Determination of Resistance to Fragmentation by the LOS Angeles Test Assignment

Determination of Resistance to Fragmentation by the LOS Angeles Test Method - Assignment Example 4. Compare the results of the test with the specifications and diagnose there appropriate use. Apparatus The apparatus that are used for this test are as follow and these all conform to the BSI standard â€Å"BSI. (1998-2006)EN 1097-2.. Tests for mechanical and physical properties of aggregates ? Part 2: Methods for the determination of resistance to fragmentation†. 1. Electronic Weighing Balance with a precision of 0.1 g 2. Test sieves used for los Angeles Test are of the aperture sizes of 1.6 , 10, 11.2/12.5 & 14 mm. 3. Los Angeles Apparatus with all parts and mechanisms. 4. 11 Spherical ball loads/charges with diameter of atleast 45 mm and atleast total weight of 4690g. 5. Miscellaneous apparatus for assistance in movement of material during the test. Procedure 1. The first step would be sampling and preparation of test specimen according to the that mentioned in the standards. BSI. (1998-2006) EN 1097-2dictates that an initial separation is done by sieve of 10mm and sieve no 14mm. Then from this acquired sample another specimen is produced which contains about 60-70% of passing of 12.5mm sieve and 30-40 % of passing of 11.2 mm sieve. 2. About 5000g of the above sample is prepared and exact weight is measured and recorded along with all details of the aggregate. 3. This sample is then shifted into the Los Angeles Apparatus and then 11 spherical charges are placed along with it. The lid of the drum is closed. 4. The drum is set to 500 rpms, then the sound proofing cabinet is closed and test is initiated. 5. When due rounds are done the fragmented sample is acquired from the drum and then sieved from sieve of 1.6 mm and the retained material is weighted. 6. Lastly the Los Angeles test Value is acquired through the following formula Los Angeles Value = L.A Value = x 100 Where FW= Final Weight retained on 1.6mm Sieve Data and Calculations Type of Aggregate = Recycled Aggregate Initial mass of the sample = 5000 g Final mass of the sample retained = 3778.39 g On 1.6 mm sieve Los Angeles Value = L.A Value = x 100 Where FW= Final Weight retained on 1.6mm Sieve L.A Value = x 100 = 24.43 % Type of Aggregate = Thames Valley (Natural Aggregate) Initial mass of the sample = 5000 g Final mass of the sample retained = 4100 g On 1.6 mm sieve Los Angeles Value = L.A Value = x 100 Where FW= Final Weight retained on 1.6mm Sieve L.A Value = x 100 = 18 % Discussion (a) Sources of Error There are several points during this experiment where that might cause an error in the test results.The first point which can be a source of error is the faulty preparation of standardized test specimen for testing, and the standards are not followed. Hence it is suggested that all specifications must be followed and exact percentages of aggregates are to be used.So that the test results can be corrected and recommendations validated.Then the no of rpm must be 500 and the no of charges must be exactly 11. Then the material must be properly handled and after fragmentat ion process it should be ensured that the all the sample is taken from the drum and sieved properly. Then throughout the sieving process the sieves should be proper that is the aperture size should be uniform throughout the sieve. Old and over used sieves might have larger openings in them, hence contaminating the standard samples. b) The above table is an

Paper on the Glass Castle, for communications class Essay - 1

Paper on the Glass Castle, for communications class - Essay Example An individual may talk compellingly but then that individual will surely not have the success in making the variation in the course of his/her communication/interpersonal because of the opinion getting firm. Just like Daniel Dunn has specifically discussed in his book named Communication, that interpersonal communication frequently be unsuccessful among the persons because of the errors. As she presented her real-life understanding and different experiences that she had with her family. Comparable illustration has been brought into being in the book by the author where she has undergo an end to the communication with her family and parents for the reason that they never tried to understood her meanings of issues she had (Walls 136). Danielle Dunn pointed out in his research that at times an individual or a group of people carry their opinion established in a dense manner that affects the communication space. In Glass Castle the author remarks that at times she still even felt vulnera ble and weak in explaining her ideas to her parents regardless of their improved point of education. This was purely because of the opinion which made their interpersonal communication unsuccessful. In accumulation, non-verbal communication leaves an intense shock on the receiver. In the case of Wall’s family one can say that this was not as much expected to take place because of the less interest of parents towards their children being alcoholic (Walls 147). The writer took the advantage and used the autobiographical rule/style to achieve the interest of readers. After reading a conversion of the story, I observed that the attitude of the writer is a bit simple, obvious and less touching which means that it completely depends up on the reader to make his/her mind concerning the happening of the occurrence which Walls family had experienced. The major reason of the writer to pick

Role of a Match Analyst

Role of a Match Analyst A professional observation was performed at Ware Football Club to critically assess the pre-game methods of research and notation, utilised by the match analyst (MA), who is employed to work with the first team. Wares first team currently competes in the Isthmian Division One North, which is seven divisions below the English Premier League. Match analysis contributes to performance in sport by helping athletes and coaches make informed choices, and has as a result, assumed a major role in the world of sport. Match analysis denotes the exploration of behavioural events which are objectively documented during competition (Carling, Williams Reilly, 2005). Its focus may be on the activeness of one particular player, or how the collection of actions of numerous players are integrated during the game. The analysis of one or both teams can be completed, as the behaviour when attacking and defending can be adapted (Carling et al, 2005). This is particularly beneficial for the match analyst as due to the nature of non-league football, full match highlights of opposition games are limited. This allows the analyst to not only gauge important information about an upcoming team, but also gain an insight into an opponent that Ware are not due to immediately play. A description of the teams tactical pattern of play may be an outcome of the analysis. Tactical analysis is the area in which the match analyst specialises in. Tactical analysis is associated with tactics and strategy. A strategy can be defined as attempting to limit the effects of any weaknesses, while making best use of the persons/teams strengths, in a plan which has been established prior to competition (ODonoghue, 2009). Match statistics and/or video footage are ways in which information can be gathered on upcoming opponents (Carling et al, 2005). Highlighted areas in which coaches could collate match statistics on include for example; the tendencies in the distribution of the opposition goalkeeper, the delivery area preference for corner kicks or whether a team utilises long throws. A scout or an observer can watch the opponents matches and collect the aforementioned data. The coaches who are shown to be more successful in taking advantage of the opponents weaknesses while neutralising their strengths are those who have been better advised about the strategy and tactics employed by upcoming opponents (Carling et al, 2005). The MA however, performs the analysis qualitatively by solely describing areas he deems need to be highlighted rather than a notational collation of match statistics. Carling, Williams Reilly (2009) suggest that this area is surprisingly overlooked within the literature, as emphasis is placed by coaches on their own teams recent performance opposed to that of upcoming opponents. However, in contrast, the setup at Ware allows the analyst to have considerable influence on match days with the data he received from analysing the opposition, particularly with set pieces and individual player instructions regarding characteristics of the opposition. Preparation wise, the analyst does organise himself sufficiently as the literature would advise (Carling et al, 2005). The analyst obtains a fixture list of all of Wares matches, which he organises so he can choose to watch a date of a fixture between a team that Ware are next due to face. Before arriving, the analyst studies information such as a predicted team line-up to familiarise himself with the opposition players. Other basic factors such as arriving to the stadium in good time and choosing an optimal observation position are also highlighted, which the analyst succeeds in professionally achieving. Notational analysis is the method in which these events are accurately and objectively recorded. In the eyes of spectators, viewpoints of matches are often conflicting. Some may differ about what happened while other viewpoints may be wholly incorrect. This is due to highly selective human perception and subconscious bias (Patton, 2002). Individuals may see the game from a partisan viewpoint and as such bring their bias to the game. It has been shown that even the best coaches fail to realise where mistakes were made or appreciate where successful plays began and often, are unable to recall sequences of events correctly (Laird Waters, 2008). If the system of analysis is adapted to the level of play with the data collection methods being reliable and objective, then notational analysis should provide a near enough factual record. The MA utilises a pen and paper based system the most commonly employed (Carling et al, 2005) and includes a limited form of shorthand notation featuring a ction codes and tally marks. Once the game has begun, the analyst does not proceed to take any notes within the first 20 minutes, as he feels that it is more beneficial if he can focus solely on the development of the game. The theory behind this is that critical events and distinctive portions of a competition such as exceptional performances and controversial decisions are often easily remembered by coaches and spectators, while non-critical events are likely to be forgotten (Hughes Franks, 2015). This is both inaccurate and unreliable as a subjective observation process, even for experienced football coaches who have been shown to recall a mere 59.2% of critical events that occur over the course a 45-minute half (Laird Waters, 2008). This inexact ability to recall critical events can lead to a distortion of the coachs perception of performance by events they can remember also referred to as highlighting (Hughes Bartlett, 2008). This form of highlighting, can cause an inaccurate viewpoint of the game in total, particularly when coupled with a personal bias and the emotions of the observer (Hughes Franks, 2004). Summaries of studies involving eyewitness statements of crime can provide some explanations of inaccuracies which may be relevant to the subjective observation of competitive performance (Maslovat Franks, 2008). These explanations revolved around errors in attentional focus, observer bias and an increase in arousal level. Ultimately this lack of accuracy has a knock on effect within both decision making and coaching feedback. This can be improved by utilising video data, which provides unbiased, comprehensive and objective information (James, 2006; Hughes Bartlett, 2008). Furthermore, using a combination of computer and video technologies enable coaches to use functions such as slow-motion and replay which results in a reviewable, retrievable and unbiased analysis of individual and team performance (Lee, 2011). Areas of strengths and weaknesses can then be highlighted based on the selected performance indicators, providing an exhaustive representation of what can be anticipated in forthcoming matches (Carling et al, 2005). In training, these formulated strategies can then be worked on and analysed by the coach. The usefulness of trying out some of these performance aspects (such as using different formations utilising short corner kicks) and behavioural aspects (attitude and commitment) can be evaluated by the teams, and influence team selection (Carling et al, 2005). A performance indicator (PI) is defined as representing some relevant and important aspect of play (ODonoghue, 2009). PIs have been widely used within a coaching context (Hughes et al, 2012) and the academic literature (McGarry, ODonoghue Sampaio, 2013). As football is such a dynamic and multi-faceted sport, it has become very difficult to objectively and universally define PIs. As such, PIs of importance will differ from one coach to another (Hughes et al, 2012). Within these academic (Mackenzie Cushion, 2012, Hughes et al 2012) and practical (Wright, Atkins Jones, 2012; Wright, Carling Collins, 2014) areas of interest there has been a development of the expression Key Performance Indicators (KPI). These KPIs are judged to be more narrowly associated with success for teams or individuals than basic PIs (Wright et al, 2014). Although the PIs and KPIs used by the analyst appear to be mainly in line with the literature, such as aerial strength, tackling ability, reading the game and pressing for central defenders for example (Carling, 2005), there is also an emphasis placed by the analyst on the range of passing in this position. This is an interesting KPI which does not seem to be consistent with what would be expected of this particular position in the literature (Hughes et al, 2012; Carling, 2005). One reason may be that because the analyst has experience in the non-league, if a central defender can play accurate long balls it is a perceived as a good offensive tool for the opposition due to the more direct nature of non-league football in comparison to professional football. It has been shown that analysts and coaches may use the term KPI, to characterise a feature of their playing philosophy/strategy that they perceive as central to their success (Wright et al 2012; Wright et al 2014). As aforementioned, the analyst should devise a quantitative notational system adapted to that standard of play. Utilising straightforward analyses (conversion rates and simple frequency counts) helps to supply a snapshot of performance as a whole, and is of the highest significance to working match analysts within an elite setting (Carling, Wright, Nelson Bradley, 2013). This will eliminate the various issues surrounding the current subjective nature of the analysis. This should begin on the commencement of the game, instead of after 20 minutes where a considerable amount of data is already lost. In addition, combining video and computer technologies enables post-event analysis to produce unbiased, reviewable and retrievable analysis of team and individual performances. PIs should be discussed with the coach and while these can vary from coach to coach (Hughes et al, 2012) it is important not to deviate too much away from the norms.

Corporate Charities The Right and Wrong Ways for Big Business to Give B

Corporate Charities The Right and Wrong Ways for Big Business to Give Back to the Community Introduction Why do people who have money feel inclined to give it away? Throughout history, reasons for philanthropy have ranged from guilt to concern for personal image, from religious principles to simple generosity. America is awash with corporate CEO’s who have so much money that they could never spend it in a lifetime. What is pocket change to them could save thousands of lives in a third-world country. And yet only some of them choose to give their money away. Even then some of the ones who do are not charitable out of the goodness of their heart but do it purely to make themselves look better in the eyes of the public. In this paper I seek to demonstrate a spectrum of corporate charities. Through four case studies – namely, Wal-Mart, Cisco Systems, Bill and Melinda Gates, and Ted Turner – I show what four companies/company founders have done in the realm on philanthropy and attempt to distinguish between those that do what they do only to hike up their public i mage between those whose intentions are wholeheartedly altruistic. The low end of the spectrum – Wal-Mart Wal-Mart is the largest employer in the United States, as well as the largest importer and purchaser of manufactured goods, and largest groceries outlet. The discount store was founded in 1962 by Sam Walton in a small town in Arkansas. Walton hoped that he could construct a chain of his stores in small communities throughout Arkansas and the surrounding states and by the 80’s this is just what he did. By 1990, Wal-Mart had become one of the largest competitors with Kmart and Target and had opened over 1400 stores in 28 different states. To... ...f/about_us/case_series/a07990014.pdf 3. http://www.fact-index.com/w/wa/wal_mart.html 4. http://www.tribuneindia.com/2003/20030511/biz.htm 5. http://worldhealthnews.harvard.edu/ 6. http://www.tribuneindia.com/2003/20030924/world.htm 7. http://www.walmartfoundation.org 8. http://www.cnn.com/US/9709/18/turner.gift/ 9. http://www.tedturner.com/philanthropies.html 10. http://newsroom.cisco.com/dlls/2004/hd_052504f.html 11. http://www.cisco.com/gov/markets/e_government.html 12. www.cnnfn.com/2003/08/05/ markets/markets_newyork/ 13. http://www.thehollandsentinel.net/stories/080303/bus_080303083.shtml 14. http://www.positivenation.co.uk/issue90/regulars/worldnews/wnews90.htm 15. http://www.usatoday.com/money/media/2001-11-29-ted-turner.htm 16. http://www.ufcw.org/issues_and_actions/walmart_workers_campaign_info/index.cfm Corporate Charities The Right and Wrong Ways for Big Business to Give B Corporate Charities The Right and Wrong Ways for Big Business to Give Back to the Community Introduction Why do people who have money feel inclined to give it away? Throughout history, reasons for philanthropy have ranged from guilt to concern for personal image, from religious principles to simple generosity. America is awash with corporate CEO’s who have so much money that they could never spend it in a lifetime. What is pocket change to them could save thousands of lives in a third-world country. And yet only some of them choose to give their money away. Even then some of the ones who do are not charitable out of the goodness of their heart but do it purely to make themselves look better in the eyes of the public. In this paper I seek to demonstrate a spectrum of corporate charities. Through four case studies – namely, Wal-Mart, Cisco Systems, Bill and Melinda Gates, and Ted Turner – I show what four companies/company founders have done in the realm on philanthropy and attempt to distinguish between those that do what they do only to hike up their public i mage between those whose intentions are wholeheartedly altruistic. The low end of the spectrum – Wal-Mart Wal-Mart is the largest employer in the United States, as well as the largest importer and purchaser of manufactured goods, and largest groceries outlet. The discount store was founded in 1962 by Sam Walton in a small town in Arkansas. Walton hoped that he could construct a chain of his stores in small communities throughout Arkansas and the surrounding states and by the 80’s this is just what he did. By 1990, Wal-Mart had become one of the largest competitors with Kmart and Target and had opened over 1400 stores in 28 different states. To... ...f/about_us/case_series/a07990014.pdf 3. http://www.fact-index.com/w/wa/wal_mart.html 4. http://www.tribuneindia.com/2003/20030511/biz.htm 5. http://worldhealthnews.harvard.edu/ 6. http://www.tribuneindia.com/2003/20030924/world.htm 7. http://www.walmartfoundation.org 8. http://www.cnn.com/US/9709/18/turner.gift/ 9. http://www.tedturner.com/philanthropies.html 10. http://newsroom.cisco.com/dlls/2004/hd_052504f.html 11. http://www.cisco.com/gov/markets/e_government.html 12. www.cnnfn.com/2003/08/05/ markets/markets_newyork/ 13. http://www.thehollandsentinel.net/stories/080303/bus_080303083.shtml 14. http://www.positivenation.co.uk/issue90/regulars/worldnews/wnews90.htm 15. http://www.usatoday.com/money/media/2001-11-29-ted-turner.htm 16. http://www.ufcw.org/issues_and_actions/walmart_workers_campaign_info/index.cfm

Hamlet Act 3 – the Dumb Show

The Dumb Show As Claudius asks for the ‘light’, he wants actual light. The light also means the act of asking for forgiveness. People who are of the same rank or are comfortable with each other speak to each other is pros. Hamlet speaking to the players, he speaks down to them in verse. For the play within a play, Shakespeare uses rhymed verse to elevate the language. This was done because Claudius was of a higher status and this raises the severity of the crime. Hamlet is using the language to identify the’ criminals’, through the language.Blank verse – an official occasion or speaking to someone older (like poetry), like Hamlet and his Mother. Hamlet tells Horatio that he admires his sense of loyalty, character and sincerity. In the Excerpt: Identify 3 metaphors, how the theme of appearance vs reality is revealed In what ways is Horatio similar to hamlet? In what ways is he a foil? Is Horatio expendable in the plays plot development? Is act 3 the c limax? No, I do believe that this was the climax. I believe iIs it evident that act 3 might be the climax of this play? This is because at this point we discover who Hamlet truly was. He is not the ideal hero we actually perceive him to be. His murder of Polonius was equal to the murder of King Hamlet. In both cases, there are children who lost their lives. Even though Claudius’s murder was pre-meditated, murder is still murder. Even though Hamlet did this without planning, the fact that he was able to take a life so abruptly shows that he is not in essence the ‘hero’ within the play.Anachronism – When something doesn’t fit the context of the play. For example Hamlet’s school didn’t exist in the time in which Shakespeare wrote the play. The recurring motif is son’s avenging their fathers. (Old Norway and Young Hamlet) Now Hamlet kills Polonius who has a son. Laertes After getting evidence that Claudius is actually guilt, he feel s that he can now kill Claudius. That is why he kills Polonius without confirming why it was. (Deduced that it was Claudius hiding)

The Nature of Good Teaching

There continues to be ongoing debate about the qualities of a good physical education teacher. For a long time it was considered that keeping the students â€Å"busy, happy, good† was an end in itself. This emphasis affords little attention to what the students actually learn in physical education classes. Physical Education in our curriculum today has changed as has the way we live our lives, entertain ourselves and technology.Before we look at what is considered today to be qualities of good physical education teaching, we need to look at where the notion of ‘busy, happy, good’ has come from. Richard Tinning, David Kirk and John Evens outline the progression of what has been deemed to be quality physical education in Australian schools over the decades. Their study looks at the methods being used by physical education teachers and what actually happens in the lesson instead of characteristics displayed by teachers.The notion â€Å"busy, happy, good† was s uggested to be a measure of quality teaching by Judith Placek in 1983. (Placek, 1983). Prior to Placek’s research one of the most commonly used tools to research the effectiveness of a teacher was the Academic Learning Time (ALT). An adaption of this was used for the research of effective physical education teaching research ALT-PE (Tinning, Kirk &Evans p. 139). This method of research was focussed on monitoring a student’s engagement and successful completion of the task.The research conducted by Judith Placek found that â€Å"for most teachers and student teachers the dominant concerns in teaching physical education are to keep the children ‘busy, happy and good’† (Tinning, Kirk &Evans, 1993). â€Å"Success, in many cases, is not Sharon or Bob learning to jump shot correctly. Success is related to the immediate, observable happenings in the gym. Are the students participating (busy), enjoying themselves (happy), and doing what the teacher directs (good)? (Placek, 1983, p. 54)When this was written in 1993 one of the main concerns with young people was the amount of time spent watching TV as the main source of their entertainment. Tinning, Kirk and Evans point out that for children to engage in their education they wanted to be entertained or they would disengage. Since the rapid growth of technology our lifestyles have changed and become more demanding. The population of developing countries has become less active leading toward significant health issues that impact the whole community.The World Health Organisation released a Global Strategy on Diet, Physical Activity and Health in response to the concerns of the changing lifestyles of developed countries in the last 25 years. (WHO, 2012) â€Å"Because of these changes in dietary and lifestyle patterns, chronic NCDs —including obesity, diabetes mellitus, cardiovascular disease (CVD), hypertension and stroke, and some types of cancer — are becoming increasingly significant causes of disability and premature death in both developing and newly developed countries, placing additional burdens on already overtaxed national health budgets† (WHO 2012).In 2007-08, one quarter of Australian children (or around 600,000 children aged 5-17 years) were overweight or obese, up four percentage points from 1995. Studies have shown that once children become obese they are more likely to stay obese into adulthood and have an increased risk of developing diseases associated with obesity (Australian Bureau of Statistics, 2010). The issue today for physical education teachers is still one of engagement and the need for students to have fun however these alone do not fully satisfy the curriculum standards by which we operate.The Victorian Essential Learning Standards (VELS) Health and Physical Education guidelines states; â€Å"(schools) provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health† (VELS, 2012). A student can be fully engaged, having fun and behaving well while not being aware of learning anything. So if keeping students ‘busy, happy and good’ is not enough then what does make a good physical education teacher?The Alliance for a healthier generation suggests that PE focuses more on the acquisition of lifetime skills and knowledge and exposes students to a wide variety of physical activities that can be engaged in for a lifetime (Alliance for a healthier Generation 2012). The Victorian Essential Learning Standards states â€Å"It promotes the potential for lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. (VELS 2012) It is obvious that as physical education teachers we have the opportunity to impact students for the rest of their lives either in a positive or a ne gative way. Unfortunately today there are children that have negative experiences in Physical Education. These experiences have the potential to negatively impact a student for the rest of their lives preventing them from enjoying regular participation in a local sporting and health community.VELS Health and Physical Education focuses on the importance of â€Å"lifelong participation in physical activity through the development of motor skills and movement competence, health-related physical fitness and sport education. † (VELS, 2012) What the curriculum has set out to do is provide a positive foundation where students can be immersed in a motivating culture, that is â€Å"a force that energises, sustains and directs behaviour toward a goal† (Egan, Kauchak, 2007, p. 298).Some of the problems facing today’s physical education classes are outlined by Kathryn Meldrum and Jacqui Peters that include â€Å"an overcrowded curriculum, teacher who don’t like phys ical education won’t teach it, PE is not an academic area, teachers don’t have enough confidence to teach it, the schools facilities and equipment are poor† (Meldrum & Peters, 2012, p. 12). The lack of motivation is clear and passed onto students resulting in poor participation, low motivation and a negative impact that can affect a rise in chronic health issues.The Melbourne Declaration on Educational Goals for Young Australians addresses the role played by schools to â€Å"promote the intellectual, physical, social, emotional, moral, spiritual and aesthetic development of young Australians† (Meldrum & Peters, 2012, p. 13). To address the issue of ‘busy, happy, good’ quality physical education programs need to be embraced by the whole school community. One of the aims of physical education is to enable students to develop positive attitudes towards physical activity and lifelong habits of participation.The initial physical activity experience s which the child has at school will impact significantly on attitudes and practices in later life. Hence we need to ensure that the experiences in physical activity at school are positive in order to achieve this aim. (NSW Government, 2012) The National Association for Sport and Physical Education (USA) have outlined four components that contribute to high-quality physical education programs they include; opportunity to learn, meaningful content, appropriate instruction and student and program assessment.These alone are not enough to address the issues facing today’s students. Colin Marsh in his fifth edition of ‘Becoming a Teacher’ partly describes a good teacher to have â€Å"humanity and warmth – to know at all times what students in class are doing and also to care about what they are doing. † (Marsh, 2010, p. 3) Good teachers need to be able to motivate students. Generally students who are motivated have more positive attitudes and are more sa tisfied, persist on difficult tasks, and process information in depth and excel in learning experiences (Egan, Kauchak 2007).There is no one solution to providing a quality physical education program in schools today. Clearly we cannot be satisfied with the notion of ‘busy, happy, good’. Physical education encompasses physical mental emotional needs of students while creating socially engaged citizens, leaders and community minded citizens. Physical education is providing a platform of skills and motivation to further a life of healthy lifestyle habits. Physical education classes are not fitness centres where students receive their weekly exercise program and are kept engaged for the time spent there.To facilitate these needs takes cooperation from all school staff working together to strengthen Physical Education programs in local schools. Skilled teachers that are connected into local communities guiding students to further pursue what they have engaged in at school. Physical education is the one subject that has the greatest and longest lasting impact in a student’s life so we need to deliver a quality program to every student. Reference ListAustralian Bureau of Statistics, 2010, ‘Health: Obesity’, retrieved 29th August 2012, http://www. abs. gov. au/ausstats/[email  protected] nsf/Lookup/by%20Subject/1370. 0~2010~Chapter~Obesity%20(4. 1. 6. 6. 3) Eagan, P, Kauchak, D 2007, Theories of Motivation In Educational Psychology: Windows on Classrooms, 7th Edition, Pearson Education Publication, Upper Saddle River, NJ Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues, 5th Edition, Pearson Publication, Frenchs Forest, NSWMeldrum, K, Peters, J 2012, Learning to teach health and physical education: The student, the teacher and the curriculum, Pearson Publication, Frenchs Forest, NSW National Association for Sport and Physical Education, 2012, ‘Key Points of Quality Physical Education’, retrieved 29th Augus t 2012, http://www. aahperd. org/naspe/publications/teachingTools/QualityPE. cfm NSW Department of Eduaction, 2012, ‘What is good physical education? ’, retrieved 29th August 2012, http://www. curriculumsupport. education. sw. gov. au/secondary/pdhpe/assets/pdf/pa_025. pdf Placek, J 1983, Conceptions of success in teaching: Busy, happy and good? Teachings in Physical Education, Human Kinetics Publishers, Champaign, Illinois Tinning, R, Kirk, D & Evans, J 1993, Learning to teach physical education, Prentice Hall Publication, Melbourne World Health Organisation, 2012, ‘Global Strategy on Diet, Physical Activity and Health’, retrieved 29th August 2012, http://www. who. int/dietphysicalactivity/publications/trs916/intro/en/