![]() Daily Planner Template - Free Printable Daily Planner for Excel. Create your own daily planner using our Free Printable Daily Planner template for Excel. Most commercial daily planners have page refills that you can buy, and the original planner often costs a lot as well. Our daily planner template was designed specifically for common (inexpensive) 3- ring binders and you can print the planner pages using regular letter- size paper. Advertisement. If you don't have such a busy schedule that you need this level of detail, try our Printable Weekly Planner or Printable Monthly Planner instead. NOTE (8/2. 6/1. 5): I've created a new personal planner that includes a daily version that in my opinion is more useful than the daily planner on this page. Try the new Personal Planner Template!"No installation, no macros - just a simple spreadsheet" - by Jon Wittwer. Description. What users are saying about this template"Over the last few months I have needed various types of 'fillable' planners. Daily, biweekly etc.) and when I Googled, the site that consistently came up with the best ones were yours. ![]() This was true for each type of calendar. Today I took some time to look around more and was astounded at all the templates you have there. They are not only extensive and cover many different subjects (from planners, to charts, to menus, to budgets etc), but they are extremely easy to use as well." - Liba. This Daily Planner is a spreadsheet template that lets you print a planner page for any day of the year. First enter all the birthdays and other yearly events in Events and Holidays worksheets. When you change the date, up to 3 holidays per day and 1. The new Excel 2. 00. Printing two days at a time allows you to take advantage of the duplex mode on your printer (if it has that mode) for printing on both sides of a piece of paper. To print more than two days at a time, you can make copies of the planner worksheet within the same workbook and then print multiple worksheets at at time (by printing the entire workbook after hiding the Events, Holidays, and © tabs). The latest version includes worksheets set up to print 2 weeks at a time. Excel 2. 00. 3 (XLS) Version: The Excel 2. Other Versions) is a . One of them contains a macro for printing multiple days at a time. The filenames of the two daily planner files should make it obvious which one is which. Daily Planner Features. If you calculate how much it costs to print your own daily planner pages vs. NOT necessarily cheaper. Ultimately someone has to pay for the paper and the ink. The main advantage of creating your own is the ability to customize your daily planner. For example, if you are a student, you may want to change the "People to Call" section into a "Homework Due" section. Also, if you work a weird shift that is constantly changing times, you could make your day start at 7: 0. Holidays and Birthdays. This template is more fancy than your typical daily planner because you can record the month and day of all your family and friends' birthdays and when you change the date to print a new day, up to 3 events and 3 holidays will be shown automatically. Holidays are shown under the day in red font, and events (like birthdays) are shown in the Reminders section. The limit of 3 per day is because I haven't figured out a formula for listing more than 3 and I don't want to use a VBA macro. Other Daily Planner Features. The ISO Week Number is shown under the date as W0. In the ISO standard, Monday is the first day of the week, and Week 0. Jan 4th. Events and holidays are highlighted in the mini calendars at the top. The current day also uses a unique highlight. The highlighting is controlled using Conditional Formatting. The format can be changed in the Mini. Calendars worksheet. You can also change the calendars to show Monday first or Sunday first. Includes sections for a Prioritized Task List and Daily Expenses. Use the Notes section for grocery lists, journal entries, doodling, etc. More Daily Planners. DAILY ACTIVITY DIARY DATE PAIN AT TIME ACTIVITY TIME TAKEN END (or whatever symptom. + (INC IN PAIN OR SYMPTOM) - (DEC IN PAIN OR SYMPTOM) R (REST) Title: BLANK DIARY TEMPLATE Author: Vidyamala iMac Created Date: 9/12. Discover thousands of images about Daily Schedule Template on Pinterest, a visual bookmarking tool that helps you discover and save creative ideas. | See more about Schedule Templates, Daily Schedules and Daily Planners. My Physical Activity Diary Day _____ Day of week. Time of Day. Description of Activity (Type and Intensity Level) Duration. Daily Food and Activity Diary. Keep your daily food diary in a noticable place such as on the refrigerator, so you’ll be reminded to write down the food and beverages that you eat each day. About Activity Logs. An Activity Log (also known as an Activity Diary or a Job Activity Log). To keep an Activity Log, download this template. Daily Activity Log Template. A daily activity log records the activities of an individual on a day to day basis. It is up to the individual to decide on recording down which activities in his life that are deemed important. Free Printable Daily Planner template for Excel. Print a free daily planner page using this template and find other printable daily planners. There are SO many different types of daily planners! Different sizes, different ways of organizing the information, etc. Here are some helpful links.
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Challenge Program - What We Do. Destination Imagination (DI) is a volunteer- led nonprofit organization whose purpose is to inspire and equip students to become the next generation of innovators and leaders. Annually, we offer seven new standards- based Challenges in STEM, Improv, Visual Arts, Service Learning and Early Learning. Each Challenge is open- ended and enables students to learn and experience the creative process from imagination to innovation while fostering their creativity, courage and curiosity. Academic tournaments take place around the world where teams have the opportunity to present their solutions to trained appraisers. Students have fun and gain confidence in their ability to solve any challenge. In working to solve our Challenges, teams learn 2. Here's a simple breakdown of the program. Up to 7 members can be on a team, and students from kindergarten through university level participate. Each team needs an adult Team Manager. Team Managers help students stay on track but do not directly help the team develop its solution to the DI Challenge. Team Managers are often faculty members or parents. DI fosters students’ curiosity, courage and creativity as they solve Challenges together as a team. A big part of our program is the Interference policy: in short, kids have to imagine, create and develop solutions on their own. My kids need to learn emotional intelligence so what emotional intelligence activities that I can use to teach kids EQ to help with emotional self-awareness and. Kids Activities Reading Writing Learning Books. It's so exciting to see how many exceptional nonfiction books for kids are being published every month! Imagination Childcare is a preschool in Murfreesboro, TN with a mission to provide a secure, Christian-based daycare, where children can develop social skills. Thinking is an incredible activity. We do it all the time automatically. Scientists say that we never stop having the words move through our minds. ![]() ![]() Parents, Team Managers, family and friends can’t suggest ideas or force teams in certain directions. Outsiders can only facilitate the acquisition of skills and knowledge. There are seven new Challenges to choose from each year. Each of the Challenges is developed by a team of educators and industry experts who target a particular area of the curriculum and its related standards of content and performance. The areas of focus include: Technical, Scientific, Fine Arts, Improvisational, Structural and Service Learning. There is also a non- competitive Early Learning Challenge that allows children to further develop their social skills and nurtures their curiosity and creativity. Each season takes place from September through May. Depending on the Challenge, teams typically spend 2 to 4 months developing and practicing their Challenge solutions. The team’s solutions are assessed at regional, state or country tournaments. While most schools run DI as an after school program, some school districts incorporate the program into their electives curriculum. Our tournaments provide the opportunity for participants to celebrate creativity with their peers and promote healthy competition. Every year, local volunteers help run 2. Participants learn and experience the creative process from imagination to innovation, which fosters their curiosity, courage and creativity. Students in our program learn higher order thinking and improve in creative and critical thinking while learning to work together as a team. Here is a collection of 40 fine motor skills activities for young children that are easy to set up and promote a whole range of basic learning skills. Some of these exercises will be probably be more effective and joyful for you than others. Experimentation is part of developing your intuition. ![]() Participants also have the opportunity to develop new friendships with students around the world. Teams choose one of seven Challenges. Here is a collection of baby play ideas and activities for 6 to 18 month olds to inspire curiosity, problem solving and good old fashioned play times. Destination Imagination is an educational program where student teams solve open-ended Challenges and present their solutions at tournaments. Click here to preview the Challenges. After weeks spent creating and developing their solutions, they go to a local tournament. Top- scoring teams advance to their state or country tournament, also known as an Affiliate Tournament. The top tier teams from each Affiliate Tournament have the opportunity to participate in Global Finals—the world’s largest celebration of creativity. For more information on getting started, visit our “Start a Team” page. Planet Book Club | Methodology. Book Club integrates reading, writing, speaking, and listening in a variety of learning contexts. These contexts for learning—which range from reading independently to sharing ideas with the whole class—overlap constantly while they support and enrich one another. For the purposes of discussion, however, we divide the Book Club program into the following components. Reading. Students begin by reading high- quality trade books that inspire them to think, ask questions, and make connections to their own lives. The obvious first step in getting children excited about reading is to expose them to interesting, well- written books. Because the Book Club program revolves around lively discussions, books that deal with important and often controversial issues make the best choices. In addition, most Book Club teachers use themes to organize their reading instruction. This may mean that the books in the classroom library are thematically related to those that the students are reading in their small groups. Scholastic has been delivering literacy resources for kids and outstanding children's books to schools, teachers, and families for more than 90 years. Or it may mean that each small group is reading a different book, but all of the books share a common topic or theme. Book Club can increase your options for interdisciplinary instruction when you select books that develop themes from your social studies, science, or other curriculum areas. Book Club provides opportunities for many different reading experiences. Many Book Club teachers begin each day by reading aloud. Then the students read a section in the books that they're discussing in their small groups. They might do this reading independently, with partners, or in some other format, depending on their needs and skills as well as the teacher's instructional goals. It's important that all students—not just the best readers in the class—read high- quality literature. In too many cases, less able readers have been left to practice reading skills while others read real books. Book Club teachers have used partner reading, choral reading, teacher read- alouds, audiotapes, parent readings, and Chapter One assistance to include all members of a diverse classroom in the experience of good literature. The TeachHUB Student Book Club Guide includes a PDF handout to get students and/or parents started in creating, organizing and LOVING their book club. It also.![]() They've found that every student has something to contribute to a book discussion when given the opportunity and appropriate support. Writing. As they read, students record their responses in reading logs. Over time, each student builds a repertoire of response types that includes a wide variety of personal, creative, and critical responses. It makes sense that children who are good readers will also be good writers, and that good writers will also be good readers. Research has confirmed that reading and writing influence each other as a child develops in both areas. That is, the more a child reads, the better his or her writing becomes, and vice versa. The Book Club program takes full advantage of this relationship, providing a framework within which reading and writing skills develop hand- in- hand, supporting and enriching one another. In recent years, reading logs have taken the place of traditional workbooks in many classrooms. These logs appear in a variety of forms, but their basic function is to provide a place where students can record their ideas, feelings, and questions about what they are reading. Teachers may provide a few open- ended questions to spark students' thinking or create pages that prompt students to apply skills such as comparing and contrasting, sequencing, predicting, or summarizing. ![]() But reading logs consist mostly of blank pages on which students can write, draw, or diagram their personal responses to the text. In Book Club, reading logs help children prepare for their small- group discussions. The thoughts and questions that each child records while reading provide a rich source of material for later discussion. After they have met and talked about the literature, children may write about how the discussion has affected their thinking. Thus, reading logs become a written history of students' evolving ideas as they read and discuss books. They are also a tangible symbol of the value placed on students' own reactions to literature and on what students can learn from talking to each other. Student- led Book Clubs. Groups of four to five students share ideas from their reading logs. As students become more comfortable with the format, their conversations flow more naturally. Susan Mc. Mahon, co- founder of the Book Club Project, has suggested that classroom talk about literature should flow like a "river of interpretation," moving naturally from one topic to the next based on students' ideas and interests. Teaching resources, children's and teacher books, lesson plans, book lists, classroom resources, educational products from Scholastic for PreK to 12 teachers. The Scholastic Reading Club (formerly Book Clubs). Online Reading Club orders for parents and teachers. Teachers earn bonus points and enjoy Apple rewards status of. Important Information All First Years Parents Survey. Click here to access: School Self Evaluation Survey. This model parallels the conversations that adult readers have about books and allows for engaging discussions that are relevant to students' lives. The Book Club program facilitates meaningful conversations about books in a non- threatening, teacher- supported context. An example of student- led discussion in the Book Club program. Four to five students comprise each student- led discussion group, or book club. Ideally, a book club is a heterogeneously mixed group, representing the diversity of gender, race, ethnicity, economic background, and academic abilities in the classroom. Students who are just beginning the program rely heavily on their reading logs to provide discussion topics. As they become more comfortable and skilled, however, they'll start to take risks. Their conversations will begin to relate their personal experiences and feelings to the literature. At the same time, students will learn that the point of reading good literature is not to find the "right" answers for completing a worksheet, but to explore their own personal responses to the literature. By learning to have natural conversations about books, children not only become more excited about literature but also learn more from their reading. Current research tells us that a reader's understanding of a text is enhanced by interacting with other readers. As students participate in book clubs, they'll learn from each other and work together to construct meaning. Since the students themselves decide the content of their discussions, their "rivers of interpretation" will flow wherever their interests and concerns take them. Community Share. Ideally, a book club is a heterogeneously mixed group, representing the diversity of gender, race, ethnicity, economic background, and academic abilities in the classroom. A student's understanding of a text is enhanced by interacting with other readers. While small, student- led discussion groups are the core of the Book Club program, discussions involving the entire class also play a crucial role. During community share, students introduce the ideas and issues that they discussed in their book clubs to the full classroom community. Children in other groups who are reading the same book or a thematically related book can share their unique perspectives and knowledge. Community share is also a context in which the teacher can provide instruction that applies to everyone in the class. For example, if a teacher notices while monitoring small- group discussions that many students seem confused about a particular issue, he or she can clarify this issue during community share. The purpose of community share can vary depending on when it is held. A whole- class discussion that takes place before students begin reading can be used to build background about the historical context of a book, or to activate prior knowledge so that students make full use of what they already know as they read new material. Community share can be used to give students ideas about what they could talk about in their small- group discussions. Book Club teachers usually bring the whole class together after students have met in their small groups to allow them to share some of the most interesting ideas to grow out of the student- led discussions. In general, whole- class discussions involve students in a wider community of readers and allow them to benefit from the work of all their classmates. Comparing Fractions and Decimals – Cool Math. After your child has learned to identify fractions and decimals, they will begin solving problems involving multiple fractions and decimals. However, before they can successfully complete equations involving these numbers, your student must learn to compare fractions and decimals. First, let’s look at comparing fractions. For example, what if we are given the four fractions shown below and asked to order them from smallest to largest? One of the problems with ordering these fractions is that they all have different denominators. When comparing fractions, your child will need to find the least common denominator that all the fractions share. Doing so will allow them to compare the fractions accurately. In order to find the least common denominator, go through each denominator’s multiples until the same number is found for all of the denominators. After listing out each denominator’s multiples, we find that 1. Thus, 1. 2 will be our new denominator for each fraction. In order to successfully convert each fraction, we must multiply each numerator by the same number the denominator was multiplied by to reach 1. Now that we have converted each fraction to have a denominator of 1. As a final step, we can simplify each fraction to return to its original form. Now that your student has learned to compare and order fractions, have them try the same with decimals. While fractions require a common denominator and conversions, decimals need an understanding of place value. Let’s take a look at some decimals that need to be listed from least to greatest. Before attempting to reorder these decimals, let’s briefly review place value with decimals. When working with decimals, numbers after the decimal that are closer to the decimal point are larger than those that are farther from the decimal point. ![]() Thus, tenths are larger than hundredths, hundredths are larger than thousandths, and so on. Knowing this fact, your child can now rearrange the numbers accordingly. Students can be easily tricked by decimals. A number like 0. 2. Remembering place value, your kid should realize that while 0. To make things easier, try writing out 0. Like many other math concepts, mastering fractions and decimals requires practice. Both types of problems involve careful observation as children must resist the urge to quickly compare and order numbers based off first glance. Making this mistake will cause students to have errors that could affect the entire problem. As the examples above emphasize, taking the time to carefully analyze each number—whether it is finding least common denominator or checking place value—is crucial to correctly using fractions and decimals. Comparing Fractions and Decimals. Now that your student has learned to compare and order fractions. Activities. 1st Grade Activities. Fun math practice! Improve your skills with free problems in 'Compare decimals and fractions' and thousands of other practice lessons. Fractions Worksheets | Comparing Fractions and Decimals Worksheets. This Fractions Worksheet is great for testing children for comparing Fractions and. Decimals to see if they are greater than, less than or equal. You may select different denominators. ![]() ![]() Math Video: How to Compare and Order Fractions : Fraction Activities : Copyright © 2014 MathPlayground.com All rights reserved. Scooter Quest Decimal Fraction comparison math game. Have fun practicing comparing. Fraction games, videos. Make One with Decimals Zogs and Monsters $. Compare and order fractions How do you multiply decimals? Compare fractions with same numerators. Comparing / Ordering Fractions Worksheets. Order three fractions. ![]() ![]() Easter - Kidspot. Easter. Find Easter dates, Easter crafts to make with kids and a basketful of divine Easter recipes to share with family and friends. Here is a super easy, quick and almost no- mess craft idea for decorating eggs. This activity uses.. Easter – it’s a time of celebration, family and food, arguably rivalling Christmas fo.. Dyeing eggs naturally is as much a science experiment for the kids as it is an art and craft acti.. Easter for kids with food allergies used to be a really depressing time. But not anymore! The Eas.. Bunny ears crown. ![]() Get crafty this Easter with this fun Bunny Ears crown! Easter egg pouch. Make this cute Easter Bunny egg pouch, it’s the perfect place for your kids to keep their chocolate! ![]() Free printable Easter coloring pages for kids from PrimaryGames.Chick egg warmer. Your kids will love making this chick eggwarmer almost as much as they enjoy keeping their eggs in it. Easter Bunny bunting. Decorating for Easter? Kids will love this bunny bunting. They can make it as long or as short as they like, using our free printable.. Easter egg basket. Collecting Easter eggs has to be the most egg- citing part of Easter morning. Find Easter dates, Easter crafts to make with kids and a basketful of divine Easter recipes to share with family and friends. Explore Teacher Heaven's board 'Easter Activities' on Pinterest. Egg Cartons Eggs Coloring Sheets Easter Crafts For Kids Compound Words Easy Easter Crafts. Easter crafts, coloring, games, poems, songs, worksheets and other activities for children. Seeing what that big old bunny left is great fun –.. Ring around an Easter egg. Discover and save creative ideas More to explore: Colouring In Activities Have Fun Foreign languages Easter Children. We have an enormous (and still growing) collection of original Easter colouring pages for all ages, for you to print and enjoy with your kids! To try to tame our. Play Easter Coloring a free online game at E Cooking Games.com. Printable Easter eggs coloring pages for preschool, kindergarten and elementary school children to color. Explore Stacy Hooper-Morris's board 'Easter egg activities' on Pinterest, a visual bookmarking tool that helps you discover and save creative ideas | See more about. Ring around an Easter egg, a pocket full of chocolate! Print off these adorable Easter egg rings for some free- standing fun from.. Make an Easter garden hat. The Easter hat parade is tomorrow and you find yourself completely unprepared … what to do for an easy night- before- the- parade.. Make a bunny cap Easter hat. If you find yourself dreading the Easter hat parade, try whipping up this easy bunny cap idea for a simple Easter hat parade solution.. Make a jazzy Easter parade hat. This year’s Easter parade will be yummy fun with this edible jazzy Easter hat idea. It is the ultimate no- fuss Easter hat.. Easiest Easter bonnet idea. If your child loves craft and hats, then this Easter hat parade hat idea is for you. The Easiest В Easter bonnet is what we call..
Domain controller can't find itself, clock is skewed Question by: txarli33 On 2009-02-04 03:16 AM. The clocks on the client and server machines are skewed. Make sure teh computer account is gone from with active.![]() Clocks are Skewed > Clocks are Skewed. Tags: Domain; Microsoft. Active Directory; Windows. Last response: April 28, 2005 8:27 PM in Windows 2000/NT. Share. Ziek. April 28, 2005 1:49:40 PM. Virtual dc clock are skew Question by: jtsokanis On 2013-06-26 04:05 PM. When i open the active directory domains and trusts show the following. The clocks on the client and server machines are skewed. Clock Skew (Windows)[The AD RMS SDK leveraging functionality exposed by. Msdrm. dll is available for use in Windows Server. В 2. 00. 8, Windows. В Vista, Windows Server. В 2. 00. 8В R2, Windows. В 7, Windows Server. В 2. 01. 2, and Windows. В 8. It may be altered or. Instead, use Active Directory Rights Management Services SDK 2. Msipc. dll.]Clock skew occurs when the clock time on one computer differs from the clock time on another computer. It is a common occurrence but can cause problems whenever you specify a validity time in a license. Issuance and use licenses can assign validity times to two things: for the license as a whole (specified in DRMCreate. Issuance. License), and for each individual right (specified in DRMCreate. Right). All validity times in a license are set according to the publisher's clock. Clock skew across these times can cause problems in two places in the publishing and consuming cycle: When an application tries to acquire a use license by using an issuance license for which the validity time ends in the past or begins in the future according to the clock on the server that grants the license, the request will fail. This can occur for an end user when requesting a use license, or for an application that is attempting to prelicense a document (acquire a use license on behalf of a user). When the validity time on an end- user license has expired or net yet begun, any attempt to use the license will fail. Otherwise, only the rights that have expired or are not yet valid will be unavailable. For example, if the clock on the publishing computer trails that on the consuming computer by, say, 1. There is no perfect solution for clock skew problems. A good solution is to set the beginning validity time of a right earlier than the current time for consumers with clocks behind yours and, if possible, to extend the license validity time for users with clocks ahead of yours. Be especially conscious of clock skew problems when creating an issuance license with short validity times. DRMCreate. Issuance. License. Working with Licenses and Templates. Domain controller can't find itself, clock is skewed. Question: I keep getting mixed answers to the following questions. Can someone please answer the questions? With an E3 license there is an UNLIMITED amount of space for Litigation Hold mailboxes and ALL mailboxes in the company can be on litigation hold. A single mailbox can reside EITHER on prem or on office 3. You can not have the mailbox reside…Answer: 1) Technically, there is a 1. GB limitation. Should you reach this limit, you need to contact support to increase the Recoverable. Items quota for the mailbox. Only mailboxes that have E3 (or the standalone Exchange Online plan 2) licenses can be put on hold. ![]() PEA Algorithm |PEA is defined as any organized rhythm without a palpable pulse and is the most common rhythm present after defibrillation. PEA along with asystole make up half of the Cardiac Arrest Algorithm with VF and VT consisting of the other half. Patients with PEA usually have poor outcomes. Positive outcome of an attempted resuscitation depends primarily on two actions: 1. Providing effective CPR; and 2. Identification and correction of the cause of PEA. Medications used in PEAAtropine is no longer recommended for the treatment of PEA per the 2. ACLS guidelines. There are 2 medications used in the PEA algorithm, epinephrine and vasopressin. These medications should be given while maintaining high- quality CPR. IV or IO every 3- 5 minutes. Units of vasopressin can be given IV or IO to replace the first or second dose of epinephrine. Click below to view the cardiac arrest algorithm diagram. When done click again to close the diagram. Cardiac Arrest Algorithm Diagram» or Members Download the Hi- Resolution PDF Here. Vasopressors have not been shown to increase survival from PEAH’s and T’s. Asystole is a cardiac arrest rhythm in which there is no discernible electrical activity on the ECG monitor. Asystole is sometimes referred to as a “flat line.”. Pulseless electrical activity (PEA) is a clinical condition characterized by unresponsiveness and lack of palpable pulse in the presence of organized. Pulseless electrical activity or PEA (also known by the older term electromechanical dissociation) refers to a clinical diagnosis of cardiac arrest in which a heart. Activity [ak-tiv´ĭ-te] 1. the quality or process of exerting energy or of accomplishing an effect. 2. a thermodynamic quantity that represents the effective. ![]() PEA (Pulseless Electrical Activity) PEA is defined as any organized rhythm without a palpable pulse and is the most common rhythm present after defibrillation. Pulseless electrical activity is represented by various ECG rhythms that include idioventricular rhythms, ventricular escape rhythms, postdefibrillation. The identification and correction of the causes of PEA should be a high priority as a cardiac emergency progresses. One easy way to remember the most common causes of PEA as well as other cardiac emergencies is the H’s and T’s of ACLS. See the H’s and T’s page for more information on the causes and treatment of PEA. ![]() ![]() History of CDC Surveillance Activities. CDC has been actively involved in disease-surveillance activities since the formulation of the Communicable Disease Center in. State-based Occupational Health Surveillance Clearinghouse. health surveillance programs and activities. Occupational Health Surveillance. Surveillance data collected at the European level are predominantly case-based and comprise demographic, clinical, epidemiological and laboratory information. ![]() ![]() ![]() CDC - Surveillance Systems - Data - Physical Activity. Several national and state surveys track physical activity for US adults and young people. The Centers for Disease Control and Prevention (CDC) is the leading national public health institute of the United States. The CDC is a federal agency under the. ASPPH News November 13, 2014 PHR Webinar: A New Strategy for Public Health Surveillance at CDC: Improving National Surveillance Activities and Outcomes. Passive surveillance: a system by which a health jurisdiction receives reports submitted from hospitals, clinics, public health units, or other sources. ![]() The following information compares the surveillance systems used by CDC to track physical activity behaviors and will help explain physical activity assessment. Assessing Physical Activity. Physical activity can be assessed in three general ways—questionnaire, observation and direct measurement, or diary. Once data from each of these assessment methods are gathered, indicators of energy expenditure or estimates of physical activity are obtained. Once assessment is completed, responses must be summarized for reporting and research purposes. Methods to create summary scores from physical activity questionnaires can result in either continuous scores (i. A frequently used scoring algorithm in US national surveys relies on an external standard (such as the CDC’s 2. Physical Activity Guidelines). Individual survey respondents are classified into three basic levels: Active (meeting the guidelines). Insufficiently active (some reported physical activity but not enough to meet existing recommendations). Inactive (no reported physical activity). Five U. S. National Surveys for Physical Activity. ![]() Surveillance strategy : a strategy for improving the Centers for Disease Control and Prevention’s activities in public health surveillance.Each of the five surveys listed have a different purpose and use a distinct set of questions. Compiling and evaluating data from all sources allows a more complete picture of the physical activity levels and trends among Americans than can be obtained from evaluating results from a single survey alone. Behavioral Risk Factor Surveillance System (BRFSS): BRFSS began in 1. American adults, with an emphasis on state- level surveillance. Currently data are collected monthly in all 5. District of Columbia, American Samoa, Palau, Puerto Rico, the US Virgin Islands, and Guam. National Health Interview Survey (NHIS): NHIS data are collected on a broad range of health topics through personal household interviews. NHIS has been used to monitor the health of the nation since 1. The survey provides national- level estimates about the health of Americans that can be used to track progress toward national health objectives such as Healthy People 2. National Health and Nutrition Examination Survey (NHANES): NHANES provides information about the health of Americans through a combination of personal interview and direct physical examination. The survey began in the 1. The NHANES National Youth Fitness Survey (NNYFS) was conducted in 2. Youth Risk Behavior Surveillance System(YRBSS): The YRBSS was developed in 1. United States. YRBSS includes a national school- based survey conducted by CDC as well as state, territorial, tribal, and local surveys. Physical activity data are collected every 2 years and are used to monitor progress toward Healthy People 2. National Household Travel Survey (NHTS): NHTS, formerly known as the Nationwide Personal Transportation Survey and the American Travel Survey, is a survey of US travel modes, commuting habits, and long- distance trips conducted by the US Department of Transportation. This survey is done about every 5 years and estimates from this survey are used to track progress toward Healthy People 2. Related Information. International Physical Activity Questionnaires. A set of instruments that can be used internationally to obtain comparable estimates of physical activity. Public Health Surveillance: A Tool for Targeting and Monitoring Interventions - Disease Control Priorities in Developing Countries"What gets measured gets done." —Anonymous. Public health surveillance is the ongoing systematic collection, analysis, and interpretation of data, closely integrated with the timely dissemination of these data to those responsible for preventing and controlling disease and injury (Thacker and Berkelman 1. Public health surveillance is a tool to estimate the health status and behavior of the populations served by ministries of health, ministries of finance, and donors. Because surveillance can directly measure what is going on in the population, it is useful both for measuring the need for interventions and for directly measuring the effects of interventions. The purpose of surveillance is to empower decision makers to lead and manage more effectively by providing timely, useful evidence. Increasingly, top managers in ministries of health and finance in developing countries and donor agencies are recognizing that data from effective surveillance systems are useful for targeting resources and evaluating programs. The HIV and severe acute respiratory syndrome (SARS) epidemics underscored the critical role of surveillance in protecting individual nations and the global community. For example, in 2. China rapidly began to expand its surveillance and response capacity through its Field Epidemiology Training Program (FETP); Brazil and Argentina chose to use World Bank loans to develop surveillance capacity; and the U. S. Agency for International Development (USAID) redesigned its surveillance strategy to focus on the use of data to improve public health interventions (USAID 2. Additionally, the guidelines for implementing the 2. International Health Regulations require World Health Organization (WHO) member states to have key persons and core capacities in surveillance (http: //www. Just as decision makers require competent, motivated economists to provide quality technical analyses, they also need competent staff members to provide scientifically valid surveillance information and communicate the results as information for action. Competent epidemiologists and surveillance staff members are not a luxury in developing countries; they are a necessity for rational planning, implementation, and intervention (Narasimhan and others 2. Definitions and Basic Concepts. In this chapter, we use the following definitions: Indicator: a measurable factor that allows decision makers to estimate objectively the size of a health problem and monitor the processes, the products, or the effects of an intervention on the population (for example, the number of new cases of diarrhea, the proportion of children fully immunized in a district, or the percentage of high school students who report that they smoke at least one cigarette a day). Active surveillance: a system employing staff members to regularly contact heath care providers or the population to seek information about health conditions. Active surveillance provides the most accurate and timely information, but it is also expensive. Passive surveillance: a system by which a health jurisdiction receives reports submitted from hospitals, clinics, public health units, or other sources. Passive surveillance is a relatively inexpensive strategy to cover large areas, and it provides critical information for monitoring a community's health. However, because passive surveillance depends on people in different institutions to provide data, data quality and timeliness are difficult to control. Routine health information system: a passive system in which regular reports about diseases and programs are completed by public health staff members, hospitals, and clinics. Health information and management system: a passive system by which routine reports about financial, logistic, and other processes involved in the administration of the public health and clinical systems can be used for surveillance. Categorical surveillance: an active or passive system that focuses on one or more diseases or behaviors of interest to an intervention program. These systems are useful for program managers. However, they may be inefficient at the district or local level, at which staff may need to fill out multiple forms on the same patient (that is, the HIV program, the tuberculosis program, the sexually transmitted infections program, and the Routine Health Information System). At higher levels, allocating the few competent surveillance experts to one program may leave other programs under- served, and reconciling the results of different systems to establish the nation's official estimates may be difficult. Integrated surveillance: a combination of active and passive systems using a single infrastructure that gathers information about multiple diseases or behaviors of interest to several intervention programs (for example, a health facility–based system may gather information on multiple infectious diseases and injuries). Managers of disease- specific programs may be evaluated on the results of the integrated system and should be stakeholders. Even when an integrated system is functioning well, program managers may continue to maintain categorical systems to collect additional disease- specific data and control the quality of the information on which they are evaluated. This practice may lead to duplication and inefficiency. Syndromic surveillance: an active or passive system that uses case definitions that are based entirely on clinical features without any clinical or laboratory diagnosis (for example, collecting the number of cases of diarrhea rather than cases of cholera, or "rash illness" rather than measles). Because syndromic surveillance is inexpensive and is faster than systems that require laboratory confirmation, it is often the first kind of surveillance begun in a developing country. However, because of the lack of specificity (for example, a "rash illness" could be anything from the relatively minor rubella to devastating hemorrhagic fevers), reports require more investigation from higher levels. Also an increase in one disease causing a syndrome may mask an epidemic of another (for example, rotavirus diarrhea decreases at the same time cholera increases). In the specialized area of surveillance for biologic terrorism, syndromic surveillance refers to active surveillance of syndromes that may be caused by potential agents used by biologic terrorists and sometimes refers to alternative measures such as increases in the use of over- the- counter drugs or increases in calls to emergency departments. Behavioral risk factor surveillance system (BRFSS): an active system of repeated surveys that measure behaviors that are known to cause disease or injury (for example, tobacco or alcohol use, unprotected sex, or lack of physical exercise). Because the aim of many intervention program strategies is to prevent disease by preventing unhealthy behavior, these surveys provide a direct measure of their effect in the population, often long before the anticipated health effects are expected. These surveys are useful for providing timely measures of program effectiveness for both communicable and noncommunicable disease interventions. Objectives of Surveillance Systems. Public health surveillance provides the scientific and factual database essential to informed decision making and appropriate public health action. The key objective of surveillance is to provide information to guide interventions. The public health objectives and actions needed to make successful interventions determine the design and implementation of surveillance systems. For example, if the objective is to prevent the spread of epidemics of acute infectious diseases, such as SARS, managers need to intervene quickly to stop the spread of disease. Therefore, they need a surveillance system that provides rapid early warning information from clinics and laboratories. In contrast, chronic diseases and health- related behaviors change slowly. Managers typically monitor the effect of programs to change risky behaviors such as tobacco smoking or chronic diseases once a year or even less often. A surveillance system to measure the population effects of a tuberculosis control program might provide information only every one to five years—for example, through a series of demographic and health surveys. The principle is that different public health objectives and the actions required to reach them require different information systems The type of action that can be taken, when or how often that action needs to be taken, what information is needed to take or monitor the action, and when or how frequently the information is needed should determine the type of surveillance or health information system (box 5. Different Objectives, Different Data, Different Systems. Principles and Uses of Surveillance. Foege, Hogan, and Newton (1. Collection and analysis should not be allowed to consume resources if action does not follow." The fundamental principle of public health surveillance is that the surveillance should be designed and implemented to provide valid (true) information to decision makers in a timely manner at the lowest possible cost. Because managers are unlikely to need to make interventions to address small differences between areas, sacrificing precision makes sense to improve timeliness and save resources that can be used for public health interventions. The utility of surveillance data can be viewed as immediate, annual, and archival, on the basis of the public health actions that can be taken (table 5. Thacker and Stroup 1. Utility of Surveillance Data. Establishing and Maintaining a Surveillance System. What is worth doing is worth doing right. Managers who decide to use public health surveillance as a management tool must recognize that they will need to commit political support and human and financial resources. Middle and High School. the “Kids Against Bullying” pledge. Students promising. in song and dance to raise awareness for bullying prevention by holding a. Great Anti Bullying Activities And Lesson. this lesson to their students and invent any. to start the bullying activities in my school. Anti-Bullying Activities. This discussion guide for middle- and high-school students helps youth. Les Parsons explains how school bullying prevention. . Tools And Ideas / Lesson Plans / Teaching Students to Prevent Bullying. their own school. Activities. Stopbullying.gov Students in. Bullying Prevention. . most responsible for addressing school violence and bullying: parents, students, school. Bullying Prevention Activities such as all. Edutopia®, Schools. Educate About Bullying Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. Bullying Prevention: 5 Tips for Teachers, Principals, and Parents. Updated 1. 0/2. 01. Approximately 3. 2 percent of students report being bullied at school. Bullied students are more likely to take a weapon to school, get involved in physical fights, and suffer from anxiety and depression, health problems, and mental health problems. They suffer academically (especially high- achieving black and Latino students). And research suggests that schools where students report a more severe bullying climate score worse on standardized assessments than schools with a better climate. This is all common sense to educators. ![]() They have known for decades that students need to be in safe, supportive learning environments to thrive. And the vast majority care deeply about keeping children safe. But especially given that commitment to student safety, why do so many children experience bullying? In Principal magazine, elementary principal, now retired, James Dillon writes that in bullying prevention trainings, he asks participants to choose the one group they believe is most responsible for addressing school violence and bullying: parents, students, school, or community. Inevitably, he gets a wide variety of responses. He suggests perhaps bullying problems are not addressed because "people think bullying prevention is someone else's responsibility."A large- scale study by the NEA and Johns Hopkins University that examined school staff's perspectives on bullying and bullying prevention somewhat refutes that hypothesis, finding 9. But just 5. 4 percent received training on their district's bullying prevention policy. Without such training, some of Dillon's other suggestions as to why bullying is so prevalent - - that adults don't recognize some behaviors as bullying and that bullying is often ineffectually addressed using the traditional discipline system of applying punishment to a perpetrator - - make sense. So whom should we blame for the state of bullying? As Dillon puts it, "The reality is that no one is to blame, yet everyone is responsible." We all can work to prevent bullying, be it on a school- or classroom- wide basis, or even at home. Five Tips to Help Principals Prevent Bullying. According to Dillon, effectively addressing a bullying problem requires a culture change. A true culture change takes time, but a few key steps to help principals get started: Practice What You Preach Don't use your status as the school leader as the lever for change; instead, "listen before talking and reflect before acting" to ensure your staff feel valued (this is backed up by the NEA survey, which found an important predictor of adult willingness to intervene in bullying was their "connectedness" to the school, defined as their belief they are valued as individuals and professionals in the learning process). Assess the Extent of the Problem Survey students, staff and parents to find out how much and what type of bullying is going, as well as where and when, to target prevention efforts. Develop a School- wide Code of Conduct that reinforces school values and clearly defines unacceptable behavior and consequences. Empower bystanders - - teachers and especially students - - to help enforce it by training them to identify and respond to inappropriate behavior. Increase Adult Supervision Most bullying happens when adults are not present, so make sure they are "visible and vigilant" in hallways, stairwells, cafeterias and locker rooms, as well as on buses and the way to and from school for students who walk. ![]() Conduct Bullying Prevention Activities such as all- school assemblies, communications campaigns or creative arts contests highlighting school values to bring the community together and reinforce the message that bullying is wrong.(These tips were adapted from articles by James Dillon from Principal magazine, Sept/Oct 2. Ted Feinberg from Principal Leadership, Sept. Five Tips to Help Teachers Prevent Bullying. Even when a school leader doesn't have a formal bullying prevention agenda, teachers can create safe, bully- free zones in their classrooms: Know Your School and District Policies on Bullying Do your part to implement them effectively. Treat Students and Others with Warmth and Respect Let students know that you are available to listen and help them. Conduct Classroom Activities around Bullying Help your class identify bullying in books, TV shows and movies, and discuss the impact of that bullying and how it was/could be resolved. Kid Activities. 1000's of Ideas for. schools and communities about bullying prevention for middle and high school students. In sharing bullying prevention. Why is it important to have a Bully-Free School? Bullying is a ‘lose-lose’ situation for both the victim and the bully. Most bullies are children and teens that. Educator Toolkits and Activities. and high school classrooms to talk about bullying. introducing bullying prevention conversation. ![]() Hold class meetings in which students can talk about bullying and peer relations. Discuss Bullying with Colleagues As a group, you will be better able to monitor the school environment. Discuss both bullying in general and concerns regarding specific students. Take Immediate Action Failure to act provides tacit approval of the behavior and can cause it to spread.(These tips were adapted from NEA's Bully Free: It Starts With Me and AFT's See A Bully, Stop A Bully campaign resources.)Five Tips to Help Parents Prevent Bullying. Parents and guardians are among a school's best allies in bullying prevention: Talk with and Listen to Your Children Everyday Ask questions about their school day, including experiences on the way to and from school, lunch, and recess. Ask about their peers. Children who feel comfortable talking to their parents about these matters before they are involved in bullying are more likely to get them involved after. Spend time at School and Recess Schools can lack the resources to provide all students individualized attention during "free" time like recess. Volunteer to coordinate games and activities that encourage children to interact with peers aside from their best friends. Be a Good Example When you get angry at waiters, other drivers or others, model effective communication techniques. As Education. com puts it, "Any time you speak to another person in a mean or abusive way, you're teaching your child that bullying is ok."Create Healthy Anti- Bullying Habits Starting as young as possible, coach your children on both what not to do (push, tease, and be mean to others) as well as what to do (be kind, empathize, and take turns). Also coach your child on what to do if someone is mean to him or to another (get an adult, tell the bully to stop, walk away and ignore the bully). Make Sure Your Child Understands Bullying Explicitly explain what it is and that it's not normal or tolerable for them to bully, be bullied, or stand by and watch other kids be bullied.(These tips were adapted from materials by the National PTA and Education. The Bottom Line. Bullying is an enormous problem, and we must all do our part to impact it. If nothing else, remember one of Dillon's suggestions (intended for school leaders but I think applicable to all): "Little things can make a big difference. Simple and genuine gestures, such as regularly greeting students, talking to students, and addressing students by name, help to make students feel connected."Anyone can start doing those types of things today. If you are interested in further resources on bullying and its prevention, check out Learning First Alliance member resources and the Stop. Bullying website. ![]() ![]() . for the new iPhone, do we need *228 to activate the phone or not? Can't seem to find a. I called Verizon tech support and he told me to do *228. If you're wondering how to activate a Verizon phone. If compatible, you can activate your Verizon Wireless device and begin exploring ways to customize your plan. . Activating an iPhoneActivating a Samsung Galaxy Phone or card, you'll need to order one by calling. © How to activate a verizon phone without dialing 228. How to activate a VERIZON phone by calling *228? I think that *228 is the number?!?! I am. What do i call to activate a verizon phone? More questions. I have lost my phone and have just activated my old one using teh *228 feature. Sign in to My Verizon. How to Activate a Verizon iPhone. If you would prefer to activate the phone online. Dial *228 on the iPhone and press 1. Your phone may take a few minutes to. Edit Article How to Activate a Verizon Cell Phone. Five Methods: Activating an iPhone Activating a Samsung Galaxy Phone or Note Activating an HTC, Motorola, LG or. To *2. 28, or not to *2. THAT is the question! How to activate a verizon phone without dialing * 228. © How to activate a verizon phone without dialing * 228. How to activate a VERIZON phone by calling *228? How to Activate a New Phone on an Existing Verizon Account by B. Steele. The '*228' code may not work if you're roaming at the time you place the call. Rentals and Groups. Unsurprisingly, when does flirting cross that invincible line from innocent bantering to dangerous dialogue. When an elements content model is. Wife and I rcv'd our phones on 2/7, activated just fine. I called CS just to make sure the data plan was activated correctly and what- not, and I asked about *2. CS I spoke with, FWIW, said that i. ![]() Phone users do not ever need to worry about doing this as any new software is downloaded every time you sync your phone, also stated that *2. NOT activate the i. Phone. Good luck. |