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  • All fields: Graham
(62 results)



Display: 20

    • 1903, May 13

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    • Wed. May 13, 1903: Ther. Warm., Wea. cool breeze, Clouds. We took turns night herding last night. Watered at Spring Hollow this morning, then went on across the bench in an easterly direction, and camped where the road comes into Broad-hollow. We...
    • Page 336

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    • 1924, when the Company was formed. The Water Company is of the opinion t h a t , if water was properly managed with no waste, t h e r e would be sufficient water f o r 10,000 people. Attorney lsom stated t h a t the law still remains the same. May...
    • Page 391

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    • July 5, 1963...Mayor Gardner received a letter from the Department of Interior to notify the City that they had until January of 1 9 6 4 to decide what they would do regarding power. A new Power hoard was appointed a s follows: G . J . Corry,...
    • Page 429

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    • the design or the use of deep pits and a debris basin in proximity of the runway. Project Engineer, R. B. Platt. pointed out that the City felt an obligation to provide facilities to handle normal anticipated irrigation waters, both low and high...
    • Page 525

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    • Lunt, lone H., 116 Lunt, Marion, 304 Lunt. Martha Henrietta, 84 Lunt, Mary Ann Wilson, 22, 25, 84, 98, 116 Lunt, Mary Ellen H , 116 . Lunt. Nary Jeanette Corry, 304 Lunt, Mary, 392, 412, 422 Lunt, Max, 336 Lunt, Mrs. Ray, 330 Lunt, Olive H., 116...
    • Page 185

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    • ing Rass took the sheep through New Castle and on toward the Holt Ranch. Lehi M. stopped at Willard's farm to get some more hay. \Vhile he was there he noted that at 9 : 00 A.M. it was 18 degress below zero. He caught up with Rass and they went on...
    • Page 186

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    • top of the flour sack while at the sheepherd. Because of this ability, Uriah was nicknamed "Graham Cake" by "Poots" Walker.' Lehi not only could fix thinp with baling wire, he learned to be resourceful and could manufacture or fix almost anything....
    • Page 37

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    • 31 Instrumentation Questionnaires, language arts scores from end-of-level CRTs, UALPA scores, free and reduced lunch data (Title I), and ethnographic case studies were used to examine the connections between home-literacy environments and literacy...
    • Page 65

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    • 59 Learning Theories Knowledgebase. (2010). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved October 10th, 2010 from http://www.learning-theories. com/vygotskys-social-learning-theory.html Macmillan/McGraw-Hill. (2006)....
    • Page 19

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    • 16 promoting daily environmental learning” (Blair, 2009, p. 34). A 2000 study conducted in Florida concluded that “students in all types of gardens had high responsibility scores, indicating that all students possessed a sense of responsibility”...
    • Page 22

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    • 19 nature and environmental issues and relationships (Garcia-Ruiz, 2009, p. 34). “Personal experience and observation of nature [were] the building blocks for classroom enrichment. Gardens ground[ed] children in growth, and decay, predator-prey...
    • Page 23

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    • 20 nine percent increase in enthusiasm for studying math (Winters, Ring, and Burriss, 2010, p. 248-H). “Researchers found that enthusiasm for learning, standardized test scores, and GPAs were higher in ninety-two percent of the comparisons-...
    • Page 26

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    • 23 supported the idea that growing food helps children make better food choices, which has been a growing need with the rise of childhood obesity rates. In 2008 approximately seventeen percent of children and adolescents aged two to nineteen years...
    • Page 28

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    • 25 experiential learning basis, have been proposed as a method to reinforce nutrition education because youth who plant and harvest their own produce are more likely to eat it” (Beckman, Smith, 2008, p. 12). The 2008 study conducted by Beckman and...
    • Page 29

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    • 26 contest. This study found that ninety-seven percent of the school gardens were used primarily for environmental education. Barriers to School Gardens Barriers to school gardens were obstacles that stood in the way, limited or slowed school...
    • Page 30

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    • 27 associated with the integration of school gardens within the school system” (Graham, Zidenberg-Cherr, 2005, p. 1797). In this study “teachers noted that the greatest barrier to using the garden for academic instruction was time. Other dominating...
    • Page 31

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    • 28 greatest percentage of responses shows that teachers are responsible for the garden” (Graham, Beall, Lussier, McLaughlin, & Zidenberg-Cherr, 2005, p. 150). Lack of curriculum materials linked to academic standards was significant barrier to...
    • Page 32

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    • 29 reduce barriers. Teachers who were familiar with maintenance people were able to solicit their input for planting opportunities (Coffee & Rivkin,1998). An obtained copy of the physical plans for schools helped to avoid utility lines and other...
    • Page 35

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    • 32 Teachers strongly agreed that there [was] a need for multiple resources, such as curriculum linked to instruction, teacher training for gardening and its connection to curriculum, and lessons on teaching nutrition in the garden… the pressure...

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