You tie a piece of rope to the rim on one of your basketball hoops.  You then take a track baton, and tape it to a large volleyball/beach ball, then string the rope through the baton and tie to the basketball hoop on the other end of the gym. Split your class into 2 teams, and use whatever type of ball you wish (yarn balls, small gator skin balls.) The students have to throw the balls at the beach ball, trying to get to cross a line on the floor for points.  Taken from a contest that firefighters have were they put a barrel on a cable and then see which group of firefighters can get the barrel to the other side. Idea from ==> Steve Kennedy. Physical Education Teacher, Anne Sullivan Elementary School, Sioux Falls, SD. Fireman’s Challenge from Mr. Kirsch on Vimeo.

Turkey Round-up from Mr. Kirsch on Vimeo. Source: www.youtube.com See on Scoop.it - Physical Education & Fitness   Turkey Round Up State Standard: 1, 3 Equipment: Beanbags, 4 hoops, 5 jerseys, 7-8 cones, 8 carpet squares, 5 noodles Grade: 1-3 Purpose of Event: Warm up; tagging, fleeing, dodging Time: 10-15 minutes Description: Tell the students […]

via YouTube Capture. Source: www.youtube.com See on Scoop.it - Physical Education & Fitness

  Turkey Hunt State Standard: 1, 2, 3 Equipment: Bucket of Yarn Balls (or other small balls for throwing), 3 colors of scrimmage vests, 4 folding mats, & 8 Cones Grade: 3-5 Purpose of Event: Demonstrate throwing at a moving target, dodging a throw ball while running, cardio vascular conditioning. Time: 10-15 minutes Description: Divide the class into 3 teams, I put each team in a different colored scrimmage vest (blue, red, yellow).  One team stands in the center circle, they are the turkey hunters (blue), one team stands behind one of the 4 mats, they are the turkeys (yellow) and the other team (red) are the ball retrievers.  Stand the folded mats on their sides around the 4 corners of the playing area adjust the size of the area as needed.  I make 2 small areas on each side by the free throw line, (the turkey pen). Rules: The turkey hunters have to stay in the center circle and they try to shoot the turkeys as they run around the playing area, I have a bucket with the balls sitting in the circle, I only let them have one ball at a time. The turkeys are to run around the outside of the playing area, they can use the mats as shelter, but only for a set time (I have them count to 10 pieces of apple pie) and then they have to move.  If they are shot, hit by a ball, they have to run and sit in the turkey pen (4 cones by free throw line) until a turkey comes and gives them a high five, they then lock elbows and they have free backs to a mat (free backs=can’t get out). The retrievers are to run and gather the balls, bring them back to the bucket and put them inside.   I play for a minute or two and then rotate jobs.  Play two or three rounds. Concerns: Move safely in general space. This idea is from: Mark Struck, PE Teacher, Laura B. Anderson Elementary School, Sioux Falls, SD.

Source: drive.google.com The article is in a .pdf format I upload on GoogleDrive the section for this information is found on page 35. See on Scoop.it - Physical Education & Fitness

Winter Wonderland Centers from Mr. Kirsch on Vimeo.   Winter Wonderland  State Standards: 1, 3, 4 Equipment: Beanbags, Bowling Pins, Buddy Walkers, Carpet Squares, Several Cones, Hockey Puck/Stick. Grade: K-3 Purpose of Event: Students will demonstrate understanding in gross and fine motor tasks using balance, strength, and coordination. Time: 20-25 minutes.  Description: This is great perceptual motor center activity where students are able to pretend several winter time activities. A) Snowball Throw Equipment: Beanbags (3), Plastic Bowling pins (6-10), & Floor Tape. Preparation: Set up the bowling pins in a triangle formation. Place a tape line on the floor 5 to 10 feet away. I use cones. Place the beanbags on the tape line (I use yarn balls and baskets). Objective: Students knock down at least four bowling pins (I have student take turns). B) Ice Hockey Equipment: Cones (4-5), Hockey stick (1 per student), Puck and/or beanbag (1 per student). Set the cones out in a straight line about 3 feet from one another. Place the hockey stick and puck (or beanbag) at the beginning cone. Objective: Students dribble a hockey puck through cones without hitting the cones. C) Sledding  Equipment: Scooter (1 per student), Cones (4) Place the four cones in a line 3 feet from one another. Put the scooters at the starting cone. Objective: Students either lie on their bellies or sit on their bottoms and push themselves through a maze of cones without touching them. D) Skiing Equipment: Set of Buddy Walkers (4), Cones (2) Place the cones 5-7 feet away from each other. Put the Buddy Walkers at the starting cone. Objective: Students use the Buddy Walkers to travel to the other cone & back. E) Ice-Skating Equipment: Carpet Squares (6), Cones (2) Lay the carpet squares, carpet-side down at one of the cones. Objective: Students stand on two carpet squares and slide to the other cone. Concerns: Students definitely will need help with the Buddy Walkers as well as using the scooters (watching for pinched fingers and hair within the wheels).  This idea is from Maggie C. Burk. Great Book ==> Station Games: Fun and Imaginative PE Lessons. 

E-learning can be real-time or self-paced, also known as "synchronous" or "asynchronous" learning. Additionally, e-learning is considered to be "tethered" (connected to something) and presented in a formal and structured manner. In contrast, mobile learning is often self-paced, un-tethered and informal in its presentation. e-learning                                                                                          m-learning lecture in classroom or internet labs                                          learning anywhere, anytime e-mail-to-e-mail                                                                               instantaneous messaging private location                                                                                 no geographic boundaries travel time to reach to internet site                                              no travel time with wireless internet connectivity Because mobile devices have the power to make learning even more widely available and accessible, mobile devices are considered by many to be a natural extension of e-learning.  

Google AdSense is a free, simple way for website publishers of all sizes to earn money by displaying targeted Google ads on their websites. It is a CPC (cost-per-click) advertising program that allows publishers (anyone wanting to put ads on their websites) to insert a small amount of HTML into their sites and have ads appear that are targeted and relevant to the content of the site.  AdSense also lets you provide Google search to your site users, while earning money by displaying Google ads on the search results pages. Starting a new account with Google AdSense is one of the easiest ways to start monetizing your blog. While Google AdSense might not make you rich, it’s a simple and useful tool. In fact, it’s usually the first step bloggers typically take to earn an income from their blogs because it is so easy to get started. Basic google adsense tips on how it works: Choose the type and placement of ad units to be displayed * Specify where you want ads to appear * Choose what types of ads can compete for those slots Highest-paying ads display * Advertisers bid on your inventory in a real-time auction * Always show the highest-paying ad Get paid * Google bills advertisers and ad networks * Get paid through our reliable payment options

1. Getting started Getting started on a PhD is pretty much like starting on a journey. You probably know where you want to arrive at, you have a fair idea of how you hope to get there, and you have a rough idea of how long this journey will take. You also have only a very vague idea of the other things that will happen on this journey - the potential obstacles, the opportunities, or the people that you will meet along the way - or how you will cope with these new experiences. Like many big journeys, you will will start out with a mixture of excitement and apprehension. Unlike most geographical journeys, however, the experience of undertaking a PhD provides the student traveller with an expert support-team to guide and advise on each step of the way. This support-team is called a supervisory panel. Usually there will be a Director of Studies, who is the main supervisor, and a Second Supervisor, who will bring supplementary or complementary experience to the advisory process. There are a lot of diverse factors that will help to determine the quality of the final PhD submission, but essentially it is the nature of the interplay between the student, the subject matter, and the (usually two) supervisors that is at the core of the whole experience. We will deal later with each of these components in turn, but for now let’s just focus on getting started. Usually the student embarking on a PhD has already performed well in a relevant undergraduate degree and wants to get more deeply engrossed in the subject area. This is a good start, but it is not enough. There is a key responsibility at a very early stage for the lead supervisor to help articulate quite clearly the shape of the tasks ahead. By this I mean, not just to help to define the wording of the research question (or the hypothesis) important though this stage is, but also to give very clear and gentle guidance on the level of what is expected, the standards to aspire to, and to inspire confidence that this complex task can be simply broken-down into manageable, well-paced sub-tasks, which the student is perfectly capable of undertaking. It is also crucial not to hype-up the PhD study process so that the student is intimidated and deflated before they even make a start. There are many aspects of self-directed research that are daunting, challenging, and frustrating, but the role of the supervisor is to work with the student to put these challenges into perspective and to seek a way through to the next level. It is therefore important that a balance between realism and optimism is struck during these early stages. The supervisor should not minimise the likely challenges ahead - breaking new ground is part of the attraction for all researchers, young and more elderly - but neither should a responsible supervisor seek to "scare" a student into action by emphasising the scale of the obstacles. I have often told students that a PhD is only 70% intelligence and 30% stamina (we can argue about the exact figures later!) and this point of this is that lots of clever people embark on research for a doctorate but never complete it. This is not because they are stupid people, they have already demonstrated that they are not by their ability to get accepted for a PhD registration. Rather it is because the long slog of research at this level - the scoping, preparation, leg-work, desk-work, frustrations and imponderables that have been discovered - is simply more than they are prepared to endure for the rewards on offer.

The highly flexible nature of the internet means that websites appear and disappear every day. Thanks to Donald MacLean for reminding me that another currently popular university-managed site containing useful resources for prospective PhD students is http://cloudworks.ac.uk/ This is a freely-available, open-access site, although you will need to register to obtain access. Once you have entered the site, search for "PhD" to find a link to "research skills required by PhD students". The supporting text has short articles on a wide range of issues such as what is meant by ‘critical thinking’, how to select and justify your research methods, and tips on how to organise and present your work so that other people can appreciate your work. Like all of these sites, this one will not answer all of your questions, but it does contain different perspectives and useful information from people who have a lot of experience. When you are just starting out on your PhD research, not all of this advice will seem equally relevant. It makes good sense, however, to familiarise yourself with the variety of information on the site, and bookmark the URL, because you might want to return to these topics later in your studies as these issues take on a new relevance. This advice also applies to the supervisor, because you might wish to direct your student to read the advice which will reinforce (or give a different perspective to) guidance that you give to students in tutorial sessions.