Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.

This book is comprised of articles and papers that have come about after years of academic and applied research endeavors of the practitioners and academicians in the field of urban and regional development planning. Most of these articles have already been presented and deliberated in national and international conferences held in different parts of the world, namely: Indianapolis, Newcastle upon Tyne, Rome, Istanbul, Cairo, Alexandria, Vienna, Stockholm, Jeddah, Riyadh, Jubail, Islamabad, Penang, and Bandung. The concepts and case studies described in this book bring home the fact that the world is undergoing a gyrational transition. Not only are developed and developing countries getting influenced by each other and transforming due to a process of circular causation, but each of the two sets of countries are also undergoing a simultaneous internal transformation due to the differential infusion of technology and indigenous entrepreneurship. As a consequence, highly diversified urban systems are getting integrated interactively, leading to the formation of a global village and achievement of a unity in diversity!

This book is about the ways in which two western European countries attempt to cope with the changing demands of urban development. In particular, it is con cerned with the differences in approach of the Dutch and English planning systems and the contrasting ways in which they are used to guide, promote and control development. The book results from a research study in which members of staff at Delft of Technology and Oxford Polytechnic compared local planning and University development in the Netherlands and England. The aim was to investigate ways in which development was promoted and controlled under different planning systems. The research was subsequently developed along two converging lines. One was an examination of over twenty case studies of plan making and the con trol of development in the cities of Leiden and Oxford. The other was a study of the two planning systems and the ways in which the respective approaches to planning were seen to relate closely to the contrasting legal and administrative systems and differences in development practice. The convergence of the two lines of enquiry produced a tension between empirical observations and theoretical supposition which led to a fruitful development of ideas about the nature of the two planning systems and how they promote and control develop ment.

Regular physical activity is proven to help prevent and treat noncommunicable diseases (NCDs) such as heart disease stroke diabetes and breast and colon cancer. It also helps to prevent hypertension overweight and obesity and can improve mental health quality of life and well-being. In addition to the multiple health benefits of physical activity societies that are more active can generate additional returns on investment including a reduced use of fossil fuels cleaner air and less congested safer roads. These outcomes are interconnected with achieving the shared goals political priorities and ambition of the Sustainable Development Agenda 2030. The new WHO global action plan to promote physical activity responds to the requests by countries for updated guidance and a framework of effective and feasible policy actions to increase physical activity at all levels. It also responds to requests for global leadership and stronger regional and national coordination and the need for a whole-of-society response to achieve a paradigm shift in both supporting and valuing all people being regularly active according to ability and across the life course. The action plan was developed through a worldwide consultation process involving governments and key stakeholders across multiple sectors including health sports transport urban design civil society academia and the private sector.

In the preface to the softcover edition of this book in 1989, we stated: Since the publication of the first edition of this book, landscape ecology has made great strides. It has overcome its continental isolation and has also established itself in the English-speaking world. By attracting both problem inquiry and problem-solving-oriented scientists with different cultural, academic, and profes sional backgrounds from all over the world, it has broadened not only its geo graphical but also its conceptual and methodological scopes. We are pleased to confirm in 1993 that the growth of landscape ecology continues, and to again express our gratification at the encouraging re sponse to this first English-language monograph on the subject and its contribution to these developments. As before, we feel special satisfac tion that it has reached not only the shelves of libraries and academic re searchers, but that it has also appealed to professional practitioners, teachers, and their students from industrialized and developing countries, embracing the broad range of fields related to landscape ecology in the natural sciences as well as in the humanities.