Skip to main content

SUU Digital Library

Add or remove other collections to your search:



Narrow your search by:



You've searched: All Collections

  • All fields: 2013*
(66 results)



Display: 20

    • Page 20

    •  
    • Writing with pen and pencil should not be completely forgotten. According to Snell: Writing with pen and paper felt appreciably different from typing. My mind would try to race ahead, but my pen could only go so fast. I ended up considering every...
    • Page 12

    •  
    • Writing using technology hasn’t caused more convention errors Costanza (2013). One study compared 877 college freshman papers from 1917, 1930, 1986, and 2006 and found that the number of errors is about the same while the complexity of the papers...
    • Page 11

    •  
    • Writing Literacy is the tool wealth, not just economic wealth but wealth of the mind (Poore, 2011). Literacy allows students to know how to discriminate what they hear because students can participate as well as create (Poore, 2011). If teachers...
    • Page 21

    •  
    • The U.S. school system still bears the imprint of its origins. Created in the era of the assembly line, it was never intended to push all its students to engage in the kind of complex learning and critical thinking that the twenty-first-century...
    • Page 1

    •  
    • The Effect of Background Music on On-Task Behavior, Task Performance and Mood Levels A Thesis submitted to Southern Utah University in partial fulfillment of the requirements for the degree of Master of Education April 2013 By Jennifer C....
    • Page 40

    •  
    • Testimonial videos 40 Appendix E Example Video Links 2013 Compilation: http://youtu.be/joqps74cLbw Changing Lives: http://youtu.be/_RsxeAykI-I Owner’s Interviews: http://youtu.be/UPiIl_RWkDE http://youtu.be/YwsY4pqItRY
    • Page 17

    •  
    • technology in literacy classrooms is more technological integration than curricular integration. (Hutchison, et al., 2012). This means that more teachers aren’t using technology daily to enhance students’ learning (Hutchison, et al., 2012). Heitin...
    • Page 8

    •  
    • technologies: computers, electronic books that are interactive and many more (Baird & Henniger, 2011). One problem faced by school districts is how to control technology once it is in the classroom (Blume, 2013). When iPads were distributed, more...
    • Page 12

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 9 Chapter 2 The choreography required of dancers is becoming more challenging. The movements in choreography include several power motions such as jumps, and require a great deal of balance in order to...
    • Page 46

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 43 Koutedakis, Y., Stavropoulos-Kalinoglou, A., & Metsios, G. (2005). The significance of muscular strength in dance. Journal of Dance Medicine & Science, 9(1), 29-34. Leard, J. S., Cirillo, M. A.,...
    • Page 45

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 42 Hertel, J., Miller, S., & Denegar, C. R. (2000). Intratester and intertester during the Star Excursion Balance Tests. Journal of Sport Rehabilitation, 9(2), 104. Hesari, A., Maoud, G., Ortakand, S.,...
    • Page 44

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 41 Education Portal (2014). Dancing career information: Becoming a professional dancer. Retrieved on October 11, 2014...
    • Page 40

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 37 The control group and the experimental group both improved in the SEBT, although there was no statistical difference found between the groups. These results contradict previously published studies....
    • Page 36

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 33 Table 3 Balance Assessment: SEBT Relative Gain Scores** ______________________________________________________________________________ Variable Control (n=14) Experimental (n=25) Mean...
    • Page 33

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 30 absolute gain scores. The control group had an average vertical jump gain score of 4.71(+/- 5.53) centimeters, and the experimental group had an average gain score of 3.41(+/- 4.85) centimeters. The...
    • Page 27

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 24 Figure 2. SEBT pattern. Figure illustrates the design and direction for the SEBT. Retrieved from http://www.physio-pedia.com/Star_Excursion_Balance_Test. If any participant missed the tape with...
    • Page 23

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 20 experimental group trained for three days per week with at least 48 hours of rest in between sessions. Post testing took place three to five days following the final training session and was done...
    • Page 21

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 18 Conclusion Strength is necessary for dancers to help with their slow and controlled movements, as well as jumping ability (Brown et al., 2007). Strength is also necessary for enhancing...
    • Page 19

    •  
    • STRENGTH TRAINING ON DANCERS’ JUMP AND BALANCE 16 if any, research has been done to determine if participation in a strength training program helps improve balance among experienced dancers. Research among adolescent dancers regarding balance and...

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
 

Layout options:

Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK