Parental support of your children and his/her teams are an integral component to their success. We firmly believe that every athlete is a valuable and unique member of our program. Each child has a specific and unique contribution to his/her team that cannot be replaced. Our goal is to provide individual skill development for every child, not only in cheerleading, but in sportsmanship and teamwork as well. We will prepare our teams and athletes to perform to their individual and team best.
    [Show full text]
  • Parent Communication Brochure
    THE NEXT STEP IMPORTANT FACTS TO KEEP What can a parent do if the meeting with the IN MIND Vancouver coach did not provide a satisfactory resolution? 1. If an athlete visits a physician for an injury, he/she must bring a note from 1. Call and set-up an appointment the doctor before being allowed to School District with the athletic director to discuss return to practice. the situation. 2. Students who miss more than half a 2. At this meeting the appropriate day of classes are not eligible to par- next step can be determined as ticipate in that day’s practice or con- necessary. tests. Truancy will result in a suspen- ATHLETICS sion from the next scheduled contest. Whether or not this step is ever reached, please 3. Use of tobacco, drugs, or alcohol keep in mind the following protocol when you during the school year is a violation of elect to pursue a concern you have regarding Athletic Handbook rules and will result your son/daughter’s experience in one of our in an athletic suspension. Violations athletic programs. Please make contact as include actual use, possession and/or follows: sale, and con-structive possession as defined in the Athletic Handbook. 1. Head coach 4. Any athlete who is ejected from a 2. Athletic director contest will be suspended until after 3. Building principal the next contest at the same level is 4. District athletic coordinator completed. 5. Chief of secondary education 5. Athletes will be expected to maintain passing grades in 4 out of 5, 5 out of 6, Research indicates a student involved in co- or 6 out of 7 classes to be eligible to PARENT / COACH curricular activities has a greater chance for compete in contests.
    [Show full text]
  • Female Parent-Coach Experiences Coaching Daughters in Youth Sport
    FEMALE PARENT-COACH EXPERIENCES COACHING DAUGHTERS IN YOUTH SPORT By Cassandra J. Coble A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Kinesiology 2010 ABSTRACT FEMALE PARENT-COACH EXPERIENCES COACHING DAUGHTERS IN YOUTH SPORT By Cassandra J. Coble The purposes of this study were to examine the experiences of mothers who enter the role of parent-coach. Using Eccles Expectancy Value Model of Achievement- Related Choices (1991, 1998, 2004) and Model of Parental Influences (1998) as a framework, three research questions were addressed: (a) What are the factors that motivate female parents to coach youth sports; (b) What are the experiences female parent-coaches have within youth sports; and (c) What are the factors related to the withdrawal of female parent-coaches from the position of youth sport parent-coach. Ten mothers who were coaching their daughters were interviewed. Interviews were transcribed and analyzed by three researchers using content analysis procedures. Results revealed nine general dimensions including entry into coaching, enjoyment, value associated with coaching, goals as a coach, positive aspects of coaching, negative aspects of coaching, challenges, perceived differences between male and female coaches, and reasons for discontinuation. The results indicated mothers experience both positive and negative feelings related to coaching and occasionally perceive a bias from players, parents, and coaches related to their gender. Experiences mothers have as children appear to influence the experiences they have as coaches as well as the activities they choose to socialize their daughters in to. For my parents: To my mom and dad who always provided love, encouragement, and support through all of my ventures and for teaching me the importance of following my dreams.
    [Show full text]
  • Almost Famous INFORMATION
    SEPT. 2009 SEE MCHS HISTORY FILE FOR RESEARCH Almost Famous INFORMATION What does it mean to be famous? One definition, according to Dictionary.Com, is as follows: Having a widespread reputation, usually of a favorable nature; renowned; celebrated: a famous writer.1 Throughout the course of Martin County’s history, there have been many individuals that have had significant accomplishments in a variety of fields and professions. There are, however, very likely many more that have been productive members of society but may not have reached the pinnacle of their respective professions, and therefore have lived without the fanfare and recognition that the most gifted in their fields and professions might receive. This is true from politics to sports, from medicine to the acting profession, and beyond. It could in all probability be said that most people end up somewhere in the “middle” in their professions, rather than at either end and, consequently, may not be considered “famous.” One person that might fit that characterization is Martin County native Paul Willson, a comic actor and improve artist. Born on Christmas Day, 1945, in Fairmont, Minnesota, he is the son of Doris and Lee Willson. His father worked in a variety of jobs that included real estate, magazine advertising, and public relations which eventually led his family to the San Francisco Bay area in 1952. According to an article from the San Francisco Chronicle, Willson is quoted as saying, “I was shy as a boy, I was afraid to say anything that might be wrong.” He apparently never thought as a youth that he would become an entertainer.
    [Show full text]
  • •Now Pitcbincj: Sam Malone• Written by Ken Levine, David Isaacs
    , CBDRS •Now PitcbincJ: Sam Malone• 160591-016 Written By Ken Levine, David Isaacs Created and Developed By James Burrows Glen Charles Les Charles Return to Script Department PARAMOUNT PIC'l'traES CORPORATION PINAL DRAFT 5555 Melrose Avenue Hollywood, California 90038 December 9, 1982 CBEBRS •Now Pitcbin91 ~ SAM MALONE ••••••••••••••••••••••••••••••••• DD DANSON DIANE CBAMBERS ••••••••••••••••••••••••••••• SBBLLBY LONG COACH ERNll PANTUSSO ••••• •••••••••••••••••• NICX COLASANTO CARLA TORffLLI • • • • • • • • • • • • • • • • • • • • • • • • • • • • • RHEA PERLMAN CI.IPF • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • .. • JORN' RA'tZENBERGER NORM. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • GEORGB 1IENDT LANA MARSHALL •••••••••••••••••••••••••••••• BARBARA BABCOCK TIBOR SVE'l'KOVIC. • • • • • • • • • • • • • • • • • • • • • • • • • • • RICX BILL PAUL.. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •.• • • PAOL VAUGHN LUIS TIANT ••••••••• • • • • • • • • • • • • • • • • • • • • • • • • BIMSBLF DIRECTOR ••••• •••••••••••••••••••••••••• • ••• nrr. BAR INT. SAM'S OFFICE CHBBRS •Nov Pitching: Sam Malone• .. TEASER -X FADE IN: INT. BAR - CLOSING TIME SAM AND COACH ARE CLOSING tJP. AS THEY HEAD FOR THE DOOR, COACH STOPS AND LOOKS AROUND. COACH Y'know Sam, this is my favorite time of day. SAM Closing time, Coach? COACH No, 1:37. SOmething about it, I don't know ••• SAM Yeah, it's nice. Everybody's probably got their favorite 1:37 story. 2. (X) 1eah. What time of day do you like, S&m? SAM Gee, I don't Jcnow ••• 8115'• nice. COACH I used to like 8:15, but I kinda outgrew it. AS THBY 'l'ALK, SAM 'l'tJRNS 00'1' THE LIGHTS. 'l'BBY GO 00'1' 'l'HB DOOR, UP '1'BB S'l'EPS AND DISAPPEAR. AP'l'ER A BEA'l' NORM COMES ROSSING QY! OP 'l'HB BATHROOM. NORM Wait a minute, I ••• BB STOPS, A THOOGH'l' OCCURS TO HIM. HE LOOKS AROUND,; GOES OVER AND TtJRNS ON 'l'HE TV.
    [Show full text]
  • Cheer 1) Who Must Comply with the Cheerleading Safety
    Frequently Asked Questions – Cheer 1) Who must comply with the cheerleading safety requirements pursuant to the revised UIL Constitution and Contest Rules section 1208 (y) and (z)? The rule change applies to any person designated by the school as a cheer coach or sponsor. 2) When is the safety and concussion training required to be in place? The rule has been effective since August 1, 2013 and the rule applies to all coaches and sponsors prior to contact with cheerleading participants following the effective date. 3) How does a cheer sponsor/coach meet the requirements for concussion education and cheer risk minimization training? A cheer sponsor or coach must complete the described training and education and must provide written documentation to be filed with school district personnel annually. Additional information in this regard is provided below. 4) How often will cheer sponsors/coaches be required to complete the required risk minimization cheer specific safety training? This will vary depending on the provider of the training. A risk minimization course will have requirements that vary from course to course for completion and certification. Documentation must be submitted and kept on file by the school administration. The concussion education requirements include completion of two hours of concussion education every two years. Documentation must be submitted and kept on file by the school administration. 5) Do cheerleaders and a parent/guardian need to sign the UIL Concussion Acknowledgement Form? Yes. All cheerleading program participants must complete the UIL Concussion Acknowledgement Form and file it with school district personnel for the current school year.
    [Show full text]
  • THANKSGIVING DAY the American Calendar
    THE MEANING OF THANKSGIVING DAY The American Calendar Amy A. Kass | Leon R. Kass A Project of WhatSoProudlyWeHail.org For additional materials and opportunities for comment, readers are invited to visit our website: www.whatsoproudlywehail.org Copyright © 2012, editorial matter by What So Proudly We Hail Cover: Jennie Augusta Brownscombe, The First Thanksgiving at Plymouth, 1914 Design by Jessica Cantelon What So Proudly We Hail 1150 17th Street, NW Tenth Floor Washington, DC 20036 WhatSoProudlyWeHail.org Table of Contents * suitable for students, grades 5–8 1. THANKSGIVING: AN AMERICAN HOLIDAY The Origins and Traditions of Thanksgiving Day* 2 William Bradford, Excerpts from Of Plymouth Plantation 6 George Washington, Thanksgiving Proclamation* 11 Sarah Josepha Buell Hale, Excerpt from Northwood 13 Sarah Josepha Buell Hale, “Our National Thanksgiving”* 17 Sarah Josepha Buell Hale, Letter to President Abraham Lincoln* 18 Abraham Lincoln, Thanksgiving Proclamation* 20 Ronald Reagan and Barack Obama, Modern Thanksgiving Proclamations* 22 James W. Ceaser, Excerpt from “No Thanks to Gratitude” 25 2. PUBLIC AND PRIVATE BLESSINGS: THE THINGS FOR WHICH WE SHOULD BE GRATEFUL Harvest John Greenleaf Whittier, “For an Autumn Festival” 29 John Greenleaf Whittier, “The Corn Song” * 31 Hearth and Home Louisa May Alcott, “An Old-Fashioned Thanksgiving” * 33 Lydia Maria Child, “Thanksgiving Day” * 48 Nathaniel Hawthorne, “John Inglefield’s Thanksgiving” 49 Edgar Albert Guest, “Thanksgiving” * 54 Prosperity Harriet Beecher Stowe, “How We Kept Thanksgiving at Oldtown” * 57 Jack London, “Thanksgiving on Slav Creek”* 65 Sarah Orne Jewett, “The Lost Turkey”* 72 Langston Hughes, “Those Who Have No Turkey”* 79 Neighborliness and Hospitality Sarah Orne Jewett, “The Night Before Thanksgiving”* 85 O.
    [Show full text]
  • CHEERS Checklist 1
    Consolidated Health Economic Evaluation Reporting Standards – CHEERS Checklist 1 CHEERS Checklist Items to include when reporting economic evaluations of health interventions The ISPOR CHEERS Task Force Report, Consolidated Health Economic Evaluation Reporting Standards (CHEERS)—Explanation and Elaboration: A Report of the ISPOR Health Economic Evaluations Publication Guidelines Good Reporting Practices Task Force, provides examples and further discussion of the 24-item CHEERS Checklist and the CHEERS Statement. It may be accessed via the Value in Health or via the ISPOR Health Economic Evaluation Publication Guidelines – CHEERS: Good Reporting Practices webpage: http://www.ispor.org/TaskForces/EconomicPubGuidelines.asp Section/item Item Recommendation Reported No on page No/ line No Title and abstract Title 1 Identify the study as an economic evaluation or use more specific terms such as “cost-effectiveness analysis”, and describe the interventions compared. Abstract 2 Provide a structured summary of objectives, perspective, setting, methods (including study design and inputs), results (including base case and uncertainty analyses), and conclusions. Introduction Background and 3 Provide an explicit statement of the broader context for the objectives study. Present the study question and its relevance for health policy or practice decisions. Methods Target population and 4 Describe characteristics of the base case population and subgroups subgroups analysed, including why they were chosen. Setting and location 5 State relevant aspects of the system(s) in which the decision(s) need(s) to be made. Study perspective 6 Describe the perspective of the study and relate this to the costs being evaluated. Comparators 7 Describe the interventions or strategies being compared and state why they were chosen.
    [Show full text]
  • "He's Everything You're Not . . ."1 a Semiological Analysis of Cheers
    "HE'sEvtnvrHrNcYou'nnNor..." Bsncsn . 229 "He's Everything You're Not . ."1 A SemiologicalAnalYsis of Cheers Arthur AsaBetger T Is it symbolicthat DianeChnmbers, one of theoriginal leads in thesit- com Cheer,s,has blond hair? why doesCarla the waitresshaae a temperand by the nameNorm? These kid aroundso frankly aboutsex? what is signit'ied Bergersets out to answ-erin his are justa 7ew"o7 tne questions that Arthur Asa semiologicalaialysis of oneof themost popular situation comedies of all time. Takingiis criticil poiition the structuralistsFerdinand Saussure and "reads'"from llmbirto Eco,Berger the text o/Cheers throughthe l-ens of sem.iotics' For Berger,this riading is a processof decodinga text and of interpretingthe signsyitems it contaiis.He'defines a sign as a unit madeup of a soundimage oid ,"rorrrpt---or, in the terminologyof thestructuralists, of a signifierand a signified." 'Brrg* is carefulto point out that thesign is not na1nal; in otherwords, blondhair means sometiting to us not becnusethere is a naturalconnection be- "meaning," tweenblond hair and itssi-catted but becauseof thecultural and it with. Therules establishinga re- historicalaalues that we haae inaested for " lationshipbetween the signifier and thesignified, then, are called codes,"and thesecodes tells us whal signsmean. When this type of semioticstudy is ap' subtexts,or concealedmeanings, 'comepliedto a situationcomedy, some interesting to tight. For exampli,the bnr itselfmay signtfu more- than iusj^a building thecharacters can buy atcohoi. lts geographical location (Bostod and in which "classier" its interior decoratingsuggrti that it is than a collegeor zootking classbar. For Berger,"botii1tnese signiJiers giae the Cheers bar a meaningbe- yond itsdictionary definition.
    [Show full text]