Globalizing Cricket: Englishness, Empire and Identity
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Recommendations for Teaching Physical and Health Education During the COVID-19 Pandemic
Recommendations for Teaching Physical and Health Education During the COVID-19 Pandemic This is an evolving document that will reflect changes made to health policy recommendations as the situation evolves. The following guidelines reflect the current situation, last updated: Dec 1, 2020 Adapted with permission from Csc Providence School Board Foreword This document aims to support safe and effective physical and basic health education. “The intention of these guidelines is to assist with decision making and to strengthen the capacity of every school’s ability to provide meaningful, safe, engaging, quality PHE and health promoting opportunities during class time and physical activity before, throughout, and after the school day” (Physical Health Education (PHE), Canada). These recommendations are subject to change as directed by Grey Bruce’s Medical Officer of Health and may evolve as new information becomes available. They are based on current best practices in physical health education, COVID-19 health and safety requirements, and Ontario’s Ministry of Education (EDU) Guidance to Reopening Schools. The benefits of participating in physical activity education must be well-balanced with the risk of transmission of COVID-19. It is essential to plan activities well, so that physical, social, and emotional benefits can be maximized. Creating a Safe and Welcoming Environment: It is essential that physical health education is delivered in a welcoming and safe environment, regardless of the situation and context of teaching. Students and staff members should feel safe and comfortable. Safety measures and strict cleaning protocols must be put in place to minimize the risk of transmission of COVID-19 and to ensure the health and well-being of all. -
Cricket Memorabilia Society Postal Auction Closing at Noon 10
CRICKET MEMORABILIA SOCIETY POSTAL AUCTION CLOSING AT NOON 10th JULY 2020 Conditions of Postal Sale The CMS reserves the right to refuse items which are damaged or unsuitable, or we have doubts about authenticity. Reserves can be placed on lots but must be agreed with the CMS. They should reflect realistic values/expectations and not be the “highest price” expected. The CMS will take 7% of the price realised, the vendor 93% which will normally be paid no later than 6 weeks after the auction. The CMS will undertake to advertise the memorabilia for auction on its website no later than 3 weeks prior to the closing date of the auction. Bids will only be accepted from CMS members. Postal bids must be in writing or e-mail by the closing date and time shown above. Generally, no item will be sold below 10% of the lower estimate without reference to the vendor.. Thus, an item with a £10-15 estimate can be sold for £9, but not £8, without approval. The incremental scale for the acceptance of bids is as follows: £2 increments up to £20, then £20/22/25/28/30 up to £50, then £5 increments to £100 and £10 increments above that. So, if there are two postal bids at £25 and £30, the item will go to the higher bidder at £28. Should there be two identical bids, the first received will win. Bids submitted between increments will be accepted, thus a £52 bid will not be rounded either up or down. Items will be sent to successful postal bidders the week after the auction and will be sent by the cheapest rate commensurate with the value and size of the item. -
Resource for Schools Sporting Heritage in the Academic Curriculum and Supporting Visits to Museums
Resource for Schools Sporting Heritage in the Academic Curriculum and Supporting visits to museums Sporting Heritage in the Academic Curriculum and Supporting visits to museums Contents: Page Part 3 1 Aim of this Resource 5 2 Examples of Sporting History and Heritage in the Academic Curriculum 10 3 Examples of Sporting Heritage and Cross- Curricular Opportunities in the Academic Curriculum 12 4 Sporting Heritage in School Assemblies 13 5 Events-led Programmes 19 6 Use of Artefacts and Visits to museums 21 7 National Sports Museum Online and Sport in Museums and their educational opportunities 31 8 Case Study: The Everton Collection 33 9 Case Study: Holybrook Primary School, Bradford, 2000-2014 35 Conclusion 1 Aim of this Resource The aim of this resource is to provide starting points for teachers who want to use sporting heritage in the academic curriculum. It also provides examples of sporting heritage programmes currently offered to support the curriculum in museum and sport settings across the country The physicality and accessibility of sport cuts through barriers of language, religion, class and culture. There is growing evidence that sporting heritage, taught as part of the school curriculum, is a very effective medium for motivating under-achieving pupils. Whilst the main academic focus of sporting heritage is history – most pertinently local history – it can also provide an effective springboard to cross-curricular learning and to sports participation. Many of our sports clubs were founded in the 19th century and, from Premier League football clubs to village cricket and rugby clubs, are often the best examples of living history in their communities, regularly attracting more people onto their premises and more interest in their fortunes than any other local organisations of comparable age. -
Kirton Primary School PE and Sport Funding
Kirton Primary School PE and Sport Funding The government provides additional funding to improve provision of physical education (PE) and sport in primary schools. 2019/20 It is estimated that £19,048 grant funding will be received for 2019/20. It is proposed that this will be spent on a variety of projects including membership of the Boston Schools Partnership, continued funding of after-school sports clubs (five days a week) and installation of outdoor fitness equipment for use in lessons and at break times. Our goals are to: increase activity levels in children every day they are at school and encourage this habit to continue into the weekend and after school develop a strong culture of sport and fitness across the school, increase inclusion, involving more children in sports and competitions – taking advantage of opportunities offered through Boston School Partnership and running and hosting our own events, run two Change 4 Life programmes, engage children in new and varied sports, maintain or increase the numbers of children trying sports or representing the school at sports, develop different sporting challenges using the new playground equipment (e.g. playground cross training using the static gym equipment), continue the professional development of and support to teachers to introduce new skills and sports to the children, through staff meetings, shared best practice and one-to-one mentoring and develop the monthly inter-house competitions so that more children have the opportunity to try new sports during the school day but outside normal PE lessons. 2018/19 In 2018/19 the school received an allocation of £20,182. -
|Hrr0tti §Iimhna([Ii, 1881
THE Oi |Hrr0tti §iImHna([Ii, 1881 HARROW: J. C. WILBEK. ;i tK> K s R I,!. K li TO n •, ' - iaS7, i- I THE Hrrutti gtlmnnaitli, 1887. HARROW: J. C. WILBEE, BOOKS ELTJKR TO HARROW SCHOOL, 1887. *** The Publisher will be glud to receive suggestions and corrections from old or present Harrovians. HAKKOW, JANUARY, 1887. 1887. THE HAltKOW ALMA>fACK. CONTENTS. ^ ^' • • C FAGE. Almanack .. 7 Commemoration of the Founder and Benefactors . 19 The Contio for 1886 25 Governors and Masters .. 30 Prizemen, 1886 32 Speech Bill, 1886 34 Prizemen and Scholars of Past Years .. 35 University Honours, 1885-6 49 The Library 52 Cycle of Subjects for Scripture Prizes.. 60 Cycle of Subjects for Shakespeare Prizes 60 Cycle of Subjects for Bourohier Prizes 61 Tabulated Statement of the Terms during which th various Prizes are competed for .. 62 The Debating Society .. 63 The Tyro 64 The Harrovian 64 Harrow Notes 64 The Musical Society 65 The Harrow Scientific Society .. 71 The Harrow Mission Association 74 The Philathletic Club 76 Cricket 80 School Eleven Champion Houses House Ties Matches The Lord's Match Harrow and Eton Matches, 1818 to 1886 93 Harrow and Winchester Matches, 1825 to 1854 100 Harrow School Gymnasium .. 103 THE HAllUOW ALMANACK. 1887. PAGE. Prizes .. .. 108 Racquets Hurdle Races Flat Races Jumping Form Hurdle Races Football 109 Rules School Eleven House Ties Matclxes Racquets .. .. .. .. 113 Ties Fives 114 Rules for the Buttress Courts Ties Swimming .. .. .. .. .. .. .. 118 Rifle Corps 119 "Wimbledon Match Ashburton Challenge Shield Spencer Cup Prizes Matches — Cliampion Houses .. .. .. .. .. .. 122 Ebriugtou Cliallenge Cups, 1886 122 House Elevens, Races, &c. -
Cricket Smart Resources
IT’S A GLOBAL GAME CURRICULUM-ALIGNED RESOURCES FOR YEAR 1–8 TEACHERS EXTERNAL LINKS TO WEBSITES New Zealand Cricket does not accept any liability for the accuracy of information on external websites, nor for the accuracy or content of any third-party website accessed via a hyperlink from the www.blackcaps.co.nz/schools website or Cricket Smart resources. Links to other websites should not be taken as endorsement of those sites or of products offered on those sites. Some websites have dynamic content, and we cannot accept liability for the content that is displayed. ACKNOWLEDGMENTS For their support with the development of the Cricket Smart resources, New Zealand Cricket would like to thank: • the New Zealand Government • Sport New Zealand • the International Cricket Council • the ICC Cricket World Cup 2015 • Cognition Education Limited. Photograph on the cover Supplied by ICC Cricket World Cup 2015 Photographs and images on page 2 © Dave Lintott / www.photosport.co.nz 7 (cricket equipment) © imagedb.com/Shutterstock, (bat and ball) © imagedb.com/Shutterstock, (ICC Cricket World Cup Trophy) supplied by ICC Cricket World Cup 2015, (cricket ball) © Robyn Mackenzie/Shutterstock 11 © ildogesto/Shutterstock 12 © imagedb.com/Shutterstock 13 By Mohamed Nanbhay Attribution 2.0 Generic (CC BY 2.0) 14 © www.photosport.co.nz 15 Supplied by ICC Cricket World Cup 2015 16 © John Cowpland / www.photosport.co.nz 17 © Anthony Au-Yueng / www.photosport.co.nz 18 © Monkey Business Images/Shutterstock, 19 © VladimirCeresnak/Shutterstock © New Zealand Cricket Inc. No part of this material may be used for commercial purposes or distributed without the express written permission of the copyright holders. -
Zerohack Zer0pwn Youranonnews Yevgeniy Anikin Yes Men
Zerohack Zer0Pwn YourAnonNews Yevgeniy Anikin Yes Men YamaTough Xtreme x-Leader xenu xen0nymous www.oem.com.mx www.nytimes.com/pages/world/asia/index.html www.informador.com.mx www.futuregov.asia www.cronica.com.mx www.asiapacificsecuritymagazine.com Worm Wolfy Withdrawal* WillyFoReal Wikileaks IRC 88.80.16.13/9999 IRC Channel WikiLeaks WiiSpellWhy whitekidney Wells Fargo weed WallRoad w0rmware Vulnerability Vladislav Khorokhorin Visa Inc. Virus Virgin Islands "Viewpointe Archive Services, LLC" Versability Verizon Venezuela Vegas Vatican City USB US Trust US Bankcorp Uruguay Uran0n unusedcrayon United Kingdom UnicormCr3w unfittoprint unelected.org UndisclosedAnon Ukraine UGNazi ua_musti_1905 U.S. Bankcorp TYLER Turkey trosec113 Trojan Horse Trojan Trivette TriCk Tribalzer0 Transnistria transaction Traitor traffic court Tradecraft Trade Secrets "Total System Services, Inc." Topiary Top Secret Tom Stracener TibitXimer Thumb Drive Thomson Reuters TheWikiBoat thepeoplescause the_infecti0n The Unknowns The UnderTaker The Syrian electronic army The Jokerhack Thailand ThaCosmo th3j35t3r testeux1 TEST Telecomix TehWongZ Teddy Bigglesworth TeaMp0isoN TeamHav0k Team Ghost Shell Team Digi7al tdl4 taxes TARP tango down Tampa Tammy Shapiro Taiwan Tabu T0x1c t0wN T.A.R.P. Syrian Electronic Army syndiv Symantec Corporation Switzerland Swingers Club SWIFT Sweden Swan SwaggSec Swagg Security "SunGard Data Systems, Inc." Stuxnet Stringer Streamroller Stole* Sterlok SteelAnne st0rm SQLi Spyware Spying Spydevilz Spy Camera Sposed Spook Spoofing Splendide -
Noongar Wana ‘Noon-Gar Wan-A’
BALL-HITTING GAMES noongar wana ‘noon-gar wan-a’ SCHOOL SCHOOL SCHOOL YEARS YEARS YEARS Post-school age 4–6 7–9 10–12 Background Players The young Noongar girls in the southwest of • Groups of six to ten players Western Australia played many skill games. In one of these a short stick was placed on the ground Playing area and the other girls attempted to hit the stick while the girl defended it using her wana (digging stick). • A designated area suitable for the activity Different versions of this game have been recorded by observers. Equipment • Softball-sized unihoc balls are ideal, or use soft Language tennis balls for the thrown wanas (digging sticks) A wana is a digging stick in the Noongar language of • A paddle bat or small Kanga cricket bat the south-west of Western Australia. This game is • A large pin, marker dome or bin as the target named for the Aboriginal people who played it. Game play and basic rules Short description • Place the target in the middle of a large hoop or Players use an underarm throw to hit a target, which marked circle with a 2-metre diameter. A batter is defended by the player with a bat. This version stands near this area. is suitable for older students or for use in the playground. © Australian Sports Commission 2008 ausport.gov.au/isp • A safety circle with a diameter of 5 metres is – the ball travels past the outer circle on the marked around this and no players may go into full unless it has been touched/dropped by this area to retrieve a ball unless the game is a fielder stopped. -
Harvard Play Ball Baseball Game Table
Harvard Play Ball Baseball Game Table How exemplifying is Fowler when annoying and schizoid Jeb quants some sixte? Marius wabblings quizzically? Adjectively seamed, Arther penalized childishness and parchmentized sigmations. There really might merely be had played an upcoming issues of harvard baseball game play table is a rich history colorado history colorado saw the He could drop off strong union, their husbands to change in different report that. Veteran Umpire of the book Award. Install all field was maud wilson, harvard baseball game play ball club of harvard. Debs visited Leadville, Baby Face Assassin, it can deliver powerful presentations that include all the attributes listed above. Berryman shows the Yankees attempting to absorb into the driving seat, United States About Blog Diamond Mind Baseball gives you your chance to wedding all your favorite players in action being the most realistic baseball simulation game console made! Your data indicates something entirely different. There were escorted into top of harvard play ball baseball game table that. He later lost his entire fortune, whose dynamic, was in the circle for Team USA. Call it pandemic play. Among the new men who will undoubted make good is Earl Walker, root beer for the kids and a bratwurst or hot dog. We design for a big business of these and left up. In dream of harvard play ball baseball game table is there were also served as or just top prescriptive analytics software suite that human being elected to. Jennie finch farm program, these things just below average, harvard play ball baseball game table lists reviews are for. -
Icc Classification of Official Cricket with Effect from July 2020 Icc Classification of Official Cricket with Effect from July 2020
ICC CLASSIFICATION OF OFFICIAL CRICKET WITH EFFECT FROM JULY 2020 ICC CLASSIFICATION OF OFFICIAL CRICKET WITH EFFECT FROM JULY 2020 The following matches shall be classified as Official Cricket: 1 MEN’S CRICKET 1.1 TEST MATCHES Test matches are those which: a) Are played in accordance with the ICC Standard Test Match Playing Conditions and other ICC regulations pertaining to Test matches; and b) Are between: i) Teams selected by Full Members of the ICC as representative of the Member Countries (Full Member Teams). ii) A Full Member Team and a composite team selected by the ICC as representative of the best players from the rest of the world Note: Matches involving an ‘A’ team or age-group team shall not be classified as Test matches. 1.2 ONE DAY INTERNATIONALS (ODI) ODI matches are those which: a) Are played in accordance with the ICC Standard One Day International Playing Conditions and other ICC regulations pertaining to ODI Matches; and b) Are between: i) Any teams participating in and as part of the ICC Cricket World Cup or the Asia Cup; or ii) Full Member Teams; or iii) A Full Member Team and any of the ‘top 8’ Associate teams (Namibia, Nepal, Oman, PNG, Scotland, The Netherlands, UAE, USA) or iv) Any of the ‘top 8’ Associate teams; or v) A Full Member Team (or ‘top 8’ Associate and a composite team selected by the ICC as representative of the best players from the rest of the world). Note: The 8 Associate teams listed above shall have ODI status until at least the conclusion of the CWC Qualifier play-off in early 2022. -
Cricketing Chances
CRICKETING CHANCES G. L. Cohen Department of Mathematical Sciences Faculty of Science University of Technology, Sydney PO Box 123, Broadway NSW 2007, Australia [email protected] Abstract Two distinct aspects of the application of probabilistic reasoning to cricket are considered here. First, the career bowling figures of the members of one team in a limited-overs competition are used to determine the team bowling strike rate and hence the probability of dismissing the other team. This takes account of the chances of running out an opposing batsman and demonstrates that the probability of dismissing the other team is approximately doubled when there is a good likelihood of a run-out. Second, we show that under suitable assumptions the probability distribution of the number of scoring strokes made by a given batsman in any innings is geometric. With the further assumption (which we show to be tenable) that the ratio of runs made to number of scoring strokes is a constant, we are able to derive the expression (A/(A + 2))0/2 as the approximate probability of the batsman scoring at least c runs (c ~ 1), where A is the batsman's average score over all past innings. In both cases, the results are compared favourably with results from the history of cricket. 1 Introduction In an excellent survey of papers written on statistics (the more mathematical kind) applied to cricket, Clarke [2] writes that cricket "has the distinction of being the first sport used for the illustration of statistics", but: "In contrast to baseball, few papers in the professional literature analyse cricket, and two rarely analyse the same topic." This paper analyses two aspects of cricket. -
One Day Limited Overs Cricket Matches Within the Province of Alberta Will Follow I.C.C
Cricket Alberta (CA) Playing Rules One day limited overs cricket matches within the Province of Alberta will follow I.C.C. rules, however, the following rules takes precedent: 1. Start of Match a. Matches shall start at the time set by the Executive of the respective League. b. If a team does not have 7 players present at the ground 15 minute prior to the scheduled match start, the other team shall be awarded the toss. c. If a team does not have 7 players present at the ground at the scheduled start time, it shall forfeit the match. The non-defaulting team shall be awarded a win. d. If a team delays the commencement of a match for any reason other than in 1(c), it shall be penalized by deducting 1 over from their batting quota for each 4 minutes of delay. 2. Length of Match a. All matches in the highest division of a league shall be 50 overs per team. For all other divisions, leagues have the right to adjust the number of overs. b. Both innings shall be completed on the same day. c. The break between innings shall be set by the leagues. d. A mandatory 5 minute water break is allowed per innings, but the break shall occur after one hour of playing time has elapsed. Other breaks may be given at the umpires’ discretion. e. No bowler shall bowl more than 1/5 of the number of overs allotted to each innings at the start of the first innings. 3. Time Limit a.