zilongwang/ReadingBank huggingface dataset:
4 hours per month (1 hour per week) help towards running the kindergarten/school. There are many ways in which parents may fulfil this, but it is usually through being active at the monthly Steiner Sunday Social or in one of the School Support Groups. For parents in receipt of the NEF, this scheme is entirely voluntary. • All the term dates are available on the website and on our Facebook page, as well as dates of major festivals and other events. Parents are always encouraged to attend these. Some events are for the school only, but many, such as our Advent and Summer Fairs, are major events that are both fundraisers for the school, and important ways in which we make ourselves known to the wider community. • For those wishing to deepen their understanding of all which lies behind this way of working, we also organise talks on various subjects relating to childhood. We occasionally perform Puppet Plays and have craft sessions for both pleasure and fundraising. • There are regular Parents’ Meetings when parents can meet with teachers for discussion, questions and to share news on what the children have been doing. • Library. We have a number of books on Steiner Education, Crafts, Seasonal activities, Child health etc. to loan out. These are kept in the school office • There is a regular e-newsletter detailing all these events and other news. We also have a Notice Board with information and dates for your diary. We hope that we can grow as a community around this work providing a strengthening experience for the children and for each other. • The school currently operates a parent school cleaning rota to which all parents are expected to contribute. In order to keep our overheads as low as possible, we ask parents to help with the cleaning of the school on a Friday afternoon (or over the weekend if they prefer). On average, parents are on the cleaning rota about once a term. The rota is published at the beginning of each term, and parents have the opportunity to swap their slot if need be. There is a parent cleaning rota co-ordinator. Parental Support in the home In keeping with our philosophy of supporting positive behaviour, we ask that parents support us by considering the appropriateness of toys and clothing available to your child. Ready-made plastic toys, for example those depicting TV characters, tend to produce a more rigid thinking in a child
Small Group Small Group Small Group Small Group Small Group Independent: Flexible Focus: Small Group: Independent: Flexible Focus: Small Group: Independent: Flexible Focus: Small Group: Independent: Flexible Focus: Small Group: Independent: Flexible Focus: Small Group: Subject(s): Science Teacher: Week Of: Vocabulary: Social Studies Science Standard Element Standard Element EQ’s/I can’s… Remediation: Enrichment: Monday Tuesday Wednesday Thursday Friday Hook: Teaching Strategy: Independent: Summary: Assessment: Hook: Teaching Strategy: Independent: Summary: Assessment: Hook: Teaching Strategy: Independent: Summary: Assessment: Hook: Teaching Strategy: Independent: Summary: Assessment: Hook: Teaching Strategy: Independent: Summary: Assessment:
knowledge of observable information about daily and seasonal weather conditions. Understand and apply knowledge of events that have repeating patterns. I can identify the changes in weather from season to season in Iowa. I can use various tools to gather data about the weather. I can recognize the sun as the source of heat and light for the Earth. I can identify seasons, day and night as events that are repeated in regular patterns. I can explain that the sun can only be seen during our daylight hours. (We are unable to see the sun at night because of the rotation of the Earth) Web Resources: Cloud in a bottle demonstration: Invite a meteorologist to talk with your class. Local TV stations will often send speakers. thermometer, wind vane, pinwheel, season, sun, spring, summer, winter, fall, rain, temperature, direction, symbol, meteorologist Literacy Unit Theme Iowa Core Standard K-2 I Can Statements Materials/ Resources Project Ideas Vocabulary needed 6 Plants and Trees Understand and apply knowledge of lifecycles of plants and animals I can recognize that plants have a lifecycle including Foss Trees Kit Order non-fiction books from Heartland AEA Foss Trees Kit (skip “Trees Through the Seasons” section) Supplement Foss investigations with the unit lessons below: sprout, seed, stem, leaf, bark, trunk, root, grow, sun, water
Kindergarten: Unit 1 Big Idea: Learning about Myself and My Classroom Community Week 1 Who Am I? Week 2 What is a Family? Week 3 How Do I Get Along with Others? Week 4 Why Do We Have Rules? Week 5 How Do I Make Friends? Social Studies Standards Behavioral Sciences: The Individual and Society (a, b, c, d) History: Historical Thinking (a, g) I Can Statements Identify similarities and differences among class members Identify different feelings and interpret facial expressions Define what makes a family Show that families are alike and different Identify a personal family tradition Place family events in a sequence over time Describe what it means to get along Identify helpful, fair, responsible and compassionate behaviors Explain reasons for rules at home and at school Describe what it means to be a friend Distinguish between friendly (kind) and unfriendly (selfish) behavior TCI Resources Me and My World: Lesson 1 Me and My World: Lesson 2 Me and My World: Lesson 3 Me and My World: Lesson 3 Me and My World: Lesson 4 Additional Resources Writing Integration Option(s) Writing 3: Narrative Draw a picture of something you did with a friend. Write about you did and tell how it made you feel. Kindergarten: Unit 2 Big Idea: The Five Senses
Kindergarten sight word list by set Set 1 Set 2 Set 3 Set 4 the to and a I you it in said see is can up look go we little down for not one my me big Set 5 Set 6 Set 7 Set 8 come blue red where jump away here help make yellow two play run find three funny he was that she on they but at with all Set 9 Set 10 Set 11 Set 12 there out be have am do did what so get like this will yes went are now no came ride into good want too pretty four saw well ran brown eat who Set 13 Set 14 Set 15 Set 16 new must black white soon our ate say under please of his had him her some as then could when were them ask an over just from any how know put take Set 17 Set 18 Set 19 Set 20 every old by after think let going walk again may stop fly round give once open has live thank would very your its around don't right green their call sleep five wash Set 21 Set 22 Set 23 Set 24 or before been off cold tell work first does goes write always made gave us buy those use fast pull both sit which read why found because best upon these wish many
Scoring Guide RF.K.2a Exemplary Proficient Close to Proficient Far from Proficient All proficient criteria plus: NA Student correctly recognizes and produces 11 or 12 rhymes. Student correctly recognizes and produces 10 rhymes. Student correctly recognizes and produces 9 or fewer rhymes. Comments: Nonsense words are acceptable responses. Syllable Blending T: I am going to say a word in a funny way. I want you to put the parts together and say the whole word. Let’s try one together. I say ro-bot…., now put the parts together and say the whole word (robot). Great! Let’s try some more words. Correct Incorrect 1. school-bus ______ _______ 2. pen-cil ______ _______ 3. spi-der ______ _______ 4. pa-per ______ _______ 5. class-mate ______ _______ 6. bas-ket ______ _______ Syllable Segmenting T- I am going to say a word and then you will break it into parts, or syllables. Let’s try a few together. I say bedroom (clap the two parts while saying the word and/or push up a chip as you say each syllable) bed-room. Now you try….. bed-room. Good, Now let’s try some more words.
I know this because _____________________________________ _____________________________________ _____________________________________ ____________________________________. Kindergarten ELA Unit 2: Using Words and Illustrations to Sharing Meaning Teacher: X = Met Standard Student Names Left to right RF.K1a Top to bottom RF.K.1a Page to page RF.K.1a Spoken Words represented with written words RF.K.1b Understand that words are separated by spaces in print RF.K1c Recognize /name all upper and lowercase letters. RF.K.1d Recognize rhyming words. RF.K.2a Produce rhyming words. RF.K.2a Count syllables. RF.K.2b Blend syllables. RF.K.2b Segment syllables. RF.K.2b 1. 2. 3. 4. 5. 6. 7.
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Foundational Skills CFA Checklist Teacher: X = Met Standard Student Names Describe the relationship between illustrations and the text. RI.K.7 Compose an informative text and name a topic and supply information. W.K.2 Follows agreed upon rules for discussion in a large group.SL.K.1a Follows agreed upon rules for discussion in a small group. SL.K.1a 1. 2. 3. 4. 5. 6. 7.
Track C Kindergarten Calendar 2016-2017 May 6, 20 – Incoming Kindergarten Assessments July 8 – Kindergarten Meet & Greet, 3:00-4:00 (Drop off School Supplies) July 11 – First Day of Kindergarten: Blue Birds (Kindergarten Enrichments begins) July 12 – First Day of Kindergarten: Green Gators July 22 – Non-Student Day July 23 – August 15 - C Track OFF / August 16 – C Track ON August 19 – Blue Birds Full Day (No Green Gators) September 2 – First Homework & Sight Word Lists go home September 5 – Labor Day (No School) September 9 – Blue Birds Full Day (No Green Gators) September 13 – Classroom Volunteers Begin September 23 – No School October 14 – Fall Festival (During Kindergarten Class) October 15 – November 7 – C Track OFF / November 8 – C Track On November 11 – Blue Birds Full Day (No Green Gators) November 23-27 – No School (Thanksgiving Holiday) December 16 – Holiday Extravaganza (During Kindergarten Class Time) December 17- January 1 – Winter Break January 13 – Take Home Book Bags begin January 16 – Martin Luther King Holiday (No School) January 20 – Blue Birds Full Day (No Green Gators) January 21 – February 13 – C Track OFF / February 14 - C Track ON February 17 – Blue Birds Full Day (No Green Gators) February 20 & 21 – No School (Presidents’ Day/ Non Student Day) February 24 – 100th Day of Kindergarten Celebration April 15 – May 7 – C Track OFF / May 8 – C Track ON June 16 – Last Day of Kindergarten Celebration for C -Track, 8:45-12:00 (No KE today) * Conference days will be added when the calendar is released by the district.
Total knee replacement (TKR), also known as a total knee arthroplasty, are common procedures performed on Americans each year. Annually, more than 700,000 TKRs are performed in the U.S., corresponding to a prevalence rate of 1.52%21,22. These numbers are expected to rise with the increase in baby boomers entering older adulthood as well as others medical advances that improve quality of life into old age. Over the past decade the amount of TKR surgeries has doubled23. By 2030, it is projected that the demand for TKRs will increase 673% to 3.48 million procedures23. End-stage arthritis is the most common reason for TKR procedures. Over half of all people who have been diagnosed with knee OA will have a TKR surgery in their lifetime23. Many of the adults who opt for TKR have significant functional limitations and activity restrictions due to the pain associated with knee OA24–26. TKR surgeries involve removing the damaged tissue and articular cartilage from the end of the femur and the top of the tibia that become damaged due to arthritis27. A TKR may also involve removing parts of the patella, depending on the severity of the knee joint degeneration and at the surgeon’s discretion27. After removing the damaged tissue of the knee, prosthetic pieces (usually made of metal or plastic) are cemented into the knee and held in place27. These synthetic implants allow the joint to move around more freely and without risk of friction or inflammation. Although patients often find relief from the persistent pain of knee OA following TKR surgery, 37% of patients still have persistent functional limitations one year after their surgeries28. Patients who undergo TKR have significantly decreased range of motion, decreased quadriceps strength, and slower walk time-tests compared to their healthy counterparts up to six months after surgery28. In addition, patients who undergo unilateral TKR often have additional surgeries in
older than 70. For those 70 or younger, conditional logistic regression models were OR=1.40 (95% CI: 0.44 – 4.41) for 1.4g, OR=1.00 (95% CI: 0.20 – 4.95) for 4-g, and OR=1.00 (95% CI: 0.06 – 15.99) for 10-g monofilament (Figure 7). For those over 70 of age, logistic models were as follows: OR=1.20 (95% CI: 0.37 – 3.93) for 1.4-g, OR=1.33 (95% CI: 0.30 – 5.96) for and OR=0.33 (95% CI: 0.04 – 3.21) for 10-g monofilament (Figure 8).
KINDNESS- DEBATES AIM: TO ENCOURAGE LIVELY DEBATE ON THE SUBJECT OF KINDNESS Bible Verse- Ephesians 4:32 Be kind to one another, tender hearted, forgiving one another, as God in Christ forgave you. Quote of the week- “Kindness is a language which the deaf can hear and the blind can see”. Mark Twain. Person of the Week: Mark Twain Mark Twain –Author. Samuel Langhorne Clemens, better known by his pen name Mark Twain, was an American author and humourist. He wrote The Adventures of Tom Sawyer and its sequel, Adventures of Huckleberry Finn, the latter often called "the Great American Novel Form activities: See Power Point Presentation below…
Sector development issues 11 Tell us what you think—consultation questions 12–13 References 14 Appendix A 15–16 Information about organisations providing support in the area Kimberley area Population characteristics It is estimated that 2.4 per cent of the population in this area have a severe or profound core activity limitation.Across the state it is estimated that 3.1 per cent of the population has a severe or profound core activity limitation (ABS 2012b). 14.19 per cent of the population in this area was born overseas, which is below the WA average of 31 per cent (ABS 2012a). 17.82 per cent of the Kimberley population speaks a language other than English at home.This is slightly below the WA average of 21 per cent (ABS 2012a). People who identified as Aboriginal and Torres Strait Islander in the 2011 Census (ABS 2012a) represent 40.01 per cent of the population in the Kimberley area. This is significantly higher than the state-wide figure of three per cent. For all LGAs in this profile area, just over six per cent of the population provided unpaid assistance to a person with disability (ABS 2012a). This is slightly below the percentage recorded for the State (7.50 per cent) (ABS 2012a). Other observations Median household weekly incomes across this area range from $968 to $1,610. The state figure is $1,415 (ABS 2012a). Weekly rental costs for a three bedroom house in a sample of towns ranges from $265 to $1,600. The Perth metropolitan median weekly rent for a three bedroom house is $385 (REIWA 2012). Median house prices for a sample of towns in this area ranges from $200,000 to $600,000. The Perth metropolitan median house price of $470,000 (REIWA 2012).
Microsoft Office 365 Customer Solution Case Study Healthcare Provider Chooses Office 365 to Meet Compliance Needs, Boost Communications Overview Country or Region: United States Industry: Healthcare Customer Profile With approximately 76,000 employees, Kindred Healthcare is one of the largest diversified providers of post-acute care services in the United States. Business Situation Following an acquisition, Kindred gained 22,000 mobile employees who used Gmail, and the company sought the best solution to integrate them into its communication infrastructure. Solution Kindred chose Microsoft Office 365 because it provided the security and compliance capabilities that the company required and could be deployed as a hybrid solution with its existing Microsoft Exchange Server 2013 solution. Benefits Improve communications Enable growth Facilitate support Reduce administration “With Office 365, Microsoft could meet all of our security requirements in addition to our needs for regulatory and legal compliance.” Charles Wardrip, Vice President of Information Technology and Infrastructure Services, Kindred Healthcare When Kindred Healthcare acquired RehabCare and its therapists who used mobile devices to access their Gmail accounts, it faced a dilemma. Kindred needed a mobility solution to support employees who worked in hospitals and clinics, but didn’t want to support multiple email systems. Kindred began to evaluate alternative cloud-based email solutions and chose Microsoft Office 365 for its security and compliance capabilities and for its potential to boost employee collaboration. The company worked with Microsoft Cloud Vantage Services to help it deploy Office 365 for 22,000 therapists, providing them with email, instant messaging, and collaboration capabilities. It also improved communications, which helps the company strengthen its corporate culture and deliver better patient care.
Personal Development & Health Safe Living -Students will cover content on various Safety measures that need to be taken at school, home, rural, road, water, personal safety and will also learn about what to do in case of an Emergency. Personal Development & Health Personal Health Choices - The students will be learning about the various ways in which they can make decisions which will influence their health in the areas of nutrition, health services and products, drug use, environmental health and preventative measures. Active Lifestyle- Components of an Active Lifestyle and the Effects of Physical Activity will also be taught this term. Personal Development & Health Interpersonal Relationships - This term the students will learn about Relationships, Communication, Families, Peers and Groups. This will look at communicating feelings, developing positive relationships, working and playing with others. Personal Development & Health Growth and Development - This term the students will be learning about their Personal Identity, the different parts of the body including their senses and changes that occur from birth. They will also discuss Values, looking at likes, dislikes, acceptance of people’s uniqueness and differences. Below are the allocated times for specialist classes: Kinder White Kinder Red Kinder Blue Kinder Rose Learning Centre Tuesday (Borrowing Day Thursday) Thursday (Borrowing Day Thursday) Monday (Borrowing Day Thursday) Monday (Borrowing Day Thursday) Arabic Daily Daily Daily Daily Sport Wednesday Wednesday Wednesday Wednesday
Planned Course Schedule Week Day 1 Day 2 Reading Assignment 1 Introduction 8/30/16 Basic Concepts 9/1/16 Chapter 1 Complete Chapter Quiz* 2 Technology 9/6/16 Data Analysis – EXCEL & SPSS 9/8/16 Chapter 2 Complete Chapter Quiz 3 Descriptive Statistics 9/13/16 Descriptive Statistics 9/15/16 Chapter 3 4 Normal Distribution 9/20/16 Normal Distribution 9/22/16 Chapter 3 Complete Chapter Quiz 5 Correlation and Prediction 3/27/16 Correlation and Prediction 9/29/16 Chapter 4 Complete Chapter Quiz 6 Hypothesis Testing 10/4/16 Review 10/6/16 Chapter 5 pp 69 - 75 7 Exam 1 10/11/16 Norm Referenced Reliability and Validity 10/13/16 Chapter 6 8 Norm Referenced Reliability and Validity 10/18/16 Criterion- Referenced Reliability and Validity 10/20/16 Chapter 6 Complete Chapter Quiz Chapter 7 9 Criterion- Referenced Reliability and Validity 10/25/16 Knowledge Tests and Surveys 10/27/16 Chapter 7 Complete Chapter Quiz Chapter 8 10 Knowledge Tests and Surveys 11/1/16 Review 11/3/16 Chapter 8 Complete Chapter Quiz 11 Exam 2 11/8/16 Physical Fitness and Activity Assessment in Adults 11/10/16 Chapter 9 Complete Chapter Quiz 12 Physical Fitness and Activity Assessment in Youth 11/15/16 Assessment of Sports Skills and Motor Ability 11/17/16 Chapter 10 Complete Chapter Quiz Chapter 11 Complete Chapter Quiz 13 Psychological Measurement 11/22/16 Thanksgiving 11/24/16 Chapter 12 Complete Chapter Quiz 14 Review 11/29/16 Review 12/1/16 15 Exam 3 12/6/16 Bonus Attendance Day 12/8/16 Bonus Points TBD *Chapter quizzes are available at the Human Kinetics Website
Robot chassis mc, Ic 20% Left track module mm,l, Im,l 20% Left track with adhering members mt,l, It,l 20% Right track module mm,r, Im,r 20% Right track with adhering members mt,r, It,r 20% Notes: Mass percentage based on typical construction of MRWS system I* = Ic +( Im.l + It.l + Im.r + It,r) + (mm,l + mt,l + mm,r + mt,r)b2 What about I about the track axes?. Fig. 5: CAD Model with components labeled. From table I, parameters dl, dtl, dr, dtr represent the x coordinates of the center of mass (cm) in the robot frame for the left track module, left track, right track module and right track respectively while parameter b represents the y coordinate of the cm for each of the MRWS components. This assumes that the center of mass for the left and right tracks and track modules lie on the track centerline and are symmetric about the robot x axis. The dynamic equations are derived using Lagrange techniques and written in the general form, () with () the mass matrix, () the vector of coriolis and centripetal accelerations, () the gravity vector, () the input torque vector, () the constraint matrix, () The vector of lagrange multipliers and () the vector non-conservative forces in the system (other than gravity forces and the inputs). In this model, there are five generalized accelerations (), two input torques () and three lagrange multipliers (). In the usual solution method for a wheeled mobile robot, the kinematic model is fully known according to the no slip, pure roll constraints consisting of two holonomic and one non-holonomic constraint (CITATION HERE!). The holonomic constraints can be used to reduce the generalized coordinate set (SEE FOR EXAMPLE A CITATION THAT DOES THIS) or included in the lagrange multipliers (SEE FOR EXAMPLE A CITATION THAT DOES THIS). Thus, two inputs would be defined, yielding four (or eight if holonomic constraints are retained in equations of motion) unknowns to be solved from the three (five) equations of motion
A ball is thrown straight up from point A, reaches a maximum height at point B, and then falls back to point C, as illustrated by the picture to the right. Use this for questions 35, 36, and 37. Which of the following is true about the direction the ball’s velocity and acceleration between A and B? A. B. C. D. E. Which of the following is true about the direction the ball’s velocity and acceleration between B and C? A. B. C. D. E. Which of the following is true about the ball’s velocity and acceleration the highest point B? A. Its velocity and acceleration are both zero B. Its velocity is up and non-zero constant and acceleration is zero C. Its velocity is down and non-zero constant and acceleration is zero D. Its velocity is zero and acceleration is up and non-zero constant E. Its velocity is zero and acceleration is down and non-zero constant
The acceleration of the ball is 9.8 m/s2 down The acceleration of the ball is 9.8 m/s2 up. The position, velocity and acceleration as a function of time of a moving object are presented by the graph. Which of the following could be used to describe this type of motion? The object accelerates from rest at a constant rate. The object slows down at a constant acceleration. The object is thrown straight up. The object slides up and down the frictionless inclined plane. The velocity as a function of time of two moving objects is presented by the graph above. Which of the following is true? At time t0 object I is behind object II At time t0 object II is behind object I Object I has a greater acceleration than object II Object II has a greater acceleration that object I Answers E B C B C D C E C C E B A E B D E B A A E E A D A C A E A B C
Answers Multiple Choice C E C C D B E D B B C B B D B E D C D D C B D E B C D B E C D E D B D E D D E E B E Free Response a. 333 m b. 40 m/s c. twice the speed d. e. f. g. a. 8 to 10 s b. 10 to 14 s c. 8 m d. 28 m e. 2.8 m/s f. 1 m/s2, 0, -2 m/s2, 0, -1 m/s2, 0 g. a. 30N at 0o b. 10N at 180o c. 30N at 180o d. 22.4N at 63o e. 22.4 at 26.6o a. 8.0 N and 6.0 N b. 18.1 N and 8.5 N c. 26.1 N d. 12.7 N e. 29 N f. 25.9 o a. 50 N at 0o b. 30 N at 0o c. 50 N at 180o d. 41.2 N at 14o e. 41.2 N at 76o a. 12.7 N and 27.2 N b. 43.5 N and 11.6 N c. 56.2 N d. 38.8 N e. 68.3 N f. 34.6o a. b. c. 500 N d. 53.1o a. b. 50.9 mi and 56.5 mi c. -27.9 mi and 41.5 mi d. 0 mi and -47 mi e. 55.9 mi f. 65.7o North of East a. b. 35.7 mi and 45.7 mi c. -49.6 mi and 47.9 mi d. 53.0 mi and -53.0 mi e. 56.4 mi f. 46.1o a. 3.9 s b. 18 m c. 39.3 m/s at 305 o a. 2 s b. 614 o c. 2244 m d. 118 m a. 8.4 s b. 14 m c. 335.2 m/s d. 65.7 m/s at 54 o
This engages the pre-swing, where the foot loses contact with the ground first from the heels and then the toes to be in a ready position to start the swing phase. This motion is what propels you forward. Similar to the mid-stance motion, the swing phase has its own 3-step mid-swing motion that initiates in a foot swing to switch over to the opposite leg. After toe-off, Jessica’s left foot begins in the initial swing, requiring your hip flexor muscles to be activated. Mid-swing is when your center of gravity once again is directly over your foot. Terminal swing is the stepping forward action that subsequently begins the cycle all, starting with the heel strike. The force exerted throughout these three phases first accelerates then decelerate by the end. The hip positioning regresses from extension back into flexion, so does the foot from plantar flexion to dorsiflexion. The knee is in flexion during the swing movement to be in position to then extend forward and being the cycle again.
Department of Kinesiology and Health (KH) Northern Kentucky University MAJOR: Exercise Science FIRST YEAR *Recommend taking PSY 100 Fall Semester Spring Semester Gen Ed: Oral Communication 3 BIO 208 Human Anatomy and Physiology I w/lab 4 Gen Ed: Math & Statistics 3 HEA 135 Safety & First Aid 3 Gen Ed: Individual & Society* 3 KIN 200 Concepts of Lifetime Fitness 2 KIN 125 Intro to PE, Fitness, & Sport 3 Gen Ed: Culture & Creativity 3 Gen Ed: Natural Science Required BIO 126 Human Nutrition (Natural Science w/o lab) 3 Gen Ed: Individual and Society 3 TOTAL 15 TOTAL 15 SECOND YEAR Fall Semester Spring Semester BIO 209 Human Anatomy and Physiology II w/lab 4 Gen Ed: Required PHY 110 Introduction to Physics w/lab (Natural Science w/lab) 4 KIN 260 Intro to Strength and Conditioning 3 CHE 115 Physiological Chemistry 4 KIN 261 Computer Apps/Health & Kines 2 KIN 295 Anatomical Kinesiology 3 KIN 280 Intro to Athletic Training 3 Gen Ed: Written Communication 3 Gen Ed: Written Communication 3 Gen Ed: Global Viewpoints 3 TOTAL 18 TOTAL 14 THIRD YEAR aNote: KH = KIN, HEA, PHE or ATP 300 level or above electives with KH Department approval. Fall Semester Spring Semester KIN 320 Motor Learning & Performance 3 KIN 330 Motor Development 3 KIN 340 Exercise Physiology 4 KIN 349 Exercise Prescription 4 KIN 360 Statistics and Measurement in Kines 3 KIN 380 Clinical Exercise Physiology 3 KIN 370 Biomechanics 3 KH 300a + elective 3 Gen Ed: Cultural Pluralism 3 Gen Ed: Culture & Creativity 3
TOTAL 16 TOTAL 16 FOURTH YEAR bNote: KH = KIN, HEA, PHE or ATP 300 level or above electives with KH Department approval. Fall Semester Spring Semester KIN 365 Exercise Prescription and Programming Special Populations 3 KIN 496 Internship in Exercise Science; or KIN 497 Exercise Science Senior Synthesis in lieu of KIN 496, plus 6 KH Department 300 level or above hoursb with KH Department approval 9 KIN 492 Practicum in Exercise Science 3 Free Electives 3 KIN 498 Research, Trends, Issues in Exercise Science 2 KIN 300*+ elective 3 Free Electives 3 TOTAL 14 TOTAL 12 GRAND TOTAL OF CREDITS 120 Notes: This plan is one way in which you can complete your degree program in 4 years; it is not the only way. It assumes that you do not have to take any development courses (i.e., courses numbered below 100). It also assumes that you are not a transfer student, and you are beginning in the fall. See general education example below (Table 1): GENERAL EDUCATION CATEGORIES CREDIT HOURS (CHRS) Communication Oral (3 CHRS) Written (6 CHRS) Scientific and Quantitative Inquiry Natural Sciences --at least one lab course (7 CHRS) Mathematics and Statistics (3 CHRS) Culture and Creativity (Arts and Humanities) (6 CHRS) Self and Society (Social and Behavioral Sciences) Cultural Pluralism (3 CHRS) Individual and Society (6 CHRS) Elective in Global Viewpoints (3 CHRS) Table 1. General Education Hours = 37
MSU UNIVERSITY REQUIREMENTS – Apply to all MSU majors WRA –Writing, Rhetoric, and American Cultures. (4 Cr) TIER 1 - FRESHMAN WRITING. (minimum GPA 2.0) MTH - MATHEMATICS (3-6 Cr) Minimum: MTH 103 and MTH 114 or MTH 124 or STT 200/201 WRA 110 – 150 4 MTH 1825 Intermediate Algebra 3 WRA 195H (Honors College) 4 **MTH 103 College Algebra and/or __________________________ 3 3-5 IAH - ARTS/HUMANITIES (8 Cr) IAH 201-210 I / N / D 4 GENERAL SCIENCE (13 Cr) IAH 211 and higher I / N / D 4 ** PSL 250 Intro Physiology 4 **CEM 141 General Chemistry 1 4 ISS – SOCIAL SCIENCES (8 Cr) CEM 161 Chemistry Lab 1 1 ISS 200-level I / N / D 4 **PHY 231 Intro Physics 1 3 ISS 300-level I / N / D 4 PHY 251 Intro Physics Lab 1 KIN CORE COURSES – 27 CREDITS CR SEM GR KIN 121 The Healthy Lifestyle 3 KIN 173 Foundations of Kinesiology 3 **KIN 216 Applied Human Anatomy 3 KIN 250 Measurement in Kinesiology 3 KIN 310 Physiological Bases of Physical Activity (P: KIN173, KIN216, CEM141, PSL250) 3 KIN 330 Biomechanics of Physical Activity (P: KIN173, KIN216, PHY231) 3 KIN 345 Sport and Exercise Psychology (W) OR KIN 445 Sociocultural Analysis (W) (P: KIN173) 3 KIN 360 Physical Growth/Motor Behavior OR KIN 365 Sensorimotor Control (P: KIN216) 3 KIN 493 Senior Internship Physio (P: KIN411) or KIN 492 Senior Internship Non-Physio (P: KIN310) 3-6 **These classes must be completed with a 2.0 or better before reaching 56 credits – JUNIOR status. REQUIRED COGNATE COURSES OR KIN-RELATED SPECIALIZATION – Must total minimum of 12 credits ELECTIVE/COGNATE COURSE WORK – TO TOTAL MINIMUM OF: ____ 120 CREDITS ____123 CREDITS (w/ MTH1825) COURSE CR SEM GR COURSE CR SEM GR COURSE CR SEM GR
Describe your anticipated internship duties and responsibilities. What skills do you hope to develop throughout your internship? How will your internship site/organization provide supervision and feedback to you throughout your internship? How did, or will you learn about your internship opportunity? Part 3: Undergraduate Internship Site Approval Form & Agreement 1 of 5 Internship Site/Organization: Type of Site: ☐ Corporate ☐ Commercial ☐ Clinical ☐ Community ☐ Other Mailing Address: Location (City, State, Zip): Phone: Fax: Website: Please check the area of concentration that best pertain to the internship experience offered: ☐ Exercise Physiology ☐ Fitness/Wellness ☐ Biomechanics ☐ Research/Testing ☐ Rehab ☐ Other
I, complete courses PHE 470 & PHE 491 in the spring of their junior year. PHE 470 & PHE 491- only offered in the spring semester. Activity EDU 311*Admission Practicum for Secondary Grades 2 KIN 340 w/lab Exercise Physiology 4 KIN 261 Computer Apps/Health & Kines 2 KIN 370 Biomechanics 3 PHE 310 Fitness Education for Children & Youth 3 TOTAL 15 TOTAL 15 FOURTH YEAR *Students must successfully complete PHE 470 & PHE 491 with a “C” or better to be admitted to Professional Semester II. Both courses are prerequisites for admittance to PHE 490. Fall Semester Spring Semester PHE 490* Practicum in Teaching Elementary PE 2 EDU 496 Student Teaching in Secondary School 12 PHE 500 Adapted Physical Education 3 PHE 319 Water Safety Instructor 3 Gen Ed: Global Viewpoints 3 Gen Ed: Cultural & Creativity 3 TOTAL 14 TOTAL 12 GRAND TOTAL OF CREDITS 120
Right Left Right Left Cervical Region Flexion Extension Rotation Lateral Flexion 55 65 90 45 85 45 Yes No Yes Yes Yes Yes Shoulder Region Abduction Flexion Extension Internal Rotation External Rotation 170 170 50 65 90 170 170 45 50 90 Yes Yes Yes Yes Yes Yes Yes Yes No Yes Knee Region (90-90) Knee Flexion (Passive ROM) 0 145 0 145 Yes Yes Yes Yes Hip Region Flexion Extension External Rotation Internal Rotation Abduction Adduction 110 30 45 35 45 20 105 30 45 35 40 25 Yes Yes Yes Yes Yes No Yes No Yes No Range Of Motion Analysis Cervical Lateral Flexion Glenohumeral Flexion Hip Flexion Hip External Rotation
Work Cited Gerdes, Louise I. Diabetes. Farmington Hills, MI: Green Haven, 2003. Print. "Gestational Diabetes" American Diabetes Association. American Diabetes Association, 2014. Web. 16 Mar. 2014. "Gestational Diabetes Symptoms." Gestational Diabetes. Mayo Clinic, 2014. Web. 14 Mar. 2014. "Pregnancy and Gestational Diabetes Screening." WebMD. WebMD, 2012. Web. 14 Mar. 2014. “Diabetes Diet - Gestational: Medline plus Medical Encyclopedia." U.S National Library of Medicine. U.S. National Library of Medicine, 1997. Web. 14 Mar. 2014.
C) spatial awareness D) coincident timing E) none of the above 19. Which of the following statements about physical proficiency abilities is false: A) Agility is dependent on reaction time and cognitive processing speed. B) Speed is developed through exercises that involve a higher number of repetitions (5 to 7) and bursts of maximum effort. C) Balance is highly dependent on a well-developed perceptual motor system. D) Coordination is developed primarily by repetition of the activity involved. E) None of the above. 20. Which of the following is not a locomotor skill: A) rolling B) hopping C) running D) chasing E) galloping 21. Which of the following statements about malnutrition is false: A) Chronic malnutrition can prevent a child from reaching his or her maximum size as an adult, regardless of the genes inherited. B) Malnutrition in childhood may delay growth. C) Most malnourished children can still grow to their genetically predetermined size, provided the lack of nutrients is not prolonged. D) Even in countries with an abundant food supply, there are many children who remain chronically undernourished. E) None of the above. 22. Which of the following statements about cognition is true: A) Up until age 8, children tend to misunderstand the potential causes of game outcomes. B) Children begin forming accurate attributions during early childhood. C) Movement plays an important role in cognitive development, particularly during the first three years of life. D) Cognitive abilities typically improve consistently until about age 18, when they level off. E) All of the above. 23. Which of the following statements about social influences on sport participation is false: A) Family views concerning physical activity are often instilled in a child at an early age. B) Strong parental interest in physical activity likely produces an increased level of participation among children. C) As a child approaches puberty, the family’s influence begins to diminish and the need for peer approval becomes greater. D) An individual who is physically active may find it difficult to pursue his or her athletic interests without peer support.
2. (2001) 3 I–(aq) + S2O82-(aq) I3–(aq) + 2 SO42-(aq) Iodide ion, I–(aq), reacts with peroxydisulfate ion, S2O82-(aq), according to the equation above. Assume that the reaction goes to completion. (a) In an experiment, equal volumes of 0.0120 M I–(aq) and 0.0040 M S2O82-(aq) are mixed at 25C. The concentration of I3–(aq) over the following 80 minutes is shown in the graph below. Indicate the time at which the reaction first reaches completion by marking an “X” on the curve above at the point that corresponds to this time. Explain your reasoning. (ii) Explain how to determine the instantaneous rate of formation of I3–(aq) at exactly 20 minutes. Draw on the graph above as part of your explanation. (b) Describe how to change the conditions of the experiment in part (a) to determine the order of the reaction with respect to I–(aq) and with respect to S2O82-(aq) . (c) State clearly how to use the information from the results of the experiments in part (b) to determine the value of the rate constant, k, for the reaction. (d) On the graph below (which shows the results of the initial experiment as a dashed curve), draw in a curve for the results you would predict if the initial experiment were to be carried out at 35C rather than at 25C. 3. 1997 B 2 A + B C + D The following results were obtained when the reaction represented above was studied at 25o C. Experiment Initial [A] Initial [B] Initial Rate of Formation of C (mol L-1 1 0.25 0.75 4.3x10-4 2 0.75 0.75 1.3x10-3 3 1.50 1.50 5.3x10-3 4 1.75 ? 8.0x10-3 (a) Determine the order of the reaction with respect to A and to B. Justify your answer.
2) Step 1: rate: fast Step 2: N2O2 + Br2 2NOBr rate: slow Overall: 2NO + Br2 2NOBr a) Find Step 1. b) If it was possible to increase the rate of step 1, how would this affect the overall reaction rate? c) Identify any reaction intermediates. 3) Why does the following reaction have a multi-step mechanism? 3FeCl2 + KNO3 + 4HCl 3FeCl3 + NO + 2H2O + KCl 4) PE Progress of Reaction a) How many steps make up the reaction mechanism? b) State whether each step is endothermic or exothermic. c) Is the overall reaction endothermic or exothermic? d) Which is the rate determining step? How can you tell? e) Label H for the overall reaction on the curve. f) On the curve, label an A wherever there is an activated complex and an I wherever there is a reaction intermediate. How do the two differ? 5) Consider the following mechanism: Step 1: NO2 + Mn NO2Mn Step 2: Step 3: NO3 + CO NO2 + CO2 Overall: NO2 + CO NO + CO2 a) Determine Step 2. b) Identify a catalyst.
Entropy-a measure of the randomness , disorder, messiness of a “system” “system” what you are looking at- a reaction in a beaker, a phase change, your notebook, your room etc the greater the disorder, the better, and the higher the _________________ Symbol: S = change in entropy Keeping the E words straight: entHalpy has an H so its H, no H in entropy so it’s S In questions, it is often easier to answer if your replace the words with the symbols (H & S) **Nature favors low energy __________ and high disorder _____________** It is expected that systems will often go from conditions of greater order (low entropy) to conditions of greater disorder (high entropy) Higher the Temperature, the greater the entropy! NaCl(s) + H2O(l) NaCl (aq) S = ___________ HCl(g) + H2O(l) HCl (aq) S = ___________ 2 Mg (s) + O2 (g) 2 MgO (s) S = ___________
0.0013 0.012 0.05 18.7 0.0013 0.012 0.20 4.70 0.0013 0.018 0.20 7.00 The following data was obtained during the reaction: 5Br- + BrO3- + 6H+ 3Br2 + 3H2O [Br-] (M) [BrO3] (M) [H+] (M) Rate (M/s) 0.00100 0.00500 0.100 2.50 x 10-4 0.00200 0.00500 0.100 5.00 x 10-4 0.00100 0.00750 0.100 3.75 x 10-4 0.00100 0.01500 0.200 3.00 x 10-3 LeChatelier’s Principle Rules: 1. If a substance (or heat) is ADDED shift AWAY from that substance (or heat) 2. If a substance (or heat) is TAKEN shift TOWARDS that substance (or heat) 3. If pressure is added, there is less volume/room for moles. Shift towards side with less moles. 4. If pressure is relieved, there is more room. Shift towards the side with more moles. 5. Catalysts speed up the forward AND reverse reaction. Therefore equilibrium is unchanged. 6. At equilibrium RATES are equal. Not amount! Circle which direction the equilibrium will shift towards to relieve the stress and cite the rule used: 2NH3(g) N2(g) + 3H2(g) + heat Rule # Ammonia is added left right no effect _____ Nitrogen is added left right no effect _____ Hydrogen is added left right no effect _____ Heat is added left right no effect _____ Ammonia is removed left right no effect _____ Nitrogen is removed left right no effect _____ Hydrogen is removed left right no effect _____ Heat is removed left right no effect _____ Pressure is increased left right no effect _____ Pressure is decreased left right no effect _____ A catalyst is added left right no effect _____ Circle what will happen to the Nitrogen to relieve the stress: N2(g) + 3H2(g) + heat 2NH3(g) Ammonia is removed increase decrease remain the same
where k1 is the rate constant of the formation of the encounter complex, k-1 is the rate constant for the dissociation of the encounter complex and k2 is the rate constant for the unimolecular reaction between A and B in complex to form products. If k2<<k-1 the reaction is under chemical control and the reaction of A and B is very slow compared to the separation from the solvent cage. If k2>>k-1 the reaction is diffusion controlled and the A-B reaction occurs much faster than the separation from the solvent cage in which case the rate constant can be called kdiff and calculated using the Stokes-Einstein-Smoluchiowski (SES) Equation, (2) where ŋ is the viscosity in Nsdm-2, T is temperature in K, and R is the gas constant 8.314 J/molK. The reaction between anthracene and CBr4 takes place only when exposed to light and is intrinsically fast. The CBr4 “extinguishes” the fluorescence of the anthracene. Assuming a diffusion controlled reaction and using the steady state Stern-Volmer relation where [Q] is the concentration of CBr4, is the slope of the Stern-Volmer plot, KSV is the Stern-Volmer constant (dm3mol-1), and is the ratio of the background intensity to the instrument response (3) . kq can be compared with kdiff. The Stern-Volmer plot should be linear following the assumption that there is no “static” quenching. However, at high concentrations static quenching becomes more significant and deviations from the linear nature of the S-V plot can be expected. The effects of static quenching can be calculated using (4) where is compared to that from Equation 3, [Q] is the concentration of CBr4, is calculated from the slope of the S-V plot, NA is Avagadro’s number and Y is defined by (5) where
Part IV: Please explain how you learned about the kinesiology graduate program (limited to 200 words). Part V: I am interested in a graduate assistant position (please check one): Yes No Please note that there is a separate application that must be completed in order to be considered for a graduate assistant position. Please see following website: Requirements and Responsibilities: Teaching Fellows are paid a stipend of approximately $12,000.00 - $15,000 for nine months (20-hour a week appointment). Summer appointments are often available. Teaching Fellows must be formally admitted to one of the Department's graduate programs prior to beginning a teaching fellowship and must enroll in a minimum of six hours of coursework in each of the fall and spring semesters. Teaching Fellows are expected to contribute 20 hours per week for assignments, which will most likely include an assignment teaching four physical education activity courses plus attending training meetings, helping with student advisement, and other similar tasks as assigned. Faculty meetings, seminars, designated work days, and in-service programs are scheduled regularly for the professional growth of the teaching fellows and faculty members. Attendance and participation in these professional growth opportunities are expected, should one receive a fellowship. The combined load of teaching and enrollment may not exceed 13 semester credit hours except with special permission. Current Red Cross First Aid/CPR certification is required. If you are not currently certified, this training will be provided at the expense of the KHPR Department. Appointees with current Red Cross Standard First Aid/CPR Certification will be excused from part of the training.
Letters of Intent/Heads of Agreement Authority of Negotiators Formalities of execution Recording/registration Legalization across borders Choice of laws; venue Readings: Fact patterns and sample letter of intent—to be distributed. David S. Allman and Pablo Mir, “Easier Signed than Authentication and Recording of Documents in Common Law and Civil Law Jurisdictions,” 52 Rocky Mtn. Min. L. Inst., Ch. 23 (2006). Legal Negotiation: Negotiation Strategy; Negotiation as Client Representation, The Components of Negotiation Process, Distinguishing Style from Strategy Reading: Gifford's Legal Negotiation: Theory and Applications (American Casebook Series®) (American Casebooks), 2d Ed. 2007. Choosing effective negotiation tactics, the other party’s negotiation strategy, behavioral types; Ascertaining Clients Alternatives to Negotiated Agreement Class Exercise Royalties—Landowner, Overriding, Net Profits, Oil and Gas and Hardrock Minerals Reading: Rogers v Westerman Farm Co., 29 P.3d 887 (Colo. 2001) Rimledge Uranium & Mining Corp. v Federal Resources Corp., 13 Utah 2d 329, 374 P.2d 20 (1962). United States Steel Corp. v. Whitley, 636 S.W.2d 465 (Tex. App. 1982). S. Dempsey and R. Parcel, The Evolution of the Mining Royalty, 53 Rocky Mtn. Min. L. Inst. Ch. 30 (2007): Sections 30.1, 30.2 and 30.5. Forms: (1) Net Smelter Returns Example; (2) Net Profits or Net Proceeds Example (3) Oil and Gas; Overriding Royalty Agreement Legal Negotiation: Narrowing of Differences: Competitive Tactics For Narrowing Differences, Cooperative Tactics For Narrowing Differences, Problem Solving Tactics For Narrowing Differences. Closure: Competitive closure tactics, Cooperative closure tactics and Problem Solving closure tactics. Class Exercise
Readings: Forms – Mineral Lease (petroleum); Mining Lease (U.S. hard minerals); MMS Lease Form (offshore petroleum). John S. Dzienkowski, “Concessions, Production Sharing and Participation Agreements for Developing a Country’s Natural Resources.” International Petroleum Transactions 3d Edition (Rocky Mountain Mineral Law Foundation) 2010 (On reserve); Allen D. Cummings, “Old Area of Mutual Interest and Dedication Agreements – New Problems,” 52 Rky Mtn. Min. L. Inst., Ch 27 (2006) Mineral Sales Contracts Mine Operations Contracts Goods Contract Mining Agreements Solar and Wind Farm Contracts
[17] QUESTION 6 Consider the following functions: and 6.1 Determine the coordinates of A, B and C. (4) 6.2 Rewrite h in the form: and give the coordinates of E, the turning point of h. (3) 6.3 Give the equation for the axis of symmetry of h. (1) 6.4 Calculate the value of R. (2) 6.5 Calculate the coordinates of D. Show your working (4) 6.6 Give the equations for the axes of symmetry of j. (2) 6.7 The graph h is reflected in the line. Give a restriction on the domain of h that will ensure that is inverse is a function. (2) [18]
Enter Daily Transactions Please note that the source document number (Check#, JE#, Invoice #) may vary from the sample. Start invoices at 1000 and Credit Memos at 100. If information is needed on the invoice but is not stated, create your own data. Decorating supplies and Baking Supplies purchased on account a. August 1, 200X Purchased decorating supplies $123 and purchases $700 from Decorating House, $823. P.O. #995, 2/10 Net 30 (G/L) Add a new account “Purchases” and transfer the Baking Supplies balance. Create Invoice b. August 2, 200X Sold 100 cupcakes @$3.50 each to Fred’s Farm, 145 Marsh St, Your City, Your State, Zip. Inv #1000. 2/10 Net 30 Create Sales Invoice with full Payment, add Customer and Item “on-the-fly” c. August 3, 200X Little Rock School District, 80 River Ave, Your City, Your State, Zip ordered 30 sheet cakes @ $40 each to P.O. #00576. Order to be picked up and paid on August Add New Item and Customer “on the fly” d. August 4, 200X Create invoice for 50 cake pans @ $3 each to Bill Norman Design, 1441 Baget Street, Your City, Your State, Zip. for party decorations, $150, Inv # 1001 2/10 Net 30. UPS Record Check paid to Decorating House e. August 10, 200X Paid 8/1/0X Decorating House Invoice, CK #106, no discount $823 (G/L) Purchased Office Supplies on Account f. August 10, 200X Purchased on account office supplies from Target Stores, $200. Add account Office Supplies as a current asset. (G/L) Receive Payment from Customer with discount g. August 12, 200X Received check #1122 for $343 from Fred’s Farm. Invoice dated 8/2.