Greek Art & Architecture
From: amiller, 2 years ago
Greek Art & Architecture
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Tuesday, September 30, 2008
lvv
Greek Architecture
From: mfresnillo, 4 months ago
Revision on Greek Architecture.
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Monday, September 29, 2008
pse4u drugs sports
Anabolic Steroid Use
From: schwartzm, 11 months ago
What are anablolic steroids? Why do people use them? What effects do they have on the body? (10th grade Health)
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Wednesday, September 24, 2008
HFA 4M sept 24
http://www.cspinet.org/cgi-bin/quiz.cgi
try this quiz
have your presentation and worksheet ready for class.
try this quiz
have your presentation and worksheet ready for class.
Monday, September 22, 2008
japan food
Foods Of The World
From: sunnycuts, 1 minute ago
Foods Of The World
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HFA 4M Presentation #1
Assignment: Unit 1 Food research project
For this assignment you are to research specific different cultures foods. The topic, however, should also relate to topics found in your textbook. The purpose of the assignment is to provide information and enhanced knowledge of your topic and ways in we can understand a culture through food. Use images and vivid descriptions of food. Use real world examples of cultures. Be sure that all the information in your project is fact based and can be backed up by educational materials (textbooks, books, encyclopedias).
PowerPoint /poster/media element example:
You may want to create a PowerPoint on your topic. If this is the case you would likely provide information on the cultures food practices. What is the lifestyle of the culture towards food? What kind of technology goes into producing the food? Describe the geography of the area where the food comes from. Does the food relate to any ceremonies or events? Include video/images and presentation should be 4-5 minutes and include a handout/worksheet for the other students in the class.
Format:
· Should be presented in class.
· Can include multimedia elements.
· Handout/worksheet
Topics and food cultures can include:
China
Creole and Cajun
Ethiopia
German
India
Japan
Italy
Mexico
hermes
Hermes New
From: sunnycuts, 4 minutes ago
Hermes New
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hades
Hades
From: sunnycuts, 1 minute ago
Hades
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Friday, September 19, 2008
apollo
Apollo
From: sunnycuts, 2 minutes ago
Apollo
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Thursday, September 18, 2008
hero myth
Joseph Campbell Hero And Quest
From: lauranicosia, 10 months ago
A short ppt used to supplement course materials on Joseph Campbell's Hero and the Quest.
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Wednesday, September 17, 2008
HFA 4M DAY 2
Questions ;
Describe 3 health benefits of practising good nutrition.
What is wellness? what are 4 things you can do to improve your overall health.
Define psychological needs.
How can food provide a sense of belonging.
Food security is an important issue. List ways in which a stable source of food can impact the health of teenagers.
Describe 3 health benefits of practising good nutrition.
What is wellness? what are 4 things you can do to improve your overall health.
Define psychological needs.
How can food provide a sense of belonging.
Food security is an important issue. List ways in which a stable source of food can impact the health of teenagers.
HFA 4M Unit 1
Unit 1: Self and Others
Time: 25 hours
In this unit students identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices; summarize food-related issues that arise throughout the life cycle; and plan, perform, and present the results of an investigation into the nutritional status of Canadians.
Note: In each unit students will use appropriate social science research methods in the investigation of food-related issues; correctly use terminology associated with food and nutrition; and communicate the results of their inquiries effectively.
• identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
• summarize food-related issues that arise throughout the life cycle;
• plan, perform, and present the results of an investigation into the nutritional status of
Canadians.
– identify psychological and emotional factors
that affect eating habits (e.g., eating to
relieve tension or boredom, deriving comfort
from food);
– describe the sociocultural importance of
food in social interactions (e.g., celebrations
and gatherings of friends; family rituals;
in the transmission of family culture,
religion, and traditions; as a symbol of hospitality;
as a status symbol);
– describe economic factors that have an
impact on the food choices of individuals
and families;
– identify the ways in which physical factors
influence food choices (e.g., geographical
location, regional growing seasons, availability
of food markets, home storage
capacity);
– plan menus for, select, and prepare foods,
taking into consideration economic, geographical,
and seasonal factors that affect
the availability of ingredients.
Food Issues Throughout the Life Cycle
By the end of this course, students will:
– identify the factors that affect personal
food choices throughout the life cycle
(e.g., age, health, school and/or work
schedules, lifestyle, level of physical activity,
lactation, special dietary needs);
– plan, conduct, and summarize the results
of an investigation into the availability of
food products suitable for various stages of
the life cycle (e.g., single-serving products,
baby food, fat-reduced food);
– plan a menu for, select, and prepare foods
that would meet selected dietary needs
during the different stages of life.
Nutritional Status of Canadians
By the end of this course, students will:
– compile a body of core information on
the nutritional status of Canadians and
determine personal nutrient intake, using
a variety of print and electronic sources
and telecommunications tools (e.g.,
Canada’s Food Guide to Healthy Eating and
Health Canada’s Nutrition Recommendations,
computer courseware, Internet sites);
– demonstrate an understanding of how the
findings of their nutrition survey apply to
themselves and their families.
Time: 25 hours
In this unit students identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices; summarize food-related issues that arise throughout the life cycle; and plan, perform, and present the results of an investigation into the nutritional status of Canadians.
Note: In each unit students will use appropriate social science research methods in the investigation of food-related issues; correctly use terminology associated with food and nutrition; and communicate the results of their inquiries effectively.
• identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
• summarize food-related issues that arise throughout the life cycle;
• plan, perform, and present the results of an investigation into the nutritional status of
Canadians.
– identify psychological and emotional factors
that affect eating habits (e.g., eating to
relieve tension or boredom, deriving comfort
from food);
– describe the sociocultural importance of
food in social interactions (e.g., celebrations
and gatherings of friends; family rituals;
in the transmission of family culture,
religion, and traditions; as a symbol of hospitality;
as a status symbol);
– describe economic factors that have an
impact on the food choices of individuals
and families;
– identify the ways in which physical factors
influence food choices (e.g., geographical
location, regional growing seasons, availability
of food markets, home storage
capacity);
– plan menus for, select, and prepare foods,
taking into consideration economic, geographical,
and seasonal factors that affect
the availability of ingredients.
Food Issues Throughout the Life Cycle
By the end of this course, students will:
– identify the factors that affect personal
food choices throughout the life cycle
(e.g., age, health, school and/or work
schedules, lifestyle, level of physical activity,
lactation, special dietary needs);
– plan, conduct, and summarize the results
of an investigation into the availability of
food products suitable for various stages of
the life cycle (e.g., single-serving products,
baby food, fat-reduced food);
– plan a menu for, select, and prepare foods
that would meet selected dietary needs
during the different stages of life.
Nutritional Status of Canadians
By the end of this course, students will:
– compile a body of core information on
the nutritional status of Canadians and
determine personal nutrient intake, using
a variety of print and electronic sources
and telecommunications tools (e.g.,
Canada’s Food Guide to Healthy Eating and
Health Canada’s Nutrition Recommendations,
computer courseware, Internet sites);
– demonstrate an understanding of how the
findings of their nutrition survey apply to
themselves and their families.
Tuesday, September 16, 2008
Monday, September 15, 2008
Food and Nutrition Sciences
Course Description
This course examines various nutritional, psychological, social, cultural, and global factors that influence people’s food choices and customs.
Students will learn about current Canadian and worldwide issues related to food, frameworks for making appropriate dietary choices, and food-preparation techniques. This course also refines students’ skills used in researching and investigating issues related to food and nutrition.
Course Content
Units: Titles and Time
Unit 1 Self and Others 25 hours
Unit 2 Personal and Social Responsibilities 25 hours
Unit 3 Diversity, Interdependence, and Global Connections 30 hours
Unit 4 Social Challenges 30 hours
This course examines various nutritional, psychological, social, cultural, and global factors that influence people’s food choices and customs.
Students will learn about current Canadian and worldwide issues related to food, frameworks for making appropriate dietary choices, and food-preparation techniques. This course also refines students’ skills used in researching and investigating issues related to food and nutrition.
Course Content
Units: Titles and Time
Unit 1 Self and Others 25 hours
Unit 2 Personal and Social Responsibilities 25 hours
Unit 3 Diversity, Interdependence, and Global Connections 30 hours
Unit 4 Social Challenges 30 hours
charles
The Digestive System
From: sunnycuts, 2 minutes ago
The Digestive System
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ga eul jung
The Respiratory System
From: sunnycuts, 2 minutes ago
The Respiratory System
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Saturday, September 13, 2008
Friday, September 12, 2008
LVV Gods
Ashley Cho- Hera
Onvit Kwon- Zeus
Johee Kim- hades
Erica Kim appollo
charles kim- hermes
For your chosen God: this should be a powerpoint presentation,should be 5 minutes should have pictures and include a handout on your god with questions and facts relating to your presentation.
• Greek name
• Image source
• Roman name
• Other names and epithets
• Responsibilities
• Attributes
• Sacred site(s)
• Animal
• Tree
Onvit Kwon- Zeus
Johee Kim- hades
Erica Kim appollo
charles kim- hermes
For your chosen God: this should be a powerpoint presentation,should be 5 minutes should have pictures and include a handout on your god with questions and facts relating to your presentation.
• Greek name
• Image source
• Roman name
• Other names and epithets
• Responsibilities
• Attributes
• Sacred site(s)
• Animal
• Tree
pse4u
Types Of Resistance Training
From: pdhpemag, 2 months ago
Student presentation
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Thursday, September 11, 2008
pse4u questions
1.How many muscles does the human body have?
2.What are muscles made of?
3. Name 3 places in the body where you would find smooth muscle.
4.Is the heart a muscle?
5.Describe how a muscle knows how to contract
6. What is the busiest muscle in the human body?
7.What is the largest muscle in the human body?
8.Name the muscle that bends the arm.
Wednesday, September 10, 2008
exercise science
For this science class we will review the three major types of muscle fibres.
The major muscle fiber groups are
The major muscle fiber groups are
Type 1
This is predominately the muscle fibre that is used when you perform endurance type of activities such as running or weight sessions where you are lifting in the 25 plus rep range. Generally if you are ever lifting in this fashion you are not looking to gain strength but rather hoping to improve the muscle fibre's ability to deal with lactic acid build-up. This type of training should only be utilized by endurance athletes such as marathon runners or cyclists however as it is not really that beneficial for other athletes.
Type 2a
These are much more focused on generating strength than the type 1 and have a rapid contraction rate. When you are performing typical strength training exercises in the 6-8 rep range this is predominately the muscle fibre type you are going to call upon. They have a high capability of generating ATP (high energy compound), which is the prime source of fuel for short duration activities.
Type 2b
These types of muscle fibres generate the most force and are used predominately in activities that require an all out burst of effort. They rely exclusively on ATP for fuel and are very large in nature. They have a small number of mitochondria and fatigue very rapidly.
These types of muscle fibres are going to be seen in highest proportions in athletes such as sprinters or power lifters. Since these athletes are rarely performing activities that last much longer than 60 seconds in length they simply do not need to develop their slow twitch muscle fibres.
Questions:
1. What is meant by the terms muscle endurance and muscle strength?
2. What is meant by the terms absolute and relative strength?
3. How does skeletal muscle differ from smooth muscle and cardiac muscle?
4. Muscles can contract while extending a joint or flexing a joint. What is the name for these types of movements?
5. There are two types of isotonic contractions – eccentric and concentric. What
movement action is described by each of these terms?
6. What is the difference between an isotonic and an isometric contraction?
Tuesday, September 9, 2008
pse4u
3 Skeleton, Joints, Muscles, Circulatory + Respiratory Sys
From: 007taribo, 7 months ago
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Monday, September 8, 2008
Pse4u Syllabus
Required Textbooks:
- Exercise Science: An Introduction to Health and Physical Education, 2000. Exercise Science, University Preparation (Curriculum Services
The course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation and sports administration.
Units and Titles:
| Unit 1 | Anatomy Physiology | 25 Hours |
| Unit 2 | Human Performance | 30 Hours |
| Unit 3 | Motor Development | 25 Hours |
| Unit 4 | Evolution of Physical Activity and Sports | 17.5 Hours |
| Unit 5 | Relationship of Society and Culture to Physical Activity and Sport | 12.5 Hours |
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